When teachers succeed, students succeed.

1. CONNECTICUT STATE DEPARTMENT OF EDUCATION

2. When teachers succeed, students succeed. When teachers succeed, students succeed. Research has proven that no school-level factor matters more to students’ success than high-quality teachers and leaders. CONNECTICUT STATE DEPARTMENT OF EDUCATION

3. To support teachers… …we need to define effective practice. …we need accurate, useful information about teachers’ strengths and areas in need of development. …we need to provide on-going opportunities for growth throughout the career continuum through effective professional learning and other types of support. …we must develop systems for meaningful recognition of accomplishment throughout the career continuum. CONNECTICUT STATE DEPARTMENT OF EDUCATION

4. Educator Evaluation Design Principles CONNECTICUT STATE DEPARTMENT OF EDUCATION Based on multiple standards-based measures of performance Promote both professional judgment and consistency Foster professional dialogue about student learning Aligned to effective, evaluation-based professional learning, coaching, and feedback to support teacher growth and development Ensure feasibility of implementation

5. Teacher Evaluation Categories CONNECTICUT STATE DEPARTMENT OF EDUCATION

6. Teacher Evaluation Categories OUTCOME RATING ANNUAL TEACHER RATING PRACTICE RATING CONNECTICUT STATE DEPARTMENT OF EDUCATION

7. Teacher Evaluation Process Mid-Year Check-in Goal-Setting & Planning End-of-Year Review By November 15, 2012 January/February 2013 By June 30, 2013* *If state test data may have a significant impact on a final rating, a final rating may be revised by September 15 when state test data are available. CONNECTICUT STATE DEPARTMENT OF EDUCATION

8. Why evaluation matters • Supporting great educators • Key to developing, supporting and improving the effectiveness of educators as well as recognizing the outstanding performance of our most effective teachers and leaders • Teachers have a profound influence • An effective teacher can change the course of a student’s life. Research shows that one of the most important school-based factors influencing a student’s achievement is the quality of his or her teacher. • Focus on regular feedback • When the feedback is specific and actionable and delivered in a constructive, non-confrontational manner, the individual comes away feeling valued and appreciated, which results in a higher level of satisfaction in their work – all of which contribute to higher quality academic performance. • Multiple measures of effectiveness • To determine overall educator effectiveness, the Connecticut System for Educator Evaluation considers four components: Professional Performance and Practice, Student Learning Outcomes, Parent or Peer Feedback and Whole-school or Student Feedback. CONNECTICUT STATE DEPARTMENT OF EDUCATION

9. Setting Student Learning Objectives Planning Cycle Step 1 Step 2 Step 3 Step 4 CONNECTICUT STATE DEPARTMENT OF EDUCATION

10. What are Student Learning Objectives? A long-term academic goal • Broad statements about the knowledge and skills that students will demonstrate as a result of instruction; • Address the central purpose of the teacher’s assignment; • Take into account baseline data on student performance; • Pertain to a large proportion of a teacher’s students; • Reflect content mastery or skill development; • Reflect attainable but ambitious goals for student learning; and • Are measured by indicators of academic growth and development (IAGDs). CONNECTICUT STATE DEPARTMENT OF EDUCATION

11. What are IAGDs? Measurements of student outcomes • Are based on results of assessments, which may include standardized and non-standardized measures; • May require consultation with colleagues with more expertise to determine appropriate measures and targets; • Indicator statements for the teacher evaluation should follow SMART Goal language: Specific/Strategic, Measurable, Aligned/Attainable, Results-Oriented and Time-Bound; and • There must be at least one IAGD per SLO. CONNECTICUT STATE DEPARTMENT OF EDUCATION

12. Principals that support effective SLOs CONNECTICUT STATE DEPARTMENT OF EDUCATION

13. Measuring student outcomes CONNECTICUT STATE DEPARTMENT OF EDUCATION

14. What IS Assessment? CONNECTICUT STATE DEPARTMENT OF EDUCATION

15. So…What is Assessment? CONNECTICUT STATE DEPARTMENT OF EDUCATION

16. Effective assessment will… CONNECTICUT STATE DEPARTMENT OF EDUCATION

17. Think, pair, share… What assessments are you currently using? CONNECTICUT STATE DEPARTMENT OF EDUCATION

18. Linking Common Core Standards To be ready for college, workforce training, and life in a technological society students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. *Research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section. CONNECTICUT STATE DEPARTMENT OF EDUCATION

19. SLO Approval Priority of Content Quality of Indicators Rigor of Objective/Indicators CONNECTICUT STATE DEPARTMENT OF EDUCATION

20. Levels of Performance Each district shall define effectiveness and ineffectiveness utilizing a pattern of summative ratings derived from the new evaluation system.. CONNECTICUT STATE DEPARTMENT OF EDUCATION

21. Stefan PryorCommissioner, CT State Department of Education Dr. Sarah Barzee Director for Leadership Development sarah.barzee@ct.gov Dr. Diane D. Ullman Chief Talent Office diane.ullman@ct.gov Emily Byrne Director of Strategic Initiatives emily.byrne@ct.gov Contact the CSDE Talent Office Hotline at: 860-713-6868 or email: sde.seed@ct.gov Visit us online: www.connecticutseed.org CONNECTICUT STATE DEPARTMENT OF EDUCATION