Download - Region 1 Board share
© JPC Sr. 2012
CSDE &EDUCATION CONNECTION
The Current ContextOf Connecticut PublicSchool Reform and Policy
Sarah Barzee, Ph.D, Sharon Fuller, and Jonathan P. Costa, Sr.
April 24, 2013http://www.slideshare.net/jpcostasr
The Mission
Prepare EVERY student
for learning, life, and work
in the 21st century.
© Corwin Press - 2011
© Corwin Press - 2011
The world is changed…1.It is flat.2.It is digital.3.It is constantly
changing.4.It is increasingly
unforgiving to those who are unskilled.
http://digitallearningforallnow.com
The BraveNew World
© Corwin Press - 2011
The culture served by this model of teaching and learning is gone.
Instruction Will/Should Change…
• Less paper, more pixels.• Less single source, more crowd source.
• Less routine, more personalization.
Instruction Will/Should Change…• Less compliance,
more engagement.• Less consuming,
more producing.• Less about how much,
more about how well.
The “Genetic History” of Reform in Connecticut
Which Leads To
© JPC Sr. 2012
Which Leads To
Which Leads To
Which Leads To
The Evolution of Educational Reform
© EC 2012
FocusLearning Goals
Assessment Protocols
Accountability
Teacher Prep
Curriculum
Testing Tools
Student Abilities
Instructional Focus
Inputs/Outputs
Universal Access
Locally Determined
Rank and Sort
No News is Good News
Get A Degree
Table of Contents
Pencil & Paper
Grouped & Labeled
Teacher Dependent
Ready for K59.9 to leave
Universal Proficiency
State by State
Tests for ALL
Label Failing Schools
Certifications & BEST
State Standards & Frameworks
Pencil & Paper WithPerformance Tasks
Integrated (N=40)
Standards Aligned
Need for Pre-SchoolSkill Demonstrations
Universal Measures
46 State Consortia (Math, LA, Science)
Smarter Balance (IPI) for All
Measuring Every District, School and
Teacher
Certifications, TEAM,
and SEED
Multi-State Unified Standards
Digital With Performance Tasks
Integrated &
Scrutinized (N=20)
Common Core AlignedAnd Digitally Supported
Pre-K and Full-K StandardsDemonstrations & Tests
Areas of Before 1986 NCLB 2001 PA12-116 2012
21st Centu
ry Skills
Communicate
Effectively
Adaptable &
Creative
Higher-Order
Thinking
PersonalResponsib
ility
Information
Literacy
Independent &
Collaborative
Rememberthe Mission…is aboutmore thanjustCCSS
© Corwin Press - 2011
The Engagement & Learning EquationDegree of Student Controltimes
Order of Conceptual Difficulty
plusContent Fluency
equals
Instructional Value© Corwin Press - 2011
Keep this in mind when we talk about SEED and you think of how you will implement the
Guidelines, from a policy and practice position, never forget
the motivation behind your efforts.
© JPC Sr. 2012
…we need to give accurate, useful information about teachers’ strengths and development areas; and
…we need to provide opportunities for growth and recognition.
To support teachers . .
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Consider multiple standards-based measures of performance
Promote both professional judgment and consistency
Foster dialogue about student learning Encourage aligned professional
development, coaching and feedback to support teacher growth
Ensure feasibility of implementation
Design Principles
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Illustration of Core Requirements of Teacher Evaluation
Student Growth and Development
(45%)
Whole-school Student Learning
Indicators or Student Feedback
(5%)
Observations of Performance and
Practice (40%)
Peer or Parent Feedback (10%)
Practice Rating (50%)
Outcome Rating (50%)
All of these factors are combined to reach your final annualrating (as described in the Connecticut guidelines).
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Teacher Evaluation ProcessThe annual evaluation process for a teacher shall at least include, but not be limited to, the following steps, in order:
1. Goal-setting and Planning Orientation on process Teacher Reflection and Goal Setting Goal-setting Conference
2. Mid-year Check-ins
3. End-of-year Summative Review
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• Teacher sets 1 – 3 goals aligned to a teacher practice observation model.
• Goals provide focus for the observations and feedback conversations.
Observation of Performance and Practice Goals (40%)
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• Ten percent (10%) of a teacher’s evaluation shall be based on parent feedback, including surveys.
• Process focuses on:– Conducting whole-school parent survey– Determining school-level parent goals based on survey
feedback– Teacher and evaluator identifying one related parent
engagement goal– Measuring progress– Determining teacher’s summative rating
Teacher Evaluation Process: Component # 2- Parent Feedback
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Half of a teacher’s evaluation will be based on Student Related Indicators
50% of a teacher’s evaluation will be based on their contribution to student academic progress, at the school and classroom level.This is comprised of two components:
(a) Student growth and development (45%) as determined by the teacher’s student learning objectives (SLOs)
(b) Whole-school measure of student learning or student feedback (5%) as determined by aggregate student learning indicators or student surveys
Five percent (5%) of a teacher’s evaluation shall be based on whole-school student learning indicators or student feedback.
Districts decide to use whole-school student learning indicators, student feedback, or a combination of the two.
Each teacher sets one measureable goal for this component.
Teacher Evaluation Process: Component # 4
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Multiple Student Learning Indicators (45%)
One half (22.5%) of the indicators of academic growth and development used as evidence of whether goals/objectives are met shall be based on:
The state test for those teaching tested grades and subjects (or)
For other grades and subject areas another standardized indicator where available.
Teacher Evaluation Process: Component # 3-Growth and Development
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Multiple Student Learning Indicators (45%) (continued) For the other half (22.5%) of the indicators of
academic growth and development, there may be:
a. A maximum of one additional standardized indicator, if there is mutual agreement, subject to the local dispute resolution procedure.
b. A minimum of one non-standardized indicator.
Teacher Evaluation Process: Component # 3 continued
04/10/2023 27