reach students recognizing educators advancing chicago students simeon career academy introduction...

REACH Students Recognizing Educators Advancing CHicago Students

Simeon Career Academy

Introduction Conversation

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Welcome and Objectives

Objectives:

Recognize the importance of instructional practices that yield positive student results

Understand the components of REACH (Recognizing Educators Advancing Chicago) Students: Teacher practice, student growth, and student feedback

Align instructional practices with the REACH process: What’s the connection with priorities• Common Core: What to teach• Framework for Teaching: How to teach• Full School Day: Time to teach

2Chicago Public Schools

Establish a common definition and standards for teaching excellence.

Build principals’ and/or teachers leaders’ expertise in observing and analyzing instruction to support teacher growth.

Provide teachers with information and guidance to inform their development

Engage teachers in reflection and self-assessment regarding their own performance

Differentiate support and accountability for teachers based on their experience and/or impact on student learning.

Create a culture of continuous improvement among teachers, school leaders, system administrators and students.

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Goals of REACH Students:

Chicago Public Schools

What do you think?

What is an observation?

What areas should be observed during the visit?

Who is being observed?

What do you like/dislike about the process?

What role does the student play in the process?

What is the connection between your observation and your rating?

Should your students academic record be attached to your rating? why/why not?


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REACH Students:The connection Phased and Staggered Implementation based on Multiple Measures “Evaluation systems should include multiple measures, not just observations or value-added alone.”

“Combining the three approaches (classroom observations, student feedback, and value-added student achievement gains) capitalizes on [teacher] strengths and offsets their weaknesses.”

Gathering Feedback for Teaching Combining High-Quality Observations with Student Surveys and Achievement Gains by Thomas J. Kane and Douglas O. Staiger (2012)


Focus on Priorities: Guiding force

Chicago Public Schools 6

Performance Evaluation Reform Act of 2010 (PERA)

Law stipulates that CPS/CTU work together for 90 days to build systemo CPS/CTU PERA negotiations began on December 9, 2011 & extended past the 90 day

window o CPS implemented its last, best offer on March 29, 2012

Requirements:o Summative ratings change to Excellent, Proficient, Needs Improvement, Unsatisfactoryo All evaluators must complete ISBE-approved certification assessmento Teacher & principal evaluations must include measures of “professional practice”o Teacher & principal evaluations must include student growth as a “significant factor”

Student growth: Must include multiple measures of student learning

Deadline Requirement ScaleSept. 1, 2012 New principal evaluations ALL schoolsSept. 1, 2012 New teacher evaluations ≥ 300 schoolsSept. 1, 2013 New teacher evaluations ALL schools


Multiple Measures:Summative Focus

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Teacher Practice

Student Growth

Student Feedback


High Schools – Year One

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Teachers in core subjects areas

Teachers in non-core subject areas

Type III – Performance Task

Teacher Practice


Phased ImplementationMoving to the End State…

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Year 2 School Year 13-14

Year 5School Year 16-17

65%10%

15%

10%

50%

15%

25%

10%

Student Feedback Type III Growth–Performance Task

Teacher Practice

Type I Growth


Who is evaluated and when?

Teacher Population Current System

Are these teachers evaluated…? System in

SY14-15 and beyond…in SY12-13 …in SY13-14

Probationary teachers (PAT’s) Evaluated Annually YES YES

All teachers evaluated ANNUALLY

Tenured rated in lowest* two performance levels

Evaluated Annually YES YES

Tenured rated in highest* two performance levels

Evaluated Biennially NO YES

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In SY12-13, teachers who receive a final evaluation ratings are: • Probationary teachers (PATs)• Tenured teachers who receive an Unsatisfactory or Satisfactory rating this year


Evaluators of Classroom Practice:Leadership Role

Evaluators of classroom practice may include:• School principals• School assistant principals• Chiefs of Schools• Deputy Chiefs of Schools• Central Office Managers

All evaluators must be trained and pass the ISBE certification assessment


Goal-Setting and Conferences

REACH Students provides several opportunities for school administrators and teachers to hold conversations about teaching practice and student learning… Beginning-of-Year Goal-Setting Conference• All-faculty meeting or individual conferences• Outline expectations & guidance for professional goal setting

Middle-of-Year Conference • Required for PATs and tenured low-performers• All teachers conduct self-reflection on student learning to date

End-of-Year Conference• Mandatory for all teachers• Discuss summative rating and professional development plan


Let’s Talk!!!!!

Multiple Measures & Phased Implementation

What feels different about the new system?

Does the information change any of your previous responses?

How will these changes influence practice and culture in your classroom?


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REACH Students Teacher Practice

“The true promise of classroom observations is the potential to identify strengths and address specific weaknesses in teachers’ practice…. classroom observations provide a wealth of information that could be used to support teachers in improving their practice.”

“High-quality classroom observations will require clear standards, certified raters, and multiple observations per teacher.”



TEACHER PRACTICE The CPS Framework for Teaching* The CPS Framework for Teaching provides a common definition for effective instruction Basis for Teacher Practice ratings is evidence that is aligned to the CPS Framework for Teaching

and the performance level continuum

The CPS Framework for Teaching

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Domain 1: Planning and Preparation Domain 2: The Classroom Environment

1a: Demonstrating Knowledge of Content and Pedagogy 2a: Creating an Environment of Respect and Rapport

1b: Demonstrating Knowledge of Students 2b: Establishing a Culture for Learning

1c: Selecting Instructional Outcomes 2c: Managing Classroom Procedures

1d: Designing Coherent Instruction 2d: Managing Student Behavior

1e: Designing Student Assessments

*Adapted from the Danielson Framework for Teaching and approved by Charlotte Danielson

Domain 3: Instruction

3a: Communicating With Students

3b: Using Questioning and Discussion Techniques

3c: Engaging Students in Learning

3d: Using Assessment in Instruction

3e: Demonstrating Flexibility and Responsiveness

Domain 4: Professional Responsibilities

4a: Reflecting on Teaching and Learning

4b: Maintaining Accurate Records

4c:Communicating with Families

4d: Growing and Developing Professionally

4e: Demonstrating Professionalism


Types of Classroom Teachers Grades Early childhood teachers Pre-K Primary grades teachers K to 3Intermediate elementary grade teachers 4 to 5Middle grades teachers 6 to 8High school teachers 9 to 12Elementary & middle school teachers (physical education, music, art,

computer science, librarians, etc) K to 8

High school teachers (physical education, music, art, computer science, librarians*, etc)

9 to 12

Elementary special education teachers Pre-K to 5Middle grades special education teachers 6 to 8High school special education teachers 9 to 12

TEACHER PRACTICEObservation of Practice Classroom teachers will be observed using the CPS Framework for Teaching:

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NOTE: Librarians will be observed using the CPS Framework for Library Science Counselors will be evaluated using the CPS Framework for School Counseling Clinicians will be evaluated using discipline specific frameworks


Formal Observations: A formal observations is an announced classroom observation that is defined by and includes the following: • Pre-Observation Conference with Teacher

‐ Evaluators issue component level scores for Domain 1• Classroom Observation

‐ Occurs within five school days of the pre-observation conference or during the same unit discussed during the conference

‐ Length of a class or lesson, or after 45 minutes‐ Evaluators issue component-level scores for Domains

2 and 3• Post-Observation Conference with Teacher

‐ Held within five school days, if possible, but not more than ten school days following the observation

‐ Includes improvement recommendations, including professional development, as appropriate.

‐ Evaluators issue a component-level score for 4a

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TEACHER PRACTICE Formal Observation


Informal Observations: An informal observations is an unannounced classroom observation that is defined by and includes the following: • Classroom Observation

‐ At least 15 minutes in length

‐ Evaluators issue component-level scores for Domains 2 and 3 only

• Post-Observation Conference with Teacher

‐ May be in-person or electronic

‐ Teachers may request in-person feedback

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TEACHER PRACTICE Informal Observation


TEACHER PRACTICE:Local criteria Components 4b, 4c, 4d, and 4e

Components 4b, 4c, 4d and 4e of the CPS Framework for Teaching are not observed during the classroom observation cycle

• Define teachers’ role outside classroom, including professional growth, contributions made to school, district, and profession

• Demonstrated through interactions with colleagues, families, and the broader school community

Evidence is collected by teacher and/or evaluator throughout the school year

Evaluators select performance levels for each component at the end of the year


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Probationary Teacher (PATs)First Semester Second Semester

SY12-13

2 Formal Observations

NOTE: The first formal observation can be a practice. Teachers may elect to include in the final summative rating, election must be made shortly

after receiving score.

2 Formal Observations

An informal observation is required if the teacher opts for the first formal observation to be

considered a practice

SY13-14 & SY14-15

2 Formal Observations 1 Formal Observation

1 Informal Observation

TEACHER PRACTICEObservation of Probationary Teachers

Observations may begin during the 5th week of schoolPending CTU agreement, Mentor Teachers may also observe and evaluate PAT 1sAdministrators must conduct at least two formal observations per year


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First Semester Second Semester

SY12-13

1 Formal Observation

NOTE: The first formal observation can be a practice. Teachers may elect to include in the final summative rating, election must be made shortly

after receiving score.

1 Formal Observation

An informal observation is required if the teacher opts for the first formal observation to be

considered a practice

2 Informal ObservationsNOTE: If the first formal observation is a practice, conduct 1 more formal and only 1 informal is necessary

SY13-14 & SY14-15

1 Formal Observation 1 Formal Observation

2 Informal Observations

TEACHER PRACTICEObservation of Tenured Teachers

NOTE: Observations may begin during the 5th week of school


Tenured Teachers Rated Unsatisfactory or Satisfactory

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Tenured Teachers with Rating of Excellent or Superior

First Semester Second Semester

SY12-13Biennial

evaluation plan (“off“ year)


Informal observations are discretionary

SY13-14Biennial

evaluation plan (“on” year)


2 Informal Observations

SY14-15Annual

evaluation plan


2 Informal Observations Note: Informal observations are NOT required for teachers with a summative performance level

rating of excellent in previous year.

TEACHER PRACTICEObservation of Tenured Teachers

NOTE: Observations may begin during the 5th week of school


Table Talk – Multiple PerspectivesProcess, Practice and Share

Teacher Practice How will REACH affect changes in practice and

culture? For each of these individuals’ perspectives:• Principal

• Teacher

• Student



REACH Students Student Growth – Standardized Assessments

“Combining classroom observations with student feedback and student achievement gains on state tests did a better job than master’s degrees and years of experience in predicting which teachers would have large gains with another group of students.”


Description of Expected Gains EPAS expected gains measures the percentage of a teacher’s students that

progress equal to or more than the average• Progress is measured between pre (beginning-of-the-year) and post (end-of-

the-year)• Growth based on you having student for an academic year• Your impact on the students progress

EPAS expected gains is based upon the EXPLORE, PLAN and ACT assessments.‐ Subjects: English, Reading, Math and Science ‐ Grades: 9-11

Who receives an individual expected gains score? Teachers responsible for Reading, English language arts, Math, Science and

Social studies (based on Reading EPAS) All teachers will receive this score based on the overall scores performance:

Noncore teachers

EPAS individual expected gains measures will be implemented without stakes in SY12-13.

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STUDENT GROWTH Individual Expected Gains


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EPAS Expected Gains characteristics include, for example:• Excludes students whose IEPs indicate that they should take the Illinois Alternative Assessment (IAA)• Excludes of ELLs with ACCESS scores lower than 3.5 in the previous year• Excludes students who attend more than 3 schools in a single school year• Includes a single year of data in 2012-13 and potentially two years of data where available starting in 2013-14

Why EPAS?

• As a skills-based assessment, EPAS aligns with college and career readiness priorities• EPAS is more closely aligned to scope and sequence of instruction than any adaptive growth assessment• CPS teachers are familiar both with the EPAS exam and the College Readiness Standards

Why Expected Gains?

• A panel of experts, the technical advisory committee and CPS staff all concluded that the district cannot currently build a valid value-added model based on EPAS data • Expected Gains model enables teachers to set growth targets and track progress toward targets

throughout the year• Expected Gains model is highly transparent and easy to understand • Are you growing students?

STUDENT GROWTHEPAS EXPECTED GAINS


Who receives a school expected gains score for reading? All 9-12 classroom teachers that do NOT receive an individual expected

gains score, will receive a school expected gains score for reading • All teachers in a school will receive the same score for this measure• We are all held accountable

Why school expected gains for reading? Integration of literacy into all subject areas is critical to boosting

essential skills required for college and career readiness. Use of a school-wide literacy component reinforces that these are ALL

our students. Collaboration needed from all teachers to improve literacy at all grade levels.

• T.I.A and CIWP guide the process

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STUDENT GROWTHSchool Expected Gains - Reading



REACH Students Student Growth – BOY and EOY Performance Tasks

“If curriculum, instruction, and assessment are integrated, the assessment itself becomes a valuable learning experience. The conclusion is that by requiring students to complete high quality performance tasks we have the potential to bring about significant and positive changes in instruction and learning.”

Source: http://www.weac.org/professional_resources/Testing/performance_assessment.aspx

http://www.weac.org/professional_resources/Testing/performance_assessment.aspx

http://www.weac.org/professional_resources/Testing/performance_assessment.aspx

Definition: Type III Assessment• ISBE: “An assessment that is rigorous, aligned with the course’s curriculum, and that

the evaluator and teacher determine measure student learning in that course.”

Definition: Performance Task • A written or hands-on demonstration of mastery, or progress towards mastery, of a

particular skill or standard.

• Beginning of the year and end of the year administration measures student mastery of identified over the course of an academic year on a few skills (depth over breadth).

Performance Task Development • The Department of Assessment and content area departments will lead the

development of all performance tasks.• Performance Tasks will be designed by subject-specific teams made up teachers from

across the district and CPS content leads. ‐ Application process to identify teacher participants

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BOY and EOY PERFORMANCE TASKSDefinitions and Clarifications


BOY and EOY PERFORMANCE TASKSCreated by educators Required Components & Guidelines

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Component Description

Standards •What students should know and be able to do• 1-2 skills/standards

Task Description

• The activity students will engage in to demonstrate mastery of skills/standards• Student directions to define

guidelines and expectations for each activity component

Task Materials

• List of materials the student needs to engage in the performance task

Rubrics • The tool for scoring student work products• Highest score associated with skill

mastery


Administration Guidelines Time to Complete Task

• Task should be designed to be completed in roughly one class period (30 - 60 minutes)

Task Assignment

• All students sharing a common subject/grade level/classroom receive the same task with the same directions.

Proctoring Protocol

• Teachers proctor their own class, and collect all PTs at the end of the class period

Scoring Protocol

• Teachers score the performance tasks of their own students, but should do so in the setting of teacher teams when possible and where applicable

Definition of Performance Task: A written or hands-on demonstrationof mastery, or progress towards mastery, of a particular skill or standard

BOY and EOY PERFORMANCE TASKSGuidelines for Task Selection - DRAFT

SY12-13 Guidelines Guidelines will be provided for performance task

administration to help teacher and principals identify which performance tasks must be used, and how many. Guidelines will consider:‐ Which grade levels, subject areas and courses are taught

by teachers ‐ Which subject does a teacher teach most often?‐ Which class section includes a sufficiently large group of

students?‐ Are there specific student learning needs?



REACH Students Student Growth – Student Feedback

“The goal is not to conduct a popularity contest for teachers. Rather, students are asked to give feedback on specific aspects of a teacher’s practice, so that teachers can improve their use of class time, the quality of the comments they give on homework, their pedagogical practices, or their relationships with their students.”


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Surveys will be included as part of the EOY summative performance rating starting in SY13-14. Prior to SY13-14, CPS will

Implement a no-stakes survey in SY12-13

The survey provider is to be determined

Intention is that the survey will be weighted at 10 percent of the overall summative evaluation

Intention is that the Survey will be administered in grades 4-12 (assuming validation)

Data from the first year of implementation will be shared with the Joint Committee prior to implementation in SY13-14

STUDENT FEEDBACKThe loudest voice



REACH Students Summative Ratings

“Combining measures offers three advantages: greater predictive power (slightly better than student achievement gains alone, but significantly better than observations alone), greater reliability (especially when student feedback or multiple observation scores are included), and the potential for diagnostic insight to allow teachers to improve their practice (which cannot be provided by student achievement gains alone).”


Who is evaluated and when?

Teacher Population Current System

Are these teachers evaluated…? System in

SY14-15 and beyond…in SY12-13 …in SY13-14

Probationary teachers (PATs) Evaluated Annually YES YES

All teachers evaluated ANNUALLY

Tenured rated in lowest* two performance levels

Evaluated Annually YES YES

Tenured rated in highest* two performance levels

Evaluated Biennially NO YES

CURRENT PERFORMANCE RATINGS

FUTURE PERFORMANCE RATINGS

Superior ExcellentExcellent Proficient

Satisfactory Needs ImprovementUnsatisfactory Unsatisfactory

Performance Ratings will also change under PERA


Summative performance ratings will be based upon a 100-400 point scale

How is the summative performance rating determined?

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Why use a point-based scale instead of 4 simple ratings?

Points from each component contribute to the total score Recognizes teachers’ improvements over time within performance levels

(i.e. similar to measuring student growth and not just Meets/Exceeds)

100 220 285 340 400

ExcellentUnsatisfactory Needs Improvement Proficient


Scoring each component: 1. Teacher Practice

1. Evaluators assign performance level ratings for Framework components 1a-4a for each FORMAL observation • Evaluators assign performance levels ratings for

components in Domains 2 & 3 only for each INFORMAL observation

2. Evaluators assign performance level ratings for components 4b-4e at the end of each year

3. Performance level ratings on the CPS Framework convert to numeric scores and are averaged into numeric Domain scores:

4. Numeric Domain scores are averaged according to Domain weights—shown on right—in order to calculate total Teacher Practice score

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Framework Performance Level Ratings Numeric Scores

Distinguished 4

Proficient 3

Basic 2

Unsatisfactory 1

25%

25%

40%

10%

Domain Weights for CPS Framework for Teaching

Domain 1: Planning and Preparation Domain 2: Classroom EnvironmentDomain 3: InstructionDomain 4: Professional Responsibilities



REACH Students Implementation Supports

Observers have been observed “Teachers need to know that observers can apply an observation instrument accurately and fairly—before performing their first observation. Good training is not enough.”


IMPLEMENTATION SUPPORTSEvaluator Certification State law requires all evaluators of teachers:• Participate in training • Pass a State certification assessment

State certification assessment includes multiple modules:• Overview of teacher evaluation process• Identifying evidence using the Framework

‐ Focused on domains 2 (class environment) and 3 (instruction)• Providing feedback• Determining ratings • Understanding student growth measures

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Current law stipulates that all evaluators will need to be state-certified by September 1, 2012. ISBE anticipates the certification assessment will go live in May. Details are forthcoming.


CPS will monitor summative performance level ratings and when there is an extreme disparity between teacher practice and student growth scores, will take the following steps to ensure fairness:

Extreme disparity between teacher practice and student growth scores will trigger a review by Central / Network Offices.

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IMPLEMENTATION SUPPORTSReview Process -Practice/Growth Score Disparities



Now what do you think?

• What is an observation?• What areas should be observed during

the visit?• Who is being observed?• What do you like/dislike about the

process?• What role does the student play in the

process?• What is the connection between your

observation and your rating?• Should your students academic record

be attached to your rating? why/why not?

reach students recognizing educators advancing chicago students simeon career academy introduction...

Documents

student surveys

student play

teacher growth

positive student results

teacher strengths

goals of reach students

reach process

unsatisfactory o