Educator Growth & Evaluation

Educator

Growth & Evaluation

Marshall Public Schools

The goal of teacher evaluation

The ultimate goal of all teacher evaluation should be…

TO IMPROVE TEACHING AND

LEARNING

Yet recognize individual needs of each teacher . . .

To mutually agree to a teacher evaluation and peer review process that is designed to develop, improve, and support teachers and effective teaching practices and improve student learning and success.

Opportunity

Pilot

Key Elements of Teacher Evaluation in MN

Based on professional teaching standards 3 year review cycle (Summative Evaluation) Summative evaluation by a qualified & trained evaluator Individual Growth & Development Plan (Renewed every

3 years) Peer review process & opportunity to participate in PLC Longitudinal data on student engagement Portfolio option Student growth ~ Evidence of Student Learning (35%) Teacher improvement process Discipline for teachers not making adequate progress in

TIP (Teacher Improvement Plan/Process) Coordinated staff development with evaluation process

and outcome

Considerations to meet statute

Summative evaluation by a qualified & trained evaluator MN teaching license

…at least one summative evaluation performed by a qualified and trained evaluator such as a school administrator.

Considerations to meet statute

Based on professional teaching standards 8710.2000 Minnesota Administrative Rules (10 standards) Danielson, Marzano, etc.

Annual evaluation framework Use of Charlotte Danielson model…

Student Learning & Achievement

What is the intent of the statute?

Student learning is the main driver of an effective educator’s practices. A great teacher continually assesses student achievement against standards & uses results to modify their practice, to intervene when students struggle, and to differentiate.

Educator & summative evaluator should collaborate to decide if goals and data to measure are appropriate for their role and impact on students.

35% Student Learning & Achievement

“must use data from valid and reliable assessments aligned to state and local academic standards and

must use state and local measures of student growth that may include value-added models or student learning goals to determine 35 percent of teacher

evaluation results”

Considerations to meet statute

Student growth (35%) Student learning goals Marshall team – Divide 35% among:

District wide goal School improvement plan Personal goal

Peer Review, Student Engagement & Individual Growth Plans

“…must establish a three-year professional review cycle for each teacher that includes an individual growth and development plan, a peer review process, the opportunity to participate in a professional learning community under paragraph (a), and at least one summative evaluation performed by a qualified and trained evaluator such as a school administrator. For the years when a tenured teacher is not evaluated by a qualified and trained evaluator, the teacher must be evaluated by a peer review;”

Considerations to meet statute

Peer coaching process Consider best practices Consider observations of student engagement

Who’s Engaged?

Student Engagement

“must use longitudinal data on student engagement and connection, and other student outcome measures explicitly aligned with the elements of curriculum for which teachers are responsible”

Considerations to meet statute Individual Growth & Development Plan

Goals based on self assessment, data, district & site goals, previous summative evaluations, etc.

May include student engagement data & peer review May align personal goals over a three year plan to

support the Growth and Development Plan attainment with evidence!

Portfolio option

Possible option to e-portfolio to gather and retain evidence If submitted, considered as evidence in summative evaluation

• 2c(11) “must give teachers not meeting professional teaching standards under clauses (3) through (10) support to improve through a teacher improvement process that includes established goals and timelines; and

• (12) “must discipline a teacher for not making a adequate progress in the teacher improvement process under clause (11) that may include a last chance warning, termination, discharge, nonrenewal, transfer to a different position, a leave of absence, or other discipline on school administrator determines if appropriate.”

Teacher Improvement Plan

Considerations to meet statute

Coordinate staff development with evaluation process and outcome Need to continue training and staff development to

grow ~ both individually and collectively. Supports growth and development plan Ongoing staff development determined based on overall

results

Putting it all together SSI team and subcommittee meeting Developing a framework and model Share key elements of plan and information

on process over next 3 months Goal – to present a evaluation tool and

instrument that can be considered by teaching staff in April and adopted by the Board in April

Focus on our mission . . .Marshall Public Schools District

#413 develops the potential of each

learner for success in a changing world!

Goal 1 – Improve student performance for all students.

Goal 2 – Improve constituent satisfaction.

Goal 3 – Commit to ongoing and continuous employee development.

Goal 4 – Align support systems throughout the district to provide optimal learning environments and experiences.

Goal 5 – Improve and maintain fiscal stability, accountability, and alignment.

And, our mission in action

Question and

Answer Time

What are your thoughts, questions, reactions, and concerns?

Please share thoughts and questions at upcoming staff meeting with building principal and SSI rep.

Marshall Schools - 27

OR, contact information

Dr. Klint Willert ~ Superintendent of Schools

401 South Saratoga Street

Marshall, MN 56258

(507)-537-6924

[email protected]