Transcript Document

Alaska Educator
Evaluation Overview
• Background & Purpose
• System Requirements
• District Reporting
• System Revision
Background
• Evaluation statutes, 1996
• SFSF Assurances/ESEA
Flexibility Waiver
• Significant changes to
educator evaluations
• Student learning data
provides essential
information
Purpose
• Help the educator grow
professionally
• Improve the
effectiveness of
instruction
• Relate to the future
employment of the
educator
System Requirements
Information, Evaluation, & Actions
Educator Evaluation System Requirements
Observations (district
may select a nationally
recognized framework
approved by the
department)
Information from
parents, students,
etc.
Other information
(as determined by the
district)
*Two to four valid,
reliable measures of
student growth
including statewide
assessments
Results & Actions
Evaluation Components
Understanding
Student Needs
Unsatisfactory on
1 or more
standard
Plan of Improvement
Basic on 2 or
more standards
District Support
OR
Plan of Professional
Growth (optional)
Differentiation
Content Knowledge
& Instruction
Assessment
Learning
Environment
Family & Community
Cultural Standards
Information Sources
Professional Practice
Student Learning Standard
Performance
Rating on each
of the
eight (8)
standards.
Unsatisfactory
Basic
Proficient
Exemplary
Proficient or
higher on 7
standards and
basic or higher on
1 standard.
______________
Exceeds the districts
performance
standards (as
determined by the
district)
Professional
Learning Focus for
district & teacher.
_______________
Annual Evaluation
Alternative for the
following school year
(as determined by
the district)
Information Sources
Qualitative

Observations (district
may select a nationally
recognized framework
approved by the department)
Information from
parents, students, etc.


Other information
(as determined by the district)
Districts:
• may select a nationally recognized
observational framework approved by
the department or continue to use the
observation tools they have previously
adopted.
• must have a procedure and a form to
collect information concerning an
educator’s performance from students,
parents, and other stakeholders.
• may use other information like surveys,
self-assessments, portfolios, etc. to gather
information concerning an educator’s
performance.
Information Sources
Quantitative
*Two to four
valid, reliable
measures of
student growth
including
statewide
assessments
Districts must:
• Select appropriate measures of student
growth with the input of the educators
being evaluated.
• Establish standards and performance levels
for student learning data.
• Develop procedures based on objective &
measurable criteria to ensure that data
used accurately reflects student growth
based on the educator performance.
• Use statewide assessment data for teachers
who provide instruction in the content
areas assessed.
Aligning Information Sources to
Evaluation Components

Observations (district may
Educator Evaluation Components
Understanding
Student Needs
select a nationally recognized
framework approved by the
department)
Differentiation
Information from parents,
students, etc.
Assessment


Other information
(as determined by the district)
*Two to four valid, reliable
measures of student growth
including statewide
assessments
Content Knowledge
& Instruction
Learning
Environment
Family &
Community
Professional
Practice
Student Learning
Standard
Cultural Standards
Information Sources
Performance
Rating on each of
the
eight (8)
standards.
Unsatisfactory
Basic
Proficient
Exemplary
Levels of Performance
Performance Rating on
each of the 8 standards.
Performance Levels
Standards
Understanding Student Needs

Unsatisfactory (U)

Basic (B)
Differentiation
Content Knowledge & Instruction
Assessment

Proficient (P)

Exemplary (E)
Learning Environment
Family & Community
Professional Practice
Student Learning
E
P
B
U
Inter-rater Reliability
• A district’s evaluation training must include training
that provides for an assurance of inter‐rater
reliability.
Linking Levels of Performance
to Results & Actions
Performance Levels
Standards
Understanding Student Needs
E
P
B
Unsatisfactory on
1 or more
standard
Plan of Improvement
Basic on 2 or
more standards
District Support
OR
Plan of Professional
Growth (optional)
U
Differentiation
Content Knowledge & Instruction
Assessment
Learning Environment
Family & Community
Professional Practice
Student Learning
Proficient or
higher on 7
standards and
basic or higher on
1 standard.
______________
Exceeds the districts
performance
standards (as
determined by the
district)
Professional
Learning Focus for
district & teacher.
_______________
Annual Evaluation
Alternative for the
following school year
(as determined by
the district)
Results & Actions
Performance Levels
Standards
Understanding Student Needs
E
P
B
U
Plan of
Improvement
Differentiation
Content Knowledge & Instruction
Assessment
Learning Environment
Family & Community
Professional Practice
Student Learning
If, at the conclusion of a
plan of professional of
improvement, the
educator’s performance
does not meet district
standards the educator
may be non-retained.
Results & Actions
Performance Levels
Standards
Understanding Student Needs
Differentiation
Content Knowledge & Instruction
Assessment
E
P
B
U
District Support
or
A Plan of Professional
Growth (optional)
Learning Environment
Family & Community
Professional Practice
Student Learning
If, at the conclusion of a plan
of professional growth, the
educator’s performance is
not proficient or exemplary,
the district may place the
educator on a plan of
improvement.
Results & Actions
Performance Levels
Standards
Understanding Student Needs
Differentiation
Content Knowledge & Instruction
Assessment
Learning Environment
Family & Community
Professional Practice
Student Learning
E
P
B
U
Professional Learning
Focus
for teachers & district
District Reporting
Calculating Educators’ Overall Ratings
Evaluation Results vs. District Reporting
Evaluation Results
• Leads to professional
learning, district
support, and/or plan of
improvement
• Confidential—between
administrator(s) and
the individual being
evaluated
District Reporting
•
Educator evaluations provide
the information the district will
use to calculate the overall
rating
•
Number and percentage of
educators at each overall
ratings will be reported to the
department by each school
district beginning in July, 2016
•
Information will only be made
available to the public at
levels that maintain individual
confidentiality
Overall Rating & Student Learning Data
•
A district will evaluate whether an educator’s overall
performance is exemplary, proficient, basic, or unsatisfactory.
•
A district shall include student learning data in teacher and
administrator’s overall rating according to the following schedule:
o SY 2015‐16 & SY 2016‐17, at least 20%
o SY 2017‐18 at least 35%
o SY 2018‐19 and after, at least 50%
•
A district may not give an educator an overall performance
rating of proficient or higher if the educator has been evaluated
to be performing at a level of basic or lower on one or more of
the content standards or other criteria for which evaluation is
required.
District Reporting
School Year 2015-2016 & School Year 2016-2017
Alaska Teacher Standards
Student
Learning
Standard
20%
Content Knowledge
& Instruction
Assessment
Learning Environment
Family & Community
Cultural Standards
Understanding Student Needs
Differentiation
Student
Learning Standard
Rating on each
of the 7
Content
Standards.
Exemplary
Proficient
Basic
Unsatisfactory
ContentOverall
StandardRating
80%
Exemplary
Proficient
Student Learning
Standards
Basic
Unsatisfactory
Professional Practice
Proficient
or higher
on all
standards
Exemplary
Proficient
Basic or
Unsatisfa
ctory on
any one
standard
Basic
Unsatisfactory
District Reporting
School Year 2017-2018
Alaska Teacher Standards
Student
Learning Standard
Differentiation
Content Knowledge
& Instruction
Assessment
Learning Environment
Family & Community
Cultural Standards
Understanding Student Needs
Rating on each
of the 7
Content
Standards.
Content
Standard
65%
Exemplary
Exemplary
Student
Learning
Standard
35%
Proficient
Basic
Unsatisfactory
Proficient
Student Learning
Standards
Basic
Unsatisfactory
Professional Practice
Basic or
Unsatisfa
ctory on
any one
standard
Proficient
or higher
on all
standards
Exemplary
Proficient
Basic
Unsatisfactory
District Reporting
School Year 2018-2019
Alaska Teacher Standards
Student
Learning Standard
Understanding Student Needs
Content Knowledge
& Instruction
Assessment
Learning Environment
Family & Community
Cultural Standards
Differentiation
Exemplary
Rating on each
of the 7
Content
Standards.
Proficient
Content
Standard
50%
Exemplary
Proficient
Student
Learning
Standard
50%
Basic
Unsatisfactory
Student Learning
Standards
Basic
Unsatisfactory
Professional Practice
Basic or
Unsatisfa
ctory on
any one
standard
Proficient
or higher
on all
standards
Exemplary
Proficient
Basic
Unsatisfactory
System Revision
Stakeholders & Next Steps
Stakeholders
•
•
•
•
•
•
•
District School Board
Administrators
Teachers
Special Service Providers
Students
Parents
Community members
Next Steps
• Build awareness around new requirements with all
stakeholders
• Compare existing system to new requirements
• Identify gaps
• Identify decision points
• Develop a transition plan for district’s evaluation
system