when teachers succeed, students succeed
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When teachers succeed, students succeed. When teachers succeed, students succeed. Research has proven that no school-level factor matters more to students’ success than high-quality teachers and leaders. To support teachers…. … we need to define effective practice. - PowerPoint PPT PresentationTRANSCRIPT
CONNECTICUT STATE DEPARTMENT OF EDUCATION 1
2CONNECTICUT STATE DEPARTMENT OF EDUCATION
When teachers succeed, students succeed.When teachers succeed, students succeed.
Research has proven that no school-level factor matters more to students’ success than high-quality
teachers and leaders.
3CONNECTICUT STATE DEPARTMENT OF EDUCATION
…we need to define effective practice.
To support teachers…
…we need accurate, useful information about teachers’strengths and areas in need of development.
…we need to provide on-going opportunities for growth throughout the career continuum through effectiveprofessional learning and other types of support.
…we must develop systems for meaningful recognitionof accomplishment throughout the career continuum.
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• Based on multiple standards-based measures of performance
• Promote both professional judgment and consistency
• Foster professional dialogue about student learning • Aligned to effective, evaluation-based professional
learning, coaching, and feedback to support teacher growth and development
• Ensure feasibility of implementation
Educator Evaluation Design Principles
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Teacher Evaluation Categories
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ANNUAL TEACHER RATING
OUTCOME RATING
Teacher Evaluation Categories
PRACTICE RATING
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Teacher Evaluation Process
Orientation on process Teacher reflection and goal-setting Goal-setting conference
Review goals and performance to date Mid-year conferences
Teacher self-assessment Scoring End-of-year conference
Goal-Setting & Planning Mid-Year Check-in End-of-Year Review
By November 15, 2012 January/February 2013 By June 30, 2013*
*If state test data may have a significant impact on a final rating, a final rating may be revised by September 15 when state test data are available.
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Why evaluation matters• Supporting great educators
– Key to developing, supporting and improving the effectiveness of educators as well as recognizing the outstanding performance of our most effective teachers and leaders
• Teachers have a profound influence– An effective teacher can change the course of a student’s life. Research shows that one of the most
important school-based factors influencing a student’s achievement is the quality of his or her teacher.
• Focus on regular feedback– When the feedback is specific and actionable and delivered in a constructive, non-confrontational
manner, the individual comes away feeling valued and appreciated, which results in a higher level of satisfaction in their work – all of which contribute to higher quality academic performance.
• Multiple measures of effectiveness– To determine overall educator effectiveness, the Connecticut System for Educator Evaluation
considers four components: Professional Performance and Practice, Student Learning Outcomes, Parent or Peer Feedback and Whole-school or Student Feedback.
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Setting Student Learning Objectives Planning Cycle
Learn about students
Set goals for student learning
Monitor students’ progress
Assess student
outcomes
Step 1 Step 2 Step 3 Step 4
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What are Student Learning Objectives?
A long-term academic goal • Broad statements about the knowledge and skills that students
will demonstrate as a result of instruction;
• Address the central purpose of the teacher’s assignment;
• Take into account baseline data on student performance;
• Pertain to a large proportion of a teacher’s students;
• Reflect content mastery or skill development; • Reflect attainable but ambitious goals for student learning; and
• Are measured by indicators of academic growth and development (IAGDs).
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What are IAGDs? Measurements of student outcomes• Are based on results of assessments, which may include
standardized and non-standardized measures;
• May require consultation with colleagues with more expertise to determine appropriate measures and targets;
• Indicator statements for the teacher evaluation should follow SMART Goal language: Specific/Strategic, Measurable, Aligned/Attainable, Results-Oriented and Time-Bound; and
• There must be at least one IAGD per SLO.
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Principals that support effective SLOs
SLOs are most effective when
they fully support the goal of raising achievement for
all students
Informed by and help drive district
priorities
An integral part of an educator’s
practice
Encourages systematic and
strategic instructional
decisions Measures of student learning
should be fair and comparable across
all educators
Rigorous and ambitious SLOs
used with data = higher academic
performance
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Measuring student outcomes
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SCHOOL LIBRARY PROGRAMS INFLUENCE LEARNINGOUTCOMES AND STUDENT ACHIEVEMENT WHEN:
Library media specialists collaborate with classroom teachers to teach and integrate literature and information skills into the curriculum.
Library media specialists partner with classroom teachers on projects that help students use a variety of resources, conduct research, and present their findings.
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What is Assessment?
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Quality assessments will…
• Parallel the learning• Allow students to demonstrate their learning of
the content • Produce consistent results• Measure what it is intended to measure• Measure increases in student learning between
two points in time
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Think, pair, share…
• What assessments are you currently using?
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Linking Common Core StandardsTo be ready for college, workforce training, and life in a technological society students need
• the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas,
• to conduct original research in order to answer questions or solve problems, and
• to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new.
*Research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section.
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SLO Approval • What is the baseline data? What does it tell you
about the need for the SLO? Which standards are addressed?
• What is the student population? Are there any special considerations?
• What is the interval of instruction? What should students know and be able to do at the end of instruction?
• How will the outcomes be measured?• What is the goal for student achievement?
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Levels of PerformanceExemplary4
• Substantially exceeding indicators of performance
Proficient3• Meeting indicators of performance
Developing2• Meeting some indicators of performance but not others
Below Standard1• Not meeting indicators of performance
Each district shall define effectiveness and ineffectiveness utilizing a pattern of summative ratings derived from the new evaluation system..
21CONNECTICUT STATE DEPARTMENT OF EDUCATION
Stefan PryorCommissioner, CT State Department of Education
Dr. Sarah BarzeeChief Talent Office
Contact the CSDE Talent Office Hotline at: 860-713-6868 or email: [email protected] us online: www.connecticutseed.org
Claudine PrimackEducation Consultant
Talent [email protected]