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Teacher Effectiveness Part IIStudent Achievement
Educator EffectivenessPart II Student Achievement
Teacher Evaluation and Effectiveness laws are now in place
Legislature has passed a law that student performance can now be a part of teacher evaluation
The DPI Plan
DPI has just introduced a plan that calls for 50% of a teacher evaluation from an
actual evaluation from a superior based on Models of Practice▪ Based on InTASC Standards▪ Charlotte Danielson Teacher Practice
evaluation system 50% from student performance
50%50%
TeachersInTASC
Danielson’s4 components,22 elements
PrincipalsISLLC
Student Outcomes
Models of Practice Detail (50 % of evaluation)
Student Outcome Detail (50% of evaluation)
State Assessment Value Added score from VARC- 4-8th teachers
District Assessment
School-wide Reading (Elementary-Middle)Graduation (High School)
Student Learning Objectives
Models of Practice
50% of the evaluation
District Choice
Something new
Value Added scores. Each 3-8th grade teacher will receive a score
assigned by the state This score will measure the impact the teachers at
a grade level have on their students growth Takes into consideration your teachers ability to
move students forward in ELL, SwD, Econ Disadvantaged, etc.
Compares you to all the schools in the state.
Here is a sample
What is an SLO?
Detailed, measurable goals for student academic growth to be achieved in a specific period of time.
Developed collaboratively by educators and their supervisors every year. All teachers must do them, every year.
Principals must do School Learning Objectives for their evaluation.
A way for classroom teachers to measure student learning in an authentic way based on daily instruction.
Teachers must set rigorous, attainable goals for student achievement aligned with their content or grade level standards.
What is the definition of SLO
Student Learning Objectives are detailed, measurable goals for student academic growth to be achieved in a specified period of time (typically an academic year), and developed collaboratively by educators and their supervisors. SLOs are based on student learning needs identified by a review of data reflecting students’ baseline skills. SLOs are intended to provide educators with opportunities to demonstrate their students’ academic growth by setting rigorous, attainable goals for student achievement that are aligned to standards and to the instruction that teachers provide on a daily basis.
Basis of a process for improving educator practice that involves: Gathering data establishing goals assessing if goals have been met.
Process for SLOs
Prepare the SLO Using data such as common core standards,
building goals, common assessments, portfolios, test scores.
Submit the goal for approval Collect evidence of student growth on the
goal Based on data collected, teacher will adjust
the instruction Review and score the SLO by submitting
the final results by May 15 each year
What will this look like?
Pre Test/ Summative Assessments Formative Assessments Performance task evaluations Portfolios Class specific objectives Small group specific objective goals Using data in a much more provocative
way. Every teacher must utilize classroom data.
How many Objectives need to be submitted
The following data is used to determine how many SLOs are available: state assessment data district assessment data SLO Teachers need to write one SLO
How many objectives need to be submitted
All 3 sources of student outcome evidence is available: Only 1 SLO needs to be submitted
2 sources of information (a teacher without standardized test data) 2 SLOs need to be submitted
Neither state nor district test data are available
3 SLOs need to be submitted
Team SLOs
Establishing a team SLO is an option where educators have normal, ongoing collaboration in small groups around student learning goals and progress monitoring.
Principals
Principals need to develop a School Learning Outcome based on student needs. The SLO is submitted for review at the beginning of the school year and again at the end of the year.
This also changes teacher evaluation practices
More frequent evaluations will be needed Lead teachers Principals Superintendent
Numerous types of evaluations Walkthrough Formal Literacy Linked to standards Using data to prove effectiveness of instruction
Need for teacher artifacts How do you represent your teaching? Created assessments Performance tasks Links to literacy, writing, informational text, and lexiling in every classroom