teacher evaluation measuring educator impact / / / continuous improvement
DESCRIPTION
History – Teacher Evaluations Often included 1 formal observation of teacher work Summative assessment of the year Desired effect often poorly identified, if at all Low inter-rater reliability Pronouncement of status at the end of the year with little opportunity for growth or improvement Not related to admin. evals.TRANSCRIPT
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Teacher EvaluationMEASURING EDUCATOR IMPACT / / / CONTINUOUS IMPROVEMENT
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History – Teacher Evaluations
Often included 1 formal observation of teacher work
Summative assessment of the year
Desired effect often poorly identified, if at all
Low inter-rater reliability Pronouncement of status at the
end of the year with little opportunity for growth or improvement
Not related to admin. evals.
![Page 4: Teacher Evaluation MEASURING EDUCATOR IMPACT / / / CONTINUOUS IMPROVEMENT](https://reader036.vdocuments.site/reader036/viewer/2022062905/5a4d1b027f8b9ab05998742c/html5/thumbnails/4.jpg)
Student Growth / Educator Impact
Key Components Student growth “as a significant
factor” Nationally normed and
standardized State summative (if available) Local / Teacher created /
Qualitative
Administrator evaluation related to student growth measures also
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Performance Categories
Beginning in 2011, the school district “shall revise the performance evaluation system…to ensure that it rates teachers as…”
Highly Effective Effective Minimally Effective Ineffective
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Impact on Decisions
The effectiveness of teachers & admins, ensuring that they are given ample opportunities for improvement
Promotion, retention, and development of teachers & admin. Tenure / certification Removal, after having been provided ample opportunities to
improve and “ensuring that these decisions are made using rigorous standards and streamlined, transparent, and fair procedures.”
Supporting professional growth and increasing accountability do not have to be mutually exclusive.
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Other Key Components
Mid-year progress reports for probationary, minimally effective, or ineffective teachers Should be based, at least in part, on student achievement Aligned with teacher’s individualized development plan Include performance goals for the remainder of the year Include supports necessary for remainder of year
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How is evaluation getting done?
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Evaluation Model: What’s this look like in practice?
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Learning Map / Teacher Pedagogy
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Multiple “Drops” in evaluative bucket
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Professional Learning Community
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Questions?