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Mary Jane Morris, CEC
Audrey Soglin, IEA
Linda Tomlinson, ISBE
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Performance Evaluation Reform
Act Passed January 2010
In response to Race to the Top
Governors office convened all stakeholders
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Joint Committees Empowers joint committees at local level
Consensus needed
If no consensus, default to state plan
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Other components Changed evaluation ratings
Required training and pre-qualification process forevaluators
Requires research study
Takes away barrier to peer evaluation
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Changes Made to AssessmentsSelf-assessment:
Teacher and Principal Module 3
Unlimited attempts at assessments Teacher Modules 1,3,4, and 5
Principal Modules 1,2,3,4, and 5
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Other Components Required assistance/professional development plan for
all teachers receiving a needs improvement.
ELL, Special Education, Attendance need to be takeninto consideration.
Implementation dates staggered and dependent onfunding.
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Educator Leadership InstituteAugust 8, 2012
Illinois State Board of Education (ISBE)Linda Tomlinson
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Key Dates: Developing &
Implementing the Systems
2012-2013: All principals & assistant principalsevaluated following new rules
2012-2013: All teacher summative evaluation ratingswill reflect one of the four categories: Excellent,Proficient, Needs Improvement, or Unsatisfactory
2012-2013: Teacher evaluations following new rulesphased in, starting with 300 Chicago schools andall SIG schools
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Key Dates: Developing &
Implementing the Systems
2013-2014: Teacher evaluations following new rules forthe remaining CPS schools
2015-2016: The lowest performing 20% of schools inthe state
2016-2017: All other districts in state implement PERA,Part 50 of administrative rules.
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About PEAC
32 educators, union and association leaders from K-12
and higher education 2-year process and counting
3 subcommittees: teachers, principals, training
8 Educator Forums and online survey, with input from
more than 2,300 educators around the state Regular scheduled meetings open to the public
Comprehensive website:www.isbe.net/PEAC
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TEACHERS: Practice Recommendations
(General Rules)
Districts must adopt instructional framework alignedwith the Illinois Professional Teaching Standards
http://www.isbe.net/PEAC/pdf/IL_prof_teaching_stds.pdf with four performance levels for the summativerating:
unsatisfactory
needs improvement
Proficient
excellent
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TEACHERS: Practice Recommendations
(General Rules)
Formal classroom observations District PERA jointcommittee defines characteristics of a formalobservation with the total number of observations
Evaluator required to meet with the individual in a
pre-conference to preview the lesson Required post-conference providing feedback of
evidence collected
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TEACHERS: Practice Recommendations
(General Rules)
Informal classroom observations District PERA joint committee defines informal classroom
observations May or may not be announced No requirement of a pre-conference Does not have to include immediate feedback Not subject to a time requirement
Post-conference meeting with self-reflection and written evaluatorfeedback, with relevant evidence
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TEACHERS: Practice Recommendations
(General Rules)
Non-probationary teachers: at least 2 observations (1formal)
Probationary teachers: at least 3 observations (2
formal)
Professional development must align to National StaffDevelopment Council standards
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TEACHERS: Student Growth
Recommendations (General Rules)
Demonstrable change in a students learning between twoor more points in time
Need data from at least 2 assessments: At least one Type III assessment
And at least one Type I or II assessment (not ISAT or PSAE)
Or two Type III assessments
District PERA joint committee decides metrics and targets,
including for different student groups (ELL, etc.) Must comprise at least 25% of final rating in 2012-13 and
2013-2014, 30% thereafter
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Type I Assessment Type I assessment means a reliable assessment thatmeasures a certain group or subset of students in thesame manner with the same potential assessment
items, is scored by a non-district entity, and isadministered either statewide or beyond Illinois.Examples include assessments available from theNorthwest Evaluation Association (NWEA), ScantronPerformance Series, Star Reading Enterprise, College
Boards SAT, Advanced Placement or InternationalBaccalaureate examinations, or ACT's EPAS (i.e.,Educational Planning and Assessment System).
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Type II Assessment Type II assessment means any assessment developed
or adopted and approved for use by the school districtand used on a districtwide basis by all teachers in agiven grade or subject area. Examples includecollaboratively developed common assessments,curriculum tests and assessments designed bytextbook publishers.
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Type III Assessment Type III assessment means any assessment that is
rigorous, that is aligned to the courses curriculum, andthat the qualified evaluator and teacher determinemeasures student learning in that course. Examples
include teacher-created assessments, assessmentsdesigned by textbook publishers, student work samples orportfolios, assessments of student performance, andassessments designed by staff who are subject or grade-level experts that are administered commonly across agiven grade or subject. A Type I or Type II assessment may
qualify as a Type III assessment if it aligns to thecurriculum being taught and measures student learning inthat subject area (see Section 50.110(b)(2) of this Part).
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Further Information
More information atwww.isbe.net/PEAC Contact:
Vicki Phillips at:[email protected]
Linda Tomlinson at:[email protected]
http://[email protected]/http://[email protected]/http://[email protected]/http://[email protected]/7/31/2019 Evaluation Presentation PowerPoint_ELI August 2012
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Illinois Performance EvaluationPrincipal Evaluation Training & Assessment
Understand Plan Collaborate ReflectMeasure
MeasureEvaluate
ModuleOnlineSelf-paced
Module 1 Module 2 Module 3 Module 4 Module 5
Time 2 hours 2 hours 2 hours 2 hours 2 hours
Assessment OnlineAssessment
OnlineAssessment
Self-Assessment OnlineAssessment
OnlineAssessment
Remediation Webinar Online and Face to FaceRemediation
Total Training and Assessment Time: Approximately 15 hours
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Teacher Evaluation Training and Assessment
Understand Plan andValidate CollaborateReflect MeasureEvaluate StudentGrowth(if required)
ModuleOnlineSelf-paced
Module 1 Module 2Teachscape
Module 3 Module 4 Module 5
Time(Approximate)
1-2 hours 15-18 hours 2 hours 2 hours 2 hours
Assessment OnlineAsssessment
2 OnlineAssessmentsStage 1/Stage 2
Self-Assessment OnlineAssessment
Online Assessment
Remediation Webinar Online and Face to FaceRemediation
Total Training and Assessment Time: Approximately 30hours
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August 8, 2012