evaluating and supporting teacher success nnrpdp, hansen
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Nevada Educator Performance Framework
(NEPF)Evaluating and Supporting Teacher Success
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Awareness, Readiness &
Dissemination Validation Study (V.S.)
SY 2013 – 2014
TransitionMoving to New
Educator Performance Framework
SY 2013 – 2014(V.S. Schools)
SY 2014 – 2015(All Schools)
Implementation
Putting the New Educator Performance
Framework Into Practice
SY 2014-2015
Transformation Continuously Refining how Educators are
Valued and Supported
SY 2014 and Beyond
NEPF Timeline
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As a system, before talking about what NEPF is and the challenges we will face implementing it, perhaps we should explain why…
Why is there an attempt to create such a high stakes evaluation system?
The Evaluation Framework
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There is urgency for change!
a little background…
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Are likely to earn only thirty-six cents for every dollar earned by a high school graduate (U.S. Census Bureau, 2009)
Will be less employable in a volatile job market (Bureau of Labor Statistics, 2009)
Predictions for high school dropouts
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Across the United States, 82% of prison inmates are dropouts
(Ysseldyke, Algozzine, & Thurlow 1992)
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Social Costs
75% of those claiming welfare are functionally illiterate.
http://www.covinaliteracy.org/facts.htm
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US Manufacturing Jobs:
1950: 34%
2002: 13%
--USA Todayhttp://www.usatoday.com/money/economy/2002-12-12-manufacture_x.htm
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"Human capital is perhaps the single most important long-term driver of an economy," "Smarter workers are more productive and innovative. It is an economist's rule that an increase of one year in a country's average schooling level corresponds to an increase of 3 to 4 percent in long-term economic growth. Most of the value added in the modern global economy is now knowledge based."
-Rebecca Strauss, associate director for CFR's Renewing America publications.
Economic costs
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“By adopting the CCSS, Nevada launched one of its most comprehensive school
improvement and economic development efforts ever.”
“The standards will also strengthen the state’s workforce and economy as more students graduate from high school with the knowledge, skills and ability needed to succeed in a new economy…”
-Dale Erquiaga, Nevada Superintendant of Public Instruction
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Will be five to eight times more likely to be incarcerated than a college graduate (McKinsey & Company, 2009)
Will be more prone to ill heath and will live a shorter life; a college graduate is projected to live ten years longer than a student who drops out of school at sixteen (Kolata, 2007)
Predictions for high school dropouts
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We used to say, “Times, they are a changing”
They’ve already changed!
Google Car: http://www.youtube.com/watch?v=cdgQpa1
pUUE Google Glasses:
http://www.youtube.com/watch?v=9c6W4CCU9M4
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In the 21st century, because of the rapid advancement in technology, the world is shrinking. Our kids will be competing against kids from across the world for jobs that we can’t yet predict.
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Deep literacy skills Technological literacy Tailoring learning to meet individual needs Economic competition for jobs and
globalization of economies. The need for children to critically
think/synthesize vast amounts of info/solve complex problems/collaborate/be creative.
Education is being called upon to change.
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What’s your reaction?
Is there urgency for change?
What is your “push back”?
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1. What gets taught (CCSS)2. How well it gets taught (Teacher
Evaluation and Improvement, NEPF)
To meet the demands of the 21st century most states have chosen to focus on:
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1. What gets taught (CCSS)2. How well it gets taught (Teacher
Evaluation and Improvement, NEPF)
What are the opportunities that exist as a result of these reforms?
To meet the demands of the 21st century most states have chosen to focus on:
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“While you can play along the edges with structural changes, the core business of education is teaching.”
-Alan Bersin, Former San Diego Superintendent
We have never had the opportunities that currently exist!
NEPFAdministrators Teachers
High-leverage Instructional Leadership Standards
Professional Responsibilities Standards
Student Outcomes
High-leverage Instructional Standards
Professional Responsibilities Standards
Student Outcomes
BUILDINGCOMMON
AWARENESS
ADVANCINGCOMMON
UNDERSTANDING
UTILIZINGCOMMONLANGUAGE
SEEINGCOMMONPRACTICES
“NEPF” Common Continuum of Expectations
22
New Standards for Students – Nevada Academic Content StandardsNew Standards for Educators – Nevada High-Leverage Teaching & Leading Standards
23
New Assessments for Students – Smarter BalanceNew Assessments for Educators – Nevada Educator Performance Framework
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To reach the levels of CCSS, teacher practice is going to have to change.
NEPF and CCSS go hand and glove in implementation.
Standards Across Disciplines (H/O#1)
New learning is connected to prior learning and experience
1
2
3
4
5
Students engage in meaning-making through discourse and other strategies
Students engage in metacognitive activity
Assessment is integrated into instruction
Learning tasks have high cognitive demand for diverse learners
High-Leverage Leadership Standards
Creating and Sustaining a Focus on Learning1
2
3
4
Creating and Sustaining Productive Relationships
Creating and Sustaining Structures
Creating and Sustaining a Culture of Continuous Improvement
6
Current level of
Instruction
Skill
Improved Instructio
n
Culture
Leader
To effectively use the new evaluation tool as a lever to change instruction in order to reach the rigor level demanded by CCSS, it will take leaders with a high level of leadership skill.
“Give me a lever long enough and a fulcrum on which to place it, and I shall move the world.” -Archimedes
Student Learning at CCSS
level
Evaluation
Framework
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Current level of
Instruction
Skill
Improved
Instruction
Culture
Leader
To effectively use the new evaluation tool as a lever to change instruction in order to reach the rigor level demanded by CCSS, it will take leaders with a high level of leadership skill.
“Give me a lever long enough and a fulcrum on which to place it, and I shall move the world.” -Archimedes
Student Learning at CCSS
level
Evaluation
Framework
Key #1
Key #2
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“Culture trumpsStrategy any day.”
–Ray McNulty
Innovation or Transformative Change will not take place in a
toxic culture
Culture is the foundationupon which we build
strategies and structures.
“Culture eats strategy for lunch!”-Peter Drucker
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Two of the keys to successfully implementing organizational change are:
A positive Culture characterized with high levels of organizational trust
High capacity of Instructional Leadership
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School level leaders have to simultaneously become:
Instructional Leaders and Change Agents!
They must be able to lead the following: Building positive cultures of trust Adopting and Implementing new Standards
◦ Unwrap standards◦ Identify Essential Learning◦ Build Assessments
Observation and Evaluation◦ Coaching and mentoring teachers
Leadership isn’t exclusive to Principals!!!
At the school level…
They will have to be able to walk the a walk not just talk the talk.
Instructional Leader
“Clarity precedes competence”-Rebecca DuFour
“Clarify expectations in order to liberate hope.”-Steve Constantino
If cultures are struggling or an initiative struggles to gain traction, lack of clarity in regards to expectations is a good culprit to look for.
So… What are the expectations?
A concrete piece of culture…Clear Expectations
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In regards to NEPF, how can we support the:
1. Training of Teachers so that they understand the standards?
2. Implementation of the instructional shifts represented in the standards?
How can we help those whom we lead not feel overwhelmed by “one more thing”?
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In regards to:
NEPF- Can you describe what good teaching looks like? Can your teachers describe it? Do your descriptions match? Is there clarity among all involved?
So… What are the expectations?
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Let’s get familiar with the standards!
NEPF Website and passwords http://www.cse.ucla.edu/nevada-professional-development/index.htm Username: NevadaPassword: nevinstruct
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In regards to:
NEPF- Can you describe what good teaching looks like? Can your teachers describe it? Do your descriptions match? Is there clarity among all involved?
So… What are the expectations?
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In regards to:
CCSS- Can you describe what needs to be taught/learned? What artifacts do you point to when on-boarding a
new teacher? Can your teachers describe what needs to be
taught/learned? What role do collaborative teams play in this process? Do your descriptions match? Is there clarity among all involved?
So… What are your expectations?
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In every group where a challenge exists a leader will emerge.
The leader is usually the one that can frame the problem without placing blame.
Framing the problem.
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What are the opportunities?
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