the colorado department of education educator effectiveness 2013 teacher librarians and s.b. 10-191...
TRANSCRIPT
The Colorado Department of EducationEducator Eff ectiveness
2013
Teacher Librarians and S.B. 10-191
Where Do We Fit In?
An information session for all stakeholders
VisionAll students in Colorado will become educated and
productive citizens capable of succeeding in a globally competitive workforce.
MissionThe mission of CDE is to shape, support, and safeguard a statewide education system that prepares all students for
success in a globally competitive world.
Together We Can
Successful studentsPrepare students to thrive in their education and in a globally competitive workforce. Ensure every student is on track to graduate postsecondary and workforce ready. Increase achievement for all students and close achievement gaps. Ensure students graduate ready for success in postsecondary education and the workforce. Increase national and international competitiveness for all students.
Great teachers and leadersEnsure effective educators for every student and effective leaders for every school and district. Increase and support the effectiveness of all educators. Optimize the preparation, retention, and effectiveness of new educators. Eliminate the educator equity gap.
Outstanding schools and districtsBuild the capacity of schools and districts to meet the needs of Colorado students and their families. Increase school and district performance. Turnaround the state’s lowest performing districts and schools. Foster innovation and expand access to a rich array of high quality school choices for students.
Best education system in the nationBuild the best education system in the nation. Lead the nation in policy, innovation, and positive outcomes for students. Operate with excellence, efficiency, and effectiveness to become the best SEA in the nation. Attract and retain outstanding talent to CDE.
Goals
Students
Educators
Schools/ Districts
State
Driving Questions
What do we want students, educators, schools, and districts to know and be able to do?
How will we know if expectations are met?
How will we respond when help is needed and to support continued growth?
Colorado Academic Standards Assessments
• RTI• PBIS• Targeted interventions• IEPs
Educator Quality Standards
Educator evaluations
• Induction• Mentoring• Professional development plans• Remediation plans
Performance Indicators
School and district performance frameworks
• Unified planning• Priority• Turnaround
Students
Educators
Schools/Districts
When we intenti onally integrate… Coherent and rigorous academic standards
Innovative and engaging learning options
Supported and effective educators
Aligned and meaningful assessments
Statewide and district accountability
Expanding Student Learning
We can personalize learning and ignite the potential of every student.
Introductions
How are you feeling about SB 191?
Choose a picture from below that best refl ects your feel ings regarding SB 191. Why did you select the picture you did?
Who does S.B. 191 effect?
All licensed personnel
Teachers
Principals and Assistant Principals
Specialized Service
Professionals
Superintendents
District Level Staff (Assistant
Superintendents, Directors, etc.)
Hybrid Teachers (Librarians,
Special Educators, Early Childhood
Educators)
S.B. 10-191 DOES apply to teacher librarians as those stakeholders require a CDE licenseThe hiring practices of districts will also play a
role in determining if evaluation under S.B. 191 is required Example: hiring of a technician rather than a
teacher librarian
How do Teacher Librarians fit into S. B. 10-191?
Purposes of S.B. 10-191
A system to evaluate the effecti veness of licensed personnel and conti nually improve the quality of educati on and student outcomes .
Provide meaningful feedback for professional growth and conti nuous improvement .
Provide a basis for making decisions in the areas of hiring, compensati on, promoti on, assignment, professional development, earning and retaining non-probati onary status, dismissal, and nonrenewal of contract.
Annual evaluati ons for all teachers, principals and specialized service professionals.
Evaluati on based on statewide Quality Standards defi ning what it means to be an eff ecti ve teacher or principal;
Professional practi ce Quality Standards (I-V) account for 50% of an educator's annual evaluati on.
The other 50% of an educator's annual evaluati on is based on the Quality Standard (VI) that measures student learning outcomes.
Non-probati onary status is earned aft er three consecuti ve years of demonstrated eff ecti veness .
Non-probati onary status is lost aft er two consecuti ve years of ineff ecti ve rati ngs.
What are the requirements of SB 191 related to evaluation?
Timeline for Implementation of New Requirements for Personnel
Evaluation Systems, cont.2013-14: New performance evaluati on system based on Quality
Standards will be implemented statewide per State Board rule. Teacher librarians will be evaluated based on quality standards. Demonstrated eff ecti veness will begin to be considered in the
acquisiti on of non-probati onary status.2014-15: Conti nued implementati on. Demonstrated eff ecti veness or ineff ecti veness will be
considered in the acquisiti on or loss of probati onary or non-probati onary status.
2015-16: First year that non-probati onary status can be lost based on 2
consecuti ve years of demonstrated ineff ecti veness.
So how will teacher librarians be evaluated? At this ti me, the State Council for Educator Eff ecti veness has
stated that they believe teacher librarians are teachers and should therefore be evaluated using a teacher evaluati on tool or rubric aligned to the Teacher Quality Standards. This is the case with the State Model System for Teachers
We have asked our pilot districts using the State Model System for Teachers to use the evaluation rubric with their teacher librarians
CDE is currently gathering data and feedback from pilot district teacher librarians to determine if modifi cations or additions to the rubric are necessary in order to explicitly capture their work
How do Teacher Librarians fit into S. B. 10-191?
Evaluations
50% Student Learning Outcome
s
50% Professi
onal Practice
VI. Responsibility for student academic growth
Evaluated using the following: (1) a measure of individually-attributed growth, (2) a measure of collectively-attributed growth; (3) when available, statewide summative assessment results; and (4) for subjects with statewide summative assessment results available in two consecutive grades, results from the Colorado Growth Model.
I. Mastery of contentII. Establish learning environmentIII. Facilitate learningIV. Reflect on practiceV. Demonstrate leadership
Measured using multiple measures on multiple occasions, including: (1) observations; and (2) at least one of the following: student perception measures, where appropriate and feasible, peer feedback, feedback from parents or guardians, or review of teacher lesson plans or student work samples. May include additional measures.
STATE COUNCIL FOR EDUCATOR EFFECTIVENESS
Framework for System to Evaluate Teachers
Definition of Teacher Effectiveness
I. Know Content
50% Professional Practice Standards 50% Student Growth MeasuresWeighting: How Much Does
Each Standard Count Towards Overall Performance?
Observations of Other Measures Teaching Aligned with
CDE Guidelines
State Other Assessments Other MeasuresSummative for Non-tested Aligned with Assessments Areas CDE Guidelines
Match of test to teaching assignments
Weighting:Scoring Framework: How Do Measures of Quality Standards
Result in a Determination of Individual Performance?
Performance RatingsIneffective Partially Effective Effective Highly Effective
Quality StandardsII. Establish
EnvironmentIII. Facilitate
LearningIV. Reflect on
PracticeV. Demonstrate
LeadershipVI. Student
Growth
Appeals Process
Student Learning Outcomes
Evaluations
50% Student Learning Outcome
s
50% Professi
onal Practice
VI. Responsibility for student academic growth
Evaluated using the following: (1) a measure of individually-attributed growth, (2) a measure of collectively-attributed growth; (3) when available, statewide summative assessment results; and (4) for subjects with statewide summative assessment results available in two consecutive grades, results from the Colorado Growth Model.
I. Mastery of contentII. Establish learning environmentIII. Facilitate learningIV. Reflect on practiceV. Demonstrate leadership
Measured using multiple measures on multiple occasions, including: (1) observations; and (2) at least one of the following: student perception measures, where appropriate and feasible, peer feedback, feedback from parents or guardians, or review of teacher lesson plans or student work samples. May include additional measures.
STATE COUNCIL FOR EDUCATOR EFFECTIVENESS
Framework for System to Evaluate Teachers
Definition of Teacher Effectiveness
I. Know Content
50% Professional Practice Standards 50% Student Growth MeasuresWeighting: How Much Does
Each Standard Count Towards Overall Performance?
Observations of Other Measures Teaching Aligned with
CDE Guidelines
State Other Assessments Other MeasuresSummative for Non-tested Aligned with Assessments Areas CDE Guidelines
Match of test to teaching assignments
Weighting:Scoring Framework: How Do Measures of Quality Standards
Result in a Determination of Individual Performance?
Performance RatingsIneffective Partially Effective Effective Highly Effective
Quality StandardsII. Establish
EnvironmentIII. Facilitate
LearningIV. Reflect on
PracticeV. Demonstrate
LeadershipVI. Student
Growth
Appeals Process
From Student Academic Growthto
Student Learning Outcomes
Student Learning Outcomes Using multiple measures to
determine student learning over time.
Colorado Growth Model (CGM)
establishes technical
measure of “growth.”
Student Learning Outcome Requirements
50% Student
Academic Growth
or Student Learning
Outcomes
50% Professional
Practice
Evaluated using the following:(1) a measure of individually-attributed growth, (2) a measure of collectively-attributed growth; (3) when available, statewide summative assessment results; and (4) for subjects with statewide summative assessment results available in two consecutive grades, results from the Colorado Growth Model.
Refers to outcomes on a measure that are
attributed to an individual licensed person,
e.g. DRA2 outcome measures for a 1st Grade
Teacher’s students
Refers to outcomes on a measure are attributed to
two or more licensed personnel,
e.g. 10th gr. Math TCAP – All Secondary math teachers in school
NOW, how do you feel about SB 191?
Choose a picture from below that best refl ects your feel ings regarding SB 191 now. Why did you select the picture you did?
Did your picture selecti on change?
What remaining questions do you
have?
Contact Us
EE Leadership Katy Anthes: Executive Director
[email protected] Toby King: Director
[email protected] Mike Gradoz: Director
[email protected] Jean Williams: Rubric Evaluation
Specialist [email protected]
Communications Amy Skinner: Director
[email protected] Katie Lams
Britt Wilkenfeld: Data Fellow [email protected]
Tricia Majors: Project Mgr. [email protected]
Implementati on Support and Development Tara Boertzel-Schuenemann
[email protected] Courtney Cabrera
[email protected] Sed Keller
[email protected] Dawn Pare
Bob Snead [email protected]
Chris Vance [email protected]
Contact Us