accountability assessment parents & community preparing college, career, & culturally ready...
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AccountabilityAccountability
Assessment
Parents & Community
PreparingCollege, Career,
& Culturally Ready Graduates
Standards
Support1
Accountability Accountability
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for Districts & Schoolsfor Educators
Educator Accountability
Background
Purpose
System Requirements
District Reporting
System Revision
Educator Evaluation Toolkit3
Background Previous Evaluation Regulations, 1975
Evaluation Statutes, 1996
Significant changes to educator evaluations
Student learning data provides essential information
SFSF Assurances/ESEA Flexibility Waiver4
Help the educator grow professionally
Improve the effectiveness of instruction
Relate to the future employment of the educator
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Purpose
System RequirementsInformation, Evaluation, & Actions
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Educator Evaluation Requirements
*Two to four valid, reliable measures of student growth including statewide assessments
·Observations (district may select a nationally recognized framework approved by the department)
·Information from parents, students, etc.
·Other information (as determined by the district)
Information Sources Evaluation Components Results & Actions
Professional Learning Focus for district &
teacher.
________Annual Evaluation Alternative for the
following school year
(as determined by the district)
District Support OR
Plan of Professional
Growth (optional)
Plan of Improvement
Proficient or higher on 7 standards and basic or higher on 1 standard.__________Exceeds the districts performance standards (as determined by the district)
Basic on 2 or more standards
Unsatisfactory on 1 or more standard
Student Learning Standard
Professional Practice
Family & Community
Learning Environment
Assessment
Content Knowledge& Instruction
Understanding Student Needs
Differentiation Cultural Standards
Performance Rating on each of the eight (8) standards.
·Unsatisfactory
·Basic
·Proficient
·Exemplary
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Information SourcesDistricts:
• may select a nationally recognized observational framework approved by the department or continue to use the observation tools they have previously adopted.
• must have a procedure and a form to collect information concerning an educator’s performance from students, parents, and other stakeholders.
• may use other information like surveys, self-assessments, portfolios, etc. to gather information concerning an educator’s performance.
Qualitative
·Observations (district may select a nationally recognized framework approved by the department)
·Information from parents, students, etc.
·Other information (as determined by the district)
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Information Sources
Two to four valid, reliable measures of student growth including statewide assessments
Districts must:
• Select appropriate measures of student growth with the input of the educators being evaluated.
• Establish standards and performance levels for student learning data.
• Develop procedures based on objective & measurable criteria to ensure that data used accurately reflects student growth based on the educator performance.
• Use statewide assessment data for teachers who provide instruction in the content areas assessed.
Quantitative
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Aligning Information Sources to Evaluation Components
Information Sources Educator Evaluation Components
Two to four valid, reliable measures of student growth including statewide assessments
·Observations (district may select a nationally recognized framework approved by the department)
·Information from parents, students, etc.
·Other information (as determined by the district)
Student Learning Standard
ProfessionalPractice
Family & Community
LearningEnvironment
Content Knowledge& Instruction
Assessment
UnderstandingStudent Needs
Differentiation Cultural Standards
Performance Rating on each of the
eight (8) standards.
·Unsatisfactory
·Basic
·Proficient
·Exemplary
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Levels of Performance
Standards
Performance Levels
E P B U
Understanding Student Needs
Differentiation
Content Knowledge & Instruction
Assessment
Learning Environment
Family & Community
Professional Practice
Student Learning
Performance Rating on
each of the 8 standards.
·Unsatisfactory (U)
·Basic (B)
·Proficient (P)
·Exemplary (E)
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Training &Inter-rater Reliability
A district’s evaluation training must include training that provides for an assurance of inter‐rater reliability.
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Linking Levels of Performance to Results & Actions
Professional Learning Focus for district & teacher.
_______________Annual Evaluation Alternative for the
following school year (as determined by
the district)
District Support OR
Plan of Professional Growth (optional)
Plan of Improvement
Proficient or higher on 7 standards and basic or higher on 1 standard.______________Exceeds the districts performance standards (as determined by the district)
Basic on 2 or more standards
Unsatisfactory on 1 or more standard
Standards
Performance Levels
E P B U
Understanding Student Needs
Differentiation
Content Knowledge & Instruction
Assessment
Learning Environment
Family & Community
Professional Practice
Student Learning 13
Plan of Improvement
If, at the conclusion of a plan of improvement, the educator’s performance does not meet district standards the educator may be non-retained.
Standards
Performance Levels
E P B U
Understanding Student Needs
Differentiation
Content Knowledge & Instruction
Assessment
Learning Environment
Family & Community
Professional Practice
Student Learning
Results & Actions
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District Support
or
A Plan of Professional Growth (optional)
If, at the conclusion of a plan of professional growth, the educator’s performance is not proficient or exemplary, the district may place the educator on a plan of improvement.
Standards
Performance Levels
E P B U
Understanding Student Needs
Differentiation
Content Knowledge & Instruction
Assessment
Learning Environment
Family & Community
Professional Practice
Student Learning
Results & Actions
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Results & Actions
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Standards
Performance Levels
E P B U
Understanding Student Needs
Differentiation
Content Knowledge & Instruction
Assessment
Learning Environment
Family & Community
Professional Practice
Student Learning
Professional Learning Focus
for teachers & district
Evaluation Components
Return to your partner.
Discuss which of the following components will be the most challenging for your district to incorporate into your educator evaluation system:
• Cultural Standards• Student Learning Data & Standard• Four Performance Ratings• Inter-rater reliability
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District ReportingCalculating Educators’ Overall Ratings
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Results vs. ReportingEvaluation Results District Reporting
Leads to professional learning, district support, and/or plan of improvement
Confidential—between administrator(s) and the individual being evaluated
Educator evaluations provide the information the district will use to calculate the overall rating
Number and percentage of educators at each overall ratings will be reported to the department by each school district beginning in July 2016
Information will only be made available to the public at levels that maintain individual confidentiality
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Overall Rating & Student Learning Data A district will evaluate whether an educator’s overall performance is
exemplary, proficient, basic, or unsatisfactory.
A district shall include student learning data in teacher and administrator’s overall rating according to the following schedule:
• SY 2015‐16 & SY 2016‐17, at least 20% • SY 2017‐18 at least 35% • SY 2018‐19 and after, at least 50%
A district may not give an educator an overall performance rating of proficient or higher if the educator has been evaluated to be performing at a level of basic or lower on one or more of the content standards or other criteria for which evaluation is required.
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Overall Rating
District Reporting School Year 2015-2016 & School Year 2016-2017
Student Learning Standard
20%
Student Learning Standard
·Exemplary
·Proficient
·Basic
·Unsatisfactory
ContentStandard
80%
Alaska Teacher Standards
Student Learning
Standards
Exemplary Proficient Basic Unsatisfactory
Proficient or higher on all standards
Basic or Unsatisfactory on any one standard
Professional Practice
Learning Environment
Assessment
Family & Community
Understanding Student Needs
Content Knowledge & Instruction
Differentiation
Cultural Standards
Rating on each of the 7 ContentStandards.
·Exemplary
·Proficient
·Basic
·Unsatisfactory
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Results vs. Reporting
Find your partner.
Partner #1:
How do evaluation results differ from the district reporting requirements?
Partner #2:
How are they similar?22
System RevisionStakeholders & Next Steps
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Stakeholders
District School Board Administrators Teachers Special Service Providers Students Parents Community members
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Next Steps
Build awareness around new requirements with all stakeholders
Compare existing system to new requirements
Identify gaps
Identify decision points
Develop a transition plan 25
Alaska Educator Evaluation Toolkit
http://education.alaska.gov/TeacherCertification/edeval.html 26
Exit Ticket
Please answer the following questions on the half sheets of paper provided:
What are the three most important things you learned about the new educator evaluation regulations today?
What are the two most pressing questions you still have about the new evaluation requirements? (Provide your email address if you would like a direct response.) 27
Contact Information
Sondra MeredithTeacher Education & Certification Administrator
(907) 465-8663
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