2012 Secondary Curriculum Teacher In-Service

1. 2012Secondary CurriculumTeacher In-Service August 9, 2012

2. Agenda • Welcome • Introduction to Compass • Teacher Evaluation Rubric • Student Learning Targets • Overall Teacher Rating • Transitional Curriculum

3. The Purpose of Compass Compass is intended to ensure: • Teachers set meaningful goals for students; • Teachers and leaders collaboratively evaluate student progress relative to goals; • Teachers receive specific feedback on their performance to drive improvement; and • Teachers, administrators, and district leaders have annual effectiveness data to inform decision‐making

4. Compass Process & Components Set goals Evaluate Use Data -for Educators Observation Performance to inform -for Student and Feedback -student growth Human -Prof. Practice Capital Decisions

5. Compass Process & Components Two components of evaluation STUDENT GROWTH PROFESSIONAL MEASURES PRACTICE MEASURES - Value Added Model or- Observations - Student Learning Targets

6. Teacher Evaluation Rubric • The Louisiana Department of Education (LDOE) has adopted Charlotte Danielson’s Framework for Effective Teaching as its official teacher support and evaluation tool. • However, Louisiana’s Teacher Rubric is an abridged version of the nationally-recognized model.

7. Five Key Components of the Louisiana Teacher Evaluation Rubric • Setting Instructional Outcomes • Managing Classroom Procedures • Using Questioning and Discussion Techniques • Engaging Students in Learning • Using Assessment in Instruction (BREAK)

8. Calculating Rubric Score • The Compass Rubric consist of 5 Components • Teacher is rated 1-4 on each of the 5 components for a possibility of 20 pts. • To calculate the score, the sum of the ratings for the 5 components is divided by 5. This will find the average, or the teachers rating on the on the observation rubric.

9. Compass Rating Average Score Rating 3.60-4.0 HIGHLY EFFECTIVE 2.60-3.40 EFFECTIVE:PROFICIENT 1.60-2.40 EFFECTIVE:EMERGING 0.0-1.40 INEFFECTIVE

10. Student Learning Targets(SLT) • An SLT is a measureable goal for student achievement over a given period of time that reflects an ambitious, but reasonable, expectation of growth. • SLT’s are developed through collaborative effort between the teacher and the evaluator. • In tested grades and subjects, the Value Added Model will take precedents over the SLT in the teacher’s overall evaluation.

11. Four Steps to Writing Strong SLTs • Step 1: Define the Content • Step 2: Identify the Assessment & Collect Baseline Data • Step 3: Identify the Student Group • Step 4: Set the Growth Target & Aligned Scoring Plan

12. Define the Content • Teachers should define the content that is most important for students to learn during their time in that particular class or course. ° Prioritize content that is aligned to the Common Core StateStandards whenever possible. ° Look to other national, state, or local standards in identifying thecontent that students should learn by the end of the course.

13. Identify the Assessment & Collect Baseline Data • Teachers identify the most appropriate assessment to measure students’ mastery of the identified content. ° Refer to the LDOE Common Assessment List or specific district guidance. ° If a common assessment is unavailable, teachers and evaluators agree on the most appropriate assessment. When no or few common assessments are available, consider collaboratively designing assessments at the school- or district-level. • Teachers gather baseline data about students’ starting points. Data sources may include: ° Pre-test aligned to the final assessment ° Diagnostic exam designed to assess students’ readiness for new content ° Analysis of data from the end of the previous course or year

14. Identify the Student Group • SLTs may be set for: ° Entire classes of students ° Multiple sections of the same course ° Smaller groups, such as the lowest performing students • Teachers should try to address the majority of theirstudents across their two or more SLTs • Teachers should prioritize academic content areas mostaligned to the Common Core.

15. Set the Growth Target & Aligned Scoring Plan • For each target, teachers will set the expectation forstudent growth, a goal that is ambitious – a bit of a stretchfor students – but still attainable. • Then, teachers and evaluators agree on a well-definedscoring plan for the SLT, as exemplified on the next slide.

16. SLT Aligned Scoring Plan • Insufficient attainment : The teacher has demonstrated an insufficient impact on student learning by falling far short of the target. (by more than 10-15 %) (1) • Partial attainment of the target: The teacher has demonstrated some impact on student learning but did not meet the target.(10-15% below target) (2) • Full attainment of the target: The teacher has demonstrated full impact on student learning by meeting the target or exceeding it by a small amount. (10-15%) (3) • Exceptional attainment of the target: The teacher has demonstrated an outstanding impact on student learning by surpassing the target by a substantial amount. (more than 10-15%) (4)

17. Overall Teacher Rating • To calculate a teacher’s overall score: Professional Practice Student Growth Final (observation) + (VAM or SLT) = Evaluation Score 2 Each component generates a score from 1.0 – 4.0

18. For more information • http://www.danielsongroup.org/default.aspx • http://www.louisianaschools.net/topics/ppmltr.html