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Educator Evaluation RESA Training July and August 2012

Educator Evaluation RESA Training July and August 2012. Where Have We Been?. Historical Perspective. 2010 Federal Policy . 2012-13 Demonstration S chools. Where Are We Headed?.

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Educator Evaluation RESA Training July and August 2012

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  1. Educator EvaluationRESA Training July and August 2012

  2. Where Have We Been?

  3. Historical Perspective 2010Federal Policy 2012-13 Demonstration Schools

  4. Where Are We Headed?

  5. VISION:West Virginia will have a comprehensive and equitable evaluation system that clearly articulates, measures, rewards, and develops educator effectiveness

  6. How Will We Get There?

  7. Overview of Agenda • AM – Working through each component of revised system • 10:00 -Break • 12:15- Lunch • Parking Lot • PM - Leadership Team Planning

  8. Evaluation System for Teachers AdvancedProgression 6+ years IntermediateProgression 4-5 years InitialProgression 1-3 years Self Reflection (standards/rubrics) 80% None Required* Observation (2) Observation (4) Evidence 15% 2 Student Learning Goals 5% School-wide Growth - Reading School-wide Growth - Mathematics

  9. Meeting Objectives • Participants will understand and be able to implement all components of the new evaluation framework. • School leadership teams will plan how to support their colleagues in understanding and implementing the components of the new evaluation framework at their schools.

  10. http://wvde.state.wv.us/evalwv/ Leadership Team Planning

  11. Evaluation System for Teachers

  12. Levels of Performance

  13. West Virginia’s Got Talent!

  14. Levels of Performance

  15. Evaluation System for Teachers AdvancedProgression 6+ years IntermediateProgression 4-5 years InitialProgression 1-3 years

  16. Progressions Distribution of Pilot 772 Teachers

  17. Evaluation System for Teachers AdvancedProgression 6+ years IntermediateProgression 4-5 years InitialProgression 1-3 years

  18. Elements of the Professional Teaching Standards Standard 1 – Curriculum and Planning 1.1 The teacher demonstrates a deep and extensive knowledge of the subject matter. 1.2 The teacher designs standards-driven instruction using state-approved curricula. 1.3 The teacher uses a balanced assessment approach to guide student learning.

  19. Elements Cont. Standard 2 – The Learner and the Learning Environment 2.1 The teacher understands and responds to the unique characteristics of learners. 2.2 The teacher establishes and maintains a safe and appropriate learning environment. 2.3 The teacher establishes and maintains a learner-centered culture.

  20. Elements Cont. Standard 3 – Teaching 3.1 The teacher utilizes a variety of research-based instructional strategies. 3.2 The teacher motivates and engages students in learning, problem solving and collaboration. 3.3 The teacher adjusts instruction based on a variety of assessments and student responses.

  21. Elements Cont. Standard 4 – Professional Responsibilities for Self-Renewal 4.1 The teacher engages in professional development for self-renewal that guides continuous examination and improvement of professional practice. 4.2 The teacher actively engages in collaborative learning opportunities for self-renewal with colleagues.

  22. Elements Cont. Standard 5 – Professional Responsibilities for School and Community 5.1 The teacher participates in school-wide collaborative efforts to support the success of all students. 5.2 The teacher works with parents, guardians, families and community entities to support student learning and well-being. 5.3 The teacher promotes practices and policies that improve school environment and student learning.

  23. Elements Cont. Standard 6 – Student Learning 6.1 The work of the teacher results in measurable progress of student learning of state-approved curricula. Standard 7 – Professional Conduct 7.1 The teacher demonstrates professional conduct as defined in law, policy and procedure at the state, district, and school level.

  24. Evaluation System for Teachers AdvancedProgression 6+ years IntermediateProgression 4-5 years InitialProgression 1-3 years Self Reflection (standards/rubrics)

  25. Self Reflection

  26. Self Reflection

  27. Break!

  28. Evaluation System for Teachers AdvancedProgression 6+ years IntermediateProgression 4-5 years InitialProgression 1-3 years Self Reflection (standards/rubrics) None Required* Observation (2) Observation (4)

  29. Observation • Not the evaluation • Initial Progression-4, Intermediate-2, Advanced-if requested • One class period or minimum of 30 minutes • Supported by evidence and conversation

  30. Evaluation System for Teachers AdvancedProgression 6+ years IntermediateProgression 4-5 years InitialProgression 1-3 years Self Reflection (standards/rubrics) None Required* Observation (2) Observation (4) Evidence

  31. Evidence is provided to support performance level determination • To be distinguished, evidence must be noted in the system • Evaluators record data using the Observation form Evidence

  32. Evidence

  33. When is Evidence Needed? For Distinguished Evidence must be noted in the system for a distinguished rating on either/both the self-reflection and/or the evaluation. For Discrepancies If an evaluator disagrees with a rating in the self-reflection, the individual being evaluated has the opportunity to provide evidence to support his/her self-reflection rating. However, the evaluator cannot change the self-reflection. The evidence provided will be considered by the evaluator when determining the summative rating. NOTE: The amount of evidence and the necessity of evidence is the same no matter regardless of the teacher’s progression.

  34. How much evidence is enough?

  35. Table Tasks • Each table will receive a scenario. • Read the scenario together • Using the rubrics, give the teacher a performance rating for each element of the given standard • Discuss what evidence you used to determine the rating

  36. Professional Conduct

  37. Plans to Support Continuous Improvement

  38. Rationale • Comprehensive system of support • Culture based on trust, support and professional growth • Active role for educators • Time and resources

  39. Focused Support Plan • Proactive, preventative • Area(s) of concern in one or more performance standards • Support meets individual needs

  40. Focused Support Plan Essential Components: • Identified area of concern with reference to the standard(s) to be addressed • Expectations for change • 9 week timeline for implementation • Resources for support, including referral to other educators

  41. Focused Support Plan Nine Weeks Decision • Standard met-removed from plan • Adequate progress – another Focused Support Plan 3. Inadequate progress – Corrective Action Plan

  42. Corrective Action Plan • 18 weeks • Unsatisfactory performance shown in a completed evaluation • Inadequate progress on focused support plan • Certain instances may require immediate action • Determinative

  43. Corrective Action Plan Essential components: • Identified area of unsatisfactory performance with reference to the standard(s) to be addressed • Expectations for change • Timeline for implementation • Resources for support, including referral to other educators

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