Compass: Module 2

Professional Practice Compass: Module 2

Compass Requirements:Teachers Overall Evaluation Rating Student Growth

Student Learning Targets (SLTs)

Value-added Score (VAM) where available

Professional Practice

Measured by the Compass Teacher Rubric Minimum of TWO observations(one formal, announced; one informal)1.00 1.491.50 2.492.50 3.493.50 4.00IneffectiveEffective: EmergingEffective: ProficientHighly Effective

This pie chart represents Compasss requirements.

The States goal is to create a set of requirements associated with teacher evaluation. The requirements established by Act 54 and Bulletin 130 set the parameters.

Compass requires that teachers overall evaluation rating be based upon Student Growth and Professional Practice, each of which will be counted as 50% of the total. Both Student Growth and Professional Practices are rated on a scale of 1.0 to 4.0. These two scores will be averaged to determine the teachers overall level of effectiveness.

Lets first talk about Student Growth:

All teachers will write two Student Learning Targets (SLTs) for the specific group of students they are teaching. These SLTs will be used as a the scoring mechanism for all Non Tested Grade level teachers.

Teachers in Grades 3-8 will be evaluated using the Value-Added Model (VAM), however, SLTs may be used in cases where VAM is determined to not be appropriate.

The other half of the score comes from Professional Practice which is measured by classroom observations using the Compass Teacher Rubric. There will be a minimum of two observations, one is required to be a formal or announced observation and the other an informal, but that is the minimum. Administrators may choose to do more than the two.

Once the two scores are available, they will be averaged and a rating will be given.

As you can see in this slide:1-1.49 is deemed ineffective1.50-2.49 is deemed effective: emerging2.50- 3.49 is deemed effective: proficient, and 3.50-4.00 is deemed highly effective

All ratings will be calculated using the states Human Capital Information System or HCIS. We have a district team that will attend training on the new HCIS program at the end of this month. That team will return and train all effected personnel.2Compass focuses on supporting teachers, which will promote effective instruction and student achievement. Set Goals-For Educators-For StudentsEvaluate Performance-Student Growth-Prof. PracticeUse Data to inform decision makingObservationFeedbackSupport

This session is primarily about familiarizing you with evaluating Professional Practice using the COMPASS Teacher Rubric.

Lets go a bit deeper.

Sometimes we think of teacher evaluation as just a set of requirements and rules. Its much more than that. Teacher performance managements higher purpose is to ensure that teachers are delivering rigorous, Common Core aligned instructionand getting feedback that helps them improve their practice.

Compass Louisianas teacher performance management system is much more than the requirements outlined in Act 54 and Bulletin 130. Its a system that we will use to promote excellent teaching and to ensure students are ready for college and career.

[Talk through the cycle.]

3Why is teacher observation important?Observations play a crucial role in any comprehensive teacher evaluation system. Through observation, we:Assess the extent to which students are reaching rigorous learning goals.Paint a fair and accurate picture of teachers instructional strengths and development areas in the classroom.How did the teacher contribute to student learning? How can the teacher maximize or improve his or her contribution to student learning?

Feedback from observations will guide the teachers continuous professional growth.

#Were going to turn our attention now to teacher observation, one of the most useful teacher support and development tools, and a key component of Compass.

Heres how we think about observation.

[Read through slide.]

4Why is an observation rubric important?The observation rubric communicates a vision for instructional excellence.The Role of an Observation RubricCommunicates clear performance standards to teachers and evaluators that are aligned to the school or districts instructional model and strategyEstablishes a common language for conversations about instruction and for high-quality developmental feedbackEnsures that evaluations result in accurate reflections of performanceApplies to teachers in all subjects and grade levels

#An observation rubric is the guiding set of standards.

[Read through slide. Consider asking participants to read bulleted list.]5Louisianas Components of Effective Teaching reflect the highest-impact instructional skills:SETTING INSTRUCTIONAL OUTCOMESMANAGING CLASSROOM PROCEDURESUSING QUESTIONING AND DISCUSSION TECHNIQUESENGAGING STUDENTS IN LEARNINGUSING ASSESSMENT IN INSTRUCTION

In Louisiana, we have identified the instructional skills we believe are most important with regard to student learning: these are the Components of Effective Teaching.

These components form the basis of the Compass Rubric with which teachers will be evaluated. 6Compass Teacher Observation Rubric Abridged version of Charlotte Danielsons Framework for Effective Teaching. Includes only the five components selected by LDOE and adopted by BESE.As a result:The rubric components include only the following:1c- Setting Instructional Outcomes2c Managing Classroom Procedures3b Using Questioning/Prompts and Discussion 3c. Engaging Students in Learning 3d Using Assessment and Instruction

(Read the slide)

Danielsons Framework containes over 25 indicators. The state piloted the entire framework, but found it to be too cumbersome. As you can see, the COMPASS rubric omits several components of the Danielson framework. The state felt that five components addressed the essence of effective teaching and determined that those five would be the ones used in Compass. As you can see, the rubrics goes from 1c, to 2c, 3b, 3 c and 3d. 7Each component in the Compass Teacher Rubric is described generally via elements and indicators

Domain

(Handout Compass Rubric)

Each component in the Compass Teacher Rubric is described generally via elements and indicators..

As we look at the five components in the rubric . The format of the first page for each component will include the Domain, consisting of a narrative describing the expected domain outcomes, along with summarized, bulleted lists of the relevant elements and indicators [Describe the features of the framework and the information that is available for each component (e.g., indicators, critical attributes)]8Performance Levels

1234

The next page in each domain is in a traditional rubric format with four levels of performance.

Performance levels are outlined with a range from Ineffective with a 1 rating, to Effective: Emerging a 2, Effective: Proficient a 3 and Highly Effective a rating of 4.

The lowest possible score is a one and the highest is a four on each component.9and more specifically via detailed descriptions, attributes, and examples for each performance level.

Descriptors

For each performance level, you are provided a descriptor, a listing of the critical attributes, and possible examples in the classroom.

10Activity 1 Looking at Highly Effective

11Activity: What does it mean to be Highly Effective?Individually, take 5 min. to read through all five components of the rubric.In small groups, divide the components. In each group, make sure that at least one person is looking at one of the 5 components in depth.

Pay close attention to the differences between Effective: Proficient and Highly Effective for your component. These indicators lead to significant academic gains. In your own words, summarize the performance you would expect to see from a Highly Effective teacher and how you would distinguish it from Effective: Proficient performance for this component.

In your group, go through each component and share the summaries of Highly Effective performance.

Individual and small group activity

#(20 min.)Were going to spend the next few minutes digging deeper into what highly effective teaching looks like. Youll work individually and with small groups.

5 min Individuals review the components5 min Individuals or pairs dive into HE level on one component5 min- Individuals or pairs share with their group their findings 5 min Whole group share out/questions

[Explain activity. Start activity. Circulate among groups. Actively manage time and transitions.]

Summary: Key Learnings: 1. Teachers must have a preponderance of the evidence in a particular category to receive that score.

2. Teachers should see that Highly Effective focuses on students taking initiative for their learning.12Activity: What does it mean to be Highly Effective?Individually, take 5 min. to read through all five components of the rubric.In small groups, divide the components. In each group, make sure that at least one person is looking at one of the 5 components in depth.

Pay close attention to the differences between Effective: Proficient and Highly Effective for your component. These indicators lead to significant academic gains. In your own words, summarize the performance you would expect to see from a Highly Effective teacher and how you would distinguish it from Effective: Proficient performance for this component.

In your group, go through each component and share the summaries of Highly Effective performance.

Individual and small group activity

#(20 min.)Were going to spend the next few minutes digging deeper into what highly effective teaching looks like. Youll work individually and with small groups.

5 min Individuals review the components5 min Individuals or pairs dive into HE level on one component5 min- Individuals or pairs share with their group their findings 5 min Whole group share out/questions

[Explain activity. Start activity. Circulate among groups. Actively manage time and transitions.]

Summary: Key Learnings: 1. Teachers must have a preponderance of the evidence in a particular category to receive that score.

2. Teachers should see that Highly Effective focuses on students taking initiative for their learning.13Rubric ReviewActivity 2

Activity: Rubric Review Text Rendering1. Each table group explores one of the five components of the rubric.2. Individually, take 5 minutes to Read and underline key words and phrases in the descriptors located in the Critical Attributes section of Effective: Proficient. 3. At your table, work with your group to list the key words on chart paper.4. Groups will share charts with whole group.Individual and small group activity

#(20 min.)It is time to dig deeper into what is Proficient. Assign each table group one of the five components to explore. (components can be repeated).

Remember, even though Effective: Emerging is passing, the goal is to be scored Effective: Proficient or higher so we will focus in the Effective: Proficient rating column.

5 min. --Each group underlines key words and/or phrases in the Critical Attributes box the Effective Proficient column.

2. 2 min. Each group charts the key words.

3. 10 min . (2 min. per group) Each group shares out and post their chart on wall begin with component 1 Setting Instructional Goals and continue .

The charted words helps you see the main, overall point of each critical attribute.

(As each group presents, all others are underlining the words and are engaged)

15Post- Conference ProtocolPrioritize. Select one or two parts of the teachers practice most directly connected to student achievement.Present evidence. Identify the problem. The evaluator and teacher will work together to define a specific area of development.Plan concrete action. Develop clear, measurable steps the teacher can take to correct the problem.Set a timeline. Establish when and how the teacher will show that the action has been accomplished. Present evidence.Identify area to be developed. The evaluator and teacher work together to define a specific area of development.Plan concrete action. Develop clear, measurable steps the teacher can take to improve instruction.Set a timeline. Establish when and how the teacher will show that the action has been accomplished.1234

#After the observation is completed, the teacher will receive feedback from the evaluator.

One of the components of Compass is to answer the question: How can the teacher maximize or improve his or her contribution to student learning?

As educators we are learning and improving every day. The feedback discussions that will come from this protocol will help us focus on specific areas that we can work on to improve our craft.

16Remember: Teacher ObservationsAt least two observations per teacher per year with feedback that includes commendations and areas for improvement. -- At least one announced with a pre and post conference--The other may be unannounced with a post-conference Scores for each observation (no matter how many are conducted) will be totaled and averaged to arrive at the teachers final score for the year which will be 50% of the total score for the teacher (professional practice)

Teachers will be observed a minimum of two times per year. ( Read slide )17Questions?Please contact your administration.

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