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Alaska Staff Development Network – Follow-Up Webinar

Alaska Staff Development Network – Follow-Up Webinar Emerging Trends and issues in Teacher Evaluation : Implications for Alaska April 17, 2013 3:45 – 5:15 p.m . Session Leader: Al Bertani, RAPPS Senior Design Consultant. Session Objectives.

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Alaska Staff Development Network – Follow-Up Webinar

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  1. Alaska Staff Development Network – Follow-Up Webinar Emerging Trends and issues in Teacher Evaluation: Implications for Alaska April 17, 2013 3:45 – 5:15 p.m. Session Leader: Al Bertani, RAPPS Senior Design Consultant

  2. Session Objectives • Review a framework for designing a teacher evaluation system. • Engage in on-line discussions about various elements of the framework. • Use the framework to evaluate the proposed design process for the State of Illinois – Illinois Educator Evaluation and Development (ITED). Emerging Trends and Issues in Teacher Evaluation: Implications for Alaska ASDN Follow-Up Webinar; April 17, 2013; Facilitated by Al Bertani, RAPPS Senior Design Consultant

  3. Local Implications: Designing and Implementing A New Educator Evaluation System

  4. Designing Comprehensive Teacher Evaluation Systems A Practical Guide to Designing Comprehensive Teacher Evaluation Systems; National Comprehensive Center for Teacher Quality; May 2012

  5. Designing Comprehensive Teacher Evaluation Systems Components • Specifying evaluation system goals • Securing and sustaining stakeholder investment and cultivating a strategic communication plan • Selecting measures • Determining the structure of the evaluation system • Selecting and training evaluators • Ensuring data integrity and transparency • Using teacher evaluation results • Evaluating the system A Practical Guide to Designing Comprehensive Teacher Evaluation Systems; National Comprehensive Center for Teacher Quality; May 2012

  6. Initial Assessment Where is your school or district in designing your comprehensive teacher evaluation system? (Consider Components 1 – 8) Emerging Trends and Issues in Teacher Evaluation: Implications for Alaska; ASDN Follow-Up Webinar; April 2013; Facilitated by Al Bertani, RAPPS Senior Design Consultant

  7. Evaluation System Goals • What type of impact do you want the evaluation system to achieve? • Will evaluation results be used for personnel and compensation decisions? • Will supports be available for teachers in need? • What human and financial resources are available? • How will the teacher evaluation efforts affect other district initiatives? A Practical Guide to Designing Comprehensive Teacher Evaluation Systems; National Comprehensive Center for Teacher Quality; May 2012

  8. Considerations • What do you want to accomplish? • Do you have the capacity to support teachers in need of help? • How can your teacher evaluation efforts be integrated with other district initiatives? Emerging Trends and Issues in Teacher Evaluation: Implications for Alaska; ASDN Follow-Up Webinar; April 2013; Facilitated by Al Bertani, RAPPS Senior Design Consultant

  9. Stakeholder Involvement/ Communication • Who are the crucial stakeholders that need to be involved in designing the teacher evaluation system? • What skills, experience, and knowledge do stakeholders bring to the table? • Will the group have authority to make decisions or serve in an advisory capacity? • Is there a communication plan including strategies to maintain communication throughout the process? • How does the planning group seek feedback from others? A Practical Guide to Designing Comprehensive Teacher Evaluation Systems; National Comprehensive Center for Teacher Quality; May 2012

  10. Pause and Reflect What are the roles of key stakeholders that should be involved in the design process? Emerging Trends and Issues in Teacher Evaluation: Implications for Alaska; ASDN Follow-Up Webinar; April 2013; Facilitated by Al Bertani, RAPPS Senior Design Consultant

  11. Selecting Measures • Do the measures match the goals and purposes of the evaluation? • Do the measures provide data on effective teacher practices and professional development needs? • Are the measures research-based? • Are the measures fair and accurate indicators? • Can the measures be implemented with limited human and financial resource capacity? A Practical Guide to Designing Comprehensive Teacher Evaluation Systems; National Comprehensive Center for Teacher Quality; May 2012

  12. Considerations • What due diligence have you engaged-in during your search for appropriate measures?? • What will the balance be across measures? • How will you link evaluation results and professional development programs? Emerging Trends and Issues in Teacher Evaluation: Implications for Alaska; ASDN Follow-Up Webinar; April 2013; Facilitated by Al Bertani, RAPPS Senior Design Consultant

  13. Structure of the System • Will the state promote or use multiple measures? • Has the state determined percentage weightings of all measures in the overall teacher rating? • Have the levels of proficiency been determined? • Have consequences been determined for failure to meet acceptable levels? A Practical Guide to Designing Comprehensive Teacher Evaluation Systems; National Comprehensive Center for Teacher Quality; May 2012

  14. Pause and Reflect What do you know about the statue and regulations guiding the structure of the system in the State of Alaska? Emerging Trends and Issues in Teacher Evaluation: Implications for Alaska; ASDN Follow-Up Webinar; April 2013; Facilitated by Al Bertani, RAPPS Senior Design Consultant

  15. Selecting And Training Evaluators • Who will be eligible to conduct evaluations? • Will there be examples and explicit guidance in determining levels of proficiency and approval? • To what extent will training provide opportunities for guided practice paired with specific feedback to improve reliability? • Will evaluators be monitored regularly for reliability checks? • How will implementation fidelity be ensured? A Practical Guide to Designing Comprehensive Teacher Evaluation Systems; National Comprehensive Center for Teacher Quality; May 2012

  16. Considerations • What do you want to serve as evaluators? • How will you guarantee they will be prepared and supported? • How will you ensure reliability? Emerging Trends and Issues in Teacher Evaluation: Implications for Alaska; ASDN Follow-Up Webinar; April 2013; Facilitated by Al Bertani, RAPPS Senior Design Consultant

  17. Ensuring Data Integrity • Has a data infrastructure been established to collect teacher evaluation data? • Is there a data validation process in place to ensure the integrity of the data? • Can teacher evaluation data be reported to depict results at the state, district, school, and classroom levels? • Is there a plan for how the teacher evaluation data will be used? A Practical Guide to Designing Comprehensive Teacher Evaluation Systems; National Comprehensive Center for Teacher Quality; May 2012

  18. Pause and Reflect How can you ensure that data integrity will be guaranteed? Emerging Trends and Issues in Teacher Evaluation: Implications for Alaska; ASDN Follow-Up Webinar; April 2013; Facilitated by Al Bertani, RAPPS Senior Design Consultant

  19. Using Teacher Evaluation Results • Have trigger points been established for using evaluation results? • Is professional development an integral components of the evaluation cycle? • Will teacher evaluation results be used to target professional development activities? • Are professional learning activities provided in a manner that is supported by research? • Have systems been established to evaluate professional learning efforts? A Practical Guide to Designing Comprehensive Teacher Evaluation Systems; National Comprehensive Center for Teacher Quality; May 2012

  20. Considerations • Will evaluation results be related to other human resource efforts? • How can you strengthen the links between evaluation results and professional learning? • How will you evaluate the professional learning? Emerging Trends and Issues in Teacher Evaluation: Implications for Alaska; ASDN Follow-Up Webinar; April 2013; Facilitated by Al Bertani, RAPPS Senior Design Consultant

  21. Evaluating the System • Has a process been developed to systematically evaluate the effectiveness of the teacher evaluation model? • Have outcomes been established to determine the overall effectiveness of the evaluation system? • Will other aspects of teacher quality be reviewed to determine whether they have been influenced by the evaluation system? A Practical Guide to Designing Comprehensive Teacher Evaluation Systems; National Comprehensive Center for Teacher Quality; May 2012

  22. Pause and Reflect How will you know your evaluation model is working? Emerging Trends and Issues in Teacher Evaluation: Implications for Alaska; ASDN Follow-Up Webinar; April 2013; Facilitated by Al Bertani, RAPPS Senior Design Consultant

  23. Illinois Case Study Emerging Trends and Issues in Teacher Evaluation: Implications for Alaska; ASDN Follow-Up Webinar; April 2013; Facilitated by Al Bertani, RAPPS Senior Design Consultant

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