Transcript Now lets add another piece to the storm.

 Teacher Evaluation and Effectiveness
laws are now in place
 Legislature has passed a law that
student performance can now be a
part of teacher evaluation
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DPI has just introduced a plan that calls for
 50% of a teacher evaluation from an actual
evaluation from a superior based on Models of
Practice
▪ Based on InTASC Standards
▪ Charlotte Danielson Teacher Practice evaluation system
 50% from student performance
Teachers
InTASC
Danielson’s
4 components,
22 elements
50%
50%
Student Outcomes
Principals
ISLLC
State Assessment
Value Added score from
VARC- 4-8th teachers
Models of
Practice
50% of the
evaluation
District Assessment
Student Learning Objectives
District Choice
School-wide Reading
(Elementary-Middle)
Graduation (High School)
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Value Added scores.
 Each 3-8th grade teacher will receive a score assigned by the
state
 This score will measure the impact the teachers at a grade
level have on their students growth
 Takes into consideration your teachers ability to move
students forward in ELL, SwD, Econ Disadvantaged, etc.
 Compares you to all the schools in the state.
Detailed, measurable goals for student academic
growth to be achieved in a specific period of time.
 Developed collaboratively by educators and their
supervisors every year. All teachers must do them,
every year.
 Principals must do School Learning Objectives for
their evaluation.
 A way for classroom teachers to measure student
learning in an authentic way based on daily
instruction.
 Teachers must set rigorous, attainable goals for
student achievement aligned with their content or
grade level standards.
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Student Learning Objectives are detailed, measurable goals for
student academic growth to be achieved in a specified period of
time (typically an academic year), and developed
collaboratively by educators and their supervisors. SLOs are
based on student learning needs identified by a review of data
reflecting students’ baseline skills. SLOs are intended to
provide educators with opportunities to demonstrate their
students’ academic growth by setting rigorous, attainable goals
for student achievement that are aligned to standards and to
the instruction that teachers provide on a daily basis.
Basis of a process for improving educator practice that involves:
 Gathering data
 establishing goals
 assessing if goals have been met.
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Prepare the SLO
 Using data such as common core standards, building
goals, common assessments, portfolios, test scores.
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Submit the goal for approval
Collect evidence of student growth on the goal
 Based on data collected, teacher will adjust the
instruction
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Review and score the SLO by submitting the
final results by May 15 each year
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Pre Test/ Summative Assessments
Formative Assessments
Performance task evaluations
Portfolios
Class specific objectives
Small group specific objective goals
Using data in a much more provocative way.
Every teacher must utilize classroom data.
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The following data is used to determine how
many SLOs are available:
 state assessment data
 district assessment data
 SLO Teachers need to write one SLO
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All 3 sources of student outcome evidence is
available:
 Only 1 SLO needs to be submitted
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2 sources of information (a teacher without
standardized test data)
 2 SLOs need to be submitted
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Neither state nor district test data are
available
3 SLOs need to be submitted
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Establishing a team SLO is an option where
educators have normal, ongoing
collaboration in small groups around student
learning goals and progress monitoring.
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Principals need to develop a School Learning
Outcome based on student needs. The SLO is
submitted for review at the beginning of the
school year and again at the end of the year.
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More frequent evaluations will be needed
 Lead teachers
 Principals
 Superintendent
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Numerous types of evaluations
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Walkthrough
Formal
Literacy
Linked to standards
Using data to prove effectiveness of instruction
Need for teacher artifacts
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How do you represent your teaching?
Created assessments
Performance tasks
Links to literacy, writing, informational text, and lexiling in every classroom