EDUCATOR EVALUATION PILOT

August 5-12, 2011

EDUCATOR EVALUATION PILOT

Overview

• The “Big Picture”–Where are we headed?–Where have we been?–How will we get there?

• Previewing the Agenda• Next Steps

Where Are We Headed?

VISION:West Virginia will have a

comprehensive and equitable evaluation system that clearly

articulates, measures, rewards, and develops educator

effectiveness

Where Have We Been?

Historical Perspective

2009 Standards Adopted

2011 Evaluation Task Force Worked

2012 Revised System Piloted

How Will We Get There?

Clear Expectations

• Embrace the Opportunities:• Be “early adopter”• Engage in professional

development• Work as part of a collaborative

team• Provide input to policy makers

Importance of Leadership

• Communicate– http://wvde.state.wv.us/teacherevalpilot

/index.php

• Partner – Participate in the research study

• Problem-solve

Agenda • Expectations for Training• Conceptual Framework Overview• Self-Assessment • Observation• Evidence• Student Learning Goals• Professional Conduct• Summative Rating and Student Growth

What are the Next Steps?

Teacher Evaluation Training Dates

• Fall and Spring Training

• On site visits

• Ongoing Technical Assistance

Future Perspective

2009 Standards Adopted

2011 Evaluation Task Force Worked

2012 Revised System Piloted

2013 Begin Statewide Scale Up

Thank You!

Amelia Davis Courtsaadavis@access.k12.wv.us

Expectations for Professional Development

Expectations for Professional Development

• Expectations for us– Well prepared– Clarity– Consideration of the audience

• Expectations for you– Active participation– Regular feedback– Focused attention

A New Evaluation System:

The Rationale

Converging Forces

New Teaching Standards

Weak Evaluation System

Federal Encouragement

Conceptual Framework Overview

Levels of PerformanceDistinguished Accomplished Emerging Unsatisfactory

Distinguished performance describes professional teaching that engages students to be highly responsible for their own learning. Performing at this level involves contributing to the professional learning of others through teacher leadership.

Accomplished performance describes professional teaching that exhibits mastery of the work of teaching while improving practice and serving the professional community.

Emerging performance represents teaching that demonstrates knowledge and skills to implement essential elements albeit not always successfully at times.

Unsatisfactory performance describes teaching that does not convey sufficient understanding of concepts or the successful implementation of essential elements.

Table Task

• Share one activity with distinguished performance, one activity with unsatisfactory performance

Enjoy a stretch break!

Self Assessment – Advanced Progression

Table Tasks

• Share reaction to critical standard elements– What is new?– What is familiar?

• What implications does the Self Assessment have for individual professional development?

Observation

Table Tasks

• Which critical standard elements could be observed?

• Which critical standard elements could not be observed?

• What elements do you still need to know about to fully understand the teacher’s performance?

Some specifics about observation• Not the evaluation• Initial Progress-4, Intermediate-2,

Advanced if requested• Class period or minimum of 30 mins• One piece of a two-part conversation• Will be supported by evidence and

conversation• Elements that contribute to the

research

Evidence

Table Tasks• Discuss the evidence examples• Identify additional evidence by category

for each critical standard element• Even though none are required, which

kinds of evidence would be considered essential?

• Which ones could be brought to conference with principal?

Enjoy lunch!Be ready to rock ‘n roll at 1:00 p.m.

Evidence For Self Assessment

Table Tasks• What types of evidence were able to be

used for more than one critical standard element?

• Were you able to identify evidence that did not fit one of the categories?

• Were any common among the table?• Does the evidence convincingly support

the rating?

Setting Student Learning Goals

Table Tasks• Work with a partner to develop a

student learning goal for your content

• Share goal with table • Discuss improvements, as necessary

Enjoy a stretch break!

Professional Conduct

Professional Conduct Takeaways

• Professional conduct is the expectation– Three point rubric– Not calculated into summative evaluation

• Select areas of concern may be addressed without an improvement plan

• An Unsatisfactory rating should not be given in the pilot

• A Below Standard rating only with documentation

Summative Rating & Student Growth

An Overview of the SystemThe 5 Professional Teaching Standards • 80% of the total summative rating• Each critical standard element (CSE) has been given equal

importance• Goal is to provide as much feedback as possible.

– In addition to a single summative rating, there are overall Standard ratings, as well.

– Standard ratings are based on the preponderance of ratings at the CSE level (14 total ratings).

– Information is entered at the CSE level – CSE ratings range from

• Unsatisfactory• Emerging• Accomplished• Distinguished

An Overview of the SystemHow the pieces add up

Critical Standard Elements 5.1Critical Standard

Elements 5.1Critical Standard Element 5.1

Critical Standard Elements 2.1Critical Standard

Elements 2.1Critical Standard Element 2.1

Critical Standard Elements 1.1Critical Standard

Elements 1.1Critical Standard Element 1.1

Critical Standard Elements 3.1Critical Standard

Elements 3.1Critical Standard Element 3.1

Critical Standard Elements 4.1Critical Standard

Element 4.1

Standard 6

Standard 1

Standard 2

Standard 3

Standard 4

Standard 5

Standard 7

Overall Rating

Math School Growth Score

Student Learning Goal

Math School Growth Score

Student Learning GoalStudent

Learning Goal

An Overview of the SystemA break down of the Critical Standard Elements.Standard Rating

Standard 1 Accomplished

CSE 1.1 Emerging

CSE 1.2 Accomplished

CSE 1.3 Accomplished

Standard 2 Emerging

CSE 2.1 Accomplished

CSE 2.2 Emerging

CSE 2.3 Emerging

The preponderance of evidence points to an overall rating of accomplished

The intent of providing standard ratings at both the standard and CSE level is to help one identify areas of best practice and need!

The Standard of Student Learning

An Overview of the System

Standard Rating

Student Learning (Std. 6) Accomplished

Student Learning Goals

Accomplished

Goal 1 A

Goal 2 E

Standardized School Growth Scores

Accomplished

Math Growth Accomplished

RLA Growth Emerging

Based on:• Very Low Growth• Lower Growth• Typical Growth• Higher Growth

• The Standard of Professional Conduct– A required component of the system– Does not contribute to the overall rating– Is considered an important part of the

process

An Overview of the System

An Overview of the SystemHow the pieces add up

Critical Standard Elements 5.1Critical Standard

Elements 5.1Critical Standard Element 5.1

Critical Standard Elements 2.1Critical Standard

Elements 2.1Critical Standard Element 2.1

Critical Standard Elements 1.1Critical Standard

Elements 1.1Critical Standard Element 1.1

Critical Standard Elements 3.1Critical Standard

Elements 3.1Critical Standard Element 3.1

Critical Standard Elements 4.1Critical Standard

Element 4.1

Standard 6

Standard 1

Standard 2

Standard 3

Standard 4

Standard 5

Standard 7

Overall Rating

Math School Growth Score

Student Learning Goal

Math School Growth Score

Student Learning GoalStudent

Learning Goal

Checking for Understanding

Closing Remarks