Transcript Welcome [www.myuea.org]
WELCOME
HILAREE STEPHENS, UNISERV DIRECTOR LAUNA NELSON, EVALUATION LEAD TAMMY MARTIN, EVALUATION LEAD SHAYLYN EKINS, EVALUATION LEAD
WHO IS IN THE ROOM?
LEARNING OUTCOMES
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Know and internalize the three domains and standards of the Utah Effective Teaching Standards.
Develop common professional language and common understanding of the professional language regarding characteristics of effective teaching practice.
Understand the significance in developing standards based teaching practice.
Provide a depth of insight into the standards for the purposes of supporting teachers in strengthening their teaching practice leading to successful evaluations.
SETTING THE STAGE: EDUCATOR EVALUATION OVERVIEW
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Both State Board of Education rule (R277-531) and Utah State code (SB 64) have recently been modified to address educator evaluation with the goal of improving educator effectiveness and
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instructional quality. All districts will be required to implement an evaluation system that fully complies with both rule and code by the 2014-15 school year*, whether they adopt the state model or create their own system.
POSSIBLE CHANGES IN THE TIMELINE
SAY WHAT?
• “As we know there are known knowns; there are things we know that we know. We also know there are known unknowns; that is to say, there are things we know we don’t know. But there are also unknown unknowns – there are things we do not know we don’t know.” Former U.S. Secretary of Defense Donald Rumsfeld
WHAT
DO
WE KNOW?
Required Components Districts must include the following minimum criteria in their evaluation system (although they can also choose to include other criteria beyond those listed)
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Teachers: observations of instructional quality evidence of student growth parent and student input
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Administrators: observations of leadership quality evidence of student growth Parent, student and employee input effectiveness of evaluating employee performance
MORE REQUIRED COMPONENTS
Evaluation criteria will be weighted to create an overall performance rating
• The weight of each of the required criteria is still to be determined by the USOE and will be based on the results of the pilots. • Once the state determines the percentages for each of the criteria all districts will be required to use that same weighting formula.
PERFORMANCE RATINGS
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State code requires that an educator evaluation system
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differentiate between four levels of performance.
All districts will be required to use uniform terminology for
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performance ratings. The terms for educator evaluation performance ratings are:
• • • • Highly Effective Effective Emerging Effective (for Level One educators or those new to an assignment)
OR
Not Effective Minimally Effective
PERFORMANCE RATINGS
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There is not a maximum or minimum number of educators that must be rated in each performance category.
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In other words, there is no requirement for a “bell curve”. Educators will receive a performance rating based on data from multiple evaluation components and there is no requirement, either in state code or Board rule, that there must be a certain distribution of performance ratings.
STUDENT GROWTH
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Student growth will be a component of every educator’s evaluation.
Student growth measures will be piloted during the 2013 14 school year.
STUDENT GROWTH
Tested Subjects and Grades: • Growth will be calculated using state developed standardized tests (computer adaptive tests beginning in 2014) and then applying a methodology called a student growth percentile (SGP).
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Non-Tested Subjects and Grades: Growth will be calculated using school, classroom or district assessments and then applying a measure called a student learning objective (SLO). SLOs are content, grade or course-specific measurable learning objectives that are used to document learning over a defined period. Goals can be set for individual students, groups of students, by class, by subject or from the school improvement plan. After determining baseline performance for students, progress is monitored and ultimately the degree to which students achieved the goal is measured.
HOW IS THE EVALUATION TIED TO SALARY?
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There is no requirement for “merit pay”. However, educator pay is now tied to performance because state code requires that advancement on the salary schedule be based on receiving a rating of effective or highly effective on an evaluation.
Administrators will have a limited performance pay system. State code requires that beginning with the 2015 16 school year “any salary increase” for administrators will be based on an evaluation until at least 15% of their salary is based on evaluation results.
VALIDITY & RELIABILITY
• Both state code and board rule require all measurement tools be valid and reliable for all district evaluation instruments.
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Valid
: a measurement tool is valid when it accurately measures what it claims to measure.
Reliable
: a measurement tool is reliable when, over time, a person (or persons) using the measurement tool observing the same data arrives at the same conclusion.
THE UEA’S FOCUS
STANDARDS & EVIDENCE: MAKING THE CONNECTION
• The goal is to improve instruction and student learning.
• Not all components of the evaluation will be observable.
• It is important to articulate how you are meeting the standards.
• This can be achieved by collecting evidence.
YOU MEAN, I HAVE TO MAKE A PORTFOLIO?
Not necessarily!
It’s a matter of quality – not quantity!
WHAT DO YOU MEAN BY EVIDENCE?
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Items that show that performance exists or is true.
Purposeful Because I know ____________________________________________ I do ____________________________________________ Which impacts student learning by ____________________________________________
DIVING INTO STANDARDS 6, 9, & 10
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It’s important to: Read and Understand The Continuum of Practice Examine what the standard and indicators look like in your world.
Determine evidence if necessary.
CONTINUUM OF PRACTICE
Standard 10
STANDARD 10: PROFESSIONAL AND ETHICAL BEHAVIOR
Standard 10: Professional and Ethical Behavior
The teacher demonstrates the highest standard of legal, moral and ethical conduct, as specified in Utah State Board Rule R277-515. (click to view)
10a Is responsible for compliance with federal and state laws, State Board of Education administrative rules, state assessment policies, local board policies and supervisory directives.
10b Avoids actions which may adversely affect ability to perform assigned duties and carry out the responsibilities of the profession, including role model responsibilities.
10c Takes responsibility to understand professional requirements, to maintain a current Utah Educator License and to complete license upgrades, renewals and additional requirements acquired in a timely way.
10d Maintains accurate instructional and non-instructional records.
10e Maintains integrity and confidentiality in matters concerning student records and collegial consultation.
10f Develops appropriate student-teacher relationships as defined in rule, law and policy.
10g Maintains professional demeanor and appearance as defined by the local education agency (LEA).
STANDARD 10: TYPES OF EVIDENCE
R277-515-1 . Definitions.
R277-515-2 . Authority and Purpose.
R277-515-3 . Educator as a Role Model of Civic and Societal Responsibility.
R277-515-4 . Educator Responsibility for Maintaining a Safe Learning Environment and Educational Standards.
R277-515-5 . Professional Educator Responsibility for Compliance with School District Policies.
R277-515-6 . Professional Educator Conduct.
R277-515-7 . Violations of Professional Ethics.
Standard 9
STANDARD 9: LEADERSHIP AND COLLABORATION
9a
Prepares for and participates actively as a team member in decision-making processes and building a shared culture that affects the school and larger educational community.
9b
Participates actively as part of the learning community, sharing responsibility for decision making and accountability for each student’s learning and giving and receiving feedback.
9c
Advocates for the learners, the school, the community and the profession.
9d
Works with other school professionals to plan and jointly facilitate learning to meet diverse needs of learners.
9e
Engages in professional learning to enhance knowledge and skill, to contribute to the knowledge and skill of others and to work collaboratively to advance professional practice.
STANDARD 9: GENERAL TYPES OF EVIDENCE
Documentation of discussion, results and implementation of collaboration with colleagues.
Specific documentation of educational advocacy activities in professional and community groups.
Contributions to the school improvement plan through activities, such as participation on committees or community council. Specific documentation of leadership in local and state professional and educational organizations.
Standard 6
STANDARD 6: INSTRUCTIONAL PLANNING
The teacher plans instruction to support students in meeting rigorous learning goals by drawing upon knowledge of content areas, Utah Core Standards, instructional best practices and the community context. (click to view)
6a Plans instruction based on the Utah Core Standards.
6b Individually and collaboratively selects and creates learning experiences that are appropriate for reaching content standards relevant to learners and based on principles of effective instruction.
6c Differentiates instruction for individuals and groups of students by choosing appropriate strategies, accommodations, resources, materials, sequencing, technical tools and demonstrations of learning.
6d Creates opportunities for students to generate and evaluate new ideas, seek inventive solutions to problems and create original work.
6e Integrates cross-disciplinary skills into instruction to purposefully engage learners in applying content knowledge.
STANDARD 6: GENERAL TYPES OF EVIDENCE
Assessment of individual learner needs, analysis of learner progress data results and application of student learning outcomes in planning.
Attendance and implementation of professional development related to diverse student needs and/or language acquisition.
Specific documentation of cross-curricular collaboration with other departments, grade levels or colleagues.
Lesson or unit plans or curriculum map showing long- and short term learning experiences which align with the Utah Core Standards.
AND NOW…
The UEA Toolkit
OTHER MEMBER BENEFITS
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