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MDE Updates

Get the latest updates and information on Michigan's educator evaluation system, including legislative updates, myth busters, and program reviews.

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MDE Updates

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  1. MDE Updates Office of Educator Excellence April 6, 2018

  2. Introductions & Updates • Merged Office (OPPS + OET) = Office of Educator Excellence • Educator Preparation, Certification, PD, Evaluation & Growth, Educator Recognition, and Data & Research • Staff • Introductions • ICYMI: Phil Chase • Evaluation Systems – Donna Utakis available at lunch • EPI Score Delay

  3. Legislative Updates Sean kottke

  4. Teacher Preparation Bill Package (Garcia, et al.) All bills voted out of committee 3/22/2018

  5. Basic Skills Exam (BSE) & Reading Diagnostics Passed Senate and House, 3/22/18 SB 727: Eliminates BSE for Alternative Routes Passed House, 3/13/18 HB 4084: Eliminates BSE for Traditional Routes & Reading Diagnostics Reported out of committee, 3/21/18 SB 889: Eliminates BSE for Traditional Routes

  6. Myth Busters &Program Updates Gina garner

  7. 3 Myth Busters • Clinical experiences for all endorsement areas • Administrator programs include internships • Accreditation • Dispositions measured across program, for all candidates • Recruitment plans • If you don’t have it, make a plan for it

  8. Periodic Program Review • Special Education Program Review • Instructions will be sent late August • Programs have the 18-19 AY to review and submit • Administrator Programs • Notice for data submission/full approval • Data analysis, findings, and outcomes • Program changes

  9. Educator Evaluation Michelle imbrunone

  10. Areas of Focus For Today • Provide an overview of requirements under Michigan’s educator evaluation law. • Describe the current state of implementation. • Identify the common challenges of implementation. • Identify the catalysts for success. • Describe the state level supports.

  11. Educator evaluation – what is the purpose?

  12. Top 10 in 10 Strategic Goal #3: Develop, support, and sustain a high-quality, prepared, and collaborative education workforce Implementation of Michigan’s educator evaluation law with fidelity, with an emphasis on continuous improvement and support for educators; delivering high-quality, standards-aligned professional development that is targeted based on individual educator needs; and ensuring a focus on high quality instructional practice and instructional leadership.

  13. Why is educator evaluation so important? • Effective evaluation guides teacher growth and learning. • When evaluation systems are implemented with fidelity using research-based instruments, authentic feedback creates meaningful dialogue. • A well-implemented feedback cycle for teachers leads to improvement in the use of measured skills and strategies. • Improvement in the use of measured skills and strategies leads to improved student achievement.

  14. Key Components of the Educator Evaluation system

  15. key components of educator evaluation law

  16. Educator evaluation Law: • MCL 380.1249 (1)(d) mandates a district: Uses the evaluations, at a minimum, to inform decisions regarding all of the following: (i)The effectiveness of teachers and school administrators, ensuring that they are given ample opportunities for improvement. (ii)Promotion, retention, and development of teachers and school administrators, including providing relevant coaching, instruction support, or professional development.

  17. Approved Evaluation Tools

  18. Student Growth Requirements Multiple measures that may include: • “Research-based growth measure.” • “Alternative assessments that are rigorous and comparable across schools within the school district, intermediate school district or public school academy.” • “Nationally normed or locally adopted assessments that are aligned to state standards.” • Student Learning Objectives (SLOs). • Achievement of individualized education program (IEP) goals.

  19. Student Growth Timeline and Composition

  20. MCL 380.1531 • Section 1531j: Beginning July 1, 2018, in addition to established criteria, educators seeking to progress from the Standard to Professional Certificate are required to have three consecutive highly effective or effective ratings. If not, the educator will require a recommendation from their current chief school administrator if ratings are nonconsecutive. • Section 1531k: In addition to established criteria, educators seeking to progress from the Professional to the optional Advanced Professional Certificate will need Highly Effective Ratings from 3 out of last 5 annual year end evaluations along with no Ineffective ratings for past 5 years.

  21. Teacher Observation and Additional Factors • MCL 380.1248(1)(b)(i)through (iii) • “Demonstrated pedagogical skills” • Classroom management • Relationships with colleagues, students, and families • Attendance • “Significant, relevant accomplishments and contributions” • “Relevant special training”

  22. Effectiveness Label Outcomes and Options *Also for teachers in first year of probationary period **Not applicable to teachers in the probationary period

  23. Current Implementation Research findings

  24. What do Educators say about Evaluation? Research Question: What should the Purpose of Teacher Evaluation be in your school? Michigan Administrators: Improve instruction 26.4% Student growth and learning 35.1% Professional development 30.7% Michigan Teachers: Improve instruction 41.2% Student growth and learning 28.6% Professional development 24.3% Source: Northern Michigan Study of Michigan Teachers’ and Administrators’ Perceptions of the Teacher Evaluation Process, 2017.

  25. Implementation Levels by Category Brodersen, M., Joyce, J., Bopp, L., Stewart, J., & Cherasaro, T. (2017). District Implementation of educator evaluation systems: Survey results. Centennial, CO: Marzano Research.

  26. Serdiouk, M., Bopp, L., & Cherasaro, T. (2017). Teacher perceptions of evaluator feedback: Final report. Centennial, CO: Marzano Research.

  27. Teacher Perceptions of evaluation feedback

  28. Ray.Taylor and Associates LLC: Educator Evaluation Research and Evaluation Activities Final Report

  29. Ray.Taylor and Associates LLC: Educator Evaluation Research and Evaluation Activities Final Report

  30. Serdiouk, M., Bopp, L., & Cherasaro, T. (2017). Teacher perceptions of evaluator feedback: Final report. Centennial, CO: Marzano Research.

  31. Barriers & Challenges

  32. Addressing Barriers and Challenges Marzano Research. (2017). Teacher and administrator evaluation systems: Case study report. Centennial, CO: Author.

  33. Additional Barriers and Challenges

  34. Marzano Research. (2017). Teacher and administrator evaluation systems: Case study report. Centennial, CO: Author.

  35. Successes and Catalysts

  36. Successes and Catalysts

  37. State Supports

  38. State Resources and Support

  39. State Resources and Support

  40. Efficacious evaluation systems positively impact student outcomes • Classroom teachers have the greatest impact of any system-controlled factor on student achievement. • Imagine a system that is designed to feed, nurture, and grow professionals from before entry to the field until the last day in the field. • When evaluation is approached as something that is done with the evaluatee and not to the evaluatee, capacity grows.

  41. Resources: Webpage 1. Go to the MDE website at http://www.michigan.gov/mde 2. Click on Educator Services on the left hand side of the page. 3. Click on Educator Evaluation in the sub menu 4. Or go to http://www.michigan.gov/mde-edevals

  42. Educator Evaluation Resources

  43. Webinar Series Information • Catalog of Educator Evaluation Webinars • Administrator-focused webinar series • Teacher-focused webinar series • Student Growth Collaborative Workshop Series

  44. Connecting further Rebekah Emmerling Educator Evaluation Unit Manager Emmerlingr@michigan.gov Michelle Imbrunone Education Consultant - Educator Evaluation Imbrunonem@michigan.gov

  45. Survey Data Overview Preston Hicks

  46. Handout: Reference Sheet • Overview: • Columns: 4 surveys, 3 years of data, and Category averages expressed as percentages • Rows: 7 Survey categories

  47. 4 Surveys • Cooperating Teacher • Candidate Supervisor • Teacher Candidate • Teacher Year Out (Completers)

  48. Overview • Statewide view • Compare candidates, completers and supervisors • Select high and low scores • “Did Not Observe” responses • Trends

  49. Year Out Survey Reflections

  50. Year Out Survey: Focus • Respondent information • Experience finding employment • Support for job search • Aspects of preparation

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