orientation to teacher evaluation 2012-2013
DESCRIPTION
Orientation to Teacher Evaluation 2012-2013. Norms. Equity of Voice Attentive Listening Safety to Share Different Perspectives Commitment to the Work. Connecticut Guidelines for Educator Evaluation. CORE REQUIREMENTS. - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/1.jpg)
1
Orientation to Teacher Evaluation2012-2013
04/22/23
![Page 2: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/2.jpg)
Equity of Voice
Attentive Listening
Safety to Share Different Perspectives
Commitment to the Work
04/22/23 2
![Page 3: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/3.jpg)
Connecticut Guidelines for Educator Evaluation
04/22/23 3
![Page 4: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/4.jpg)
In June 2012, the State Board of Education formally adopted the guidelines for Connecticut’s Educator Evaluation and Support model.
Your district’s application to participate in the pilot was accepted.
As a result, you and your district administrators will be working with us to inform and improve the process.
Your participation in this pilot year is vital to the successful implementation of the state’s initiative to improve learning.
Connecticut Educator Evaluation and Support- Pilot Year 2012-2013
04/22/23 4
![Page 5: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/5.jpg)
When teachers succeed, students succeed.
◦Research has proven that no school-level factor matters more to students’ success than high quality teachers.
04/22/23 5
![Page 6: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/6.jpg)
. . . we need to clearly define excellent practice and results;
04/22/23 6
![Page 7: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/7.jpg)
…we need to give accurate, useful information about teachers’ strengths and development areas; and
…we need to provide opportunities for growth and recognition.
To support teachers . .
04/22/23 7
![Page 8: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/8.jpg)
“Connecticut’s educators are committed to ensuring that students develop the skills
and acquire the knowledge they will require to lead meaningful and productive lives as citizens in an interconnected world.”
04/22/23 8
![Page 9: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/9.jpg)
04/22/23 9
![Page 10: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/10.jpg)
Consider multiple standards-based measures of performance
Promote both professional judgment and consistency
Foster dialogue about student learning Encourage aligned professional
development, coaching and feedback to support teacher growth
Ensure feasibility of implementation
04/22/23 10
![Page 11: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/11.jpg)
Teacher Evaluation Process Overview
04/22/23 11
![Page 12: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/12.jpg)
04/22/23 12
![Page 13: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/13.jpg)
Student Growth and Development
(45%)
Whole-school Student Learning
Indicators or Student Feedback
(5%)
Observations of Performance and
Practice (40%)
Peer or Parent Feedback (10%)
Practice Rating (50%)
Outcome Rating (50%)
All of these factors are combined to reach your final annualrating (as described in the Connecticut guidelines).
04/22/23 13
![Page 14: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/14.jpg)
The annual evaluation process for a teacher shall at least include, but not be limited to, the following steps, in order:
1. Goal-setting and Planning Orientation on process Teacher Reflection and Goal Setting Goal-setting Conference
2. Mid-year Check-ins
3. End-of-year Summative Review
04/22/23 14
![Page 15: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/15.jpg)
By Nov. 15, 2012 Jan/Feb By June 30
04/22/23 15
![Page 16: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/16.jpg)
Orientation Process- teachers provided with information about the evaluation process
Teacher Reflection and Goal Setting- Teacher examines student data, prior year evaluation and survey results and CT Framework for Teaching and drafts proposed practice goal(s), a parent feedback goal, student learning objectives and a student feedback goal (if required) for the school year.
Goal-setting Conference- Administrator and teacher discuss proposed goals and arrive at a mutual agreement.
04/22/23 16
![Page 17: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/17.jpg)
Evaluator and teacher hold at least one mid-year check-in.
Evaluators and teachers will review progress toward the goals/objectives at least once during the school year, using available information, including agreed upon indicators. This review may result in revisions to the strategies or approach being used and a mutually agreed upon mid-year adjustment of student learning goals to accommodate may be made.
04/22/23 17
![Page 18: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/18.jpg)
Summative review /Self-assessment by teacher, conference, then summative rating by end of the school year
(Part One)Teacher Self-Assessment – The teacher reviews all information and data collected during the year and completes a self-assessment for review by the principal or designee.
04/22/23 18
![Page 19: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/19.jpg)
(Part Two)End of Year Conference
Four Levels of Performance◦ (4) Exemplary – Substantially exceeding indicators of performance◦ (3) Proficient – Meeting indicators of performance◦ (2) Developing – Meeting some indicators of performance but not others◦ (1) Below standard – Not meeting indicators of performance
04/22/23 19
![Page 20: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/20.jpg)
Observations of Performance & Practice (40%)1-3 goals
Parent Feedback (10%)1 goal
Student Growth and Development (45%)2 Student Learning Objectives (SLOs)
Whole School Student Learning Indicators & Student Feedback (5%)1 goal for student feedback
04/22/23 20
![Page 21: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/21.jpg)
A framework for professional practice has important uses in the service of teaching and learning. These uses demonstrate the framework’s power to elevate professional conversations that characterize the interaction of exemplary teachers everywhere.
-Danielson, Improving Professional Practice, 2007
04/22/23 21
![Page 22: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/22.jpg)
6 Domains 1. Content and Essential Skills2. Classroom Environment, Student
Engagement and Commitment to Learning
3. Planning for Active Learning4. Instruction for Active Learning5. Assessment for Learning6. Professional Responsibilities and
Teacher Leadership
22
4 Domains1. Planning for Active Learning2. Classroom Environment3. Instruction4. Professional Responsibilities and Teacher Leadership
CT Framework for Evaluation
CCT Foundational Skills
04/22/23
![Page 23: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/23.jpg)
Domain 1: Planning for Active Learning
Domain 2: The Classroom Environment
Domain 3: Instruction
Domain 4: Engaging in Professional Responsibilities and Teacher Leadership
04/22/23 23
![Page 24: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/24.jpg)
Forty percent (40%) of a teacher’s evaluation shall be based on observation of teacher practice and performance
Sample Sources of Evidence:◦Observation (Domains 2 and 3)◦Artifacts, conferences (Domains 1 and 4)
04/22/23 24
![Page 25: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/25.jpg)
04/22/23 25
Please note: In the first year of implementation, all teachers should be observed 6 times: 3 formal observations and 3 informal observations.
![Page 26: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/26.jpg)
Teacher sets 1 – 3 goals aligned to the CT Framework for Teaching.
Goals provide focus for the observations and feedback conversations.
04/22/23 26
![Page 27: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/27.jpg)
Ten percent (10%) of a teacher’s evaluation shall be based on parent feedback, including surveys.
Process focuses on:◦ Conducting whole-school parent survey◦ Determining school-level parent goals based on survey
feedback◦ Teacher and evaluator identifying one related parent
engagement goal◦ Measuring progress◦ Determining teacher’s summative rating
04/22/23 27
![Page 28: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/28.jpg)
Student Growth and Development
(45%)
Whole-school Student Learning
Indicators or Student Feedback
(5%)
Observations of Performance and
Practice (40%)
Peer or Parent Feedback (10%)
Practice Rating (50%)
Outcome Rating (50%)
All of these factors are combined to reach your final annualrating (as described in the Connecticut guidelines).
04/22/23 28
![Page 29: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/29.jpg)
Multiple Student Learning Indicators (45%) One half (22.5%) of the indicators of academic growth
and development used as evidence of whether goals/objectives are met shall be based on:
The state test for those teaching tested grades and subjects (or)
For other grades and subject areas another standardized indicator where available.
04/22/23 29
![Page 30: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/30.jpg)
Multiple Student Learning Indicators (45%) (continued) For the other half (22.5%) of the indicators of
academic growth and development, there may be:
a.A maximum of one additional standardized indicator, if there is mutual agreement, subject to the local dispute resolution procedure.
b. A minimum of one non-standardized indicator.
04/22/23 30
![Page 31: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/31.jpg)
04/22/23 31
Student Learning Objectives in SEED will support teachers in using a planning cycle that will be familiar to most educators:
![Page 32: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/32.jpg)
Set 2 SLOs (goals for learning)
04/22/23 32
![Page 33: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/33.jpg)
IAGDs:◦specific evidence ◦quantitative targets ◦demonstrate whether the objective was
met
Each SLO must include at least one indicator.
04/22/23 33
![Page 34: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/34.jpg)
04/22/23 34
![Page 35: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/35.jpg)
04/22/23 35
![Page 36: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/36.jpg)
Five percent (5%) of a teacher’s evaluation shall be based on whole-school student learning indicators or student feedback. – Purpose
Teachers are part of a learning community, as such, responsibility for learning is shared among all of the school’s staff. This measurement is designed to reflect the importance of this shared responsibility. The whole-school student learning indicators rating
or student feedback rating shall be among four performance levels.
04/22/23 36
![Page 37: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/37.jpg)
Five percent (5%) of a teacher’s evaluation shall be based on whole-school student learning indicators or student feedback.
Districts decide to use whole-school student learning indicators, student feedback, or a combination of the two.
Each teacher sets one measureable goal for this component.
04/22/23 37
![Page 38: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/38.jpg)
Student Growth and Development
(45%)
Whole-school Student Learning
Indicators or Student Feedback
(5%)
Observations of Performance and
Practice (40%)
Peer or Parent Feedback (10%)
Practice Rating (50%)
Outcome Rating (50%)
The matrix (on the next slide) is used in order to get a Final Rating (100%)
(Reviewed when outcomes and practice are discrepant)
04/22/23 38
![Page 39: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/39.jpg)
![Page 40: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/40.jpg)
Evaluation-based Professional Growth Plan
Improvement and Remediation Plan
Career Development and Growth
04/22/23 40
![Page 41: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/41.jpg)
Linked to evaluation process outcomes related to
-student learning-observation of professional practice-results of stakeholder feedback
Can occur a multiple points during the year
Linked to performance levels
04/22/23 41
![Page 42: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/42.jpg)
Targeted professional development
External learning opportunities
Differentiated career pathway
Coaching
Assisting peers
Leading PLCs
Leading data teams
04/22/23 42
![Page 43: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/43.jpg)
4304/22/23
![Page 44: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/44.jpg)
Student Learning (45%)
Teacher Effectiveness (5%)
Observations of Practice (40%)
Stakeholder Feedback (10%)
Practice Rating (50%)
Outcome Rating (50%)
Administrator Evaluation Rating
04/22/23 44
![Page 45: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/45.jpg)
45
◦ The Neag School of Education at The University of Connecticut shall submit to the State Board of Education, not later than January 1, 2014, a study and recommendations concerning validation of the teacher evaluation and support program core requirements. The results of the study will help determine any changes needed to the core requirements.
◦ Should pilot districts identify promising practices within the Core Requirements, to implement during the pilot that vary from the established guidelines, those practices must be approved by the State Department of Education in consultation with PEAC (Performance Evaluation Advisory Council) and be incorporated into the scope of the Neag study.
04/22/23 45
![Page 46: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/46.jpg)
Review the district timelines and any other local determinations.
Reflect on your own practice. Be familiar with the core requirements. Goal setting conference with your
administrator. Know where to find help if you need it. Remember – it’s a pilot. Its about
professional growth and student learning.
04/22/23 46
![Page 47: Orientation to Teacher Evaluation 2012-2013](https://reader036.vdocument.in/reader036/viewer/2022062315/56815adc550346895dc8a8b4/html5/thumbnails/47.jpg)
Thank you for your participation in this pilot. We welcome and value your contributions to helping inform and improve teaching and learning in the state of Connecticut.
04/22/23 47