Educator Effectiveness Two Rivers Public School District August 28, 2014

Transcription

1 Educator Effectiveness Two Rivers Public School District August 28,

2 Outcomes for Today s Session Participants will have an understanding of: Educator Effectiveness Initiative in the State of Wisconsin The 6 Performance Standards and their Performance Indicators. The timeline of when and what will need to be completed in the school year. Access MyLearningPlan OASYS in order to complete forms and upload artifacts as part of your evaluation process. District support to guide through the process of implementing Educator Effectiveness. 2

3 Questions to be Answered in Today s Session 1. What is the background for the development of Educator Effectiveness in Wisconsin? 2. Why are effective teachers so important? 3. What is the basis for how teachers and educational specialists will be evaluated? 4. How and when will educator performance be documented? 5. How will educators be rated? 6. What is the timeline for what educators need completed over the course of the school year? 7. How do I access the Technology Support System OASYS? 8. How will my district support me with the new evaluation system?

4 Question 1: What is the background for the development of Educator Effectiveness in Wisconsin? 4

5 Wisconsin Context for Educator Effectiveness Wisconsin NCLB Waiver Request (February 22, 2012) Seeking flexibility from AYP WAIVER GRANTED required teacher evaluations tied to student outcomes in order to: raise standards improve accountability 5

6 Act 166 (Passed on March 15, 2012) Required DPI to develop educator effectiveness evaluation system develop, by rule, an equivalency process aligned with state system Full Implementation: school year 6

7 Created a system that focuses on a balance between: PROCESS Practices Behaviors Knowledge & Skills Strategies PRODUCT Student Achievement Growth & Attainment Assures accountability of both teachers & evaluators Provide standards-based, performance-driven professional development 7

8 Wisconsin Act 166 Requires: System Balance: 50% on effective practice in the classroom 50% will be based on student outcomes. 8

9 The Vision. The OVERARCHING VISION of the CESA 6 Effectiveness Project is to increase student achievement by insuring there is an effective teacher in every classroom, an effective leader in every school, and an effective educational system in every community. 9

10 CESA 6 Established a Relationship with: MyLearningPlan OASYS SM, a web-based Observation and Appraisal Management System, offers district leaders Fast and Easy scheduling, managing, completing, and reporting of all components of the evaluation process for teachers, principals, administrators and noninstructional staff, including: Teachers and Educational Specialists Classroom Observations Informal Observations Self-Assessment of Professional Practice Student Learning Objectives Survey Growth and Analysis Plans Documentation Log (Upload Artifacts) 10

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12 Question 3: What is the basis of the Teacher and Educ. Specialist evaluation process? 12

13 A Multi-tiered Professional Evaluation System for Educators 13

14 Who are Educational Specialists Non-teaching, non-administrative education professionals: School Counselors School Nurses School Psychologists Social Workers LMS Library Media Specialists Occupational and Physical Therapists Literacy Specialists 14

15 Teacher Performance Standards 1. Professional Knowledge The teacher demonstrates an understanding of the curriculum, subject content, and diverse needs of students by providing meaningful learning experiences. 2. Instructional Planning The teacher effectively plans using the approved curriculum, instructional strategies, resources, and data to meet the needs of all students. 3. Instructional Delivery The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. 4. Assessment of/for Learning The teacher systematically gathers, analyzes, and uses relevant data to measure student progress, guide instructional content and delivery methods, and provide timely feedback to both students, parents, and stakeholders. 5. Learning Environment The teacher uses resources, routines, and procedures to provide a respectful, safe, positive, studentcentered environment that is conducive to student engagement and learning. 6. Professionalism The teacher demonstrates behavior consistent with legal, ethical, and professional standards, contributes to the profession, and engages in professional growth that results in improved student learning. 15

16 Educational Specialist Performance Standards 1. Professional Knowledge The educational specialist uses professional knowledge to address the needs of the target learning community while demonstrating respect for individual differences, cultures, and learning needs. 2. Communication and Collaboration The educational specialist communicates and collaborates effectively with learners, families, staff, and the community to promote student learning and well-being. 3. Assessment The educational specialist gathers, analyzes, and uses data to determine learner/program needs, measure learner/program progress, guide instruction and intervention, and provide timely feedback to learners, families, staff, and community. 4. Program Planning and Management The educational specialist effectively plans, coordinates, and manages programs and services consistent with established guidelines, policies, and procedures. 5. Program Delivery The educational specialist uses professional knowledge to implement a variety of services for the targeted learning community. 6. Professionalism The educational specialist demonstrates behavior consistent with legal, ethical, and professional standards, contributes to the profession, and engages in professional growth. 16

17 School Administrator Performance Standards 1. Leadership for Student Learning The school administrator drives the success of each learner through collaborative implementation of a shared vision of teaching and learning that leads to student academic progress and school improvement. 2. School Climate The school administrator fosters the success of all students by advocating, developing, nurturing, and sustaining a safe, positive, and academically engaging school climate. 3. Organizational Management The school administrator fosters the success of all students by supporting, managing, and overseeing the school s organization, operation, and use of resources. 4. Human Resources Management The school administrator provides effective leadership in the area of human resources by assisting with selection and induction, and by supporting, developing, evaluating, and retaining quality instructional and support personnel. 5. Communication and Community Relations The school administrator fosters the success of all students by effectively communicating, collaborating, and engaging stakeholders to promote understanding, support, and continuous improvement of the school s programs and services aligned with the school s vision. 6. Professionalism The school administrator fosters the success of all students by demonstrating behavior consistent with legal, ethical, and professional standards, engaging in continuous professional development, and contributing to the profession. 17

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19 Main Components - TPES Performance Standard Standard 2: Instructional Planning The teacher effectively plans using the approved curriculum, instructional strategies, resources, and data to meet the needs of all students. Sample Performance Indicators for Instructional Planning Examples may include, but are not limited to: Performance Indicators The teacher: 2.1 Align lesson objectives to approved curriculum using student learning data to guide planning. 2.2 Plans accordingly for pacing, sequencing content coverage, transitions, and application of knowledge. 2.3 Plans for differentiated instruction. 2.4 Develops appropriate long- and short-range plans and is able to adapt plans when needed. Appraisal 2.5 Uses resources, including technology, to effectively communicate with stakeholders regarding the Rubric curriculum shared in their classroom.. Performance Distinguished In addition to meeting the requirements for Effective The teacher actively seeks and uses alternative data and resources, and regularly differentiates plans and modifies instruction to meet the needs of all students. Effective Effective is the expected level of performance. The teacher effectively plans using the approved curriculum, instructional strategies, resources and data to meet the needs of all students. Developing/ Needs Improvement The teacher inconsistently uses the curriculum, effective strategies, resources, or data in planning to meet the needs of all students. Unacceptable The teacher does not plan, or plans without adequately using the curriculum, or without using effective strategies, resources, or data to meet the needs of all students. 19

20 Main Components - ESPES Performance Standard Standard 4: Program Planning and Management The teacher effectively plans using the approved curriculum, instructional strategies, resources, and data to meet the needs of all students. Sample Performance Indicators for Program Planning and Management Examples may include, but are not limited to: Performance Indicators The educational specialist: 4.1 Understands and follows applicable local, state, and federal regulations, policies, guidelines, and procedures. 4.2 Provides a safe and appropriate environment for service delivery. 4.3 Organizes and maintains appropriate program and learner records. 4.4 Demonstrates effective scheduling and time management skills. 4.5 Identifies and manages available resources (human and financial) to address learner and program needs. 4.6 Adheres to proper procedures for using, maintaining, and updating, and securing Appraisal program materials. Rubric 4.7 Distinguished Maintains fidelity in delivering Effective programs and services. Developing/ Unacceptable Needs Improvement In addition to meeting the requirements for Effective The teacher actively seeks and uses alternative data and resources, and regularly differentiates plans and modifies instruction to meet the needs of all students. Effective is the expected level of performance. The teacher effectively plans using the approved curriculum, instructional strategies, resources and data to meet the needs of all students. The teacher inconsistently uses the curriculum, effective strategies, resources, or data in planning to meet the needs of all students. Performance The teacher does not plan, or plans without adequately using the curriculum, or without using effective strategies, resources, or data to meet the needs 20 of all students.

21 Question 4 How will educator performance be documented? 21

22 Multiple Data Sources 1.Observations 2. Student OR Client Surveys 3.Goal Setting: Professional Practice Goals Student Achievement Goals (SLO) 4. Artifacts in a Documentation Log Teacher /Educ. Specialist Evaluation 22

23 Data Sources Observations Teachers and Educational Specialists Observations Requirements from DPI.. Continuing Teachers.. 3 Year Cycle New Teachers Annually Teachers on Plan of Improvement Annually Announced Formal with Pre Conference 1 45 Unannounced Formal NO Pre-Conference OPTIONAL for Districts as of June or 2 20 minute Informal Observations 3 for new or in need of improvement to 5----Each15 minutes by Research 2 informal for Continuing teachers in summary year. 23

24 Data Sources Documentation Log Documentation Log Artifacts provide evidence of meeting selected performance standards Provides teacher with opportunity to participate in the evaluation process Includes both specific required artifacts and teacher-selected artifacts 24

25 Data Source Student Surveys Student Surveys Both Teachers and Educ. Spec. will survey their students or clients twice a year. Both Teachers and Ed. Spec.are to complete: Survey Growth Plan Survey Analysis (ORIGINAL Surveys results are NOT to be submitted) 25

26 Data Sources Goal Setting Goal Setting Part I: SLO Process (including SLO/SMART Goal) Part II: Self Assessment of Professional Practice Based on the 6 Performance Standards and their Performance Indicators 26

27 Multiple Data Sources: Teachers Observations 1 Formal Observation with a Pre-Conference 3 informal Observations (At least 15 minutes in length.) Documentation Log Teachers will upload Artifacts for 6 Performance Standards. THREE Required items for their Documentation Log include: 1. Use of baseline and periodic assessments 2. Commitment to professional growth 3. Parent Communication Artifacts may be connected to MULTIPLE STANDARDS Reflection for Each Artifact for Each Standard it is tied to. One Artifact per Standard Student Surveys Goal Setting Teachers survey their students 2 times during school year After 1 st, complete the Student Survey Growth Plan After 2 nd, complete the Student Survey Analysis u Teachers are NOT required to submit actual surveys completed : Complete a Self Assessment of Professional Practice. Complete a Student Learning Objectives (SLO) 27

28 Multiple Data Sources: Educational Specialists Observations 1 Formal Observation with a Pre-Conference 3 t Informal Observations (At least 15 minutes in length.) Documentation Log Student Surveys Learner / Program Goal Setting Educ. Spec. will upload Artifacts for their 6 Performance Standards. FIVE Required items for their Documentation Log include: 1. Evidence of Professional Knowledge 2. Communication Log 3. Data on Program and/or Intervention Effectiveness 4. Evidence of Use of Data to Guide Program Planning or Student Learning 5. Evidence of Commitment to Professional Growth Artifacts may be connected to MULTIPLE STANDARDS Reflection for Each Artifact for Each Standard it is tied to. LIMIT the Number of Artifacts per Standard Educational Specialists survey their students or clients twice annually They complete the Formative Client Survey Summary They complete the Client Survey Summary Analysis NOT required to submit actual surveys completed Educational Specialists will complete a Self Assessment of Professional Practice. Will develop / complete a SLO Student Learning Objective 28

29 Data Collection Responsibilities for Teacher and Educational Specialists Data Collection Procedure Form(s) Evaluator Teacher Educ Spec. Formal Observations Formal Observation Form Informal Observations Informal Observation Form Student / Client Surveys Student OR Client Survey Forms Student OR Client Survey Growth Plan Student OR Client Survey Analysis Documentation Logs Documentation Log Cover Sheet Goal Setting Goal Setting for Student / Program Progress Form 29

30 Question 5 How will educator performance be rated? 30

31 Rating on Summative Evaluation Distinguished In addition to meeting the requirements for Effective The teacher consistently demonstrates extensive content and pedagogical knowledge, regularly enriches the curriculum, and guides others in enriching the curriculum. Effective Effective is the expected level of performance. The teacher demonstrates an understanding of the curriculum, subject content, and diverse needs of students by providing meaningful learning experiences. Developing /Needs Improvement The teacher inconsistently demonstrates an understanding of curriculum, subject content, and student needs, or lacks fluidity in using the knowledge in practice. Unacceptable The teacher inadequately demonstrates an understanding of curriculum, subject content, and student needs, or does not use the knowledge in practice. Evidence: 31

32 Terms used in Summative Assessment Rating Scale Category Description Definition Distinguished The teacher maintains performance, accomplishments, and behaviors that consistently surpass the established standard. Sustains high performance over period of time Behaviors have strong positive impact on learners and school climate May serve as role model to others Effective Developing/ Needs Improvement Unacceptable The teacher meets the standard in a manner that is consistent with the school s mission and goals. The teacher is inconsistent in meeting standards and/or in working toward the school s missions and goals. The teacher consistently performs below the established standards or in a manner that is inconsistent with the school s missions and goals. Meets the requirements contained in job description as expressed in evaluation criteria Behaviors have positive impact on learners and school climate Willing to learn and apply new skills Requires support in meeting the standards Results in less than quality work performance Leads to areas for teacher improvement being jointly identified and planned between teacher and evaluator Does not meet requirements contained in job description as expressed in evaluation criteria Results in minimal student learning May contribute to recommendation for teacher not being considered for continued employment 32

33 Rating in Summative ONLY Based on a Preponderance of Evidence teachers and educational specialists will be rated in a SUMMATIVE EVALUATION completed by their evaluator Distinguished In addition to meeting the requirements for Effective Effective Effective is the expected level of performance. Developing /Needs Improvement Unacceptable The teacher consistently demonstrates extensive content and pedagogical knowledge, regularly enriches the curriculum, and guides others in enriching the curriculum. The teacher demonstrates an understanding of the curriculum, subject content, and diverse needs of students by providing meaningful learning experiences. The teacher inconsistently demonstrates an understanding of curriculum, subject content, and student needs, or lacks fluidity in using the knowledge in practice. The teacher inadequately demonstrates an understanding of curriculum, subject content, and student needs, or does not use the knowledge in practice. Evidence: 33

34 Question 6 What is the timeline of what I need to complete over the course of the school year?? 34

35 Evaluation Process Timeline During 1 st Month By October 15 th By end of 1 st grading period By December 15 th By January 15 th Mid-Year By February 1 st By February 15 th By May 1 st Activity for Professional Improvement All teachers establish student progress goal All teachers survey students first time First observation of probationary teachers Probationary teachers survey students second time Second observation of probationary teachers First observation of continuing contract teachers Mid-year review of Interim performance review of probationary teachers Continuing contract teachers survey students second time Second observation of continuing contract teachers Teachers submit end-of-year review of student progress goal Review Documentation Log By Last Week of School Summative Evaluation 35

36 Question 7 How do I access the technology support system My Learning Plan OASYS?? 36

37 Go to: mylearningplan.com 37

38 Question 8 How will the Two Rivers School District support me with the new evaluation System? 38

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41 Resources: 1. OASYS: 2. EPIC Barb Jandrin All Information today will be sent to you via Google Drive 41