Teacher Evaluations in KEEP

1. Teacher Evaluations in KEEP August 13, 2013 USD 108, Washington, Kansas 10:00 am to 2:00 PM Kayeri Akweks, KSDE

2. Introduction Today’s Discussion • Why This, Why Now ? • Multiple Measures • “Significant” • KEEP Process and Repository • KEEP Constructs, Components and Rubrics

3. WAIVER - Principle 3 Supporting Effective Instruction and Leadership Implement teacher and principal evaluation and support systems that: • Are used for continual improvement of instruction • Use at least 3 performance levels • Use multiple measures including student growth as significant factor • Are used to evaluate on a regular basis • Provide clear, timely, and useful feedback • Are used to inform personnel decisions

4. Assurances Districts Have Chosen Their Evaluation Systems for 2013-2014 As of August 1, 2013 – 281districts have submitted their Assurances Form 278 districts have had their Assurances Form approved 93 districts will be using the KEEP Evaluation System 153 districts will be using vendor systems 45districts will be using locally created evaluation systems

5. Evaluation Systems per Districts as of 7-29-2013

6. Priorities 4 Topics within Evaluations to Understand • Multiple Measures • Significance • The Evaluation Process - Goal Selection - Inter-Rater Reliability • KEEP Repository

7. Multiple Measures Measures to Use • State assessments must be used • Include assessment measures currently in use in your district • Shared credit/responsibility for student growth, subject to local decision making • Time for student growth 1-4 years

8. Multiple Measures Student Growth Measures Examples Activity • In small groups, discuss potential valid and reliable student growth measures that: • You currently use • That you know others have used • That you would like to use • That may appear on the Kansas Default List

9. Sample Measures by KSDE from the Field

10. Multiple Measures Recent Developments • Focus Groups provided a list of possible measures • KSDE is collaborating with REL and the Center for Great Teachers and Leaders to modify the list of measures collected across Kansas • KSDE will identify a “Default List” of Multiple Measures

11. Multiple Measures Types of Assessments We are looking at assessments that measure more than academic preparedness, such as: 21st Century Skills Critical Thinking Employability Technical Skills SBoE has previously approved the College and Career Ready definition.

12. Co-Construct Builder Leaders and Teachers Co-Construct the Educator Evaluation Multiple Measures • Locally Determined Selections – from default list or KSDE other approved measures • Validation – REL, KSDE content area specialists, or LEA able to meet valid and reliable criteria Significant Student Growth • Determining Significance – Matrix, Other Examples • Establishing Timeline for Growth – Student Growth Percentile

13. Define Significance Student Growth Definition • The change in student achievement for an individual student between two points in time, determined using multiple measures • To include gains and progress toward post-secondary and workforce readiness • To include progress in academic and functional goals in an individualized education program or meeting academic student growth objectives

14. 85% 5th Grade Curriculum Standards EXAMPLE Grade Level Expectation 85% Assuming 85% of students exiting 4th grade accomplished 4th grade curriculum, the expectation would be at least the same amount of growth would occur by completion of the 5th grade, or on any given measure used. Example: In a class of 24 students, 20 students would be above the Grade Level Expectation line by the end of the Academic Year. 24 x .85 = 20.2 This scenario would indicate significance. Reference: Blue Print for Reform

15. Graduation Rates/Attendance Rates EXAMPLE

16. Multiple Measures, Effectiveness, Significance EXAMPLE

17. Matrix Used to Determine Summative Evaluation Rating

18. Intervention Schedule • Educator Intervention Schedule For All Kansas Schools • 1st and 2nd Year Teachers • Kansas school districts are committed to providing an effective or highly effective teacher in every classroom. Inexperienced teachers in the first 2 years of employment, evaluated per KS 72-9001, showing a pattern of ineffectiveness may not be eligible for a continuance of a contract and may not qualify for a professional license. • 3rd and 4th Year Teachers • Experienced teachers found to be developing or ineffective for two consecutive years will be considered in “job jeopardy” and minimally placed on a plan intensive supervision that may lead to due process and dismissal. • Experienced Teachers 5th Year and Beyond • If an experienced teacher is rated to be ineffective or developing, they should be evaluated annually, on intensive supervision, until they are rated effective or highly effective. Failure to improve for two consecutive years may lead to dismissal. • Table 1 Educator Intervention Schedule

19. Define Significance Multiple Measures and Significance Summary • Teachers and Leaders evaluations include multiple measures as evidence • Kansas is defining “significance” as demonstrating student growth using MORE than one measure • Must consider state assessments • May include assessment measures currently in use in your district • Validity of the Measure must be pre-determined for any appropriate measure • Locally determine credit/responsibility for student growth • Time for student growth 1-4 years

20. The Evaluation Process TEACHER The constructs to be measured in the evaluation instrument: Construct 1: Learner and Learning Construct 2: Content Knowledge Construct 3: Instructional Practice Construct 4: Professional Responsibility

21. The Evaluation Process TEACHER The constructs to be measured in the evaluation instrument: Construct 1: Learner and Learning Construct 2: Content Knowledge Construct 3: Instructional Practice Construct 4: Professional Responsibility

22. Evaluation Process Evaluation Goal Selection • District Goals • Building Goals • Individual Goals KSDE recommends that each Educator selects no more than two goals per evaluation cycle: • A district or building level goal, • A personal goal mutually agreed upon by the Evaluator and the Evaluatee.

23. Evaluation Process Inter-Rater Reliability Reliability refers to the consistency of the entire evaluation process. Validitymeans that the process is measuring what it was intended to measure. KSDE Expectation All school district evaluators attend professional learning activities that address the issue of reliability relative to using the KEEP Rubrics. The same expectations apply to districts using an evaluation system other than KEEP.

24. Evaluation Process Evaluating the Teacher • Co-create the Process • Thinking through and discussing the Process • Goals Selected • Multiple Measures selected • Timeline for Evaluation • 1 Cycle • 2 Cycles

25. Teacher Process • Required Steps • Implementation Ideas

26. KEEP Repository Repository Process A Repository is NOT ___________________________??? ANSWER: The entire KEEP process. How is a Data Repository used? USES – Holds DATA Generates Reports Tool for Educator Involvement Unified System Organizational Tool

27. KEEP Repository Assessment Rubric Teacher Assessment Rubric

28. KEEP Repository Assessment Rubric Comments, File, Save and Print

29. KEEP Repository Assessment Rubric and “I have completed my self assessment” checked

30. KEEP Repository Assessment Rubric with Comments Box filled and Artifact Uploaded

31. KEEP Repository Goals – Select Goals, Write Text for Expected Outcome, Add

32. KEEP Repository Goals – After Adding, then Complete and Save, can Print

33. KEEP Repository Artifacts – Select Component and Source of Evidence Add File to Upload

34. KEEP Repository Artifacts – Uploaded

35. KEEP Repository Informal Observations – select Observer

36. KEEP Repository Informal Observations – per Construct and Component with Date

37. KEEP Repository Conferences

38. KEEP Repository Conferences – Discussion Summary and Comments

39. KEEP Repository Conferences – Signatures and Print

40. KEEP Summary Rating Sheet

41. Summary Rating Sheet – Constructs #1 and #2

42. Summary Rating Sheet – Construct #3 and #4, Signatures

43. KEEP Guided Practice NEW !! KEEP Guided Practice • http://training.ksde.org/keep/trainingportal/web/index.htm • New Online Training – Available 24/7 • Individualized and Repeatable • Includes multiple forms of Learning

44. KEEP Webpage http://www.ksde.org/Default.aspx?tabid=4400 • News and Announcements • KEEP Repository Registration • KEEP Training Materials and Schedule • Archives with Materials of Previous Trainings and Meetings • Assurances Information • Kansas Flexibility Waiver Materials

45. Evaluation Rubrics Unpacking the KEEP Rubrics • Learning the Constructs and Components • Using the Rubrics to Differentiate the Levels of Practice • Sources of Evidence • Tracking the Process

46. Evaluation Rubrics Teacher Evaluation Rubrics Construct 1: Learner and Learning To ensure that each student learns new knowledge and skills, teachers must understand that learning and developmental patterns vary individually, that students bring unique individual differences to the learning process, and that students need supportive and safe learning environments to thrive. Demonstration of the teacher’s proficiency in Learner and Learning is evidenced by: 1.1 Learner Development The teacher planned instruction based on the learning and developmental levels of all students.Key indicators include: planning instruction, aligning instruction with student learning needs, using a variety of approaches and resources, providing adaptation of instruction. 1.2 Learner Differences The teacher recognized and fostered individual differences to establish a positive classroom culture.Key indicators include: getting to know all students, using that knowledge of students to create a culture of respect, meeting needs of all students. 1.3 Learning Environment The teacher established a classroom environment conducive to learning. Key indicators include: collaborating with students, establishing a safe, respectful and academically challenging environment.

47. Highly Effective Ineffective Developing Effective Goal 1.1 Learner Development: The teacher planned instruction based on the learning and developmental levels of all students. Sources of Evidence for Planning Instruction Based on the Learning and Developmental Levels of All Students • Differentiated lesson plans • Student work sample • Assessment data • Teacher reflection

49. Questions ?? Contacts: Bill Bagshaw, Assistant Director Teacher Licensure & Accreditation bbagshaw@ksde.org 785.296.2198 Kayeri Akweks, Education Program Consultant Teacher Education and Licensure kakweks@ksde.org 785.296.5140 An Equal Employment/Educational Opportunity Agency The Kansas State Department of Education does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: KSDE General Counsel, 120 SE 10th Ave., Topeka, KS 66612; 785-296-3201