m easuring t eacher e ffectiveness (mte). h ow did we get here ? video from the arizona school...
TRANSCRIPT
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MEASURING TEACHER EFFECTIVENESS (MTE)
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HOW DID WE GET HERE? Video from the Arizona School Administrators
PUSD Measuring Teacher Effectiveness Committee – 2 “Teacher A” and 2 “Teacher B” representatives from each building
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PROCESS FOR MEASURING TEACHER EFFECTIVENESS
System for collaborative teacher appraisal and professional learning
Teacher AppraisalGoal SettingStudent Growth
2013 and Beyond
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OVERVIEW OF THE MEASURING TEACHER EFFECTIVENESS PROCESS
By the end of this presentation, the teacher will be able to
Know the number of formal/informal observationsHave a better understanding of the tripod survey
administrationKnow the timelines for goal setting and
observationsKnow the key components of the Measuring
Teacher Effectiveness processUnderstand the transition issues associated with
HB2823 which allows school districts to postpone full implementation until school year 2013-14
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TEACHER APPRAISAL (EVALUATION)WEIGHT= 50% OF OVERALL RATING
The purpose of Teaching Appraisals is to help teachers grow and improve with support and feedback.
Collaboration builds a strong support system and evaluation is a process that includes activities such as, but not limited to: Formal Observations, Informal Observations, professional growth options, student achievement data, and various forms of evidence and artifacts.
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•All Teachers will receive a minimum of 2 Formal and 3 Informal Observations
•By the end of October, all teachers will receive a formal observation and rating on Domain 2 and 3. (Formal Observations = Uninterrupted Lesson)
•By the end of February, all teachers will receive a second formal observation and a preliminary rating on Domains 2 and 3.
•By the first of May, all teachers will receive a summative evaluation with ratings on all Domains and a calculation of points to determine level of performance. (2013 – 2014)
•Evaluators reserve the right to initiate a Focused Plan of Assistance (FPA) for inadequacies determined in any Domain and at any time needed
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GOAL SETTINGWEIGHT- 17% OF OVERALL RATING• The purpose of Goal Setting for Teaching Practices &
Classroom Environment is to collect data focused on classroom learning conditions and student engagement.
• Each teacher will develop two goals to submit to the Principal for approval.
• PUSD uses a single administration of the Tripod Survey, a reliable measure and predictor of student achievement gains, to gage seven areas of classroom life and teaching practices for one of the two goals.• By mid-September, all teachers will administer the Tripod Survey
to a class of students. Results should be available by late October.
• The teacher will work with the administrator to develop the second goal focused on Domain 3 after the first formal evaluation.
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MEASUREMENT OF STUDENT GROWTHWEIGHT- 33% OF OVERALL RATING
The purpose of including Student Growth Measurements is to measure the teacher/principal impact on the growth of students• By the first of May, all teachers will receive student growth
data but will NOT receive a formal rating that includes test data as a factor in that rating.
• HB2823 allows school districts to postpone full implementation of the teacher/principal evaluation system until school year 2013-14.
• This additional time will give PUSD an opportunity to evaluate both the technical (rating key) and policy issues involved in the inclusion of student growth measures.
Rating Key With Out Student Growth Data With Student Growth Data
Highly Effective 62-67 92-100
Effective 45-61 70-90
Developing 33-44 49-69
Ineffective 0-32 0-48
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TEACHING APPRAISAL ORIENTATION2012-2013
2012 – 2013This Year Only
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PUSD INTEGRATED MODEL Evaluation based on “A Framework
for Teaching”; Charlotte Danielson’s model
Supported by PUSD professional development options
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TEACHER PERFORMANCE STANDARDS
Domain 1: Planning and Preparation
Domain 2: The Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
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POWER STANDARDS FOR TEACHING
Five essential standards have been identified. Three are in Domain 1-Planning and Preparation and two are in Domain 3 –Instruction.
All are critical for increasing student achievement.
Teachers must achieve a proficient/developing rating on these five to maintain a satisfactory evaluation
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DOMAIN 1PLANNING AND PREPARATION Knowledge of content
Enhancing student literacy Knowledge of students Selecting instructional objectives
Arizona Standards Designing coherent instruction Assessing student learning
Coherence with instructional objectives
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DOMAIN 2THE CLASSROOM ENVIRONMENT
Establishing a Culture for Learning Managing Classroom Procedures Managing Student Behavior
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DOMAIN 3INSTRUCTION
Communicating clearly and accurately Engaging students in learning
Modeling Student involvement in learning
Flexibility and responsiveness
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DOMAIN 4PROFESSIONAL RESPONSIBILITIES
Reflecting on teachingMaintaining accurate recordsCommunicating with familiesShowing professionalismGrowing and developing professionally
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DEFINITION OF INADEQUATE CLASSROOM PERFORMANCE
Less than 80% of elements at proficient rating (11 or more)
One or more unsatisfactory rating
Less than proficient rating on one or more of the 5 Power Standards
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IF I HAVE AN UNSATISFACTORY EVALUATION, WHAT HAPPENS THEN?
Focused Plan of Assistance– written definition of expectations
Support provided
Intensive evaluation for defined period
Decision regarding contract renewal
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TRACKS
Track I First three years in the district Two formal observations Several informal observations Planning review (with first Pre-Observation
Conference) Summative review
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TRACKS
Track IIA - Full evaluation Continuing teachers: once every three
years All four domains
One formal observation Several informal observations Planning review (with Pre Observation Conference) Summative review
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TRACKS
Track IIB –Goals or Learning Teams No formal observation At least two 10 minute informal observations
Develop a plan based on student data/building goals
Plan activities that will improve your practice Provide evidence that demonstrates learning and
improved practice Can be linked to Learning Team or Action Research
plan for seat time.
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FOCUSED PLAN OF ASSISTANCE
Track III –
Focused Plan of Assistance (after notice of inadequate classroom performance) Plan for specific improvements Support for improvements Intensive evaluation period
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CHANGES FOR SY 12-13
No Tracks
All teachers will receive a minimum of 2 formal and 3 informal observations
1st formal will be before the end of October
2nd formal will be before the end of February
Formal observations will consist of an uninterrupted lesson
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CHANGES FOR SY 12-13
Pre observation will evaluate primarily Domain 1 through teacher provided evidence
Observation will evaluate primarily Domains 2 and 3
Post observation will evaluate primarily Domain 4 and will involve the teacher bringing artifacts from Domain 1 and 4 to the summative conference to support rating
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PUSD PHILOSOPHY
Teachers grow and improve with support and feedback.
Collaboration builds a strong support system.
Evaluation is a constant process of reflection for teachers.
For evaluators, it is a process to provide feedback to teachers that encourages continuous improvement.
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GOAL SETTING FOR TEACHING PRACTICES & CLASSROOM ENVIRONMENT ORIENTATION2012-2013
Pilot Implementation for 2012-2013
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CHANGES FOR SY 12-13
By mid-September, all teachers will administer the Tripod Survey to a class of students. Results should be available by late October .
By the end of November, all teachers will develop TWO goals and submit to principal for approval. One will be based on data from the Tripod Survey and the second will be based on data from Domain 3 after the first formal evaluation.
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GOAL SETTING FORM
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GOAL ATTAINMENT RUBRIC
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STUDENT GROWTH ORIENTATION
2013 - 2014
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• By the first of May, all teachers will receive student growth data but will NOT receive a formal rating that includes test data as a factor in that rating.
• HB2823 allows school districts to postpone full implementation of the teacher/principal evaluation system until school year 2013-14.
• The district will use the 2012 – 13 school year to identify appropriate testing measures to use for both A and B teachers.
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IN SUMMARY• For the 2012-13 school year the Summative Cover Sheet and
Summative Evaluation Checklist will only have minor changes.
• The current policy for Inadequate Performance will remain in effect
• A new Goals Setting Process will be in place and the attainment of these goals will be a factor in determining level of proficiency.
• Pursuant to HB2823, Levels of Proficiency have been changed. They are:• Ineffective• Developing• Effective• Highly Effective
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Two Resources to Assist in MTE Process