Transcript SVVSD Educator Effectiveness Orientation Licensed Staff Evaluation Model 2014-2015 Evaluation System Resources • CDE Educator Effectiveness Website http://www.cde.state.co.us/EducatorEffectiveness • CDE Evaluation System User Guide http://www.cde.state.co.us/sites/default/files/Ed_Eval_User_G uide_LP11_07_Links_REV121213.pdf • SVVSD-SVVEA Agreement 2014-2016 http://www.svvsd.org/files/SVVSD-SVVEA%20Agreement.pdf •

SVVSD
Educator Effectiveness
Orientation
Licensed Staff Evaluation Model
2014-2015
Evaluation System Resources
• CDE Educator Effectiveness Website
http://www.cde.state.co.us/EducatorEffectiveness
• CDE Evaluation System User Guide
http://www.cde.state.co.us/sites/default/files/Ed_Eval_User_G
uide_LP11_07_Links_REV121213.pdf
• SVVSD-SVVEA Agreement 2014-2016
http://www.svvsd.org/files/SVVSD-SVVEA%20Agreement.pdf
• BloomBoard Online Evaluation Management System
https://apps.bloomboard.com/users/login
• SVVSD Teacher Evaluation Information 2014-15
http://www.svvsd.org/about/departments/humanresources/teacher-evaluation-information-2014-2015
SB 10-191 – Overview
Educator Effectiveness
• System to evaluate the effectiveness of licensed personnel is crucial to
improving the quality of education in Colorado.
• Evaluation provides basis for making decisions…
– Hiring, assignment, professional development, earning and retaining nonprobationary status, and nonrenewal of contract
• Evaluation is based on the impact teachers have on the growth of their
students
• Non-probationary status earned after three consecutive years of
demonstrated effectiveness
• Non-probationary status is lost after two consecutive years of less than
effective final ratings
Five Key Priorities
1.
Data should inform decision & human judgment is essential
2.
The system embodies continuous improvement
3.
Provide meaningful & credible feedback to improve performance
4.
Stakeholder involvement & collaboration
5.
Educator evaluation is part of a larger system that is aligned &
supportive
Teacher Evaluation System
Evaluated using:
• Observations; and
• At least one of the
following: student
perception measures, peer
feedback, parent/guardian
feedback, or review of
lesson plans/student work
samples. May include
additional measures.
Professional
Practices
50%
(designed by State)
Quality Standards I-V:
I.
Mastery of content
II. Establish learning environment
III. Facilitate learning
IV. Reflect on practice
V. Demonstrate leadership
Measures
of Student
Learning
50%
Evaluated using:
• A measure of individuallyattributed growth
• A measure of collectivelyattributed growth
• When available, statewide
summative assessments
• Where applicable, Colorado
Growth Model data.
(designed locally
by District)
Quality Standard VI:
VI. Responsibility for student
academic growth
Annual Evaluation Cycle
• Aligned with Article 6 of the SVVSD-SVVEA Agreement
• Regular conversations between the evaluator and teacher being
evaluated – not a one-time event or observation
• The cycle includes, but is not limited to:
–
–
–
–
–
annual orientation & training to the system/tools
educator self-assessment
establish measures of student learning & professional growth goals
mid-year review
initial end of the year review with professional practices ratings and
employment recommendation
– final end of the year review & measures of student learning ratings
and final overall rating
– goal-setting for the next school year
Evaluation Component
Timeline
Action
•
•
•
Step 1 – Orientation & Training
By September 10
•
•
•
•
Step 2 – Self Assessment
Step 3 – Measures of Student
Learning (MSLs) & Professional
Growth Goals
•
licensed staff member completes self-assessment using on-line
management system
•
licensed staff member submits proposed MSLs & Professional
Growth Goals to evaluator
•
evaluator reviews & approves proposed MSLs & Professional
Growth Plan; or,
meets with licensed staff member to revise and approve MSLs &
Professional Growth Plan
By September 15
By October 15
By October 31
•
•
•
Step 4 – Walk-throughs &
Observations
assigned evaluator/administrator meeting with the teachers
being evaluated
explain the supervision and evaluation process
review of the required steps, timeline for completion and an
overview of the online management system
copy of the specific rubric
data collection sources identified
guidance on the development and recording of individual
Measures of Student Learning (MSLs)
attendance and participation at this meeting will be documented
•
On-going
•
on-going data collection including artifacts & multiple data
sources through formal and informal observations
on-going conversations between evaluator and licensed staff
being evaluated
formal observations – at least 20 minutes with notice and followup documentation and face-to-face conference (one required for
non-probationary staff & two required for probationary staff with
one required prior to mid-year review)
informal observations/walk-throughs – focused classroom visits
for brief periods of time supported by follow-up documentation
(optional)
Evaluation Component
Timeline
Action
•
•
Step 5 – Mid Year Review
By January 31
•
•
•
•
•
Step 6 – Walk-throughs &
Observations
On-going
•
•
•
Step 7 – Initial End of Year Review
& Report
By April 20
•
•
•
•
•
Step 8 – Final End of Year Review
& Report
•
By May 15
•
•
•
evaluator & licensed staff member meeting
provide evidence/artifacts of progress towards professional
growth goals and the individual classroom growth Measures of
Student Learning (MSLs)
share & discuss any evaluator concerns and specific suggestions
for improvement
current performance overview & copy of the mid-year ratings on
the professional practices rubric
on-going data collection including artifacts & multiple data
sources through formal and informal observations
on-going conversations between evaluator and licensed staff
being evaluated
formal observations – at least 20 minutes with notice and followup documentation and face-to-face conference (one required for
non-probationary staff prior to mid-year review & two required
for probationary staff with one required prior to and one required
after mid-year review)
informal observations/walk-throughs – focused classroom visits
for brief periods of time supported by follow-up documentation
(optional)
copy of the final ratings on the professional practices rubric
summary of strengths, weaknesses & professional growth
recommendations
dates of at least two classroom observations
employment recommendation
signatures
licensed staff member response, if any
copy of the final ratings on the Measures of Student Learning
(MSLs)
final evaluation report including professional practice & MSLs
ratings and final overall rating
copy of initial End of Year Review Report
signatures
licensed staff member response, if any
Professional Practices – 50%
• Evaluated using (data collected throughout cycle):
– Observations; and
– At least one of the following: student perception measures, peer feedback,
parent/guardian feedback, or review of lesson plans/student work samples.
May include additional measures.
• Quality Standards I-V (measured against rubric*):
I. Mastery of content
II. Establish learning environment
III. Facilitate learning
IV. Reflect on practice
V. Demonstrate leadership
• Tier 1 Best Practices Alignment
– Tier 1 Instruction Best Practices aligned with Educator Effectiveness Teacher
Evaluation Rubric
* All evaluation rubrics are available for download at the CDE Educator
Effectiveness website at:
http://www.cde.state.co.us/educatoreffectiveness/statemodelevaluationsystem
Rubric Structure and Rating Levels
Quality Standard 1
Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an expert in literacy and
mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, social studies, arts, physical education, or world languages).
The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).
Basic
Partially Proficient
Proficient
(Meets State Standard)
Accomplished
Exemplary
Element A: The teachers provide instruction that is aligned with the Colorado Academic Standards; their district’s organized
plan of instruction; and the individual needs of their students.
…and
…and
…and
…and
THE TEACHER
THE TEACHER
THE TEACHER:
STUDENTS:
STUDENTS:
uses lesson plans that
reflect:
O Opportunities to
review prior learning.
O Instructional objectives
appropriate for
students.
O Connections to specific
learning objectives and
approved curriculum.
implements lesson plans
based on:
O Student needs.
O Colorado Academic
Standards.
O District’s plan of
instruction.
 Collaborates with other
school staff to
vertically and
horizontally align,
articulate and deliver
the approved
curriculum.
O Interact with the
rigorous and
challenging content.
O Perform at a level
consistent with or
above expectations.
O Discuss strengths and
next steps regarding
their learning wit their
teacher(s).
O Professional Practice is Observable during a classroom observation.
 Professional Practice is Not Observable during a classroom observation.
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.
Rating Rule for Individual Elements
Quality Standard 1
Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an expert in literacy and
mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, social studies, arts, physical education, or world languages).
The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).
Basic
Partially Proficient
Proficient
Accomplished
(Meets State Standard)
Exemplary
Element A: The teachers provide instruction that is aligned with the Colorado Academic Standards; their district’s organized
plan of instruction; and the individual needs of their students.
…and
…and
…and
…and
THE TEACHER
THE TEACHER
THE TEACHER:
STUDENTS:
STUDENTS:
uses lesson plans that
reflect:
4O Opportunities to
review prior learning.
O
4 Instructional objectives
appropriate for
students.
O
4 Connections to specific
learning objectives and
approved curriculum.
implements lesson plans
based on:
4O Student needs.
4O Colorado Academic
Standards.
O
4 District’s plan of
instruction.
O Interact with the
rigorous and
challenging content.
O
4 Perform at a level
consistent with or
above expectations.
O Discuss strengths and
next steps regarding
their learning wit their
teacher(s).
4 Collaborates with other
school staff to
vertically and
horizontally align,
articulate and deliver
the approved
curriculum.
O Professional Practice is Observable during a classroom observation.
 Professional Practice is Not Observable during a classroom observation.
Look for the first unchecked Professional Practice.
Move one column back to identify the rating for the element.
Rubric Rating Levels
Standard
Partially
Proficient
Proficient
Accomplished
Exemplary
Professional
Practices
Professional
Practices
Professional
Practices
Professional
Practices
Professional
Practices
0
1
2
3
4
Educator’s
performance on
professional
practices is
significantly below
the state
performance
standard.
Educator’s
performance on
professional
practices is below
the state
performance
standard.
Educator meets
state performance
standard.
Educator exceeds
state standard.
Educator
significantly
exceeds state
standard.
Basic
Element
Scoring Individual Standards
Ratings
B
PP
P
A
E
(Number of points per rating at this level)
(0)
(1)
(2)
(3)
(4)
Total
Points
Quality Standard I
ELEMENT A: Teachers provide instruction that is aligned with the Colorado Academic Standards; their
district’s organized plan of instruction; and the individual needs of their students.
X
ELEMENT B: Teachers demonstrate knowledge of student literacy development in reading, writing,
speaking and listening.
ELEMENT C: Teachers demonstrate knowledge of mathematics and understand how to promote
student development in numbers and operations, algebra, geometry and measurement and data
analysis and probability.
ELEMENT D: Teachers demonstrate knowledge of the content, central concepts, tools of inquiry,
appropriate evidence-based instructional practices and specialized character of the disciplines being
taught.
X
1
X
2
X
3
X
Total Points for Standard I
0 to 4 Total Points = Basic
5 to 9 Total Points = Partially Proficient
10 to 14 Total Points = Proficient
15 to 19 Total Points = Accomplished
20 to 24 Total Points = Exemplary
3
X
ELEMENT E: Teachers develop lessons that reflect the interconnectedness of content areas/disciplines.
ELEMENT F: Teachers make instruction and content relevant to students and take actions to connect
students’ background and contextual knowledge with new information being taught.
2
2
13
Overall Rating for Standard 1
Proficient
Evaluator Comments: (Required for all Ratings of “Basic” or Partially Proficient” and recommended for all rating levels.) Please indicate the
Element for which the comments apply if not for the Standard as a whole.
Converting Standards Ratings
Ratings
(Number of points per rating at this level)
B
PP
P
A
E
(0)
(1)
(2)
(3)
(4)
Total
Points
Quality Standard I
ELEMENT A: Teachers provide instruction that is aligned with the Colorado Academic Standards; their district’s organized plan of
instruction; and the individual needs of their students.
X
ELEMENT B: Teachers demonstrate knowledge of student literacy development in reading, writing, speaking and listening.
ELEMENT C: Teachers demonstrate knowledge of mathematics and understand how to promote student development in
numbers and operations, algebra, geometry and measurement and data analysis and probability.
X
1
X
ELEMENT E: Teachers develop lessons that reflect the interconnectedness of content areas/disciplines.
Proficient
2
X
ELEMENT F: Teachers make instruction and content relevant to students and take actions to connect
students’ background and contextual knowledge with new information being taught.
Overall Standard Rating:
3
X
ELEMENT D: Teachers demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based
instructional practices and specialized character of the disciplines being taught.
Determining Converted Score for Individual Standard:
1. 108 Total Points available for Standard
4 Points per Element X 6 Elements
2. Multiply Result of Step 1 by Total Points Points Earned for Standard
3. Result is the Converted Score for the Individual Standard.
2
3
X
2
Total Points for Standard I
13
108 / 24 = 4.5
4.5 x 13 = 58.5
Converted Score for Standard:
58.5
Calculating Overall Professional
Practices Score & Rating
Standard
Total Points Earned
Rating
I.
Mastery of and pedagogical expertise in the content they teach.
58.5
Proficient
II.
Safe, inclusive and respectful learning environment for a diverse
population of students.
79.5
Accomplished
III.
Effective Instruction and an Environment that Facilitates Learning
72
Accomplished
IV.
Reflection on Practice
42
Partially Proficient
V.
Leadership
47.75
Proficient
Total Points for All Standards
299.75
Translating the Total Points for All Standards to Overall Professional Practices Rating
Total Number of Points Received
Rating for Points Received
0 to 108
Basic
109 to 216
Partially Proficient
217 to 324
Proficient
325 to 432
Accomplished
433 to 540
Exemplary
Example:
Total Number of Points Received:
299.75
Overall Professional Practices Rating:
Proficient
Measures of Student Learning – 50%
• Evaluated using (data collected from multiple sources):
–
–
–
–
A measure of individually-attributed growth
A measure of collectively-attributed growth
When available, statewide summative assessments
Where applicable, Colorado Growth Model data.
• Quality Standard VI:
VI.Responsibility for student academic growth
• Using multiple measures to determine student learning over
time.
• Locally Designed Model
– Collective Measures (20% of total evaluation)
– Individual Growth Measures (20% of total evaluation)
– TCAP Growth (10% of total evaluation)
Measures of Student Learning
• Using multiple measures to determine
student learning over time.
• To set outcome targets and scales based
on data from the selected measures.
• Combine the results of multiple measures
to get a single measures of student
learning rating.
Measures of Student Learning
Collective Growth &
Achievement
Professional
Practice
Standards
= 50%
TCAP Growth
= 10%
Collective
Growth &
Achievement
= 20%
Individual
Classroom
Growth
= 20%
School Performance Framework
(SPF)
50% Student Learning
Outcomes Evaluated using:
• A measure of individuallyattributed growth
• A measure of collectivelyattributed growth
• When available, statewide
summative assessments
• Where applicable, Colorado
Growth Model data.
Individual Classroom Growth
TCAP Growth
1.
2.
TCAP Teachers will use all their TCAP Growth Scores
Non-TCAP Teachers & SSPs: The school chooses a TCAP
growth focus area from the UIP (1-2 Subject Areas)
Licensed staff members & evaluators work collaboratively to design
the Assessment Plan, which supports the SPF and District Goals
(TCAP Growth or Achievement, Galileo, DRA2, GOLD, SRI, ACT, PALS,
Writing Rubrics, Portfolios, Pre/Post Unit Tests in all content areas,
Leadership Team Performance Tasks in all content areas, AIMS Web,
ACCESS, Attendance Rates, Assessments from the CDE Resource
Bank)
MSLs Rating Levels & Rubric Scores
Standard VI – Multiple Measures of Student Learning
Much Lower than
Lower than
Higher than
Expected Student
Expected Student Expected Student
Expected Student
Learning
Learning
Learning
Learning
Rubric Score
Rubric Score
Rubric Score
Rubric Score
0
1
2
3
Learning outcomes
are significantly
below expectation
and do not meet
the target(s) set on
the established
scale.
Learning outcomes
are below
expectation and
do not meet the
the target(s) set on
the established
scale.
Learning outcomes
are at the
expected level(s)
and meet the
target(s) set on the
established scale.
Learning outcomes
are significantly
higher than the
expected level(s)
and exceed the
target(s) set on the
established scale.
Scoring Individual MSLs
School Performance Framework (SPF)
Collective Measure
Building SPF Total Score
District-wide Scale: (percent out of 100%)
Much Lower than Expected Student Learning = 0% to 24%
Lower than Expected Student Learning = 25% to 49%
Expected Student Learning = 50% to 74%
Higher than Expected Student Learning = 75% to 100%
Rating for MSL
Expected
Weight
40%
Previous
School Year
Score
72
ML
L
E
(0)
(1)
(2)
H
E
(3)
X
Total Points for MSL
Points
Earned
2
2
Scoring Individual MSLs
TCAP Growth Score
Weight
20%
Individual TCAP Growth Score(s)/Building or Department
TCAP Focus Area(s) from UIP
Previous
School Year
Combined
Score
68
District-wide Scale: (percentile score)
ML
L
E
(0)
(1)
(2)
Individual or Collective Measure
Much Lower than Expected Student Learning = 0 to 29 percentile
Lower than Expected Student Learning = 30 to 44 percentile
Expected Student Learning = 45 to 59 percentile
Higher than Expected Student Learning = 60 to 99 percentile
Rating for MSL
Higher than Expected
H
E
(3)
Points
Earned
X
3
Total Points for MSL
3
Scoring Individual MSLs
Individual Classroom Growth
Weight
Individual Measure
Individual Classroom Growth Measure(s)
(established cooperatively between licensed staff member & evaluator)
District-wide Scale: (established by licensed staff member & evaluator)
Much Lower than Expected Student Learning = <to be established>
Lower than Expected Student Learning = <to be established>
Expected Student Learning = <to be established>
Higher than Expected Student Learning = <to be established>
Rating for MSL
Expected
40%
Previous
School Year
Combined
Score
ML
L
E
(0)
(1)
(2)
H
E
(3)
X
Total Points for MSL
Points
Earned
2
2
Calculating Overall MSLs Rating
Measures of Student Learning
(MSLs)
Total
Points
Earned
Weight
Weighted
Score
Rating
School Performance Framework (SPF)
2
40%
0.8
Expected
TCAP Growth Score
3
20%
0.6
Higher than Expected
Individual Classroom Growth
2
40%
0.8
Expected
100%
2.2
Expected
Total for All Standards
Overall MSLs Rating Scale:
Total Weighted Score 0.0 to 0.49 = Much Lower than Expected
Total Weighted Score 0.5 to 1.49 = Lower than Expected
Total Weighted Score 1.5 to 2.49 = Expected
Total Weighted Score 2.5 to 3.0 = Higher than Expected
Converting Overall MSLs Rating
Measures of Student Learning
(MSLs)
Total
Points
Earned
Weight
Weighted
Score
Rating
School Performance Framework (SPF)
2
40%
0.8
Expected
TCAP Growth Score
3
20%
0.6
Higher than Expected
Individual Classroom Growth
2
40%
0.8
Expected
100%
2.2
Expected
Total for All Standards
Formulas for Converting Total Weighted Score to 540 Point Scale:
Overall MSLs Rating of Much Lower than Expected - (Weighted Score – 0.0) x 270 = Total MSL Points
Overall MSLs Rating of Lower than Expected - (Weighted Score – 0.5) x 135 + 135 = Total MSL Points
Overall MSLs Rating of Expected - (Weighted Score – 1.5) x 135 + 270 = Total MSL Points
Overall MSLs Rating of Higher than Expected - (Weighted Score – 2.5) x 270 + 405 = Total MSL Points
Example:
Step 1: 2.2 – 1.5 = 0.7
Step 2: 0.7 x 135 = 94.5
Step 3: 94.5 + 270 = 364.5
Total Converted Points:
365
NOTE: CDE rule is to round to the next higher whole number
Teacher Evaluation Ratings
Decision Framework
Professional
Practices
Measures of
Student
Learning
Overall
Rating
Higher than
Expected Growth
Highly Effective
Exemplary
Accomplished
Proficient
Partially
Proficient
Basic
Expected Growth
Effective
Lower than
Expected Growth
Partially Effective
Much Lower than
Expected Growth
Ineffective
Combining Professional Practice & Measures of Student Learning Ratings
540
Professional Practices
Exemplary
(433 to 540 pts)
Accomplished
(325 to 432 pts)
Proficient
(217 to 324 pts)
0
540
Partially Proficient
(109to 216pts)
Basic
(0 to 108pts)
Much Lower Than
Expected Growth
(0 to 134 pts)
0
Lower Than
Expected Growth
(135 to 269 pts)
Expected Growth
(270 to 404 pts)
Measures of Student Learning
Higher Than
Expected Growth
(405 to 540 pts)
BloomBoard Online Evaluation
Management System
• The District has decided to continue with the
BloomBoard online evaluation management system for
the 2014-15 school year.
• It will be required that all of our evaluators and
participating licensed staff use this system.
• This system is being revised based on feedback from
our first year.
• Our evaluation process is aligned with the BloomBoard
system, which is also aligned with the Colorado State
Model Evaluation System.
• Rubrics, scoring formulas & overall rating calculations
are built into the system.
Rubric Assignments
Teacher Rubrics
Elementary Teachers:
•
•
•
•
Elementary ELA
Elementary Math
Elementary ELA & Math
Elementary Other
Secondary Teacher Rubrics:
• Secondary ELA
• Secondary Math
• Secondary ELA & Math
• Secondary Other
Specialized Service Provider Rubrics
•
•
•
•
•
•
•
•
•
Audiologist
Psychologist
School Nurse
Physical Therapist
Occupational Therapist
School Counselor
Social Worker
Speech Language Pathologist
Orientation & Mobility Specialist
NOTE: TOSAs (Coordinators, Deans, etc.) are
exempted unless an available rubric is identified as
appropriate as determined by the District
Copies of Rubrics are available for download at the CDE Educator Effectiveness Website:
http://www.cde.state.co.us/educatoreffectiveness/statemodelevaluationsystem
Following the completion of the SelfAssessment & by October 15, Licensed Staff
Member will develop & submit to Evaluator
proposed Measures of Student Learning
(MSLs) using BloomBoard.
Evaluators will review & approve proposed
MSLs or meet with Licensed Staff Member to
revise & approve MSLs by October 31 using
BloomBoard.
Scheduled in BloomBoard for all assigned Learners by Evaluator for September 15.
Required action in BloomBoard & completed by Licensed Staff Member by September 15.
Scheduled for all assigned Learners by Evaluator for January 31.
Required action by Licensed Staff Member with completion by September 15.
Scheduled in BloomBoard for all assigned Learners by Evaluator for May 15.
Initial End of Year Review Report completed by Evaluator & shared with Licensed Staff
Member by April 20 & Final End of Year Evaluation Report completed by Evaluator & shared
with Licensed Staff Member by May 15.
Required activity for evaluation process - optional use of BloomBoard.
Scheduled by Evaluator one time for the evaluation cycle - optional use of BloomBoard.
Required activity for evaluation process - optional use of BloomBoard.
Scheduled by Evaluator one time for the evaluation cycle - optional use of BloomBoard.
BloomBoard Login URL
https://apps.bloomboard.com/users/login
Questions / Discussion