Transcript CTE Educator Effectiveness

CTE Educator Effectiveness
Agenda
• Intro to Educator Effectiveness and CTE
• Introduction to Oregon Framework and
Standards(Work on thinking of evidence from
the CTE classroom)
• CTE Walk-throughs / What do administrators
need to know?
• CTE Student Learning and Growth
Have You Heard?
Senate Bill 290?
ESEA Waiver?
Educator Effectiveness?
Teacher Evaluations?
Oregon Department of Education
Senate Bill 290: Educator Evaluations
• State shall adopt standards that can be
customized by districts
• Assist districts in determining the
effectiveness of teachers and administrators
for human resource decisions
• Must include student academic growth data
that is both formative and summative
Oregon Department of Education
GOAL
Improved
Teaching
Leading
Learning
Oregon Department of Education
Educators came together…
ODE
OEA
Teachers
Administrators
Special Education
Governor’s Office
… and created the Oregon Framework for
Educator Evaluation and Support Systems
Multiple Measures
Evidence of practice
Observation
Examination of
artifacts
Evidence of
educators’
contributions
to student
learning
Professional
Practice
Evidence of progress
toward professional
goals or contribution
to school or district
goals
Student
Learning and
Growth
Professional
Responsibilities
Oregon’s Framework
Multiple measures from each
of the 3 categories in
combination with one another
will be utilized to determine a
summative rating.
Oregon Department of Education
Differentiated Performance Levels
Performance evaluated on the Standards of
Professional Practice on 4 levels
1 – Does not meet standards
Level 2 – Making progress toward standards
Proficient
Level 3 – Meets standards
Level 4 – Exceeds standards
Level
ODE has posted rubrics aligned to InTASC and ISLLC
standards.
Purpose Of System
Support the learning and growth of all practitioners
-Regardless of development or subject
-Requires safe environment
A focus on growth requires time and resources
-Opportunities to collaborate with colleagues and
peers
-Opportunities to reflect on practice, try new
strategies, evaluate their effectiveness, then
collaborate to configure next steps
Oregon Department of Education
Evaluation and Professional Growth Cycle
Critical steps
in the cycle:
Collaborative
process,
ongoing
feedback,
focus on
improving
effectiveness
Aligned Professional Learning
Evaluation aligned with high quality professional
development opportunities
Informs
decisions for professional growth plans
Relevant to educator’s goals and needs
Standards for Professional
Learning
http://www.learningforward.
org/standards
Oregon Framework
Implementation Timeline
Dates
Activities
July 2012
ESEA Waiver conditionally approved; State Board endorsed Oregon
Framework
2012-13
Pilot framework and student growth measures in 14 school districts
All districts develop or align local evaluation & support systems; regional
support
Spring 2013
ODE resubmit amended evaluation guidelines for USED approval
By July 1, 2013
All districts submit revised evaluation systems/assurances and
implementation plan to ODE for approval
By Sept 1, 2013
ODE review and approve district evaluation systems/assurances; identify
technical assistance/professional development needs
2013-14
All districts implement and refine local systems; regional support
2014-15
All districts continue implementing local systems; regional support
By July 1, 2015
All districts present local evaluation system to Regional Peer Panel
2015-16 &
beyond
Continuous improvement of evaluation systems and ongoing regional
support
EVALUATING PROFESSIONAL
RESPONSIBILITIES
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Teacher Reflections and Self-Reports
Professional Goal-Setting Process
Parent/Student Surveys
Peer Collaboration
Portfolios
Building-Level Leadership
Nancy Hungerford
EVALUATING “Professional Practice”
 Classroom observation, documentation, and
feedback (formal, walk through, miniobservation)
 Examination of Artifacts
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Lesson Plans
Curriculum Design
Scope and Sequence
Assignments
Student Work
Teacher Selected Samples
Nancy Hungerford
Standards of Professional Practice
Model Core Teaching
Standards (INTASC)
oFour Domains:
1.The
Learner and Learning
2.Content
3.Instructional Practice
4.Professional Responsibility
Educational Leadership/
Administrator Standards
(ISLLC)
Six Domains:
1.Visionary
Leadership
2.Instructional Improvement
3.Effective Management
4.Inclusive Practice
5.Ethical Leadership
6.Socio-Political Context
Oregon Department of Education
Quality CTE Programs
Network of Professionals
Authentic Experiences
Oregon Department of Education
Culture of Next Steps
Work in groups of 2-4.
Pick 2 or 3 standards.
Look at the guiding questions and evidence.
Make suggestions and additions.
Will this work for your program/classroom?
What support do you need?
Classroom Observations:
Clackamas Example
Oregon Department of Education
Monument Agriculture Students
CTE Classrooms
What do administrators
need to know?
Oregon Department of Education
Student Learning and Growth
Oregon Department of Education
Oregon’s Framework
Incorporate a robust set of measures of student learning
and growth for all students
Student learning and growth means measures of student
progress (across two or more points in time) and of
proficiency/mastery
Student learning and growth is evidenced by state
assessments as well as national, international, districtwide and other valid and reliable assessments and
collections of student work.
Oregon Department of Education
Multiple Measures:
Student Learning & Growth
Collaborative Student Learning and Growth Goal Setting
Process:
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Teachers and administrators collaborate with supervisors/evaluators to
establish at least two student learning and growth goals for the year
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Discuss rigor and rationale of each goal, research-based strategies,
quality of evidence and standards addressed
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Meet and discuss progress mid-year and at end of year
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Reflect on results and determine implications for professional growth
plans and summative evaluation
Multiple Measures:
Student Learning & Growth
For each goal, select multiple measures from following three categories:
Category
Types of Measures
Examples , but not limited to:
1
State or national
standardized assessments
2
Common national,
ACT, PLAN, EXPLORE, AP, IB, DIBELS, C-PAS,
international, regional,
other national measures; or common
district-developed measures assessments approved by the district or
state
Teachers
Student performances, portfolios,
Classroom-based or school- products, projects, work samples, tests
wide measures
Administrators
Graduation rate, attendance rate, drop-out
Other school-wide or
rate, discipline data, PSAT, AP/IB tests, dual
district-wide measures
enrollment, college remediation rates, etc.
3
OAKS, SMARTER, ELPA, Extended
Assessments
Teacher Goal Setting for Student Growth
AND LEARNING Process
Define Growth: Change in student achievement
between 2 points in time
Rigorous, measurable goals provide a clear path for
teachers and students to succeed.
The goal setting process helps ensure that lesson
design, implementation, and assessment result in
learning for all students.
Kentucky Field Test Guide
S.M.A.R.T. GOALS
 What do I want my students to know and be
able to do by the end of this course/year?
 What assessments are available to assess my
students’ learning and growth?
 Where are my students starting?
 What do I expect them to achieve by key
milestones throughout the year?
 How will I chart each student’s progress
along the way so I can know how to regroup
for the purpose of re-teaching, enrichment,
and/or acceleration?
 How did my students do? What should I do
differently next time?
S = Specific and Strategic
M = Measureable
A = Action Oriented
R = Rigorous, Realistic, &
Results
T = Timed and Tracked
Student Learning Objectives as a
Measure of Student Growth
An SLO is a measurable,
long-term academic goal
informed by available
data that a teacher or
teacher team sets at the
beginning of the year for
all students or for
subgroups of students.
What does an SLO look like?
What does an SLO look like?
III. Midcourse check-In
How are your students
progressing toward your growth
targets?
Which students are
struggling/exceeding
expectations?
What additional resources do you
need as you work to achieve your
Student Learning Objectives?
IV. Final review of SLO scoring and
attainment
Teacher
• Deliver the final assessment(s) to students
• Collect all relevant information and
compile it in a useful way for the
evaluator
Evaluator
• Ask teachers to complete an end-of-year
reflection
• Score SLOs and set up a final meeting with
the educator
• Prepare to give feedback and plan next
steps
Next Steps
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Present Evaluation and Professional Development Plan for
Feedback and Approval From Key Leaders in the District
Develop Support Systems
Training in Critical Attributes of Each Element
Inter-Rater Reliability Training
Implement initial plan in 2013-14 School Year
Student Learning and Growth – not necessary in year 1 for
personnel decisions
Continue to implement 2014-15
Thank You
Jennell Ives
[email protected]
503-947-5777
Megan Helzerman
[email protected]
Resources
Model Core Teaching Standards
Educator Effectiveness Toolkit
The CTE brand logo, brand positioning theme and brand extensions are the property of NASDCTEc.
Evaluation Models
Summative Rating
EDUCATORS EARN TWO SEPARATE
RATINGS
Exemplary
Proficient
1-YEAR SELFDIRECTED
GROWTH PLAN
RECOGNITION
2-YEAR SELF-DIRECTED
GROWTH PLAN
Needs
Improvement
DIRECTED GROWTH PLAN
Unsatisfactory
IMPROVEMENT PLAN
Low
Example of a
“matrix model”
Moderate
High
Impact
on Student
Learning
Rating
of Impact
on Student
Learning
(rating based
on trends
and patterns
in results
of multiple
(multiple
measures
of performance,
including
MCAS
Student
measures
of student
performance,
MCAS Student
Growth
Percentile
and MEPAincluding
where available)
Growth Percentile Scores if available)
37
DRAFT - Weighted Model
This model embeds student learning and growth in Model Core Teaching Standards
#6-8 in the summative evaluation
Component
Description of Component
Rubric Rating
(A)
Professional Practice
Standards 1-8
50%
Evidence of teachers’ content knowledge,
understanding of students, and learning
environment.
2
(B)
Evidence of teachers’ impact on student learning
and growth through goal setting, planning,
assessment, and instructional strategies.
Student Learning and
Growth
25%
(C)
Professional
Responsibilities
Standards 9-10
25%
Evidence of teachers’ progress toward their own
professional goals, contribution to school
improvement goals/plan, and collegial learning
1
1
OEA
OEA