Educator Effectiveness Summit: SB 191 Into ActionInto Action

Colorado State Model for Educator Co o ado State ode o ducatoEvaluation

March 5, 2012

Toby King Consultant Evaluation and SupportMike Gradoz Consultant Evaluation and Support

Colorado Department of Education

Senate Bill 10-191

• A system to evaluate the effectiveness of licensed ypersonnel to improve the quality of education.

• Improve instruction.• Serve as a measurement of professional growth and

continuous improvement.• Provide a basis for making decisions in the areas ofProvide a basis for making decisions in the areas of

hiring, compensation, promotion, assignment, professional development, earning and retaining non

b ti t t di i l d l fprobationary status, dismissal, and nonrenewal of contract.

Definition of Principal e t o o c paEffectiveness

Effective Principals in the state of Colorado are responsible for the collective success of their schools, including the learning, growth and

hi t f b th t d t d t ff Aachievement of both students and staff. As schools’ primary instructional leaders, effective Principals enable critical discourse and data-driven reflection about curriculum, assessment, , ,instruction, and student progress, and create

structures to facilitate improvement. Effective Principals are adept at creating systems that maximize the utilization of resources and human capital foster collaboration and facilitate constructive change Bycapital, foster collaboration, and facilitate constructive change. By creating a common vision and articulating shared values, effective Principals lead and manage their schools in a manner that supports schools’ ability to promote equity and to continually improve their positive impact on students and families.

Principal Quality Standardsp Q y s

I: PrincipalsI: Principals II: Principals dII: Principals dI Principals

demonstrate strategic leadership.

I Principals demonstrate

strategic leadership.demonstrate instructional leadership.

demonstrate instructional leadership.

III: Principals demonstrate school culture and equity

III: Principals demonstrate school culture and equity

IV: Principals demonstrate human

l d hi

IV: Principals demonstrate human

l d hiculture and equity leadership.

culture and equity leadership. resource leadership.resource leadership.

VI: PrincipalsVI: Principals VII: PrincipalsVII: PrincipalsV: Principals demonstrate managerial leadership.

V: Principals demonstrate managerial leadership.

VI: Principals demonstrate

external development leadership

VI: Principals demonstrate

external development leadership

VII: Principals demonstrate

leadership around student academic

growth

VII: Principals demonstrate

leadership around student academic

growthleadership.leadership. growth.growth.

Application of Quality StandardsApplication of Quality Standards • Each quality standard includes “elements”—which provide a more

detailed description of the knowledge and skills needed for each standard.

All di t i t t b th i l ti th f ll t f lit• All districts must base their evaluations on the full set of quality standards and associated elements or on their own locally developed standards that meet or exceed the state’s quality standards and elements.

• Districts that use their own locally developed standards must crosswalk those standards to the state’s quality standards and elements, and be able to report for each principal and teacher (1) a final performance evaluation rating, and (2) performance results for each quality standard.

Principal EvaluationsPrincipal EvaluationsI. Strategic leadershipII. Instructional leadershipIII. School culture/equity

VII. Leadership around student academic growth

leadershipIV. Human resource leadershipV. Managerial leadershipVI. External development leadership

50% Professional

Practice

50% Student

Academic G h PracticeGrowth

Measured using multiple measures on multiple occasions, including tools that capture: (1) teacher input; (2) number and percentage

Evaluated using the following: (1)data included in the school performance framework; and (2) at l t th f t d t put; ( ) u be a d pe ce tage

of teachers with each; and (3) number and percentage of teachers who are improving in their performance, in comparison to the goals articulated in the principal’s professional performance plan.

least one other measure of student academic growth.

Components of the Principal RubricStandard I: Principals Demonstrate Strategic Leadership

Not Evident Partially Proficient Proficient Accomplished Exemplarya. School Vision, Mission and Strategic Goals: Principals develop the vision, mission, values, beliefs and goals of the school, collaboratively determining Quality

the processes used to establish these attributes, and facilitating their integration into the life of the school community.

Vision, mission, values, beliefs and goals of school are:

Vision, mission, values, beliefs and strategic goals of school are:

. . . andEstablishes strategic goals for students and staff that are:

Focused on student hi

. . . andStaff incorporate identified strategies in their instructional

. . . andStaff and other stakeholders take leadership roles in updating the school’s

StandardRating levels

Not evident or familiar to staff and other stakeholders.Developed by school administrators working in relative isolation.Not integrated into

Developed through a collaborative process with staff and other stakeholder groups.Publicly available at the school.Part of routine school communications with

achievement.Based on the analysis of multiple sources of information. Aligned with district priorities.Measurable.Rigorous.C t

plans to assure that students achieve expected outcomes.

updating the school s vision, mission, and strategic goals.Staff members assume responsibility for implementing the school’s vision, mission and

Element of the

standardthe life of the school community.

staff and other stakeholders.Routinely updated.

Concrete. mission, and strategic goals.

Professional Practices

Examples of Artifacts That May Be Used to Support Rating: Evidence Provided by Artifact:

Unified Improvement Plan*Teacher Feedback*

Parent Feedback

*Artifact is required for all principals and assistant principals.

Student Feedback

Supervisor Feedback

Meeting agendas, minutes, and rosters

Quarterly Reports to SAC

Teacher Lesson PlansMinutes of Planning SessionsTeacher Turnover Rates

Emails and memos to staff

Descriptions of processes and procedures

ICAP

Parent newsletters

School vision, mission, and goals

Business and/or community resource agreements

Evidence provided

by artifactsExamples of artifacts

Rating points

Ratings:(# points per rating at this level)

NE(0)

PP (1)

P (2)

A (3)

Ex (4)

Total Points0 to 2 points = Not Evident 3 t 6 i t P ti ll P fi i t3 to 6 points = Partially Proficient7 to 10 points = Proficient11 to 14 points = Accomplished15 to 16 points = ExemplaryOverall Rating for Standard I = _________________

a. School Vision, Mission, and Strategic Goals

a. School Improvement Plan

a. Leading Change

a. Distributive Leadership

Total Points

Evaluator Comments:

Response of Principal/Assistant Principal Being Evaluated:

Rating Scale

Ratings and point

equivalents

Evaluator’s comments

Principal comment section

Standard I: Principals Demonstrate Strategic Leadership

N t E id t P ti ll P fi i t P fi i t A li h d E lNot Evident Partially Proficient Proficient Accomplished Exemplarya. School Vision, Mission and Strategic Goals: Principals develop the vision, mission, values, beliefs and goals of the school, collaboratively determining the processes used to

establish these attributes, and facilitating their integration into the life of the school community.

Vision, mission, values, beliefs and goals of school are:

Vision, mission, values, beliefs and strategic goals of school are:

. . . andEstablishes strategic goals for students and staff that are:

. . . andStaff incorporate identified strategies in

. . . andStaff and other stakeholders take g

Not evident or familiar to staff and other stakeholders.Developed by school administrators working in relative isolation.Not integrated into the life of the school

g gDeveloped through a collaborative process with staff and other stakeholder groups.Publicly available at the school.Part of routine school communications with staff

Focused on student achievement.Based on the analysis of multiple sources of information. Aligned with district priorities.Measurable.

gtheir instructional plans to assure that students achieve expected outcomes.

leadership roles in updating the school’s vision, mission, and strategic goals.Staff members assume responsibility for implementing the school’s vision, mission, life of the school

community.communications with staff and other stakeholders.Routinely updated.

Rigorous.Concrete.

and strategic goals.

Not Evident describes The focus of Partially Proficient and Proficient The focus of Accomplished and Exemplary ratingsNot Evident describes practices of a principal who does not meet state performance standards and is not making progress toward meeting them

The focus of Partially Proficient and Proficient levels is what principals do on a day-to-day basis to achieve state performance standards and assure that students are achieving at expected levels.

The focus of Accomplished and Exemplary ratingsshifts to the outcomes of the principal’s practices, including expectations for staff, students, parents and community members, as a result of practices exhibited under rating levels 2 and 3.

toward meeting them.

Rubric Rating LevelsgStandardNot Evident Partially

ProficientProficient Accomplished Exemplary

ElementProfessionalPractices

ProfessionalPractices

ProfessionalPractices

ProfessionalPractices

ProfessionalPractices

30

Does not meet state standard

and is not

1Does not meet

state standard but

3Exceeds

state standard.

2Meets state standard.

4Significantly exceeds and is not

making progress toward meeting

standard but is making progress toward meeting t d d

ystate

standard.

standard. standard.

Definition of Teacher Effectiveness

Effective Teachers in the state of Colorado have the k l d kill d i d d idknowledge, skills, and commitments needed to provide excellent and equitable learning opportunities and growth for all students. They strive to support growth and development, close achievement gaps and to

di t d t l ti f t dprepare diverse student populations for postsecondary and workforce success. Effective Teachers facilitate mastery of content and skill development, and employ and adjust evidence-based strategies and approaches for

t d t h t hi i t d t d t h d l tistudents who are not achieving mastery and students who need acceleration. They also develop in students the skills, interests and abilities necessary to be lifelong learners, as well as for democratic and civic participation. Effective Teachers communicate high expectations to students and their families and

tili di t t i t th i t ll ti t hi dutilize diverse strategies to engage them in a mutually supportive teaching and learning environment. Because effective Teachers understand that the work of ensuring meaningful learning opportunities for all students cannot happen in isolation, they engage in collaboration, continuous reflection, on-going learning

d l d hi ithi th f iand leadership within the profession.

Teacher Quality StandardsTeacher Quality StandardsI: Teachers

demonstrate mastery I: Teachers

demonstrate mastery The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that h h t h

The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that h h t h

yof and pedagogical

expertise in the content they teach.

yof and pedagogical

expertise in the content they teach.

he or she teaches. The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).

he or she teaches. The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).

II: Teachers establish a safe, inclusive, and respectful learning environment for a

II: Teachers establish a safe, inclusive, and respectful learning environment for a

III: Teachers plan and deliver effective

instruction and create an environment that

III: Teachers plan and deliver effective

instruction and create an environment that

diverse population of students.

diverse population of students.

facilitates learning for their students.

facilitates learning for their students.

VI: T h t kVI: T h t kIV: Teachers reflect on their practice.

IV: Teachers reflect on their practice.

V:Teachers demonstrate leadership.

V:Teachers demonstrate leadership.

VI: Teachers take responsibility for student academic

growth.

VI: Teachers take responsibility for student academic

growth.

Application of Quality StandardsApplication of Quality Standards • Each quality standard includes “elements”—which provide a more

detailed description of the knowledge and skills needed for each standard.

All di t i t t b th i l ti th f ll t f lit• All districts must base their evaluations on the full set of quality standards and associated elements or on their own locally developed standards that meet or exceed the state’s quality standards and elements.

• Districts that use their own locally developed standards must crosswalk those standards to the state’s quality standards and elements, and be able to report for each principal and teacher (1) a final performance evaluation rating, and (2) performance results for each quality standard.

Teacher EvaluationsTeacher EvaluationsI. Mastery of contentII. Establish learning environment

VI. Responsibility for student academic growth

III. Facilitate learningIV. Reflect on practiceV. Demonstrate leadership

50% Professional

Practice

50% Student

Academic G h PracticeGrowth

Measured using multiple measures on multiple occasions, including: (1) observations; and (2) at least one of the following: student perception

Evaluated using the following: (1) a measure of individually-attributed growth, (2) a measure of collectively-attributed growth; (3)

h il bl t t id t e o ow g stude t pe cept omeasures, where appropriate and feasible, peer feedback, feedback from parents or guardians, or review of teacher lesson plans or student work samples. May include additional measures.

when available, statewide summative assessment results; and (4) for subjects with statewide summative assessment results available in two consecutive grades, results from the Colorado Growth Model.Model.

Quality Standard

Rating levels

Components of the Teacher RubricQuality Standard II: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.

Not Evident Partially ProficientProficient

(Meets State Standard)Accomplished Exemplary

Element c:  Teachers engage students as individuals with unique interests and strengths.

The teacher:Has low‐level expectations for 

The teacher:Monitors students for 

. . . andThe teacher:

Asks difficult questions 

. . . andStudents:

Actively participate in 

. . . andStudents:

Select challenging 

Standard

psome students.Uses data for instructional decision making on an infrequent basis.

level of participation.Encourages students to share their interests.Challenges students to expand and enhance their learning.

of all students.Scaffolds questions.Gives wait time equitably.Flexibly Groups students.Assumes that all students will meet or exceed expectations.

M difi i i h

all classroom activities.Monitor their own performance for frequency of participation.

Seek opportunities to respond to difficult questions.

content and activities when given the choice in order to stretch their skills and abilities.

Encourage fellow students to participate and challenge themselves.

Modifies instruction to assure that all students:

Understand what is expected of them. Are challenged to meet or exceed expectations.Participate in classroom activities with a high level of

Element that

aligns Professionalwith a high level of frequency and quality.Take responsibility for their work.Have the opportunity to build on their interests and strengths.

aligns with

standard

Professional Practices

Colorado Department of Education

Element e:  Teachers provide proactive, clear and constructive feedback to families about student progress and work collaboratively with the families and significant adults in the lives of their students.

The teacher:ll b i h h

The teacher:i i i d

. . . andThe teacher:

id l i l

. . . andStudents:

k d f

. . . andStudents:

S k i hCollaborates with others infrequently or only as required in order to address identify, understand and address student learning needs.Establishes a classroom environment that is not 

f l d

Maintains appropriate and respectful relationships with students and their significant adults.Routinely communicates with parents to better understand student needs. Is sensitive to the diverse f l ll

Provides tools, materials, and guidance significant adults to help students meet education goals.Maximizes the home/school connection by coordinating information from significant adults with colleagues who 

d d

Take advantage of support services made available to them.In order to deepen their skills and knowledge.

Seek out assistance such as tutoring, computer software, advice from specialists, and guidance from fellow students to address learning issues.

inviting to families and significant adults in the lives of students. 

family structures in all communication to/about the student.

provide student services.Seeks out services, strategies and resources to meet the diverse needs of students.

Examples of Artifacts that may be used: Evidence of Performance:

Evidence of performance provided by artifact:

Student Achievement Data E idenceStudent Achievement Data

Student feedback

Parent feedback

Lesson plans/units of study

Feedback from walkthrough observations

Instructional activities schedules

Evidence provided by

artifactEvaluator comments

Student journals/learning logs

Student work

Anecdotal records

Formative and summative assessments of student work

Examples of Artifacts

comments

Teacher comment section

Comments (Required for Ratings of “Not Evident” or “Partially Proficient” and recommended for all rating levels).  Please indicate the element for which the comment applies if not for the standard as a whole.

Comments of person being evaluated. (Optional)

Quality Standard II: Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.

N t E id t P ti ll P fi i tProficient

A li h d E lNot Evident Partially Proficient(Meets State Standard)

Accomplished Exemplary

Element d:  Teachers adapt their teaching for the benefit of all students, including those with special needs across a range of ability levels.

The teacher does not: Design instruction to address individual student learning needs.Collaborate with

The teacher:Designs instruction to address specific learning needs of some groups of students (e g ELL LD

. . . andThe teacher:

Solicits input from parents, colleagues, specialists, and others to understand students’

. . . andStudents:

Actively participate in all classroom activities.Articulate an awareness of their learning needs

. . . andStudents:

Seek out ways to cope with learning differences and apply coping skills to classroom situationsCollaborate with 

specialists, colleagues and parents to provide understand student needs.

students (e.g., ELL, LD, special needs, gifted and talented). Challenges all students with the same frequency and depth and monitors the quality of participation.

understand students  learning needs.Implements individualized plans for the content and delivery of instruction.Uses multiple strategies to teach and assess students.Adapts instructional

of their learning needs.Reflect about their learning and make adjustments to accommodate their learning needs.

classroom situations.Share coping strategies and with fellow students.

Adapts instructional strategies to meet student needs.

Not evident. This describes practices of a

The focus of Partially Proficient d P fi i t l l i h t

The focus of Accomplished and Exemplarydescribes practices of a teacher who does not meet state performance standards and is not making progress toward meeting them.

and Proficient levels is what teachers do on a day to day basis to achieve state performance standards and assure that students are achieving at expected levels.

ratings shifts to the impact of the teacher’s practices on student outcomes.

g

Rubric Rating LevelsgStandardNot Evident Partially

ProficientProficient Accomplished Exemplary

ElementProfessionalPractices

ProfessionalPractices

ProfessionalPractices

ProfessionalPractices

ProfessionalPractices

30

Does not meet state standard

and is not

1Does not meet

state standard but

3Exceeds

state standard.

2Meets state standard.

4Significantly exceeds and is not

making progress toward meeting

standard but is making progress toward meeting t d d

ystate

standard.

standard. standard.

Principal and Teacher Performance Evaluation Ratings

Highly Effective

Eff tiEffective

Partially Effective

IneffectiveAfter CDE develops the state model system and an evaluation scoring

matrix, the State Board will adopt definitions for each rating.

District decides measures

Standards I-V: use observation plus at least h h d

Standard VI: select multiple measures i hi i

District decides weights

one other method appropriate to teaching assignment

gOn each Standard I-V districts may weight

priority standards more Standard VI must count for at least 50% of

total score

District decides data collection procedures

Standards I-V: Must occur with enough frequency to create a credible body of evidence

Standard VI: Must occur with enough frequency to create a credible body of evidence

District aggregates measures

A t f i l ti i t A t t d t th i tAggregate professional practice scores into a single score on Quality Standards I-V

Aggregate student growth measures into a single score on Quality Standard VI

District uses State Scoring Framework Matrix to determine Performance Standard

Content CollaborativeThe Content Collaboratives are a group of educators tasked with creating and disseminating standards-based assessment and instructional materials for use in the classroom. These groups are a key piece in determining how to measure non-state tested subject matter for use in the new educator evaluation system.The Content Collaboratives and Colorado Department of Education, along with state and national experts, will establish examples of student learning measures within each content area. These will be piloted in select districts, p g p ,undergo revision and then be disseminated to all districts. The National Center for the Improvement of Educational Assessment will facilitate and support the work and meetings of the Content Collaboratives. A technical steering committee will ensure the technical reliability of the identified assessments.

What’s on the Horizon:What s on the HorizonJanuary-May 2012: Launch Cohort 1 Content Collaboratives in order to establish measures of student academic growth in Social Studies; Reading/Writing/Communicating; Music; Dance, Drama and Theatre Arts; and Visual Arts

Summer 2012: Launch Cohort 2 Content Collaboratives in order establish measures of student academic growthSummer 2012: Launch Cohort 2 Content Collaboratives in order establish measures of student academic growth in World Languages; Science; Mathematics; Physical Education; and Comprehensive Health

Fall 2012: Launch pilot of Cohort 1 products in districts participating in CDE’s Educator Effectiveness pilot

January 2013: Launch pilot of Cohort 2 products in districts participating in CDE’s Educator Effectiveness pilot

Bank of example measures identified will begin to populate after the first pilot has concluded (Summer 2013)

For more information about assessments contact Jo O’Brien assistant commissioner for assessments researchFor more information about assessments, contact Jo O Brien, assistant commissioner for assessments, research and evaluation at 303-866-6852.

Cohort I & II: Flow Chart of Work

Pilot then

National Colorado Content Technical

F tthen peer

review

Researchers Content Collaboratives Steering

CommitteeFuture WorkBank

I: Jan-Mar 2012II: Jun-Aug 2012

I: Feb-May 2012II: July-Nov 2012 I &II:

Feb-Dec 2012I & II: Aug 2012-

Aug 2014I: Aug 2013II: Aug 2014

Researchers gather Technical Steering Piloting and peer Measures placedCollaboratives useResearchers gather existing fair, valid and reliable measures for

Consideration.

Technical Steering Committee creates

frameworks and design principles for collaboratives to use

in reviewing and

Piloting and peer review of measures.

Aug 2012-Aug 2013: Cohort I

Measures placed in online

Education Effectiveness

Resource Bank for voluntary

Collaboratives use protocol to review

researchers’ measures for

feasibility, utility and gaps. in reviewing and

creating measures.

Committee reviews recommendations of

collaboratives.

2013 Cohort I piloting & peer

review

January 2013-Aug 2014: Cohort

for voluntary use.

and gaps.

Prepare to fill gaps.

Provide recommendations to

II piloting & peer review

Technical Steering Committee.

Pilot Period 2011 - 2013

Principal and teacher rubricsPrincipal and teacher rubricsMeasures of student academic growthUse of student growth objectivesg jCollecting teacher input for principal evaluationsCollecting student and family perception data Aggregating measures to assign final evaluation ratingsCosts of implementationCosts of implementationSupport structures for small and/or rural districtsCDE monitoring methodsCDE monitoring methods

Contact InformationContact Information• Katy Anthes

Executive Director of Educator Effectiveness anthes_k@cde.state.co.us

• Michael GradozConsultant for Educator Effectiveness gradoz_m@cde.state.co.us

• Toby KingC l f Ed Eff i ki @ dConsultant for Educator Effectiveness king_t@cde.state.co.us

• Britt WilkenfeldData Specialist wilkenfeld b@cde state co usData Specialist wilkenfeld_b@cde.state.co.us

• For more information, please visit: http://www cde state co us/EducatorEffectiveness/http //www.cde.state.co.us/EducatorEffectiveness/