Elizabeth School District C-1

We believe that students

are at the heart of everything we do.

Pilot Educator Evaluation System

For BOE and Staff Review

Spring 2013

Educator Effectiveness in Colorado

Every child in every community deserves excellent classroom teachers and building leaders.

Why Focus on Educator Effectiveness?

“We know that the quality of our educators is by far the single most important factor in driving

student achievement and closing the achievement gap.”

-Kati Haycock, Good Teaching Matters – How Well Qualified Teachers Can Close the Gap, Education Trust. 1998

Educator Effectiveness Research

Educators who dedicate themselves to student success…

Effective educators are proven to be the single most important school based factor in every student’s chance to succeed.

Educator EffectivenessContinuous Improvement

The new system acknowledges the central role of teachers and provides the opportunity to reflect and refine their practice in order to continually meet the needs of their students.

The system uses multiple measures to determine student growth and assess professional practice.

What is Senate Bill 191?S.B. 10-191 was passed in 2010. It changes the way principals and teachers are supported and evaluated, with the ultimate goal of ensuring college and career readiness for all students. The bill: Provides for a system to give feedback to educators aimed at

continuously improving their performance and student results. Requires educator evaluations be based on statewide standards of

practice and student learning over time. Changes non-probationary status from one that is earned based upon years of

service to one the is earned based upon three consecutive years of demonstrated effectiveness

Provides that non-probationary status may be lost based upon consecutive years of ineffectiveness.

Requires that all teachers and principals be evaluated at least 50 percent on the academic growth of their students.

Key PrioritiesCDE worked with a variety of stakeholders throughout the design and development of the Colorado State Model Evaluation System. The process focused on five key priorities: Data should inform decisions, but human judgment will always be

an essential component of evaluations The implementation and evaluation of the system must embody

continuous improvement The purpose of the system is to provide meaningful and credible

feedback that improves performance The development and implementation of evaluation systems must

continue to involve all stakeholders in a collaborative process Educator evaluations must take place within a larger system that is

aligned and supportive

Evaluation CycleThe year-long cycle includes regular conversations between the principal and teacher. It is not a one-time event or observation, but rather……a process that focuses on continuous improvement of the skills, knowledge and student outcomes of the person being evaluated. The cycle allows districts to determine how many observations are included prior to the mid-year and final reviews.

Evaluation CycleThe cycle includes, but is not limited to: Annual orientation to the system and tools Educator self-assessment Review of annual goals and performance plan A mid-year review An evaluator assessment An end-of-year review A final rating Goal-setting and performance planning for the next school

year

STATE COUNCIL FOR EDUCATOR EFFECTIVENESS

Framework for System to Evaluate Principals

Definition of Principal Effectiveness

I. Strategy II. Instruction III. Culture

V. Managemen

tIV. Human Resources

VI. External Developmen

tVII. Student

Growth

50% Professional Practice Standards 50% Student Growth Measures Weighting: How Much

Does Each Standard Count Towards Overall

Performance?

Number and Percentage Other Measures of TeachersAligned with CDEGuidelines

School Performance Other Measures Framework Aligned with CDE Guidelines

Weighting:Scoring Framework: How Do Measures of Quality Standards

Result in a Determination of Individual Performance?

Performance StandardsIneffective Partially Effective Effective Highly Effective

Quality Standards

Principal Quality Standards I: Principals demonstrate

strategic leadership.

II: Principals demonstrate instructional leadership.

III: Principals demonstrate

school culture and equity leadership.

IV: Principals demonstrate

human resource leadership.

V: Principals demonstrate managerial leadership.

VI: Principals demonstrate external

development leadership.

VII: Principals demonstrate

leadership around student academic

growth.

Principal Evaluations

50% Student

Academic Growth

50% Professional Practice

Quality Standards I-VI:I. Strategic leadershipII. Instructional leadershipIII. School culture/equity leadershipIV. HR leadershipV. Managerial leadershipVI. External development leadership

Evaluated using: (1) teacher input; (2) teacher evaluation ratings; and (3) teacher improvement.

Quality Standard VII:VII. Leadership around student academic growth

Evaluated using: (1) SPF data; and (2) at least one other measure of student academic growth.

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 Measures Summative for Non-tested Aligned Assessments Areas CDE Guidelines

Match of test to teaching assignmentsWeighting:

Scoring Framework: How Do Measures of Quality Standards Result in a Determination of Individual Performance?

Performance StandardsIneffective Partially Effective Effective Highly Effective

Quality StandardsII. Establish

EnvironmentIII. Facilitate

LearningIV. Reflect on

PracticeV.

Demonstrate Leadership

VI. Student Growth

Appeals Process

Teacher Quality StandardsI: Teachers

demonstrate mastery of and

pedagogical expertise in the

content they teach.

The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content

that he or she teaches. The secondary teacher has knowledge of literacy and

mathematics and is an expert in his or her content endorsement area(s).

II: Teachers establish a safe, inclusive, and

respectful learning environment for a diverse population

of students.III: Teachers plan and deliver

effective instruction and create an

environment that facilitates learning for their students.

IV: Teachers reflect on their practice.

V:Teachers demonstrate leadership.

VI: Teachers take responsibility for student academic

growth.

Teacher Evaluations

50% Professional Practice

50% Student

Academic Growth

Quality Standards I-V:I. Mastery of contentII. Establish learning environmentIII. Facilitate learningIV. Reflect on practiceV. Demonstrate leadership

Evaluated using: (1) observations; and (2) at least one of the following: student perception measures, peer feedback, parent/guardian feedback, or review of lesson plans/student work samples. May include additional measures.

Quality Standard VI:VI. Responsibility for student academic growth

Evaluated using: (1) a measure of individually-attributed growth, (2) a measure of collectively-attributed growth; (3) when available, statewide summative assessments; and (4) where applicable, Colorado Growth Model data.

Quality Standard II: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.

Not Evident Partially Proficient Proficient(Meets State Standard) Accomplished Exemplary

Element c: Teachers engage students as individuals with unique interests and strengths.

The teacher: Has low-level expectations for

some students. Uses data for instructional

decision making on an infrequent basis.

The teacher: Monitors students for

level of participation. Encourages students to

share their interests. Challenges students to

expand and enhance their learning.

. . . andThe teacher: Asks difficult questions

of all students. Scaffolds questions. Gives wait time

equitably. Flexibly Groups

students. Assumes that all

students will meet or exceed expectations.

Modifies instruction to assure that all students: Understand what is

expected of them. Are challenged to meet

or exceed expectations. Participate in

classroom activities with a high level of frequency and quality.

Take responsibility for their work.

Have the opportunity to build on their interests and strengths.

. . . andStudents: Actively participate in

all classroom activities. Monitor their own

performance for frequency of participation.

Seek opportunities to respond to difficult questions.

. . . andStudents: Select challenging

content and activities when given the choice in order to stretch their skills and abilities.

Encourage fellow students to participate and challenge themselves.

Quality Standar

d

Element that

aligns with

standard

Rating

levels

Professional Practices

Components of the Educator Rubrics

Standard I: Principals Demonstrate Strategic Leadership

Not Evident Partially Proficient Proficient Accomplished Exemplarya. School Vision, Mission and Strategic Goals: Principals develop the vision, mission, values, beliefs and goals of the school, collaboratively determining the processes used

to establish these attributes, and facilitating their integration into the life of the school community.

Vision, mission, values, beliefs and goals of school are: Not evident or familiar

to staff and other stakeholders.

Developed by school administrators working in relative isolation.

Not integrated into the life of the school community.

Vision, mission, values, beliefs and strategic goals of school are: Developed through a

collaborative process with staff and other stakeholder groups.

Publicly available at the school.

Part of routine school communications with staff and other stakeholders.

Routinely updated.

. . . andEstablishes strategic goals for students and staff that are: Focused on student

achievement. Based on the analysis of

multiple sources of information.

Aligned with district priorities.

Measurable. Rigorous. Concrete.

. . . and Staff incorporate

identified strategies in their instructional plans to assure that students achieve expected outcomes.

. . . and Staff and other

stakeholders take leadership roles in updating the school’s vision, mission, and strategic goals.

Staff members assume responsibility for implementing the school’s vision, mission, and strategic goals.

Not Evident describes practices of a principal who does not meet state performance standards and is not making progress toward meeting them.

The focus of Partially Proficient and Proficient levels is what principals do on a day-to-day basis to achieve state performance standards and assure that students are achieving at expected levels.

The focus of Accomplished and Exemplary ratings shifts to the outcomes of the principal’s practices, including expectations for staff, students, parents and community members, as a result of practices exhibited under rating levels 2 and 3.

2013-14 Evaluation PilotComponents of Professional Practices Evaluation: Use of State Model Evaluation RubricInclusion of student perception survey

Conducted and discussed, but not weightedThree similar meeting and observation protocols

New hires, probationary, non-probationaryTwo types of Observations

Drop-in and formal

Drop-in ObservationsAll teachers will receive multiple, drop-in observations each year, a minimum of 9 times for at least 3 minutes. No immediate written feedback is required, although any concerns on the part of the evaluator need to be communicated to the teacher within 48 hours.

Drop-in observations need to be discussed and documented at the mid-year meeting for probationary teachers, and the year-end meeting for non-probationary teachers.

Formal ObservationsDefined as…Typically un-scheduled and un-announced Lasting 30 minutes or moreFollowed by face-to-face feedback Concluded with written summary of the face-to-

face conversation

Formal ObservationsFor an observation to be considered a Formal

Observation under this evaluation system, it must include the following elements:

Communicated/requested at the initial meeting between the principal and teacher or at any other time during the year prior to end of March

Once communicated/requested, Formal Observations are typically un-scheduled and un-announced, with the exception that the principal must tell the teacher at the start of the week that they will doing the Formal Observation that week

Formal ObservationsNew hires – Two formal observations are required

One time/date specific in 1st semesterOne unannounced in 2nd semester

Probationary – One formal observation requiredOne unannounced prior to March

Non-probationary – No formal observations requiredImportant Note: Additional Formal Observations can be requested by all teachers and principals at any time prior to March, and may be time/date specific.

Formal ObservationsA principal can extend a drop-in observation

beyond 3 minutes, including more than 30 minutes, but it will not be considered a Formal Observation unless it had been previously communicated/requested as described above.

If a principal has certain things they are looking for, this will be communicated to the teacher prior to the formal observation.

If the teacher has something they want the principal to look for, this will be communicated to the principal before the observation.

Meetings between Teacher and Principal

Newly Hired Teachers

All newly hired teachers, regardless of experience level, or other status, will have three meetings each year with the principal to review the Professional Practices Rubric, set and review goals, and discuss observations. 1st within 8 weeks of start of school2nd by end of January3rd by end of April

Newly Hired Teachers1st Meeting

Self Evaluation Set Professional Practices Goals Discuss Plans for Observations Discuss and Document Student Outcome Goals

2nd Meeting Principal Assesses Practices Drop-ins are Discussed and Documented Student Growth is Reviewed

3rd Meeting Summative Evaluation on Practices and Growth

Meetings between Teacher and Principal

Probationary Teachers

All probationary teachers, regardless of experience level, or other status, will have three meetings each year with the principal to review the Professional Practices Rubric, set and review goals, and discuss observations. 1st within 6 weeks of start of school2nd by end of January3rd by end of April

Probationary Teachers1st Meeting

Self Evaluation (review of document from Spring) Review Professional Practices Goals Discuss Plans for Observations Discuss and Document Student Outcome Goals

2nd Meeting Principal Assesses Practices Drop-ins are Discussed and Documented Student growth is Reviewed

3rd Meeting Summative Evaluation on Practices and Growth

Meetings between Teacher and Principal

Non-Probationary Teachers

All non-probationary teachers, regardless of experience level, or other status, will have two meetings each year with the principal to review the Professional Practices Rubric, set and review goals, and discuss observations. 1st within 4 weeks of start of school2nd by end of April

Non-Probationary Teachers1st Meeting

Self Evaluation (review of document from Spring) Review Professional Practices Goals Discuss Plans for Observations Discuss and Document Student Outcome Goals

2nd Meeting (only if teacher is not rated effective) Principal Assesses Practices Drop-ins are Discussed and Documented Student Growth is Reviewed

3rd Meeting Drop-ins are Discussed and Documented Summative Evaluation on Practices and Growth

Growth (Student Learning Outcomes)