Update on Educator Evaluations in Michigan

1. Update on Educator Evaluations in Michigan Directors and Representatives of Teacher Education Programs April 22, 2016

2. 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.

3. Guidance and Support from the Michigan Department of Education Phase One Phase Two Spring/Summer 2016 and beyond Best and promising practices Strategic partnerships and collaboration • January 2016 – Spring 2016 • Statutory requirements

4. Geographic Region Research/EPI Partners Regional Staff

5. Public Act 173 of 2015 Michigan’s Educator Evaluation Law

6. Purpose of Evaluations • Determine educator effectiveness while ensuring that ample opportunities for improvement are provided • Provide relevant coaching, support, and professional learning • Make decisions regarding tenure and certification using rigorous standards and transparent and fair procedures • Make promotion, retention, and removal decisions

7. The Evaluation System

8. Observation (Evaluation) Tools

9. State Approved Observation Tools Teachers Administrators MASA’s School ADvance Administrator Evaluation Instrument Reeves’ Leadership Performance Rubric • Charlotte Danielson’s Framework for Teaching • The Marzano Teacher Evaluation Model • The Thoughtful Classroom • The 5 Dimensions of Teaching and Learning Additional state approved tools coming in 2017…

10. Observation Tool Requirements • Research base (+ assurance for modifications) • Identity and qualifications of author(s) (+ reviewer for modifications) • Evidence of reliability, validity, and efficacy or a plan for developing evidence (+ assurance for modifications) • Evaluation frameworks and rubrics • Process for observations and feedback • Plan for training of evaluators and observers

11. Teacher Observations • At least two classroom observations per year unless effective or highly effective for the two most recent evaluations • At least one classroom observation must be unscheduled (starting in 2016-2017) • At least one classroom observation must be conducted by the administrator responsible for the teacher’s annual year-end evaluation • Feedback provided within 30 days of observation • Includes, minimally, a review of the lesson plan, content standard(s), and student engagement in instruction

12. Student growth

13. Student Growth Requirements • Multiple measures • ”research-based growth measures” • ”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 (SLO) • Achievement of individualized education program (IEP) goals

14. Student Growth Requirements • Three years of data when available • 2015-2016 through 2017-2018: 25% student growth • 2018-2019 and beyond: 40% student growth • State assessment data must be used for tested grades and subjects starting in 2018-2019

15. Additional Student Growth Requirements Teachers Administrators Building administrators: aggregate student growth data used in teacher evaluations within the school District administrators: aggregate student growth data used in teacher evaluations within all schools in the district • Exemption of student growth data for a particular pupil by recommendation of the evaluator and approval of the district superintendent

16. Student Growth Timeline and Composition

17. Student Growth Timeline and Composition 2015-16 2016-17 2017-18 2015-16 2016-17 2017-18 2013-14 2014-15 2015-16 2014-15 2015-16 2016-17 2016-17 2017-18 2018-19

18. Additional factors

19. Teachers 380.1248(1)(b)(i) to (iii) • “Demonstrated pedagogical skills” • Classroom management • Relationships with colleagues, students, and families • Attendance • “Significant, relevant accomplishments and contributions” • ”Relevant special training”

20. Administrators • Proficiency in using the observation tool for teachers or proficiency of his or her designee in using the observation tool for teachers • Progress made against goals in the school or district improvement plans • Student attendance • Student, parent, and teacher feedback • “Other information considered pertinent”

21. Annual Year-end evaluations

22. Annual Year-End Evaluations • Assign one of four labels based on student growth, observation (evaluation) tool, and additional factors for the current school year • Establish performance goals and related training for the following school year

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

24. Student Assignment Requirement • Starting in 2018—2019, a district “shall not assign a pupil to be taught in the same subject area for 2 consecutive years by a teacher who has been rated as ineffective on his or her 2 most recent annual year-end evaluations.” • If a district is unable to comply, the district must notify the affected students’ families by July 15 and provide rationale.

25. Certification implications

26. Certificate Progression in Michigan

27. Beginning July 1, 2018, the state superintendent may not issue an initial professional teaching certificate until an individual has completed three full years of classroom teaching AND • The individual was rated effective or highly effective on his or her three most recent evaluations OR • The individual was rated effective or highly effective for at least three nonconsecutive evaluations AND submits a recommendation for the professional teaching certificate from his or her current district superintendent

28. The state superintendent may not issue or renew an advanced professional certificate unless the applicant • Has been rated highly effective for three out of the five most recent annual year-end evaluations; and • Has not been rated ineffective within the last five years; and • Meets additional criteria established in administrative rules.

29. Preparing teachers to be evaluated

30. Acclimation to Evaluation • Evaluation tool independent • Focus on the purpose of evaluation • Solid foundation in the elements of evaluation • Understanding of rights, roles, and responsibilities of all participants in the evaluation process

31. Assessment and Data Literacy • Understanding of multiple measures of student learning and appropriate application • Ability to interpret data from various types of assessments to evaluate student learning and make connections to instructional practice • Ability to engage in the development of appropriate student assessments, both for formative and evaluative purposes

32. Geographic Regions Research/EPI Partners Regional Staff

33. Abbie Groff-Blaszak Director, Office of Educator Talent and Policy Coordination groff-blaszaka@michigan.gov 517-241-8966 www.michigan.gov/mde-edevals