when teachers succeed, students succeed

21
CONNECTICUT STATE DEPARTMENT OF EDUCATION 1

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When teachers succeed, students succeed. When teachers succeed, students succeed. Research has proven that no school-level factor matters more to students’ success than high-quality teachers and leaders. To support teachers…. … we need to define effective practice. - PowerPoint PPT Presentation

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Page 1: When teachers succeed, students succeed

CONNECTICUT STATE DEPARTMENT OF EDUCATION 1

Page 2: When teachers succeed, students succeed

2CONNECTICUT STATE DEPARTMENT OF EDUCATION

When teachers succeed, students succeed.When teachers succeed, students succeed.

Research has proven that no school-level factor matters more to students’ success than high-quality

teachers and leaders.

Page 3: When teachers succeed, students succeed

3CONNECTICUT STATE DEPARTMENT OF EDUCATION

…we need to define effective practice.

To support teachers…

…we need accurate, useful information about teachers’strengths and areas in need of development.

…we need to provide on-going opportunities for growth throughout the career continuum through effectiveprofessional learning and other types of support.

…we must develop systems for meaningful recognitionof accomplishment throughout the career continuum.

Page 4: When teachers succeed, students succeed

CONNECTICUT STATE DEPARTMENT OF EDUCATION 4

• Based on multiple standards-based measures of performance

• Promote both professional judgment and consistency

• Foster professional dialogue about student learning • Aligned to effective, evaluation-based professional

learning, coaching, and feedback to support teacher growth and development

• Ensure feasibility of implementation

Educator Evaluation Design Principles

Page 5: When teachers succeed, students succeed

CONNECTICUT STATE DEPARTMENT OF EDUCATION 5

Teacher Evaluation Categories

Page 6: When teachers succeed, students succeed

CONNECTICUT STATE DEPARTMENT OF EDUCATION 6

ANNUAL TEACHER RATING

OUTCOME RATING

Teacher Evaluation Categories

PRACTICE RATING

Page 7: When teachers succeed, students succeed

CONNECTICUT STATE DEPARTMENT OF EDUCATION 7

Teacher Evaluation Process

Goal-Setting & Planning Mid-Year Check-in End-of-Year Review

By November 15, 2012 January/February 2013 By June 30, 2013*

*If state test data may have a significant impact on a final rating, a final rating may be revised by September 15 when state test data are available.

Page 8: When teachers succeed, students succeed

CONNECTICUT STATE DEPARTMENT OF EDUCATION 8

Why evaluation matters

• Supporting great educators– Key to developing, supporting and improving the effectiveness of educators as well as

recognizing the outstanding performance of our most effective teachers and leaders

• Teachers have a profound influence– An effective teacher can change the course of a student’s life. Research shows that one of the

most important school-based factors influencing a student’s achievement is the quality of his or her teacher.

• Focus on regular feedback– When the feedback is specific and actionable and delivered in a constructive, non-

confrontational manner, the individual comes away feeling valued and appreciated, which results in a higher level of satisfaction in their work – all of which contribute to higher quality academic performance.

• Multiple measures of effectiveness– To determine overall educator effectiveness, the Connecticut System for Educator Evaluation

considers four components: Professional Performance and Practice, Student Learning Outcomes, Parent or Peer Feedback and Whole-school or Student Feedback.

Page 9: When teachers succeed, students succeed

CONNECTICUT STATE DEPARTMENT OF EDUCATION 9

Setting Student Learning Objectives Planning Cycle

Step 1 Step 2 Step 3 Step 4

Page 10: When teachers succeed, students succeed

CONNECTICUT STATE DEPARTMENT OF EDUCATION 10

What are Student Learning Objectives?

A long-term academic goal • Broad statements about the knowledge and skills that students

will demonstrate as a result of instruction;

• Address the central purpose of the teacher’s assignment;

• Take into account baseline data on student performance;

• Pertain to a large proportion of a teacher’s students;

• Reflect content mastery or skill development; • Reflect attainable but ambitious goals for student learning; and

• Are measured by indicators of academic growth and development (IAGDs).

Page 11: When teachers succeed, students succeed

CONNECTICUT STATE DEPARTMENT OF EDUCATION 11

What are IAGDs? Measurements of student outcomes• Are based on results of assessments, which may include

standardized and non-standardized measures;

• May require consultation with colleagues with more expertise to determine appropriate measures and targets;

• Indicator statements for the teacher evaluation should follow SMART Goal language: Specific/Strategic, Measurable, Aligned/Attainable, Results-Oriented and Time-Bound; and

• There must be at least one IAGD per SLO.

Page 12: When teachers succeed, students succeed

CONNECTICUT STATE DEPARTMENT OF EDUCATION 12

Principals that support effective SLOs

Page 13: When teachers succeed, students succeed

CONNECTICUT STATE DEPARTMENT OF EDUCATION 13

Measuring student outcomes

Page 14: When teachers succeed, students succeed

CONNECTICUT STATE DEPARTMENT OF EDUCATION 14

What IS Assessment?

Page 15: When teachers succeed, students succeed

CONNECTICUT STATE DEPARTMENT OF EDUCATION 15

So…What is Assessment?

Page 16: When teachers succeed, students succeed

CONNECTICUT STATE DEPARTMENT OF EDUCATION 16

Effective assessment will…

Page 17: When teachers succeed, students succeed

CONNECTICUT STATE DEPARTMENT OF EDUCATION 17

Think, pair, share…

• What assessments are you currently using?

Page 18: When teachers succeed, students succeed

CONNECTICUT STATE DEPARTMENT OF EDUCATION 18

Linking Common Core StandardsTo be ready for college, workforce training, and life in a technological society students need

• the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas,

• to conduct original research in order to answer questions or solve problems, and

• to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new.

*Research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section.

Page 19: When teachers succeed, students succeed

CONNECTICUT STATE DEPARTMENT OF EDUCATION 19

SLO Approval

• Priority of Content

• Quality of Indicators

• Rigor of Objective/Indicators

Page 20: When teachers succeed, students succeed

CONNECTICUT STATE DEPARTMENT OF EDUCATION 20

Levels of Performance

Each district shall define effectiveness and ineffectiveness utilizing a pattern of summative ratings derived from the new evaluation system..

Page 21: When teachers succeed, students succeed

21CONNECTICUT STATE DEPARTMENT OF EDUCATION

Stefan PryorCommissioner, CT State Department of Education

Dr. Sarah BarzeeDirector for Leadership

[email protected]

Dr. Diane D. UllmanChief Talent Office

[email protected]

Emily ByrneDirector of Strategic

[email protected]

Contact the CSDE Talent Office Hotline at: 860-713-6868 or email: [email protected] us online: www.connecticutseed.org