slds webinar 4-27-151 the webinar will begin at approximately 4:00 pm est and will be recorded....

1SLDS Webinar 4-27-15

The webinar will begin at approximately 4:00 PM EST and will be recorded.

Information on how to join the teleconference can be found on the “Info” tab in the upper left of this screen. Please be sure to use the “Attendee ID” when dialing in to associate your name with your phone.

In order to cut down on background noise, all participant lines will be muted upon entry into the meeting.

For the Question and Answer portion at the end of the presentation: Type your question into the Q&A panel below the participant

list and click “Send.”

A copy of this presentation and a link to the recording will be available at http://nces.ed.gov/programs/slds/webinars.asp

Using SLDS Data to Inform Human Capital Decisions

http://nces.ed.gov/programs/slds/webinars.asp

http://nces.ed.gov/programs/slds/webinars.asp

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Panelists• Missouri: Leigh Ann Grant-Engle and Paul Katnik• New Hampshire: Mike Schwartz and Karen Soule

Facilitator• Corey Chatis, State Support Team

Topics• Background• Catalyst for using SLDS data to inform human capital decisions• Roles and data use purposes served• Lessons learned and effective practices• Where do we go from here

WEBINAR OVERVIEW

SLDS Webinar 4-27-15

SLDS Webinar 4-27-15 3

MISSOURI• 566 local education agencies, including charter

schools• 889,000 K12 students enrolled

USING SLDS DATA TO INFORM HUMAN CAPITAL DECISIONS

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Feedback on a ParticularIndicator

General feedback on engagement, DOK, structure, instruction, assessment, &environment

OverallFeedback

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Specific teacher information

General Feedback on Standards 1-7

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General Feedback on Standards 8-9

SpecificFeedback on Areas of Focus

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Final RatingEFFECTIVE


• State Summative Assessment Data• Developed the Missouri Growth Model

http://dese.mo.gov/data-system-management/missouri-growth-model

• Monitoring Building Level Educator Evaluation Systemshttp://mcds.dese.mo.gov/guidedinquiry/Pages/Education-Staff.aspx

http://mcds.dese.mo.gov/guidedinquiry/District%20and%20Building%20Education%20Staff%20Indicators/Building%20Educator%20Evaluation.aspx

CATALYST FOR USING SLDS DATA TO INFORM HUMAN CAPITAL DECISIONS



http://mcds.dese.mo.gov/guidedinquiry/Pages/Education-Staff.aspx






• DESE will provide LEAs with their students’ residuals

• LEAs will have ability to connect residuals to teacherso LEAs will exercise their own judgment to make the connectiono DESE will NOT see the teacher linkages

• Average residuals can tell whether students grew more or less with a given teacher

• Just one more tool to help pinpoint strengths and weaknesseso DESE will provide guidance on appropriate use of data

LOCAL USE OF GROWTH DATA

Sample Data Report – posted securely, via MCDS Portal

*Note: Achievement data in this report will be in “NCE” units, which resemble percentiles, but can be meaningfully averaged while percentiles cannot. For the residuals—– NCE of 50 indicates performance that met expectation or prediction;– NCE above 50 indicates performance exceeded prediction or over-performing; and– NCE below 50 indicates performance fell below prediction or under-performing

**

Sample Data Report – posted publically, via MCDS Portal


Lessons Learned• Districts need to have a collaborative culture locally

to organize and use data locally• Identify additional data sources• Privacy of data• Local control

LESSONS LEARNED AND EFFECTIVE PRACTICES


Training and Support• Continued professional development

• Helping districts to organize, review, and use data from the evaluation system—use multiple measures

• Defining and using student learning objectives (SLOs)

• Incorporating the State Assessment—growth data at the local level

• Monitoring the implementation and use of the state model

WHERE DO WE GO FROM HERE?

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NEW HAMPSHIRE




• NCLB: The impossible dream (or nightmare)• The Waiver• Task Force I: A systemic approach to educator

effectivenesso Preparation of teacherso Mentoring and inductiono Professional developmento Teacher evaluation

• Task Force II: A focus on evaluation and support

BACKGROUND: HOW WE GOT HERE


1. Guiding Principles2. Standards of Professional Practice3. Overall Levels of Performance4. Measures of Student Performance

NEW HAMPSHIRE’S STATE MODEL EDUCATOR SUPPORT AND EVALUATION SYSTEM


• High-quality educators are critical for fostering student outcomes

• Highly collaborative process

• Based on definition of effective teaching

• Clearly defines performance of educators and students

IMPORTANT GUIDING PRINCIPLES


• Effectiveness rating of each educator based on multiple measures of teaching practice and student outcomes

• Committed to ongoing timely and appropriate feedback leading to summative evaluation (Ed 512)

• Committed to professional development and support for educators (Ed 512)

IMPORTANT GUIDING PRINCIPLES


STANDARDS OF PROFESSIONAL PRACTICE


Professional development: “a comprehensive, sustained, and intensive approach to improving teachers’ and principals’ effectiveness in raising student achievement”

Learning Forward, formerly known as National Staff Development Council

PROFESSIONAL DEVELOPMENT: NEW DEFINITION


• Have worked with districts throughout the processCollaborate

• Enable LEA Flexibility – have tremendous flexibilityFlexible

• Can pull from a statewide template or create your ownTemplates

• The system allows for a link between evaluations and PDPD

• EES will ensure secure access to protect privacyLEA Access

• DOE only sees summary data – hosted offsiteLEA Ownership

DEVELOPMENT OF AN EDUCATOR EVALUATION SYSTEM


Templates are the combination of all the settings for a particular evaluation configuration. Schools can set up their own templates based upon the evaluation

model they are using.

Summative Evaluation Rubric

Marzono Hybrid Charlotte Danielson Etc.

Indicators of Effectiveness (i.e., artifacts)

TERMINOLOGY: TEMPLATES


You will need to set up your template for your ‘indicators of effectiveness’ and your own ‘forms’ that the system will manage. These are forms used to collect educator performance throughout the evaluation process. For example, a classroom walkthrough.

Example

Template

TERMINOLOGY: INDICATOR

OF EFFECTIVENESS


You will define your own ‘rubric’ for the formal evaluation. This rubric can, for example, mimic the Charlotte Danielson framework if you have rights to that framework. Different rubrics can be set up for different types of teachers (experienced, new, specialists, etc.).

Example

Template

TERMINOLOGY: RUBRIC


The administrator can collect the artifacts (indicators of effectiveness and other documents); and then complete the evaluation rubric when ready.

Example

Eval. Entry

ENTERING EVALUATIONS


Throughout the evaluation period, the evaluator can collect indicators of effectiveness (e.g., Observation, Self Evaluation, etc.)

Collect Artifacts

Example

ELECTRONIC EVALUATION


As part of the evaluation, you can capture professional development, additional documents and at the end a formal rubric.

Eval. Entry

Example

ENTERING EVALUATIONS


Lessons Learned• Focus on educator improvement (professional development)• Reports to drive district initiatives• Collaboration• Privacy of data• Local independence

Where We Go From Here• LEA-driven improvements • Full rollout

LESSONS LEARNED AND EFFECTIVE PRACTICES

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QUESTIONS?



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Panelists • Leigh Ann Grant-Engle, (573) 522-3207 or

[email protected] • Paul Katnik, (573) 751-2990 or [email protected] • Mike Schwartz, (603) 548-8898 or [email protected] • Karen Soule, (603) 271-6813 or [email protected]

SST• Corey Chatis, (206) 799-8768 or [email protected]


CONTACT INFORMATION

mailto:[email protected]





slds webinar 4-27-151 the webinar will begin at approximately 4:00 pm est and will be recorded....

Documents

slds data

areas of focus slide

human capital decisions

u sing slds d ata

final rating effective

specific feedback

achievement data

residuals nce