Educator Growth & Evaluation

1. Marshall Public Schools Educator Growth & Evaluation

2. The goal of teacher evaluation

3. Yet recognize individual needs of each teacher . . .

6. Opportunity To mutually agree to a teacher evaluation and peer review process that is designed to develop, improve, and support teachers and effective teaching practices and improve student learning and success.

7. Pilot

8. Key Elements of Teacher Evaluation in MN • Based on professional teaching standards • 3 year review cycle (Summative Evaluation) • Summative evaluation by a qualified & trained evaluator • Individual Growth & Development Plan (Renewed every 3 years) • Peer review process & opportunity to participate in PLC • Longitudinal data on student engagement • Portfolio option • Student growth ~ Evidence of Student Learning (35%) • Teacher improvement process • Discipline for teachers not making adequate progress in TIP (Teacher Improvement Plan/Process) • Coordinated staff development with evaluation process and outcome

9. Considerations to meet statute • Summative evaluation by a qualified & trained evaluator • MN teaching license …at least one summative evaluation performed by a qualified and trained evaluator such as a school administrator.

10. Considerations to meet statute • Based on professional teaching standards • 8710.2000 Minnesota Administrative Rules (10 standards) • Danielson, Marzano, etc.

11. Annual evaluation framework • Use of Charlotte Danielson model…

12. Student Learning & Achievement What is the intent of the statute? • Student learning is the main driver of an effective educator’s practices. A great teacher continually assesses student achievement against standards & uses results to modify their practice, to intervene when students struggle, and to differentiate. • Educator & summative evaluator should collaborate to decide if goals and data to measure are appropriate for their role and impact on students.

13. 35% Student Learning & Achievement “mustuse data from valid and reliable assessments aligned to state and local academic standards and must use state and local measures of student growth that may include value-added models or student learning goals to determine 35 percent of teacher evaluation results”

14. Considerations to meet statute • Student growth (35%) • Student learning goals • Marshall team – Divide 35% among: • District wide goal • School improvement plan • Personal goal

15. Peer Review, Student Engagement & Individual Growth Plans “…mustestablish a three-year professional review cycle for each teacher that includes an individual growth and development plan, a peer review process, the opportunity to participate in a professional learning community under paragraph (a), and at least one summative evaluation performed by a qualified and trained evaluator such as a school administrator. For the years when a tenured teacher is not evaluated by a qualified and trained evaluator, the teacher must be evaluated by a peer review;”

16. Considerations to meet statute • Peer coaching process • Consider best practices • Consider observations of student engagement

17. Who’s Engaged?

18. Student Engagement “mustuse longitudinal data on student engagement and connection, and other student outcome measures explicitly aligned with the elements of curriculum for which teachers are responsible”

19. Considerations to meet statute • Individual Growth & Development Plan • Goals based on self assessment, data, district & site goals, previous summative evaluations, etc. • May include student engagement data & peer review • May align personal goals over a three year plan to support the Growth and Development Plan attainment with evidence!

20. Portfolio option • Possible option to e-portfolio to gather and retain evidence • If submitted, considered as evidence in summative evaluation

21. Teacher Improvement Plan • 2c(11) “mustgive teachers not meeting professional teaching standards under clauses (3) through (10) support to improve through a teacher improvement process that includes established goals and timelines; and • (12) “must discipline a teacher for not making a adequate progress in the teacher improvement process under clause (11) that may include a last chance warning, termination, discharge, nonrenewal, transfer to a different position, a leave of absence, or other discipline on school administrator determines if appropriate.”

22. Considerations to meet statute • Coordinate staff development with evaluation process and outcome • Need to continue training and staff development to grow ~ both individually and collectively. • Supports growth and development plan • Ongoing staff development determined based on overall results

23. Putting it all together • SSI team and subcommittee meeting • Developing a framework and model • Share key elements of plan and information on process over next 3 months • Goal – to present a evaluation tool and instrument that can be considered by teaching staff in April and adopted by the Board in April

24. Focus on our mission . . . Marshall Public Schools District #413 develops the potential of each learner for success in a changing world!

25. Goal 1 – Improve student performance for all students. Goal 2 – Improve constituent satisfaction. Goal 3 – Commit to ongoing and continuous employee development. Goal 4 – Align support systems throughout the district to provide optimal learning environments and experiences. Goal 5 – Improve and maintain fiscal stability, accountability, and alignment. And, our mission in action

26. Question and Answer Time • What are your thoughts, questions, reactions, and concerns? • Please share thoughts and questions at upcoming staff meeting with building principal and SSI rep.

27. Marshall Schools - 27 OR, contact information Dr. Klint Willert ~ Superintendent of Schools 401 South Saratoga Street Marshall, MN 56258 (507)-537-6924 klint.willert@marshall.k12.mn.us