Teacher Evaluation System for Florida’s Charter Schools

1. Name of School Teacher Evaluation System for Florida’s Charter Schools An Overview: Florida Consortium of Public Charter Schools Evaluation Model

2. What do we need to know about educator evaluation in charter schools?

3. Purpose of Evaluation For the purpose of increasing student learning growth by improving the quality of instructional, administrative, and supervisory services in the public schools of the state, the district school superintendent shall establish procedures for evaluating the performance of duties and responsibilities of all instructional, administrative, and supervisory personnel employed by the school district. Florida Statutes Section 1012.34 (1) (a).

4. This New Approach to Evaluation • Supports three processes: • Self-Reflectionby the teacher on current proficiencies and growth needs. (What am I good at? What can I do better?) • Feedback from the evaluator and others on what needs improvement. • An annual summative evaluation that assigns one of the performance levels required by law (i.e., Highly Effective, Effective, Needs Improvement / Developing, or Unsatisfactory).

5. Student Learning Leader & Teacher Performance

6. Objectives for Today Examine foundational statutes and rules related to teacher evaluation systems FEAPs – Florida Educator Accomplished Practices Common Language Review the requirements in the evaluation system Discuss the timelines and logistics for implementation of the system

7. Objectives for Today Examine and discuss the additional metric: professional growth Discuss and understand performance metrics Value-added measure Instructional practice

8. Today’s Agenda • Part I: Foundational Information • Part II: Requirements • Part III: Contemporary Research • Part IV: Charter School Consortium Model • Part V: Logistics & Support

9. Foundational Information

10. Rewards states leading the way in comprehensive, coherent, statewide education reform across four key areas: • Adopting standards and assessments that prepare students to succeed in college and the workplace • Building data systems that measure student growth and success, and inform teachers and principals how to improve instruction • Recruiting, developing, rewarding, and retaining effective teachers and principals, especially where they are needed most • Turning around their lowest-performing schools.

11. Florida worked diligently to bring together broad statewide support from superintendents, school board members, teachers and teacher associations for the Race to the Top application.

12. Senate Bill 736: Student Success Act

13. SB 736 Requires • DOE approve school district evaluation systems & monitor for compliance • DOE provide requirements and criteria for evaluation systems • Charter schools comply with provisions related to performance evaluations

14. SB 736 Requires • District evaluation systems • Support effective instruction & student learning growth • Provide appropriate instruments, procedures, and criteria for continuous improvement • Use data from multiple sources including input from parents

15. SB 736 Requires • Four levels of performance • (highly effective, effective, *needs improvement, unsatisfactory) • At least **50% of the evaluation is based on student learning growth • Based on contemporary research • Indicators based on each of the FEAPS

16. SB 736 Requires • DOE annual reports to the public on performance ratings including the percent of teachers and leaders receiving each rating • School reports to parents when their child’s teacher or principal has received unsatisfactory ratings for two consecutive years

17. SB 736 Requires • The state Board of Education shall adopt rules… to establish uniform procedures for the submission… and approval of evaluations of teachers and leaders.

18. SBE Rule 6A-5.065 The Educator Accomplished Practices Florida's core standards for effective educators. The Educator Accomplished Practices are based upon three (3) foundational principles; high expectations, knowledge of subject matter and the standards of the profession. Each effective educator applies the foundational principles through six (6) Educator Accomplished Practices. Each of the practices is clearly defined to promote a common language and statewide understanding of the expectations for the quality of instruction and professional responsibility.

19. Teacher Evaluation Requirements

20. In Accordance with F.S. 1012.34 evaluation systems must…

21. F.S. 1012.34 • Support effective instruction • Use student learning growthresults to create school improvement plans • Provide appropriate instruments, procedures and criteria for continuous quality improvement of the professional skills • Include a mechanism to examine performance data from multiple sources

22. F.S. 1012.34 • Identify special evaluation procedures and criteria • Differentiate among four levels of performance • Provide training for individuals with evaluation responsibilities • Include a process for monitoring and evaluating the effective and consistent use of the system • Post the system on the charter school website within thirty (30) days of approval

23. Florida Educator Accomplished Practices (FEAPS)

24. Common Language of Instruction The Common Language Project is a process to refine conversations in ways that increase the clarity of exchanges and deepen common understanding of the work in progress. ADMR TM (p.40)

25. Common Language …a tool of master practitioners in any profession that is used to facilitate effective communications about the essential concepts and practices of the profession.

26. Examples of Common Language • Causal Instructional Strategies • Key strategies revealed by research to have the highest probability of impacting student learning when used appropriately and in appropriate instructional contexts. These are the controllable actions in a school that impact student learning. DOE Form No. EQEVAL-2012-4 ADMR TM (p.40)

27. Examples of Common Language • Learning Goal(s) • A learning goal is a statement of what learners will know and/or be able to do. In teaching situations, effective teachers state learning goals in a rubric (or scale) format where ascending levels of proficiency of the goal are specified. The rubric form guides learners in self-assessment of progress toward mastery of the goal and guides teachers in tracking student progress and providing feedback on progress toward accomplishing the goal. • DOE Form No. EQEVAL-2012-4 ADMR TM (p.40)

28. High-Effect Size Practices Contemporary research reveals a core of instructional and leadership strategies that have a higher probability than most of positively impacting student learning in significant ways.

29. High-Effect Size Strategies Are components within the core standards and expectations described in the FEAPs (Rule 6A-5.065, F.A.C.) and FPLS (Rule 6A-5.080, F.A.C.) and Constitute priority issues for faculty development and deliberate practice. A listing of these high effect size strategies will be posted for district use on www.fldoe.org/profdev/pa.asp.

30. High-Effect Size Practices Classroom teachers need a repertoire of strategies with a positive effect size so that what they are able to do instructionally, after adapting to classroom conditions, has a reasonable chance of getting positive results.

31. What works BEST? Hattie, J. (2009) Visible Learning. Rutledge. New York

32. Research Framework for the Consortium Model

33. Research frameworks pre-approved by the Department are: • Based on contemporary research • Aligned with the Student Success Act, the FEAPs or FPLS, as appropriate

34. The Florida state model relies on: • Behavioral Framework strategies to establish a core repertoire of teaching competencies • Constructivist methods for planning instructional units, collegial work on adapting core strategies to local conditions, and deliberate practice work for deepening expertise.

35. ____ Charter School Evaluation Model The Charter School Consortium Model

36. The Florida Evaluation System for Teachers should… Reflect teacher performance across all elements (4 domains) Account for teachers’ experience levels Assign weight to the domain with greatest impact on student achievement Acknowledge deliberate practice by measuring teacher improvement over time on specificelements within the framework

37. FCPCS Performance Indicators • Instructional Design & Lesson Planning • The Learning Environment • Instructional Delivery & Facilitation • Assessment • Continuous Professional Improvement • Professional Responsibility & Ethical Conduct Based on the Florida Educator Accomplished Practices (FEAPs)

38. Performance Ratings and Associated Scores Total Score Performance Rating 3.6 – 4.0 Highly Effective 3.0 – 3.5 Effective 2.0 – 2.9 Needs Improvement / Developing 1.0 – 1.9 Unsatisfactory

39. Classroom Teacher Evaluation Rubric

40. 50% of a teachers performance score comes from the ratings on FEAPs Instructional Practice & Professional Ethics 50% Student Growth / VAM 50%

41. Student Growth Measure? The Student Success Act requiresthe inclusion of student learning growth measures in teacher evaluations, and it tasks the education commissioner with identifying and implementing student growth models.

42. The Value-Added Model (VAM) Value-added is a statistical model that uses student-level growth scores to differentiate teacher performance in the area of student learning growth.

43. The Value-Added Model (VAM) A student’s predicted performance serves as the target. A student who meets or exceeds his target has a positive impact on the teacher’s evaluation, and a student not making his target has a negative impact.

44. The Value-Added Model (VAM) The percent of students whose performance is equal to or higher than predicted forms the foundation for the student growth score in the evaluation system.

45. VAMScores Students who meet their expected performance level Students who exceed their expected performance level Students who fall below their expected performance level

46. The Value-Added Model (VAM) This overall percent is transferred to a scale which provides a rating for the teacher at highly effective, effective, needs improvement/ developing, or unsatisfactory.

47. Florida’sValue Added Model Recorded Webinar for Charter Schools with Kathy Hebda, Deputy Chancellor for Education Quality, and Adam Miller, Charter Schools Director, on the Florida Value-Added Model (VAM) is available at http://www.floridaschoolchoice.org/Information/Charter_Schools/ (bottom of page). This presentation provides an overview of Florida’s Value-Added Model and how it should be used for teacher evaluations.

48. Teachers of Classes with FCAT Instructional Practice & Professional & Job Responsibilities 50% Student Growth Measure FL VAM 50%

49. Non-FCAT Teachers Other SGMs 20% VAM 30% Instructional Practice 50% Student Growth 50%

50. Professional Growth Plans (PGP)3 Components Included Below Student academic growth goals included in the teacher’s overall performance score Measurable objectives to meet the goals that clearly identify the expected change in professional practice An evaluation plan to determine the effectiveness of the professional development