Rise overview for teachers

1. Rise overview for teachers HMSES presentation

2. Research has shown that effective teachers are critically important to student learning. Dallas students who start 2nd grade at about the same level of math achievement… …may finish 5th grade math at dramatically different levels depending on the quality of their teachers. After 3 HIGHLY EFFECTIVE Teachers 49 After 3 INEFFECTIVE Teachers Note: Calculating the effects of 3 teachers requires 4 years of test data; hence starting with scores in 2nd grade and ending in 5th. Source: Jordan, H., Mendro, R., & Weerasinghe, D. (1997). The Effects of Teachers on Longitudinal Student Achievement. Dallas, TX: Dallas Public Schools

3. RISE Core Beliefs • Nothing we can do for our students matters more than giving them effective teachers capable of driving student learning outcomes. • Teachers deserve to be treated like professionals. We need a system that differentiates teacher performance in order to give accurate and applicable support and recognition for excellence. • A new evaluation system will make a positive difference in teachers’ everyday lives by providing detailed, constructive feedback, tailored to the individual needs of their classrooms and students.

4. These core beliefs lead to three fundamentals of RISE. • Nothing we can do for our students matters more than giving them effective teachers capable of driving student learning outcomes. • Teachers deserve to be treated like professionals. We need a system that differentiates teacher performance in order to give accurate and applicable support and recognition for excellence. • A new evaluation system will make a positive difference in teachers’ everyday lives by providing detailed, constructive feedback, tailored to the individual needs of their classrooms and students. 1 RISE incorporates multiple measures of student learning. 2 The Indiana Teacher Effectiveness Rubric provides an in-depth description of four performance levels. 3 Evaluators will spend more time in the classroom in order to provide frequent, actionable feedback.

5. There are two major components of the RISE evaluation system.

6. The first component of the RISE evaluation system is Professional Practice. 1 Professional Practice • What is professional practice? • The assessment of instructional knowledge and skills • Includes performance in Planning, Instruction, Leadership, and Core Professionalism • How is professional practice measured in RISE? • Classroom observation and other evidence such as lesson plans, etc. • Information is organized and performance is assessed using the Indiana Teacher Effectiveness Rubric

7. The second component of the RISE evaluation system is Student Learning. 2 Student Learning  • What is student learning? • Student learning is a teacher’s contribution to academic progress over the course of the school year. • How is student learning measured in RISE? • Student learning is measured in three ways • Individual Growth Model Data (where available) • School-wide Learning Measure • Student Learning Objectives Why is it important to include measures of student learning in teacher evaluation?

8. There are four summative rating levels in RISE. • Highly Effective: Consistently exceeds expectations for professional practice, student achievement and professional contribution to the school or corporation. • Effective: Consistently meets expectations for professional practice, student achievement and professional contribution to the school or corporation. • Improvement Necessary: Room for growth in professional practice, student achievement and professional contribution to school or corporation • Ineffective: Consistently fails to meet expectations for professional practice, student achievement and contribution to school or corporation.

9. Professional Practice is measured using the Indiana Teacher Effectiveness Rubric. Teacher Effectiveness Rubric

10. This rubric has 3 primary domains with19 competencies. 75% Domain 2: Instruction 2.1 Develop Student Understanding and Mastery of Lesson Objectives 2.2Demonstrate and Clearly Communicate Content Knowledge to Students 2.3Engage Students in Academic Content 2.4Check for Understanding 2.5Modify Instruction as Needed 2.6Develop Higher Level Understanding Through Rigorous Instruction and Work 2.7Maximize Instructional Time 2.8Create Classroom Culture of Respect and Collaboration 2.9Set High Expectations for Academic Success 10% Domain 1: Planning 1.1 Utilize Assessment Data to Plan 1.2Set Ambitious and Measurable Achievement Goals 1.3Develop Standards-Based Unit Plans and Assessments 1.4Create Objective-Driven Lesson Plans and Assessments 1.5Track Student Data and Analyze Progress 15% Domain 3: Leadership 3.1Contribute to School Culture 3.2Collaborate with Peers 3.3Seek Professional Skills and Knowledge 3.4Advocate for Student Success 3.5Engage Families in Student Learning

11. Two types of evaluators contribute to the collection of evidence. • Primary Evaluator: The person chiefly responsible for the summative evaluation of a teacher. This evaluator is responsible for collecting evidence themselves and reviewing evidence collected by any secondary evaluators. Each teacher has only one primary evaluator. • Secondary Evaluator: An evaluator who may supplement the work of a primary evaluator by conducting observations, providing feedback or gathering evidence and artifacts of student learning. Each teacher may have more than one secondary evaluator.

12. Each domain has several competencies and indicators to help the evaluator determine what to look for. Domain 1: Planning Performance Level Ratings Competencies Indicators

13. Domain 1: Planning  Take a minute to read over the competencies and indicators on the rubric. What evidence might you be able to provide for this domain?

14. Domain 2: Instruction  Why focus on instruction? Why is it weighted the most out of planning, instruction, and leadership?

15. Domain 3: Leadership  Take a minute to read over the competencies and indicators on the rubric. How might you provide evidence for this domain?

16. What about Core Professionalism? • This domain illustrates the minimum competencies expected in any profession. • Teachers are expected to meet these standards and do not gain points for doing so. If teachers frequently and/or seriously violate these standards, it will affect their overall rating (and student learning) negatively.

17. Evaluators work to collect evidence through a series of observations and conferences. • Observations will be spaced appropriately throughout the year. • Feedback will be provided to teachers after every observation. • More observations and feedback will be provided for new and struggling teachers.

18. Observations and conferences occur frequently throughout the school year. Quarter 1 Quarter 2 Quarter 3 Quarter 4 • Summative evaluation conference • Primary evaluator gives feedback on all performance components • Final rating assigned Short Obs. 1 Short Obs. 2 Short Obs. 3 • Beginning of year conference • Principal trains teachers on new observation process and rubric • Qualifying teachers write PD plan with primary evaluator Extended Obs. 1 Extended Obs. 2 • Mid-year conference (Optional) • Primary evaluator gives feedback on all aspects of teacher performance to date • Qualifying teachers re-visit progress on PD plan

19. Primary evaluators use the Teacher Effectiveness Rubric to rate a teacher at the end of the year using a four step process. 1 Compile ratings and notes from multiple observations, drop-ins, and other sources of evidence 2 Use professional judgment to establish three, final ratings in Planning, Instruction, and Leadership 3 Use established weights to roll-up three domain ratings into one rating for Domains 1-3 4 Incorporate Core Professionalism rating (-1 point if teacher fails to meet standards)

20. As you remember, one of the major components of RISE is Student Learning.

21. There are three possible measures of student learning in RISE. • Measures of Student Learning • Individual Growth Model Data • School-wide Learning Measure • Student Learning Objectives

22. The first measure of student learning in RISE is individual Growth Model data, where available. • For teachers in grades 4-8 ELA/Math, Growth Model data will be reported at the student level, class level, and across class level. • The DOE is in the process of modeling the student/teacher link with a sample of schools. This model will be completed this winter and more information will be released regarding the metric and cut levels by spring. • Every teacher who has a class with Growth Model data, will get one score (1-4) based on their data across classes. • Measures of Student Learning • Individual Growth Model Data • School-wide Learning Measure • Student Learning Objectives

23. The second measure of student learning in RISE is the school-wide measure. • The school-wide measure counts equally for all teachers. It will be aligned to the new A-F accountability policy, which provides consistency and alignment between the evaluation of schools, administrators, and teachers. • For elementary and middle school, the school-wide measure will take into account school-wide achievement and growth on the ISTEP. • For high school, the school-wide measure will take into account metrics such as: English 10 and Algebra I ECA achievement and improvement, college and career readiness, and graduation rate. • Measures of Student Learning • Individual Growth Model Data • School-wide Learning Measure • Student Learning Objectives

24. The third measure, Student Learning Objectives, measures growth for non-Growth Model grades/subjects. • Student learning objectives are targets of student growth and achievement set at the start of the school year that teachers and students work towards throughout year. • Research repeatedly demonstrates that challenging learning goals for students is correlated with higher levels of student achievement.* • All teachers will set student learning objectives. • Measures of Student Learning • Individual Growth Model Data • School-wide Learning Measure • Student Learning Objectives * For a survey of the research: Marzano, Robert. What Works in Schools, Translating Research into Action, ASCD, Alexandria, VA, 2002, p. 35-36

25. It is important to look at both growth and achievement in measures of student learning. Growth is defined as improving skills required to achieve mastery on a subject or grade level standard over a period of time. • Growth differentiates mastery expectations based upon baseline performance.  Achievement is defined as meeting a uniform and pre-determined level of mastery on subject or grade level standards. • Achievement is a set point or “bar” that is the same for all students, regardless of where they begin. Why is it important to look at achievement? Growth? What might be the problems of looking at one without the other?

26. There are two types of Student Learning Objectives in RISE: Class and Targeted. 50% • Class Student Learning Objective • A mastery goal based on students’ starting point for a class of students covering all of the IN content standards for the course. 50% • Targeted Student Learning Objective • A growth and/or mastery goal that targets students beginning the class at a low level of preparedness.

27. Options for Special Educators • One class and one targeted SLO • Two targeted SLO’s • *Created by the educator • *Discussed and agreed upon with the evaluator

28. Targeted Goal • Seven out of nine students will meet their individualized target goal for correctly articulating the identified sounds in the stated positions of the word or sentence. • Five out of seven students will meet their individualized target goal for reading fluency. • Four out of five students will meet their individualized target goal for completing the job with increased independence.

29. Caseload Goal • 80% of random sample of IEP's will demonstrate meaningful educational benefit.

30. Student learning objectives help teachers focus on measurable outcomes for students. • Collaboratively discussed: Supervisors and supervisees work together todevelop common expectations of students. • Outcome expectations: Objectives are specific and measurable outcomes for students. • Focused on learning: Objectives identify demonstrable gain in students’ knowledge and skills. • Student learning objectives often contain the following components:

31. Inputs are the measures of professional practice and student learning.

32. The summative rating calculation in RISE is based on four principles. 1) Teachers should be treated as similarly as possible. 2) Classes that aren’t covered by growth-model data should not be excluded or drastically underrepresented in the final weighting. 3) A teacher’s mix of Growth Model and non-Growth Model classes should be accurately reflected in the calculation. 4) Data in which we have most confidence is given the most weight.

33. Teachers fall into one of three groups for the purpose of calculating a rating.  Whichgroup do you fall into?

34. Each group uses a different weighting scheme.

35. Weighting Example Teacher with 50% or more Growth Model Classes *Weights come from group 1 pie chart on previous slide

36. The weighted score then determines the final rating. • In the example on the previous slide, the weighted score of 2.85 is mapped to this scale. The final rating is “Effective”. 2.85 Ineffective Improvement Necessary Effective Highly Effective 1.0 1.75 2.5 3.5 4.0 Points Points Points Points Points Note: Borderline points always round up. For example, a score of 1.75 is considered “Improvement Necessary”

37. Teachers and administrators must work together to have a lasting impact on student achievement. TEACHERS Incorporate feedback and seek growth opportunities to improve practice. Regularly monitor student progress and adjust practice as necessary GOAL: Achieve transformative impact on student outcomes in life. ADMINISTRATORS Observe teacher practice and student outcomes with greater frequency Provide essential feedback and development opportunities.

38. RISE centers on the long-term goal of benefiting students by ensuring each one has an effective teacher. • Major Takeaways: • Increased observation and attention to measures of student learning enable principals to engage teachers in authentic dialogue about instruction, providing teachers with fair assessments of their current effectiveness. • RISE provides a common language of instruction and clear expectations for instructional practice for all staff. • You may get a different rating than in the past, but the intent of accurate evaluations is to help you assess and improve your practice.