© 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

BEWARE ofthe UnintendedConsequence

Life equals a test.

© JPC Sr. 2012

Life

School/TestsWork

Skills andKnowledge

Common Core &

21st Century

Skills

Assessment & Data

Value what you

measure, measure what you

value.© 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

15

Orientation to Teacher Evaluation2012-2013

04/10/2023

…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 . .

04/10/2023 16

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

04/10/2023 17

Teacher Evaluation Components

04/10/2023 18

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).

04/10/2023 19

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

04/10/2023 20

Teacher Evaluation Process

By Nov. 15, 2012 Jan/Feb By June 30

04/10/2023 21

• 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%)

04/10/2023 22

• 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

04/10/2023 23

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

04/10/2023 25

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

04/10/2023 26

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

Teacher Evaluation Components

04/10/2023 28