The Future of Teacher Evaluation

Waiver DayMay 15, 2013

Teacher Evaluation Committee Work

Today’s presentation would not be possible without the hard work of the Evaluation Committee and Mad River staff.

◦Cristi Fields ◦Bernie Gearon◦Pam Hillard◦Amy Holbrook◦Mary Isaacs◦Nora Monnin

◦Necia Nicholas◦Beth Schmidt◦Brad Sims◦Krista Wagner◦Liz Wolfe-Eberly◦Chad Wyen

Understand the “Big Picture” of the OTES Evaluation System for next year

Practice with different pieces of OTES Evaluation System

Leave with a peace of mind to enjoy your summer

Today‘s Goals

OTES Teacher Performance Framework

Teacher Performance50%

-It is 7 step process

beginning with a self

assessment and ending with a final summative

rating.

Student Growth Measures

50% •Value-Added•Vendor (STAR)•Student Learning Objectives (SLOs)

•We will discuss this half of OTES later in the day.

Step 1: Self Assessment Step 2: Creating a Growth Plan Step 3: Pre-Conference Step 4: Observation Step 5: Post-Conference Step 6: Walkthroughs/Informal Evaluations

Step 7: The Final Summative Rating

The 7 Steps of Teacher

Performance

Record evidence of strengths and areas for growth in each of the 7 Standards for the Teaching Profession.

Identify two priorities for the upcoming year by placing check marks in the far-right column.

Use these two priority areas for writing your Professional Growth Plan.

May want to use this form during first pre-conference with evaluator to finalize selection of growth goals.

Step 1: Self Assessment

10 minutes

Practice filling out the Self-

Assessment.

Using the two priorities from the Self-Assessment or input from your evaluator, write two goals.

Use Teacher Performance Evaluation Rubric to select focus and wording.

Determine Evidence Indicators for each goal, as well as areas for professional growth.

Will be used to inform your holistic Teacher Performance rating.

Step 2: Professional Growth Plan

SpecificMeasurableAttainableRelevantTimely

SMART Goals

Collaborative Learning: ◦ By March 2014, I will develop, teach, and evaluate 6

collaborative learning lessons, and share them with my grade-level team for feedback.

Parent Communication: ◦ By April 2014, I will make at least 5 positive

contacts with my 10 lowest-performing students’ families, and will update my evaluator on their progress.

SMART Goal Examples

Using Rubric Language to Clarify SMART Goals

Goal Statement: Differentiation ◦ By April 2014, I will provide evidence of matching

strategies, materials, and pacing to individual student needs in each of my science units of instruction.

Evidence Indicators: ◦ Pre-assessment data of students in each unit; Inventory of

individual student learning styles; Plans of differentiated lessons with samples of strategies, materials and pacing

Date: ◦ September 27, 2013; January 21, 2014

Areas for Professional Growth: ◦ Differentiated instruction books and websites; Collegial

visit to Mrs. X’s room to observe differentiation; Team meetings to discuss student needs

SMART Goal Example

10 minutes

Practice writing two goals for a growth plan.

Step 1: Self AssessmentStep 2: Creating a Growth PlanStep 3: Pre-ConferenceStep 4: ObservationStep 5: Post-ConferenceStep 6: Walkthroughs/Informal Evaluations

Step 7: The Final Summative Rating

The 7 Steps of Teacher

Performance

Review questions and consider how they could be answered based on your upcoming observation.

Not every question will be asked, these are just suggested questions.

Your pre-conference will be used to inform your Teacher Performance rating.

At pre-conference you will also discuss Professional Growth Goals and Student Growth Measures.

Step 3: The Pre-Conference

Every teacher will have 2 formal observations.

The observations will be for an instructional period of no less than 30 minutes.◦ Observation 1- Between September and November 15th ◦ Observation 2- Between December and February 15th

The OTES rubric is the focus of the observation.

Step 4: The Observation

Review the criteria and consider how they will be addressed in your upcoming observation.

Evaluator will use these criteria and collect evidence during your observation to inform a holistic ranking.

These criteria are the basis for both formal and informal observations.

Your ratings on these criteria will be used to inform you Teacher Performance rating.

Step 4: The Observation

1. Focus of Learning2. Assessment Data3. Prior Content

Knowledge/Sequence/Connections4. Knowledge of Students5. Lesson Delivery6. Differentiation7. Resources8. Classroom Environment9. Assessment of Student Learning10. Professional Responsibilities

Evaluation Rubric Focus Areas

Goal is to reflect on the outcomes of the lesson.

Teachers should be prepared to discuss with evaluator:◦Strengths of the lesson◦Areas for refinement or improvement

Step 5: The Post-Conference

Step 1: Self AssessmentStep 2: Creating a Growth PlanStep 3: Pre-ConferenceStep 4: ObservationStep 5: Post-ConferenceStep 6: Walkthroughs/Informal Evaluations

Step 7: The Final Summative Rating

The 7 Steps of Teacher

Performance

Fits into the Holistic Approach to Evaluation Everyone will have a minimum of 2 walkthroughs

no more than 4 Walkthroughs should be about10-15 minutes. Walkthroughs can be conducted anytime except

for the three days before winter break and any day after the final summative rating.

The teacher will receive feedback within 5 school days

Step 6: Walkthrough/ Informal Evaluation

Step 1: Self AssessmentStep 2: Creating a Growth PlanStep 3: Pre-ConferenceStep 4: ObservationStep 5: Post-ConferenceStep 6: Walkthroughs/Informal Evaluations

Step 7: The Final Summative Rating

The 7 Steps of Teacher

Performance

OTES Teacher Performance Framework

Step 7: Final Holistic Summative Evaluation

Professional Growth Plan

1st round of the Observation Process

1st WalkthroughsInstruction

The Fall (August - November)

2nd round of the Observation Process

WalkthroughsInstruction

The Winter (December-February)

WalkthroughsFinalize Professional Growth Plan

Final Summative Rating

The Spring (March-May)

Questions?

One half of OTES down... One half to go!

Student Growth Measures

50% •Value Added•Vendor (STAR)•Student Learning Objectives (SLOs)

Find out your Student Growth Category

Take a 10 minute breakReport to the correct place based on Student Growth Category◦Category A: Room ?◦Category B: Library◦Category C: Cafeteria

Agenda Check

Teachers with only Value Added Report to Room 212-214 Teachers

◦ 4th- 6th Grade teachers that ONLY teach Math and Language Arts

Category “A1”(k-6)

Teachers with Value Added and another growth measure

Report to Room 212-214 Teachers

◦ 4th- 6th Grade teachers that teach Math or Language Arts and another subject with an SLO.

Category “A2”(k-6)

Teachers with STAR and another growth measure

Remain in cafeteria Teachers

◦ Preschool-3rd Grade teachers that have STAR or team with teachers that do.

Category “B”(k-6)

Teachers without Value Added or STAR Teachers that use SLOs as their growth

measure. Report to Room 104 Teachers

◦ K-6 PE◦ K-6 Music◦ Resource room only SpEd

Category “C”(k-6)

Kindergarten-104 1st Grade-106 2nd Grade-111 3rd Grade-112 4th Grade-117 5th Grade-208 6th Grade-212 PE-Conference Room Music-Music Room Title I and Special Ed – Staff Development @ CO

Team Time Room Assignments

Thank you!