south dakota’s teacher effectiveness model february 20, 2015 presented by dr. sally crowser and...

South Dakota’s Teacher Effectiveness ModelFebruary 20, 2015

Presented byDr. Sally Crowser and John Swanson, TIE

Today’s Outcomes

1. Increased clarity about South Dakota’s Teacher Effectiveness Model.

2. Experience using Teachscape Learn to explore the Framework for Teaching.

3. Increased awareness of artifacts associated with all domains of the Framework for Teaching.

Hot Springs School District Priority Components

1c Setting Instructional Outcomes1e Designing Coherent Instruction2b Establishing a Culture for Learning3c Engaging Students in Learning4a Reflecting on Teaching4c Communicating with Families

http://jswanson.tie.wikispaces.net/Presentations

Review of Teacher Effectivenessand SLO Process

Summative Rating MatrixProfessional Oversight: Is the rating fair and accurate based on the evidence

and data shared by the teacher

Determining Teacher EffectivenessUsing multiple measures of professional practice and student learning

Domain 1 Domain 2 Domain 3 Domain 4

Planning and Preparation

Classroom Environment

InstructionProfessional

Responsibilities

• Classroom Observations and Evidence of Effective Practice

• Components from Each of the 4 Domains

• At Least 8 Components Chosen Based on District or School Priorities

South Dakota Framework for Teaching Student Growth

SLOs

State Assessments(as one measure if available)

District Assessments

Evaluator-Approved Assessments

Professional Practice Rating Growth Rating

Below Expectations Meets Expectations Exceeds Expectations

Differentiated Performance Categories

The Recommended

Model!

Summative Rating MatrixProfessional Oversight: Is the rating fair and accurate based on the evidence

and data shared by the teacher

Determining Teacher EffectivenessUsing multiple measures of professional practice and student learning

Domain 1 Domain 2 Domain 3 Domain 4

Planning and Preparation

Classroom Environment

InstructionProfessional

Responsibilities

• Classroom Observations and Evidence of Effective Practice

• Components from Each of the 4 Domains

• At Least 8 Components Chosen Based on District or School Priorities

South Dakota Framework for Teaching

Professional Practice Rating

Below Expectations Meets Expectations Exceeds Expectations

Differentiated Performance Categories

Student Growth

SLOs

Growth Rating

SLOs

State Assessments(as one measure if available)

District Assessments

Evaluator-Approved Assessments

Summative Scoring Matrix

Summative Teacher Effectiveness Rating Categories

Below Expectations

Meets Expectations

Exceeds Expectations

JudgmentRating Subject

to Review✪

Sample Growth Goal

For the 2014-15 school year, 90% of my students will make the end of the year benchmark as measured by the DIBELS Next and DAZE assessments.

This example is the end result of working through

the SLO development.

SLO Process Guide

Establishes tiered expectations for student growth for groups of students. The educators define what growth looks like for each group of students.

Growth Goals

Differentiated Growth

Based on quality baseline data and educator-determined definition of mastery. Goal is structured based on percent of students attaining mastery.

Class Mastery

Teams of teachers agree to work collaboratively and share responsibility/accountability for student learning for a content area, grade level or school.

Shared Performance

Teacher Student Growth Rating

PERFORMANCE

CATEGORY DESCRIPTION

Low Less than 65% goal attainment

Expected 65% to 85% goal attainment

High 86% to 100% percent attainment

Growth Rating

Growth Rating

Growth Rating

•

Scores for 80% Goal• Sample SLO: At the end of the term, all students will show

measurable progress in HS Chemistry as shown by the American Chemical Society National High School Final Exam. 80% of all students will obtain a score of 26 or better on the exam. (26 is considered average).

Low Less than 65% goal attainment (.80 x .65 = Less than 52%)

Expected 65% to 85% goal attainment (.80 x .65 = 53%) (.80 x .85 = 68%)

High 86% to 100% percent attainment (.80 x .86 = 69%) (.80 x 100 = 80%)

Scores for 70% Goal

• Sample SLO: At the end of the term, all students will show measurable progress in HS Chemistry as shown by the American Chemical Society National High School Final Exam. 70% of all students will obtain a score of 26 or better on the exam. (26 is considered average).

Low Less than 65% goal attainment (Less than 46%)

Expected 65% to 85% goal attainment (46% - 59%)

High 86% to 100% percent attainment (60% - 70%)

Summative Scoring Matrix

Summative Teacher Effectiveness Rating Categories

Below Expectations

Meets Expectations

Exceeds Expectations

JudgmentRating Subject

to Review✪

Teacher A

Summative Teacher Effectiveness Rating Categories

Below Expectations

Meets Expectations

Exceeds Expectations

JudgmentRating Subject

to Review✪

Teacher B

Summative Teacher Effectiveness Rating Categories

Below Expectations

Meets Expectations

Exceeds Expectations

JudgmentRating Subject

to Review✪

JudgmentRating Subject

to Review

Teacher C

Summative Teacher Effectiveness Rating Categories

Below Expectations

Meets Expectations

Exceeds Expectations

JudgmentRating Subject

to Review✪

JudgmentRating Subject

to Review

Summative Rating MatrixProfessional Oversight: Is the rating fair and accurate based on the evidence

and data shared by the teacher

Determining Teacher EffectivenessUsing multiple measures of professional practice and student learning

Domain 1 Domain 2 Domain 3 Domain 4

Planning and Preparation

Classroom Environment

InstructionProfessional

Responsibilities

• Classroom Observations and Evidence of Effective Practice

• Components from Each of the 4 Domains

• At Least 8 Components Chosen Based on District or School Priorities

South Dakota Framework for Teaching

Professional Practice Rating

Below Expectations Meets Expectations Exceeds Expectations

Differentiated Performance Categories

Student Growth

SLOs

Growth Rating

SLOs

State Assessments(as one measure if available)

District Assessments

Evaluator-Approved Assessments

Hot Springs School District Priority Components

1c Setting Instructional Outcomes1e Designing Coherent Instruction2b Establishing a Culture for Learning3c Engaging Students in Learning4a Reflecting on Teaching4c Communicating with Families

Fixed Mindset: Intelligence is static.

Growth Mindset: Intelligence can be developed.

What Does It Mean to Establish a Culture For Learning?

1. Teachers and students hosting high expectations for both learning and hard work.

2. Students and teachers both expend the effort in learning and thinking.

3. The classroom becomes an atmosphere that supports learning and hard work.

? 5%

Reading 10%

Audio/Visual 20%

Demonstration 30%

Discussion Group 50%

Practice by Doing 75%

Teach Others/Immediate Use 90%

Teachscape

http://login.teachscape.com

Expert Pairs1. Use Teachscape to learn as much as you can about

your component in the time available.2. Prepare a 5 minute report to help others learn

about your component. Make sure your report includes the following information, at a minimum:

3 “Most Important Points” about the component

2 Examples of Classroom Practice which exemplify the component.

1 piece of evidence that could be collected about the component.

Regroup by COLOR

Sharing Groups

1. Share the following about your component: 3 “Most Important Points” about the

component 2 Examples of Classroom Practice which

exemplify the component. 1 piece of evidence that could be collected

about the component.

2. Hear what Danielson says about the component.

Evidence for Which Domain?

Teacher Lesson Plans Discipline Referrals Class Website Professional Development Activities Community Partnerships

“The greatest danger for most of us is not

that our aim is too high and we miss it, but

that it is too low and we reach it.”

Michelangelo

Today’s Outcomes

1. Increased clarity about South Dakota’s Teacher Effectiveness Model.

2. Experience using Teachscape Learn to explore the Framework for Teaching.

3. Increased awareness of artifacts associated with all domains of the Framework for Teaching.

http://jswanson.tie.wikispaces.net/Presentations

Handouts/PPThttp://bit.ly/SDDay1SLO

SLO Livebinder Content:http://tinyurl.com/nn3tznr