Implementing the Model System for Evaluating Colorado’s Educators

Legislative Overview, Professional Practice and Measures of Student Learning

Colorado Department of Education, Educator Effectiveness

Summer 2013

Together We Can

Vision

All students in Colorado will become educated and productive citizens capable of succeeding in a globally competitive workforce.

Mission

The mission of CDE is to shape, support, and safeguard a statewide education system that prepares all students for success in a globally competitive world.

3

Goals

Students Educators Schools/ Districts State Successful students Prepare students to thrive in their education and in a globally competitive workforce.

 Ensure every student is on track to graduate postsecondary and workforce ready.

   Increase achievement for all students and close achievement gaps.

Ensure students graduate ready for success in postsecondary education and the workforce.

Increase national and international competitiveness for all students.

Great teachers and leaders Ensure effective educators for every student and effective leaders for every school and district.

 Increase and support the effectiveness of all educators.

 Optimize the preparation, retention, and effectiveness of new educators.

 Eliminate the educator equity gap.

Outstanding schools and districts

 

Build the capacity of schools and districts to meet the needs of Colorado students and their families.

 Increase school and district performance.

Turnaround the state’s lowest performing districts and schools.

Foster innovation and expand access to a rich array of high quality school choices for students.

Best education system in the nation Build the best education system in the nation.

 Lead the nation in policy, innovation, and positive outcomes for students.

 Operate with excellence, efficiency, and effectiveness to become the best SEA in the nation.

 Attract and retain outstanding talent to CDE.

Driving Questions Students Educators Schools/ Districts What do we want students, educators, schools, and districts to know and be able to do?

How will we know if expectations are met?

How will we respond when help is needed and to support continued growth?

Colorado Academic Standards Educator Quality Standards Performance Indicators Assessments Educator evaluations • • • • RTI PBIS Targeted interventions IEPs • • • • Induction Mentoring Professional development plans Remediation plans School and district performance frameworks • • • Unified planning Priority Turnaround

Expanding Student Learning

When we intentionally integrate…

 Coherent and rigorous academic standards  Innovative and engaging learning options  Supported and effective educators  Aligned and meaningful assessments  Statewide and district accountability

We can personalize learning and ignite the potential of every student.

Training Objectives



By the end of this training:



Professional Practice:

 You will understand the State Model Evaluation System, which includes:  the evaluation cycle  components of the rubric, and  how to score the rubric

Agenda

 

Introductions and Icebreaker Senate Bill 10-191 Information

 Purposes and Critical Effects  Priorities of Implementation and Timeline 

Educator Quality Standards – Teacher and Principal

 Educator Quality Standards Gallery Walk  Evaluation Process  Rubric Structure, Updates and Scoring  Simulation and Coaching Conversation 

Happenings

How many of you have attended a CDE training or a training in your school/district on the State Model System?

Introductions

Line Dance

         Take one step forward if you know the basic requirements of SB 191. Take two steps forward if you feel comfortable explaining the basic requirements of SB 191 to someone else. Take one step back if you are unsure what evaluation system your school/district will be using in the 2013 -14 school year. Take one step forward if you’ve seen the State Model Evacuation rubric. Take one step forward if you know how to score the State Model rubric. Take two additional steps if you have used the State Model rubric during this past school year. Take 3 steps forward if you can name all 9 steps in the evaluation process. Take one step forward if you’ve conducted or been a part of a coaching conversation using the State Model rubric. Take one leap forward for attending this training!

Purposes of S.B. 10-191

 A system to evaluate the effectiveness of licensed personnel and continually improve the quality of education and student outcomes.

 Provide meaningful feedback for professional growth and continuous improvement.

 Provide a basis for making decisions in the areas of hiring, compensation, promotion, assignment, professional development, earning and retaining non-probationary status, dismissal, and nonrenewal of contract.

Critical Effects of S.B. 10-191

 Requires statewide minimum standards for what principal  Requires ______ evaluation of all teachers and principals  Requires that all teachers and principals be

Critical Effects of S.B. 10-191

 Changes non-probationary status from one that  Provides that non-probationary status may be  Makes non-probationary status ________  Prohibits _____ placement of teachers

Priorities of Implementation

 Human judgment  Data should inform decisions, but human judgment will always be a part of the process  Processes and techniques are recommended to improve individual judgment and minimize errors and bias  Embodiment of continuous improvement by monitoring  Data from pilot and rollout intended to capture what works and what doesn’t  Changes in assessment practices and tools  Emerging research and best practices

Priorities of Implementation

 Providing credible and meaningful feedback with:  Actionable information  Opportunities for improvement  Idea that this is a process and not an event  Involves all stakeholders in a collaborative process  Families, teachers, related service providers, administration, school board, etc.

 Educators involved throughout development process

Priorities of Implementation

 Takes place within a larger, aligned and supportive system  All components of the system must focus on increasing the number of educators and students who are successful  Turn and Talk  Why is it important to understand these priorities?

Timeline for Implementation of New Requirements for Personnel Evaluation Systems

2013- 14:

 New performance evaluation system based on Quality Standards will be implemented statewide per State Board rule.

 Teachers will be evaluated based on quality standards.

 Demonstrated effectiveness will begin to be considered in the acquisition of non-probati onar y status.

2014- 15:

 Continued implementati on.

 Demonstrated effectiveness or ineffectiven ess will be considered in the acquisition or loss of non-probati onar y status.

2015- 16:

 First year that non -probationar y status can be lost based on 2 consecutive years of demonstrated ineffectiveness.

Definition of Teacher Effectiveness

Effective Teachers in the state of Colorado have the knowl edge, skills, and commitment s needed to provide excellent and equitable learning opportunities and growth for all students. They strive to support growth and development, close achievement gaps and to prepare diverse student populations for postsecondar y and workforce success. Effective Teachers facilitate mastery of content and skill development, and employ and adjust evidence- based strategies and approaches for students who are not achieving mastery and students who need accelerati on. They also develop in students the skills, interests and abilities necessar y to be lifelong learners, as well as for democratic and civic participation. Effective Teachers communicate high expectation s to students and their families and utilize diverse strategies to engage them in a mutually supportive teaching and learning environment. Because effective Teachers understand that the work of ensuring meaningful learning opportunities for all students cannot happen in isolation, they engage in collaboration, continuous reflection, on going learning and leadership within the profession.

STATE COUNCIL FOR EDUCATOR EFFECTIVENESS Framework for System to Evaluate Teachers Definition of Teacher Effectiveness II. Establish Environment Quality Standards III. Facilitate Learning IV. Reflect on Practice V. Demonstrate Leadership I. Know Content VI. Student Growth 50% Professional Practice Standards Observations of Other Measures Teaching Aligned with CDE Guidelines Weighting: How Much Does Each Standard Count Towards Overall Performance?

Ineffective 50% Student Growth Measures State Summative Other Assessments Other Measures for Non-tested Aligned with Assessments Areas CDE Guidelines Match of test to teaching assignments Weighting: Scoring Framework: How Do Measures of Quality Standards Result in a Determination of Individual Performance?

Performance Standards Partially Effective Effective Appeals Process Highly Effective

Definition of Principal Effectiveness

Effective Principals in the state of Colorado are responsible for the collective success of their schools, including the learning, growth and achievement of both students and staff. As schools’ primary instructional leaders, effective Principals enable critical discourse and data -driven reflection about curriculum, assessment, instruction, and student progress, and create structures to facilitate improvement. Effective Principals are adept at creating systems that maximize the utilization of resources and human capital, foster collaboration, and facilitate constructive change. By creating a common vision and articulating shared values, effective Principals lead and manage their schools in a manner that supports schools’ ability to promote equity and to continually improve their positive impact on students and families.

I. Strategy STATE COUNCIL FOR EDUCATOR EFFECTIVENESS Framework for System to Evaluate Principals Definition of Principal Effectiveness II. Instruction III. Culture Quality Standards IV. Human Resources V. Management VI. External Development VII. Student Growth 50% Professional Practice Standards Number and Percentage of Teachers Other Measures Aligned with CDE Guidelines Ineffective Weighting: How Much Does Each Standard Count Towards Overall Performance?

50% Student Growth Measures School Performance Other Measures Framework Aligned with CDE Guidelines Weighting: Scoring Framework: How Do Measures of Quality Standards Result in a Determination of Individual Performance?

Performance Standards Partially Effective Effective Highly Effective

Principal and Teacher Quality Standards

Principal Standards Teacher Standards

What did you notice about the alignment between the Principal and Teacher standards?

Teacher Quality Standards



Work together at your table:

 Read the assigned standard and each element.

 Record a practice or two that brings this element to life in the classroom.

 Record what students would be doing to reflect this practice (Standards 1-3) or artifacts that would support the practices (Standards 4-5).



Post your responses

Gallery Walk



Read the responses from the other groups

 Be prepared to share out:  What are common themes among the standards?

 What aha’s did you have?

 What questions do you have?

1.

Training

Evaluation Process Principal/Assistant Principals and Teachers

9.

Goal-Setting and Performance Planning 8.

Final Ratings 2. Annual Orientation

Train: Prior to Prior to the End of Spring Semester the first week of School.

3.

Self Assessment 4.

Review of Annual Goals and Performance Plan 7.

End-of-Year Review 5.

Mid-Year Review 6.

Evaluator Assessment

Rubric Structure and Rating Level Focus

The focus of the Basic rating level is the educator whose performance does not meet state performance standards and who is not achieving at expected levels .

The focus of Partially Proficient and Proficient levels is what educators do on a day-to-day basis to achieve state performance standards and assure that students are achieving at expected levels. The focus of Accomplished and Exemplary ratings shifts to the outcomes of the educator’s practices, including expectations for staff, students, parents and community members, as a result of practices exhibited under rating levels 2 and 3.

Teacher Quality Standards Elements of the Standard Elements of the Standard Professional Practice is Not

Observable

Performance Rating Levels Professional Practices Professional Practice is

Observable

State Model Rubric Basics

 Cumulative in content  Each level of the rubric represents an increase in the quality, intensity, consistency, breadth, depth, and complexity of practice  Effectiveness marked by the addition of practices that improve the overall performance of the educator and drives to student outcomes  Standards based  Outlines the practices that you must meet to be at standard

Revised Teacher Rubric

 What’s changed in the rubric?

 The current rubrics have been shortened in response to feedback from nearly all participants that it felt overwhelming and intimidating due to its size.   Redundancies have been eliminated.  The language of the professional practices has been made more specific in order to be clearer and more concise in setting performance expectations. Most non-observable professional practices (in the teacher rubric) have been eliminated from Standards 1, 2, and 3 because many of the pilot site participants indicated they believed them to be biased or unfair.  The lowest category on the rubric has been changed to “Basic.”

Scoring the Rubric

Determining the teacher’s professional practices rating is a three-step process that involves rating the individual elements and standards and using those to determine the overall rating on professional practices.

1.

2.

3.

Rating the Elements Rating the Standards Determining the Overall Professional Practices Rating

Reading the Rubric

Understanding the Scoring “Business” Rule

Look for the first unchecked professional practice.

Move one column back to identify the rating for the element.

Determining the Element Rating

Look for the first unchecked professional practice.

Move one column back to identify the rating for the element.

Determining the Element Rating

Look for the first unchecked professional practice.

Move one column back to identify the rating for the element.

Standard

Basic

Element

Professional Practices

Rubric Rating Levels

Partially Proficient Professional Practices Proficient Professional Practices Accomplished Professional Practices Exemplary Professional Practices

0

Educator’s performance on professional practices is significantly below the state performance standard.

1

Educator’s performance on professional practices is below the state performance standard.

2

Educator meets state performance standard.

3

Educator exceeds state standard.

4

Educator significantly exceeds state standard.

108/24 = 4.5 4.5 x 13 = 58.5 Proficient 58.5

2 2 3 13 2 3 1

Calculating the Overall Score

 Determining the overall rating for Professional Practices when standards are weighted equally

Simulation Activity Group Activity



Sample Rubrics (filled out by trained evaluators)

 Score the entire rubric  Elements  Standards  Overall rating

Focusing on Continuous Improvement

 Look for areas of focus for goal setting.

 Record a goal(s) on your simulation  What feedback would you give to support your claim?

 If this were a mid-year review, what additional artifacts you would look for to support evidence of the goal(s) set?

 Be prepared to share your thinking.

Debrief

 Find a partner with the other color simulation: Green  Together, discuss:  Final rating of simulation  Possible goals based on results  Professional development support Pink

Inter-Rater Agreement and My Learning Plan (MLP)

 A FREE educator calibration & professional development system available for all school districts  Fall 2013 – Master scored videos for evaluators to calibrate on the professional practices in the rubric  2013-14 – Master scored Teaching Cases created to include multiple videos of a teacher and supporting artifacts that mimics the evaluation cycle  Video clips aligned to the rubric for professional development for all educators

Educator Evaluation Performance Management System

 A FREE educator evaluation performance management system will be available for school districts  Four modules will be available for districts:  1. Professional practice  2. Aggregates Measures of Student Learning  3. Decision Framework  4. Reporting  The RFP has been awarded to RANDA Solutions  RANDA has 13 years of experience doing this level of work

Resources Available

 CDE Educator Effectiveness website : http://www.cde.state.co.us/EducatorEffectiveness/  FAQ’s  Fact Sheets  Policy and State Model Evaluation System Info  CDE Educator Effectiveness e-newsletter  http://www.cde.state.co.us/scripts/communications/EE Newsletter.asp

 Stay informed by signing up for this monthly newsletter

Contact Us

EE Leadership

 Katy Anthes: Executive Director  [email protected]

 Toby King: Director  [email protected]

 Jean Williams: Rubric Evaluation Specialist  [email protected]



Communications

Amy Skinner  [email protected]

 Katie Lams:  [email protected]

 Britt Wilkenfeld: Data Fellow  [email protected]

Colorado Legacy Foundation

 Mike Gradoz: Director  [email protected]

 Tricia Majors: Project Mgr.

 [email protected]

Contact Us

Implementation Support and Development

 Courtney Cabrera  [email protected]

 Sed Keller  [email protected]

 Dawn Pare  [email protected]

 Bob Snead  [email protected]

 Chris Vance  [email protected]