S.B. 10-191 Implementation: Professional Practice for Higher Education Leaders September 13, 2013 12:30 pm – 1:45 pm

1. S.B. 10-191 Implementation:Professional Practicefor Higher Education LeadersSeptember 13, 2013 12:30 pm – 1:45 pm

2. WELCOME from today’s featured presenters… Courtney Cabrera, Principal Consultant, Colorado Department of Education Dawn Pare, Principal Consultant, Colorado Department of Education Jenny Arzberger, Educator Preparation Project Manager

3. Introductions When we call on you, be prepared to introduce yourself and share your affiliation and role.

4. How do you feel about Senate Bill 10-191? Please identify a Beatles song title that best describes how you are feeling about S.B. 10-191. • Help! • We Can Work It Out • 8 Days a Week • With a Little Help from My Friends • Be prepared to share: • What made you choose this song title?

5. Goals Successful students Prepare students to thrive in their education and in a globally competitive workforce. • Ensure every student is on track to graduate postsecondary and workforce ready. • Increase achievement for all students and close achievement gaps. • Ensure students graduate ready for success in postsecondary education and the workforce. • Increase national and international competitiveness for all students. Great teachers and leaders Ensure effective educators for every student and effective leaders for every school and district. • Increase and support the effectiveness of all educators. • Optimize the preparation, retention, and effectiveness of new educators. • Eliminate the educator equity gap. Outstanding schools and districts Build the capacity of schools and districts to meet the needs of Colorado students and their families. • Increase school and district performance. • Turnaround the state’s lowest performing districts and schools. • Foster innovation and expand access to a rich array of high quality school choices for students. Best education system in the nation Build the best education system in the nation. • Lead the nation in policy, innovation, and positive outcomes for students. • Operate with excellence, efficiency, and effectiveness to become the best SEA in the nation. • Attract and retain outstanding talent to CDE. Students Educators Schools/ Districts State

6. It’s important because... • …out of 178 school districts and 19 BOCES • 160 districts/12 BOCES are using the State Model System for teachers and principals • 10 districts are using a hybrid system that includes the State Model for evaluating teachers OR principals and a local system for the other group • 7 districts have developed their own evaluation systems for teachers and principals • For more information: http://www.cde.state.co.us/educatoreffectiveness/sb-assurances

7. Training Objectives • By the end of this webinar: • You will understand the State Model Evaluation System, which includes: • Teacher and Principal Quality Standards • the evaluation process • components of the rubric, and • how to score the rubric • You will be able to envision how you can incorporate components of the State Model Evaluation System in your courses.

8. Agenda • Senate Bill 10-191 Information • Purposes and Critical Effects • Priorities of Implementation • Educator Quality Standards – Teacher and Principal • Educator Quality Standards • Evaluation Process • Rubric Structure and Scoring • Simulation • Analyzing for professional development

9. Purposes of S.B. 10-191 • A system to evaluate the effectiveness of licensed personnel and continually improve the quality of education and student outcomes. • Provide meaningful feedback for professional growth and continuous improvement. • Provide a basis for making decisions in the areas of hiring, compensation, promotion, assignment, professional development, earning and retaining non-probationary status, dismissal, and nonrenewal of contract.

10. Critical Effects of S.B. 10-191 “effective” annual 50 growth Requires statewide minimum standards for what it means to be an _________ teacher or principal Requires ______ evaluation of all teachers and principals Requires that all teachers and principals be evaluated at least ____% on the academic ______ of their students

11. Critical Effects of S.B. 10-191 earned service earned effectiveness lost ineffectiveness “portable” forced • Changes non-probationary status from one that is ______ based upon years of ______ to one that is ______ based upon three consecutive years of demonstrated ___________ • Provides that non-probationary status may be ___ based upon two consecutive years of ____________ • Makes non-probationary status ________ • Prohibits _____ placement of teachers

12. Priorities of Implementation • Human judgment • Data should inform decisions, but human judgment will always be a part of the process • Processes and techniques are recommended to improve individual judgment and minimize errors and bias • Embodiment of continuous improvement by monitoring • Data from pilot and rollout intended to capture what works and what doesn’t • Changes in assessment practices and tools • Emerging research and best practices

13. Priorities of Implementation • Providing credible and meaningful feedback with: • Actionable information • Opportunities for improvement • Idea that this is a process and not an event • Involves all stakeholders in a collaborative process • Families, teachers, related service providers, administration, school board, etc. • Educators involved throughout development process

14. Priorities of Implementation • Takes place within a larger, aligned and supportive system • All components of the system must focus on increasing the number of educators and students who are successful • Take a poll! • Which priority do you think is the most important? Be prepared to share your thinking.

15. Definition of Teacher Effectiveness Effective Teachers in the state of Colorado have the knowledge, skills, and commitments needed to provide excellent and equitable learning opportunities and growth for all students. They strive to support growth and development, close achievement gaps and to prepare diverse student populations for postsecondary and workforce success. Effective Teachers facilitate mastery of content and skill development, and employ and adjust evidence-based strategies and approaches for students who are not achieving mastery and students who need acceleration. They also develop in students the skills, interests and abilities necessary to be lifelong learners, as well as for democratic and civic participation. Effective Teachers communicate high expectations to students and their families and utilize diverse strategies to engage them in a mutually supportive teaching and learning environment. Because effective Teachers understand that the work of ensuring meaningful learning opportunities for all students cannot happen in isolation, they engage in collaboration, continuous reflection, on-going learning and leadership within the profession.

16. STATE COUNCIL FOR EDUCATOR EFFECTIVENESS Framework for System to Evaluate Teachers Definition of Teacher Effectiveness Quality Standards I. Know Content II. Establish Environment V. Demonstrate Leadership III. Facilitate Learning IV. Reflect on Practice VI. Student Growth 50% Professional Practice Standards50% Student Growth Measures Observations of Other Measures Teaching Aligned with CDE Guidelines Weighting: How Much Does Each Standard Count Towards Overall Performance? State Other Assessments Other Measures Summative for Non-tested Aligned with Assessments Areas CDE Guidelines Match of test to teaching assignments Weighting: Scoring Framework: How Do Measures of Quality Standards Result in a Determination of Individual Performance? Performance Standards IneffectivePartially EffectiveEffectiveHighly Effective Appeals Process

17. Definition of Principal Effectiveness Effective Principals in the state of Colorado are responsible for the collective success of their schools, including the learning, growth and achievement of both students and staff. As schools’ primary instructional leaders, effective Principals enable critical discourse and data-driven reflection about curriculum, assessment, instruction, and student progress, and create structures to facilitate improvement. Effective Principals are adept at creating systems that maximize the utilization of resources and human capital, foster collaboration, and facilitate constructive change. By creating a common vision and articulating shared values, effective Principals lead and manage their schools in a manner that supports schools’ ability to promote equity and to continually improve their positive impact on students and families.

18. STATE COUNCIL FOR EDUCATOR EFFECTIVENESS Framework for System to Evaluate Principals Definition of Principal Effectiveness Quality Standards I. Strategy II. Instruction VI. External Development IV. Human Resources V. Management III. Culture VII. Student Growth 50% Professional Practice Standards50% Student Growth Measures Number and Percentage Other Measures of Teachers Aligned with CDE Guidelines Weighting: How Much Does Each Standard Count Towards Overall Performance? School Performance Other Measures Framework Aligned with CDE Guidelines Weighting: Scoring Framework: How Do Measures of Quality Standards Result in a Determination of Individual Performance? Performance Standards IneffectivePartially EffectiveEffectiveHighly Effective

19. Aligning Principal and Teacher Quality Standards What do you notice about the alignment between the Principal and Teacher Quality Standards?

20. 2. Annual Orientation 1. Training 9. Goal-Setting and Performance Planning 3. Self-Assessment Evaluation Process Principal/Assistant Principals and Teachers Prior to the beginning of Spring Semester End of May Mid-June End of September. May 15 End of September. End of June Train: Prior to the beginning of School. Orient: Within the first week of School. 8. Final Ratings 4. Review of Annual Goals and Performance Plan 7. End-of-Year Review 5. Mid-Year Review 6. Evaluator Assessment

21. Rubric Structure and Rating Level Focus The focus of the Basic rating is the educator whose performance does not meet state quality standards. The educator rated as Basic is typically performing at a foundational level. Every educator is expected to perform Basic professional practices in their day-to-day work. The focus of Partially Proficient and Proficient levels is what educators do on a day-to-day basis to achieve state performance standards and assure that students are achieving at expected levels. The focus of Accomplished and Exemplary ratings shifts to the outcomes of the educator’s practices, including expectations for staff, students, parents and community members, as a result of practices exhibited under rating levels 2 and 3.

22. Components of the Rubric Teacher Quality Standard Performance Rating Levels Element of the Standard Professional Practice is Not Observable Professional Practice is Observable

23. State Model Rubric Basics • Cumulative in content • Each level of the rubric represents an increase in the quality, intensity, consistency, breadth, depth, and complexity of practice • Effectiveness marked by the addition of practices that improve the overall performance of the educator and drives to student outcomes • Standards based • Outlines the practices that you must meet to be at standard

24. Revised Teacher Rubric • What’s changed in the rubric? • The current rubrics have been shortened in response to feedback from nearly all participants that it felt overwhelming and intimidating due to its size. • The language of the professional practices has been made more specific in order to be clearer and more concise in setting performance expectations. • Redundancies have been eliminated. • Most non-observable professional practices (in the teacher rubric) have been eliminated from Standards 1, 2, and 3 because many of the pilot site participants indicated they believed them to be biased or unfair. • The lowest category on the rubric has been changed to “Basic.”

25. Scoring the Rubric Determining the teacher’s professional practices rating is a three-step process that involves rating the individual elements and standards and using those to determine the overall rating on professional practices. • Rating the Elements • Rating the Standards • Determining the Overall Professional Practices Rating

26. Reading the Rubric

27. Understanding the Scoring “Business” Rule Look for the first unchecked professional practice. Move one column back to identify the rating for the element.

28. Determining the Element Rating Look for the first unchecked professional practice. Move one column back to identify the rating for the element.

29. Determining the Element Rating Look for the first unchecked professional practice. Move one column back to identify the rating for the element.

30. Rubric Rating Levels 0 Educator’s performance on professional practices is significantly below the state Quality Standard. 2 Educator’s performance on professional practices meets state Quality Standard. 3 Educator’s performance on professional practices exceeds state Quality Standard. 4 Educator’s performance on professional practices significantly exceeds state Quality Standard. 1 Educator’s performance on professional practices is below the state Quality Standard.

31. Scoring the Rubric

32. Scoring the Rubric Formula for determining the contribution of each standard to the final Professional Practice rating: (Standard weight [ex. 20% = .20]) X 540 X (Total Points Earned for the Standard) = Weighted Standard points

33. Scoring the Rubric 2 6 7 5 1 3 4 Determining the overall rating for Professional Practices when standards are weighted equally

34. Calculating the Overall Score Translating the total points received for Professional Practices to an overall Professional Practices rating

35. Questions What questions do you have?

36. Simulation Activity Consider the following Professional Practices report Decide whatprofessional development opportunities you might provide to support this teacher

38. Supporting Inter-Rater Agreement is a FREE educator calibration & professional development system available for all school districts • Fall 2013 – Master scored videos for evaluators to calibrate on the professional practices in the rubric • 2013-14 – Master scored Teaching Cases created to include multiple videos of a teacher and supporting artifacts that mimics the evaluation cycle • Video clips aligned to the rubric for professional development for all educators

39. STATE COUNCIL FOR EDUCATOR EFFECTIVENESS Framework for System to Evaluate Teachers Definition of Teacher Effectiveness Quality Standards I. Know Content II. Establish Environment V. Demonstrate Leadership III. Facilitate Learning IV. Reflect on Practice VI. Student Growth 50% Professional Practice Standards50% Student Learning Outcome Measures Observations of Other Measures Teaching Aligned with CDE Guidelines Weighting: How Much Does Each Standard Count Towards Overall Performance? State Other Assessments Other Measures Summative for Non-tested Aligned with Assessments Areas CDE Guidelines Match of test to teaching assignments Weighting: Decision Matrix: How Do Measures of Quality Standards Result in a Determination of Individual Performance? Performance Ratings IneffectivePartially EffectiveEffectiveHighly Effective Appeals Process

40. Reflection Choose a picture from below that best reflects your feelings regarding SB 10-191. Why did you select the picture you did?

41. Resources to Support Your Work • Fact Sheets • Training Webinars • Training Tools • Power Point Presentations • Videos • How-To/Guides

42. Resources to Support Your Work

43. Additional Resources • CDE Educator Effectiveness e-newsletter • http://www.cde.state.co.us/scripts/communications/EENewsletter.asp • Stay informed by signing up for this monthly newsletter

44. STATE OF COLORADO Colorado Department of Higher Education Colorado Department of Education CDE / DHE Collaborative Webinar Series For up to date information including agendas, login information, and recorded webinars, locate our website, like us on Facebook and follow us on Twitter.

45. Contact Us EE Leadership • Katy Anthes: Executive Director • Anthes_K@cde.state.co.us • Toby King: Director • King_T@cde.state.co.us • Jean Williams: Rubric Evaluation Specialist • Williams_J@cde.state.co.us Colorado Legacy Foundation • Mike Gradoz: Director • mgradoz@colegacy.org Communications • Amy Skinner • Skinner_A@cde.state.co.us • Katie Lams: • Lams_K@cde.state.co.us • Britt Wilkenfeld: Data Fellow • Wilkenfeld_B@cde.state.co.us • Tricia Majors: Project Mgr. • Majors_T@cde.state.co.us

46. Contact Us Implementation Support and Development Colorado • Courtney Cabrera • Cabrera_C@cde.state.co.us • Sed Keller • Keller_S@cde.state.co.us • Dawn Pare • Pare_D@cde.state.co.us • Bob Snead • Snead_B@cde.state.co.us • Chris Vance • Vance_C@cde.state.co.us • Colorado Department of Higher Education • Jennifer Arzberger • Jennifer.Arzberger@dhe.state.co.us