Educator Evaluation

ArSCA Conference – June 14, 2012

Karen Cushman – Asst. Commissioner Human Resources/Licensure

Most current teacher evaluations provide little information that can be used to give

teachers the training and tools they need to be effective; better identify and meet

individual professional development needs; provide targeted intervention to help

struggling teachers; or reward the accomplishments of effective teachers.

Why focus on teacher evaluations?

Understanding the research – based on many bodies of research

Recognizing concerns with teacher recruitment and attrition

Implementing the Core Standards Appreciating the State’s pilot programs

The Teacher Excellence and Support System

ACT 1209

Four school districts volunteered Jonesboro School District, High School and Middle School Pocahontas School District, High School Magnolia School District, High School Lee County School District, High School

ADE provided resources/materials for training Sponsored Charlotte Danielson’s visit Began training in January 2010 Cooperatives are continuing training for other

schools who wanted to implement Danielson’s model this school year

Evaluation System - Pilot

recognizes student learning as the foundation of teacher effectiveness.

gives schools information needed to build the strongest possible instructional delivery system.

helps districts hold school leaders accountable for supporting each teacher’s professional development.

Is based on multiple assessments – formative and summative.

focuses everyone in the school system on what matters most – realizing each student’s full potential and staying on track for career/college readiness.

COMMON BELIEFS SHAREDA teacher evaluation system

Priority: Promoting Professional Learning Artifacts Four Categories Rating Designations based on Rubrics Intensive Support Formal and Informal Observations Three-Year Cycles for those not needing

additional support Professional Development matches the

Learning Plan Other National Models Accepted

Major Components

Distinguished Proficient Basic Unsatisfactory It is VERY important to start having

conversations with teachers about these categories. There will be areas teachers will be at the Basic Level.

We have been saying for years that Basic = Bad…….Must begin now to have these discussions

FOUR CATEGORIES

Teacher Excellence and Support System

Year 3Observations on all components

*Evidence of Learning

Year 2Observations on all components

*Evidence of Learning

Year 1Observations

on all components*Evidence of

Learning

Track 1 Probationary: 1-3

Years

Track 3: Intensive Support Status

Improvement Plan

*Technical Assistance

Non-Renewal

Track 2 Non-Probationary

Formal Evaluation

Observations on all components once every 3

years*Evidence of

Learning

Professional Learning

2 Years

*Evidence of Learning through

required Professional

Learning Plan

DOMAINS OF COUNSELOR RUBRIC

DOMAIN 1 FOR SCHOOL COUNSELORS: PLANNING AND PREPARATION

DOMAIN 2 FOR SCHOOL COUNSELORS: THE ENVIRONMENT

DOMAIN 3 FOR SCHOOL COUNSELORS: DELIVERY OF SERVICE

DOMAIN 4 FOR SCHOOL COUNSELORS: PROFESSIONAL RESPONSIBILITIES

 

2014-152012 2012-13 2012 2013 2013 2013-142009 2010-11 2011-12

Regional Meetings held throughout the state to gain input and inform stakeholders.

ARKANSAS TEACHER EXCELLENCE SUPPORT SYSTEM (TESS)

11 Schools Pilot – TESS

Using Teachscape Software and 360° cameras

*Training of Evaluators - 1 day face-to-face training held at co-ops will kick off the 30 hours of on-line training and certification test Jan – May 2013

Pilot YearAll districts will pilot TESS. Committee of stakeholders will obtain input and feedback from pilot

First Year of Full Implementation All districts will implement TESS; Data from 14-15, 15-16, and 16-17 will be published on school report cards in 17-18

Training of Teachers – Half- day face-to-face training held at districts and co-ops will kick off 18 hours on-line training . June – Aug 2013

Train the Trainers 80 to 100 trainers located throughout the state will be trained Fall 2012

4 Schools Pilot New Evaluation

System

Act 1209 Passed in March 2011

Rules and Regsapproved by State Board of EducationSummer 2012.

Teacher Eval. Task Force

Comprised of 36 members representing

all stakeholder groups

*The face-to-face training will take place in January and February 2013 – Evaluators will need to complete the on-line training and certification test by August 2013

2014-15Spring 2012 2012-13 Fall 2012 Jan 2013 Summer

2013 2013-14 2009 2010-11 2011-12

10 Schools in Principal Evaluation PilotDr. Connie Kamm w/ Doug Reeves Leadership and Learning Center facilitates training

ARKANSAS PRINCIPAL EVALUATION SYSTEM TIMELINE10 Schools Pilot –Year 2Training and Support will

continue w/ pilot schools to obtain feedback, gather data, and determine professional

development needs-Work will also begin on

revising rubrics for asst prin., curr specialists, etc.

Work w/ Stakeholders and Legislators for legislation of principal evaluation system to mirror TESS

Pilot YearAll districts will pilot principal evaluation system. Committee of stakeholders will obtain input and feedback from pilot

First Year of Full Implementation All districts will fully implement principal evaluation system –Data will be collected on system

Training for Principals and Superintendents All principals and superintendents will be trained on principal evaluation system -

Conduct Meetings with appropriate stakeholders to receive input for principal evaluation system and possible legislation – Explore options for on-line platforms

Act 222 Council develops principal

evaluation system based on ISLLC standards

Revisions made to evaluation rubric, forms, etc., based on feedback from piot

ACT 222 of 2009 School

Leadership Council

Set up Council of Educational Assoc, and Leadership

Groups to aid in development of evaluation tools

Student DataChoosing methods of student data including student

growth and achievement in models that best fit the evaluation design principles

Non-Tested AreasAddressing the challenge of measuring performance in

grades and subjects for which there are no consistent, statewide, student growth measures

School Measures for Counselors

SYSTEM CHALLENGES(1 of 3)

Identifying multiple measures of teacher performance.

◦Identifying multiple artifacts to support student performance, outside of the one-half that is tied to the state achievement test in the tested areas

◦Identifying appropriate artifacts in the non-tested areas where an external assessment does not exist

SYSTEM CHALLENGES(2 of 3)

Integrating multiple measures to inform both formative and summative expectations of the evaluation system.

Increasing the consistency of raters of teacher performance.

SYSTEM CHALLENGES(3 of 3)

Involve a diverse representation of stakeholders to compose rules and regulations

Provide opportunities at conferences and other professional development for administrators and teachers from pilots to speak about the process – what they learned, questions they still have

Total transparency

Goals for Successful Implementation

Make sure you report any allegations to DHS that fall under the mandatory reporting law. There have been instances that administrators have been disciplined for not reporting, i.e., license on probation, license suspended, etc.

Caution teachers about making any reference to a student’s health condition or meds in front of other students

PLSB

Questions?Karen.cushman@arkansas.gov