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The Educator Effectiveness Journey Begins August 2010

The Educator Effectiveness Journey Begins August 2010. Listened. Researched. Investigated. Danielson Marzano Saphier Reeves Stronge. Collaborated. Research on Effective vs. Ineffective Teachers.

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The Educator Effectiveness Journey Begins August 2010

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  1. The Educator Effectiveness Journey Begins August 2010

  2. Listened Researched Investigated Danielson Marzano Saphier Reeves Stronge Collaborated

  3. Research on • Effective vs. Ineffective • Teachers

  4. Ineffective teachers (bottom 5%) only result in 1/2 year of student growth per academic year. Hanushek, 2008

  5. Highly effective teachers (top 5%) result in 1 & 1/2 year of student growth per academic year. Hanushek, 2008

  6. So why the urgency to address educator effectiveness Now?

  7. Why educator effectiveness, why Now? • Research findings • Federal legislation • State legislation • Talk about Pay for Performance Urgency

  8. Collective Bargaining

  9. Wisconsin Act 10

  10. Federal Legislation over the past 48 years: • Johnson – War on Poverty • 1965 - ESEA (equal access, high standards, accountability, gaps) • Reagan – Excellence in Education Commission • 1983 – Nation at Risk (assess “quality” of teaching and learning) • Bush – Standards-based Reform • 2001 – NCLB (standardized testing, AYP, linked to federal funding) • 2007 – NCLB Reauthorization??? • Obama – Blueprint for Reform • 2010 – Offers flexibility (raise standards, accountability systems, improved systems of teacher and principal evaluation and support) - Section 9401 of ESEA amended by NCLB – allows waivers from AYP

  11. Wisconsin Context over the past year: • Act 10 - Changes to Collective Bargaining • WI NCLB Waiver – proposal to raise standards, improve accountability, improve teacher and principal effectiveness. • Senate Bill 461 – requires DPI to develop educator effectiveness evaluation system, 50% teacher practice, 50% student achievement, implement by 2014-15. • Accountability Index – to be published this summer. 100 point scale.

  12. Why would districts want to implement the CESA 6 Effectiveness Project Professional Evaluation System?

  13. Working with the DPI and other partners on Educator Effectiveness

  14. The CESA 6 Effectiveness System will provide an equivalency model. ALIGNED TO: INTASC Standards for teachers. Danielson’s Domains and Components for teachers. ISLLC Standards for administrators

  15. The purpose of the Effectiveness System is to Improve Student Achievement by …

  16. Assisting districts to successfully recruit, support, assess, and RETAIN effective teachers and leaders.

  17. The CESA 6 Effectiveness System provides an equivalency model that: • Creates a balance between • Assures accountability • Identifies needs for professional development Process Product Student Achievement Growth & Attainment Practices Behaviors Knowledge & Skills Strategies

  18. The CESA 6 Effectiveness System will provide: • An evaluation system built for Wisconsin educators by Wisconsin educators • 41 Districts • 123 Educators • Teachers • Building and Central Office Administrators • Superintendents • Educators for Institutes of Higher Learning • Board of Education members • Representatives from 7 CESAs

  19. The CESA 6 Effectiveness System uses: • Multiple Measures of Evidence to evaluate teachers & administrators: • Observations • Walk Throughs • Surveys • Teacher Artifacts & Documents • District Identified Measures of Evidence

  20. Assist districts to develop the product/student outcome side of the DPI 50-50 evaluation formula, including: • District Assessments • Student Learning Objectives (SLOs) • District Choice Product Process 50% 50%

  21. Prepare districts to implement the new Smarter Balance Accountability Assessment in 2014-2015

  22. Districts choosing to participate in the Effectiveness System will receive: • On-going training and coaching for: • teachers • evaluators • district Effectiveness Project Implementation Coaches (EPICs)

  23. THREE HANDBOOKS & MATERIALS TEACHER PROFESSIONAL EVALUATION SYSTEM EDUCATIONAL SPECIALISTS PROFESSIONAL EVALUATION SYSTEM SCHOOL ADMINISTRATOR PROFESSIONAL EVALUATION SYSTEM

  24. Multiple Measurement Forms • Observation forms • Documentary logs • Student surveys • Communication logs • Professional development logs • Summative evaluation forms

  25. Performance Standard Performance Indicators Performance Appraisal Rubric

  26. Performance Standards • A fair and comprehensive evaluation system provides sufficient detail and accuracy so that the teachers, educational specialists and evaluators will reasonably understand their job expectations. • Performance standards refer to the major duties performed by teachers and educational specialists.

  27. Teacher Performance Standards 1. Professional Knowledge The teacher demonstrates an understanding of the curriculum, subject content, and diverse needs of students by providing meaningful learning experiences. 2.Instructional Planning The teacher effectively plans using the approved curriculum, instructional strategies, resources, and data to meet the needs of all students. 3. Instructional Delivery The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. 4. Assessment For and Of Learning The teacher systematically gathers, analyzes, and uses relevant data to measure student progress, guide instructional content and delivery methods, and provides timely feedback to students, parents, and stakeholders. 5.Learning Environment The teacher uses resources, routines, and procedures to provide a respectful, safe, positive, student-centered environment that is conducive to student engagement and learning. 6.Professionalism The teacher demonstrates behavior consistent with legal, ethical, and professional standards, contributes to the profession, and engages in professional growth that results in improved student learning.

  28. Educational Specialist Performance Standards 1. Professional Knowledge The educational specialist uses professional knowledge to address the needs of the target learning community while demonstrating respect for individual differences, cultures, and learning needs. 2: Communication and Collaboration The educational specialist communicates and collaborates effectively with learners, families, staff, and the community to promote student learning and well-being. 3: Assessment The educational specialist gathers, analyzes, and uses data to determine learner/program needs, measure learner/program progress, guide instruction and intervention, and provide timely feedback to learners, families, staff, and the community. 4: Program Planning and Management The educational specialist effectively plans, coordinates, and manages programs and services consistent with established guidelines, policies, and procedures. 5: Program Delivery The educational specialist uses professional knowledge to implement a variety of services for the targeted learning community. 6: Professionalism The educational specialist demonstrates behavior consistent with legal, ethical, and professional standards, contributes to the profession, and engages in professional growth.

  29. School Administrator Standards 1. Leadership for Student Learning The school administrator drives the success of each learner through collaborative implementation of a shared vision of teaching and learning that leads to student academic progress and school improvement. 2. School Climate The school administrator fosters the success of all students by advocating, developing, nurturing, and sustaining a safe, positive, and academically engaging school climate. 3. Human Resources Leadership The school administrator provides effective leadership in the area of human resources by assisting with selection and induction, and by supporting, developing, evaluating, and retaining quality instructional and support personnel. 4. Organizational Management The school administrator fosters the success of all students by supporting, managing, and overseeing the school’s organization, operation, and use of resources. 5. Communication and Community Relations The school administrator fosters the success of all students by effectively communication, collaborating, and engaging stakeholders to promote understanding, support, and continuous improvement of the school’s programs and services aligned with the school’s vision. 6. Professionalism The school administrator fosters the success of all students by demonstrating behavior consistent with legal, ethical, and professional development, and contributing to the profession.

  30. Performance Indicators • Performance indicators provide examples of observable and tangible behaviors for each standard. • The list is not intended to be prescriptive and not intended to be a checklist. • Teachers and educational specialists are not expected to demonstrate each performance indicator. • Ratings are made at the performance standard level, NOT at the performance indicator level.

  31. Performance Rubrics • The performance rubric is a behavioral summary scale that guides evaluators in assessing how well a standard is performed. • Performance appraisal rubrics are provided to increase reliability among evaluators and to help educators focus on ways to enhance their practices.

  32. Recommended Data Sources for Teachers

  33. Goal Setting and SLO’s This will be worked during the 2012/13 school year collaboratively with DPI, CESA 6 and representation from our school districts.

  34. Student Learning Objectives(abbreviated)

  35. Observations Observations are intended to provide information on a wide variety of contributions made by educators in the classroom or the school community as a whole.

  36. Documentation Log • The purpose of the Documentation Log is to provide evidence of performance related to specific standards.

  37. Documentation Log • Teachers have four items required: - evidence of the use of baseline and periodic assessment, - evidence of a commitment to professional growth, - evidence of the use of student survey results, and - evidence of parent communication.

  38. Documentation Log • There are seven items required for educational specialists: • Evidence of professional knowledge, • A Communication Log, • Data demonstrating program and/or intervention effectiveness, • Evidence of using data about student learning or program effectiveness to guide planning and instruction,

  39. A service or program log, • Evidence of commitment to professional growth, and • The summary of the client survey.

  40. Student Surveys • The purpose is to collect information that will help teachers reflect on their practice. • For educational specialists the sample will be done with their clients which may refer to the learners, parents, teachers, other professional colleagues, and/or administrators with which the educational specialists work throughout the school year. • The educator retains sole access to the raw data of the surveys.

  41. Sample Student Surveys(abbreviated)

  42. Summative Assessment • All educators will be rated on all six performance standards using the rubrics. • In addition, the educator will receive a single summative evaluation rating at the conclusion of the evaluation cycle to reflect an overall evaluation rating.

  43. Quick View for Effectiveness Component Requirements

  44. OASYS/My Learning Plan • Web-based Evaluation System • Easy to Navigate • User Friendly • Allows Evaluatee and Evaluator Access • http://www.mylearningplan.com

  45. Which of these children deserves to have a great teacher and administrator?

  46. They ALL Do!

  47. Julie HolbrookCESA 6 Director of Special Education jholbrook@cesa6.org

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