Welcome

1. Welcome Hilaree Stephens, uniserv director Launa Nelson, Evaluation Lead Tammy Martin, Evaluation Lead ShaylynEkins, Evaluation Lead

2. Who is in the room?

3. Learning Outcomes • Know and internalize the three domains and standards of the Utah Effective Teaching Standards. • Develop common professional language and common understanding of the professional language regarding characteristics of effective teaching practice. • Understand the significance in developing standards based teaching practice. • Provide a depth of insight into the standards for the purposes of supporting teachers in strengthening their teaching practice leading to successful evaluations.

4. Setting the stage:educator evaluation overview • Both State Board of Education rule (R277-531) and • Utah State code (SB 64) have recently been • modified to address educator evaluation with the • goal of improving educator effectiveness and • instructional quality. • All districts will be required to implement an • evaluation system that fully complies with • both rule and code by the 2014-15 school • year*, whether they adopt the state model or create • their own system.

5. Possible changes in the timeline

6. Say what? • • “As we know there are known knowns; • there are things we know that we know. • We also know there are known • unknowns; that is to say, there are things • we know we don’t know. But there are • also unknown unknowns – there are • things we do not know we don’t know.” • Former U.S. Secretary of Defense Donald Rumsfeld

7. What do we know? • Required Components • Districts must include the following minimumcriteria in their evaluation system (although they can also choose to include other criteria beyond those listed) • Teachers: • observations of instructional quality • evidence of student growth • parent and student input • Administrators: • observations of leadership quality • evidence of student growth • Parent, student and employee input • effectiveness of evaluating employee performance

8. More required components • Evaluation criteria will be weighted to create an overall • performance rating • The weight of each of the required criteria is still to be • determined by the USOE and will be based on the results of • the pilots. • Once the state determines the percentages for each of the • criteria all districts will be required to use that same • weighting formula.

9. Performance ratings • State code requires that an educator evaluation system • differentiate between four levels of performance. • All districts will be required to use uniform terminology for • performance ratings. • The terms for educator evaluation performance ratings are: • Highly Effective • Effective • Emerging Effective (for Level One educators or those new to an assignment) ORMinimally Effective • Not Effective

10. Performance ratings • There is not a maximum or minimum number of • educators that must be rated in each performance • category. • In other words, there is no requirement for a “bell • curve”. Educators will receive a performance rating • based on data from multiple evaluation components • and there is no requirement, either in state code or • Board rule, that there must be a certain distribution • of performance ratings.

11. Student growth • Student growth will be a component of everyeducator’s evaluation. • Student growth measures will be piloted during the 2013-14 school year.

12. Student growth • Tested Subjects and Grades: • • Growth will be calculated using state developed standardized tests (computer-adaptive tests beginning in 2014) and then applying a methodology called a student growth percentile (SGP). • Non-Tested Subjects and Grades: • Growth will be calculated using school, classroom or district assessments and then applying a measure called a student learning objective (SLO). • SLOs are content, grade or course-specific measurable learning objectives that are used to document learning over a defined period. Goals can be set for individual students, groups of students, by class, by subject or from the school improvement plan. After determining baseline performance for students, progress is monitored and ultimately the degree to which students achieved the goal is measured.

13. How is the evaluation tied to salary? • There is no requirement for “merit pay”. However, educator pay is now tied to performance because state code requires that advancement on the salary schedule be based on receiving a rating of effective or highly effective on an evaluation. • Administrators will have a limited performance pay system. State code requires that beginning with the 2015-16 school year “any salary increase” for administrators will be based on an evaluation until at least 15% of their salary is based on evaluation results.

14. Validity & reliability • • Both state code and board rule require all measurement tools be valid and reliable for all district evaluation instruments. • Valid: a measurement tool is valid when it accurately measures what it claims to measure. • Reliable: a measurement tool is reliable when, over time, a person (or persons) using the measurement tool observing the same data arrives at the same conclusion.

15. The UEA’s focus

16. Standards & evidence: making the connection • The goal is to improve instruction and student learning. • Not all components of the evaluation will be observable. • It is important to articulate how you are meeting the standards. • This can be achieved by collecting evidence.

17. You mean, I have to make a portfolio? • Not necessarily! • It’s a matter of quality – not quantity!

18. What do you mean by evidence? • Items that show that performance exists or is true. • Purposeful • Because I know • ____________________________________________ • I do • ____________________________________________ • Which impacts student learning by • ____________________________________________

19. Diving into standards 6, 9, & 10 • It’s important to: • Read and Understand The Continuum of Practice • Examine what the standard and indicators look like in your world. • Determine evidence if necessary.

20. Continuum of practice Standard 10

21. Standard 10: Professional and Ethical behavior • Standard 10: Professional and Ethical Behavior • The teacher demonstrates the highest standard of legal, moral and ethical conduct, as specified in Utah State Board Rule R277-515. (click to view) • 10a  Is responsible for compliance with federal and state laws, State Board of Education administrative rules, state assessment policies, local board policies and supervisory directives. • 10b  Avoids actions which may adversely affect ability to perform assigned duties and carry out the responsibilities of the profession, including role model responsibilities. • 10c  Takes responsibility to understand professional requirements, to maintain a current Utah Educator License and to complete license upgrades, renewals and additional requirements acquired in a timely way. • 10d  Maintains accurate instructional and non-instructional records. • 10e  Maintains integrity and confidentiality in matters concerning student records and collegial consultation. • 10f   Develops appropriate student-teacher relationships as defined in rule, law and policy. • 10g  Maintains professional demeanor and appearance as defined by the local education agency (LEA).

22. Standard 10: types of evidence • R277-515-1. Definitions. • R277-515-2. Authority and Purpose. • R277-515-3. Educator as a Role Model of Civic and Societal Responsibility. • R277-515-4. Educator Responsibility for Maintaining a Safe Learning Environment and Educational Standards. • R277-515-5. Professional Educator Responsibility for Compliance with School District Policies. • R277-515-6. Professional Educator Conduct. • R277-515-7. Violations of Professional Ethics.

23. Standard 9

25. Standard 9: leadership and collaboration • 9a  Prepares for and participates actively as a team member in decision-making processes and building a shared culture that affects the school and larger educational community. • 9b  Participates actively as part of the learning community, sharing responsibility for decision making and accountability for each student’s learning and giving and receiving feedback. • 9c  Advocates for the learners, the school, the community and the profession. • 9d  Works with other school professionals to plan and jointly facilitate learning to meet diverse needs of learners. • 9e  Engages in professional learning to enhance knowledge and skill, to contribute to the knowledge and skill of others and to work collaboratively to advance professional practice.

26. Standard 9: general types of evidence • Documentation of discussion, results and implementation of collaboration with colleagues. • Specific documentation of educational advocacy activities in professional and community groups. • Contributions to the school improvement plan through activities, such as participation on committees or community council.            • Specific documentation of leadership in local and state professional and educational organizations.

27. Standard 6

29. Standard 6: Instructional planning • The teacher plans instruction to support students in meeting rigorous learning goals by drawing upon knowledge of content areas, Utah Core Standards, instructional best practices and the community context. (click to view) • 6a  Plans instruction based on the Utah Core Standards. • 6b  Individually and collaboratively selects and creates learning experiences that are appropriate for reaching content standards relevant to learners and based on principles of effective instruction. • 6c  Differentiates instruction for individuals and groups of students by choosing appropriate strategies, accommodations, resources, materials, sequencing, technical tools and demonstrations of learning.  • 6d  Creates opportunities for students to generate and evaluate new ideas, seek inventive solutions to problems and create original work. • 6e  Integrates cross-disciplinary skills into instruction to purposefully engage learners in applying content knowledge.

30. Standard 6: general types of evidence • Assessment of individual learner needs, analysis of learner progress data results and application of student learning outcomes in planning. • Attendance and implementation of professional development related to diverse student needs and/or language acquisition. • Specific documentation of cross-curricular collaboration with other departments, grade levels or colleagues. • Lesson or unit plans or curriculum map showing long- and short-term learning experiences which align with the Utah Core Standards.

31. And now… • The UEA Toolkit

32. Other member benefits • NEA Complementary Life Insurance (formerly known as Dues Tab) • Free – just identify your beneficiary • Up to $1,000 Term Life Insurance • Up to $5,000 in regular AD&D benefits • $50,000 in AD&D benefits that cover you while on the job or serving as an Association leader. • $150,000 in AD&D benefits for eligible members who are victims of death by homicide while at work. • Free Magazine Subscription • www.neamb.com

33. To receive your toolkit • Fill out your card. • Once I get your card, you will get a flash drive.

34. Thank you for coming! • Please join us on • January 23, 2014 • We will cover • Standards 1, 2, and 7. • hilaree@northernuu.com