SB 191: SB 191: CONCERNING ENSURING QUALITY INSTRUCTION THROUGH
EDUCATOR EFFECTIVENESS (EQUITEE). A system to evaluate the
effectiveness of licensed personnel is crucial to improving the
quality of education in this state and declares that such a system
shall be applicable to all licensed personnel in the school
districts and boards of cooperative services throughout the state.
The purpose of the evaluation shall be to: serve as a basis for the
improvement of instruction; enhance the implementation of programs
of curriculum; serve as a measurement of the professional growth
and development of licensed personnel; evaluate the level of
performance based on the effectiveness of licensed personnel, and
provide a bases for making decisions in the areas of hiring,
compensation, promotion, assignment, professional development,
earning and retaining nonprobationary status, dismissal, and
nonrenewal of contract.
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Requirements State law requirements: Conduct performance
evaluations for all teachers and principals at least once each
school year. Base at least half of each teachers and principals
evaluation on multiple measures of students academic growth (CSAP,
as appropriate, plus other growth data). Requires all teachers and
principals in one of the performance standards, highly effective,
effective, partially effective, or ineffective.
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Requirements State law requirements : Award non-probationary
status to teachers with three consecutive years of effective
performance and remove it for those who are not effective for two
consecutive years. Consider factors such as student mobility and
the numbers of students with disabilities or at risk of failing
school. Require mutual consent of teachers and principals to
teacher assignments. Factor in teacher effectiveness before
seniority when considering district-level layoffs.
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Requirements 1. Defining teacher effectiveness and principal
effectiveness. 2. Defining Quality Standards and elements for
teachers and principals. 3. Establishing performance standards and
guidelines for assigning educators to them. 4. Developing
guidelines to districts for a fair, rigorous and transparent system
to evaluate teachers and principals. 5. Recommending state policy
changes to prepare, evaluate and support teachers and principals.
6. Recommending guidelines for local processes that enables
non-probationary teachers to appeal their second consecutive
ineffective rating. 7. Recommending guidelines for state
implementation, monitoring and support to districts. 8. Conducting
a study of anticipated cost to districts of new educator evaluation
systems. Guided by state law, the Councils work focused on:
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Guiding Principles/Themes 1. Data should inform decisions, but
human judgment will always be an essential component of
evaluations. 2. The implementation and evaluation of the system
must embody continuous improvement. 3. The purpose of the system is
to provide meaningful and credible feedback that improves
performance. 4. The development and implementation of educator
evaluation systems must continue to involve all stakeholders in a
collaborative process. 5. Educator evaluations must take place
within a larger system that is aligned and supportive.
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State Policy and Practice
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Policy & Practice Integration: How it all fits
together:
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Effectiveness Management Increase and support the effectiveness
ofall educators Talent Pipeline Attract and develop the best
educators Educator Effectiveness Policy Alignment Data and Results
Recruitment & Hiring Practices Educator Preparation Licensure
InductionProfessional Dev. Evaluation Retention &Recog. Teacher
equity Vision: Effective educators for every student and effective
leaders for every school
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Pilot then peer review National Researchers I: Jan-Mar 2012 II:
Jun-Aug 2012 I: Feb-May 2012 II: July-Nov 2012 I &II: Feb-Dec
2012 I & II: Aug 2012- Aug 2014 I: Aug 2013 II: Aug 2014
Researchers gather existing fair, valid and reliable measures for
Consideration. Technical Steering Committee creates frameworks and
design principles for collaboratives to use in reviewing and
creating measures. Committee reviews recommendations of
collaboratives. Piloting and peer review of measures. Aug 2012-Aug
2013: Cohort I piloting & peer review January 2013-Aug 2014:
Cohort II piloting & peer review Measures placed in online
Education Effectiveness Resource Bank for voluntary use.
Collaboratives use protocol to review researchers measures for
feasibility, utility and gaps. Prepare to fill gaps. Provide
recommendations to Technical Steering Committee. Cohort I & II:
Flow Chart of Work Colorado Content Collaboratives Technical
Steering Committee Bank Future Work
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Assurances Collected annually, beginning July 2013 Districts
will provide assurance that they are implementing the state model
system or a locally- developed system that meets all statutory and
regulatory requirements.
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1. Evaluation System Goals 2. Stakeholder Investment and
Communication Plan 3. Selecting Measures 4. System Structure 5.
Evaluators6. Data Integrity 7. Using Results & Professional
Development 8. System Evaluation Components of an Effective
Evaluation System
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Required Components of Evaluation Systems Purposes of
evaluation system Positions to be evaluated and title of
evaluator(s) Standards and criteria for evaluating licensed
personnel Frequency and duration of evaluations Process for
validating the evaluation methods used System using Principal
Professional Performance Plans Note: these components must be
included in both the state model system and all locally- developed
evaluation systems.
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How do I prepare? What about non-TCAP subjects? Who can
evaluate? When does the new system go into affect? How do we shift
to a culture of reflective thinking and collaborative practice?
What multiple measures can be used? Teacher Evaluation
Framework
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Definition of Teacher Effectiveness 2-23 Effective Teachers in
the state of Colorado have the knowledge, skills, and commitments
needed to provide excellent and equitable learning opportunities
and growth for all students. They strive to support growth and
development, close achievement gaps and to prepare diverse student
populations for postsecondary and workforce success. Effective
Teachers facilitate mastery of content and skill development, and
employ and adjust evidence-based strategies and approaches for
students who are not achieving mastery and students who need
acceleration. They also develop in students the skills, interests
and abilities necessary to be lifelong learners, as well as for
democratic and civic participation. Effective Teachers communicate
high expectations to students and their families and utilize
diverse strategies to engage them in a mutually supportive teaching
and learning environment. Because effective Teachers understand
that the work of ensuring meaningful learning opportunities for all
students cannot happen in isolation, they engage in collaboration,
continuous reflection, on-going learning and leadership within the
profession.
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Teacher Quality Standards
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Principal and Teacher Performance Evaluation Ratings After CDE
develops the state model system and an evaluation scoring matrix,
the State Board will adopt definitions for each rating.
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Teacher Evaluations Quality Standards I-V: I. Mastery of
content II. Establish learning environment III. Facilitate learning
IV. Reflect on practice V. Demonstrate leadership Quality Standards
I-V: I. Mastery of content II. Establish learning environment III.
Facilitate learning IV. Reflect on practice V. Demonstrate
leadership Evaluated using: (1) observations; and (2) at least one
of the following: student perception measures, peer feedback,
parent/guardian feedback, or review of lesson plans/student work
samples. May include additional measures. Quality Standard VI: VI.
Responsibility for student academic growth Quality Standard VI: VI.
Responsibility for student academic growth Evaluated using: (1) a
measure of individually-attributed growth, (2) a measure of
collectively- attributed growth; (3) when available, statewide
summative assessments; and (4) where applicable, Colorado Growth
Model data.
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Quality Standa rd II: Teachers establish a safe, inclusive and
respectful learning environment for a diverse population of
students. Not EvidentPartially Proficient Proficient (Meets State
Standard) AccomplishedExemplary Element c: Teachers engage students
as individuals with unique interests and strengths. The teacher:
Has low-level expectations for some students. Uses data for
instructional decision making on an infrequent basis. The teacher:
Monitors students for level of participation. Encourages students
to share their interests. Challenges students to expand and enhance
their learning.... and The teacher: Asks difficult questions of all
students. Scaffolds questions. Gives wait time equitably. Flexibly
Groups students. Assumes that all students will meet or exceed
expectations. Modifies instruction to assure that all students:
Understand what is expected of them. Are challenged to meet or
exceed expectations. Participate in classroom activities with a
high level of frequency and quality. Take responsibility for their
work. Have the opportunity to build on their interests and
strengths.... and Students: Actively participate in all classroom
activities. Monitor their own performance for frequency of
participation. Seek opportunities to respond to difficult
questions.... and Students: Select challenging content and
activities when given the choice in order to stretch their skills
and abilities. Encourage fellow students to participate and
challenge themselves. Quality Standard Element that aligns with
standard Rating levels Professional Practices Components of the
Teacher Rubric
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Element e: Teachers provide proactive, clear and constructive
feedback to families about student progress and work
collaboratively with the families and significant adults in the
lives of their students. The teacher: Collaborates with others
infrequently or only as required in order to address identify,
understand and address student learning needs. Establishes a
classroom environment that is not inviting to families and
significant adults in the lives of students. The teacher: Maintains
appropriate and respectful relationships with students and their
significant adults. Routinely communicates with parents to better
understand student needs. Is sensitive to the diverse family
structures in all communication to/about the student.... and The
teacher: Provides tools, materials, and guidance significant adults
to help students meet education goals. Maximizes the home/school
connection by coordinating information from significant adults with
colleagues who provide student services. Seeks out services,
strategies and resources to meet the diverse needs of students....
and Students: Take advantage of support services made available to
them. In order to deepen their skills and knowledge.... and
Students: Seek out assistance such as tutoring, computer software,
advice from specialists, and guidance from fellow students to
address learning issues. Examples of Artifacts that may be used:
Evidence of Performance: Evidence of performance provided by
artifact: Student Achievement Data Student feedback Parent feedback
Lesson plans/units of study Feedback from walkthrough observations
Instructional activities schedules Student journals/learning logs
Student work Anecdotal records Formative and summative assessments
of student work Examples of Artifacts Evidence provided by artifact
Comments (Required for Ratings of Not Evident or Partially
Proficient and recommended for all rating levels). Please indicate
the element for which the comment applies if not for the standard
as a whole. Comments of person being evaluated. (Optional)
Evaluator comments Teacher comment section
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Element e: Teachers provide proactive, clear and constructive
feedback to families about student progress and work
collaboratively with the families and significant adults in the
lives of their students. The teacher: Collaborates with others
infrequently or only as required in order to address identify,
understand and address student learning needs. Establishes a
classroom environment that is not inviting to families and
significant adults in the lives of students. The teacher: Maintains
appropriate and respectful relationships with students and their
significant adults. Routinely communicates with parents to better
understand student needs. Is sensitive to the diverse family
structures in all communication to/about the student.... and The
teacher: Provides tools, materials, and guidance significant adults
to help students meet education goals. Maximizes the home/school
connection by coordinating information from significant adults with
colleagues who provide student services. Seeks out services,
strategies and resources to meet the diverse needs of students....
and Students: Take advantage of support services made available to
them. In order to deepen their skills and knowledge.... and
Students: Seek out assistance such as tutoring, computer software,
advice from specialists, and guidance from fellow students to
address learning issues. Examples of Artifacts that may be used:
Evidence of Performance: Evidence of performance provided by
artifact: Student Achievement Data Student feedback Parent feedback
Lesson plans/units of study Feedback from walkthrough observations
Instructional activities schedules Student journals/learning logs
Student work Anecdotal records Formative and summative assessments
of student work Examples of Artifacts Evidence provided by artifact
Comments (Required for Ratings of Not Evident or Partially
Proficient and recommended for all rating levels). Please indicate
the element for which the comment applies if not for the standard
as a whole. Comments of person being evaluated. (Optional)
Evaluator comments Teacher comment section
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Quality Standard II: Teachers establish a safe, inclusive and
respectful learning environment for a diverse population of
students. Not EvidentPartially Proficient Proficient (Meets State
Standard) AccomplishedExemplary Element d: Teachers adapt their
teaching for the benefit of all students, including those with
special needs across a range of ability levels. The teacher does
not: Design instruction to address individual student learning
needs. Collaborate with specialists, colleagues and parents to
provide understand student needs. The teacher: Designs instruction
to address specific learning needs of some groups of students
(e.g., ELL, LD, special needs, gifted and talented). Challenges all
students with the same frequency and depth and monitors the quality
of participation.... and The teacher: Solicits input from parents,
colleagues, specialists, and others to understand students learning
needs. Implements individualized plans for the content and delivery
of instruction. Uses multiple strategies to teach and assess
students. Adapts instructional strategies to meet student needs....
and Students: Actively participate in all classroom activities.
Articulate an awareness of their learning needs. Reflect about
their learning and make adjustments to accommodate their learning
needs.... and Students: Seek out ways to cope with learning
differences and apply coping skills to classroom situations. Share
coping strategies and with fellow students. Not evident. This
describes practices of a teacher who does not meet state
performance standards and is not making progress toward meeting
them. The focus of Partially Proficient and Proficient levels is
what teachers do on a day to day basis to achieve state performance
standards and assure that students are achieving at expected
levels. The focus of Accomplished and Exemplary ratings shifts to
the impact of the teachers practices on student outcomes.
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Measures- QS I-V, #11-21 Professional Practice Measures of
Teacher Professional Practice Common Statewide Technical guidelines
for valid and reliable measures Quality Standard I-V equal to no
more than 50% Multiple measurement tools used to evaluate
performance Observation by trained evaluator District Flexibility
In collaboration with local teachers, districts select measures
Increase frequency and/or variety of measures collected for novice,
ineffective or other categories of teachers
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Measuring Student Growth-QS VI #11-21 Student Growth Measures
of Teacher Student Growth Common Statewide Technical guidelines for
valid and reliable measures Multiple measures of student growth
Include statewide summative assessment data where available
District Flexibility In collaboration with representatives of local
teacher association, districts select measures Increase frequency
and/or variety of measures collected for novice, ineffective or
other categories of teachers Assign teachers to categories based
upon quality of available measures Encouraged to attribute student
growth to teams of educators
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Measures of Growth Categories-#12-13 Category A (state
criterion-referenced/standards-based) data: CDE-certified
student-level assessment data (e.g. CSAP) that is of a technical
quality (standardized, external and objective) that allows student
growth to be calculated for personnel in specific grades and
subjects using the Colorado Growth Model, and justifies its use as
a major portion of the educators student growth score effectiveness
evaluation. Category B: Student-level assessment data collected
from district-created or vendor-created assessment tools that are
comparable across classrooms with demonstrated rigor which meet CDE
guidelines for technical quality. This category may also include
assessments such as the National Assessment of Educational Progress
(NAEP), the SAT and ACT, and other norm-referenced tests. These
measures may or may not allow for the calculation of student
growth. Category C : Student-level assessment data using unique
teacher or school-based measures collected at the school or
individual classroom level, which do not meet the higher technical
requirements of Category A and Category B data but which do comply
with minimal technical guidelines developed by CDE. These measures
may be highly valid as measures of student progress/learning
against standards, but will not technically allow for the
calculation of student growth.
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Overall Rating for Standard IV Standard V: Teachers demonstrate
leadership A: Teachers demonstrate leadership in their schools B:
Teachers lead the teaching profession C: Teachers advocate for
schools and students D: Teachers demonstrate high ethical standards
Overall Rating for Standard V Standard VI: Teachers take
responsibility for student growth A: Teachers pursue high levels of
student growth in academic achievement B: Teachers pursue high
levels of student growth in the skills necessary for postsecondary
life, including democratic and civic participation C: Teachers use
evidence to evaluate their practice and continually improve
attainment of student growth Overall Rating for Standard VI
[SAMPLE] SUMMARY RATING SHEET FOR TEACHERS 12345
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School district personnel councils (1338) Current law 22-9-107
school district personnel evaluation councils require every school
district to have an advisory school district personnel evaluation
council. Since SB 191 requires districts to implement the
evaluation system created by the State Council for Educator
Effectiveness, this means that your district will need a
functioning council to do this work. Many district combined this
council with other existing committees or this council existed on
paper but was not functioning. Implementation of 191 can be done
using your 1338 or school personnel council, but it may require an
expansion of that councils roles/charges beyond the current law.
Or, you may have a separate council that will deal with
implementation of 191, but your 1338 council still should exist and
meet the requirements of the law stated below. At a minimum, as
appointed by the BOE, said council shall consist of: One teacher;
One administrator; One principal from the school district; One
parent with a child in the school district; and One resident of the
district who does not have a child in the school district The
council may be composed of any other school district committee
having proper membership (i.e. District Accountability Committee,
Evaluation Task Force, Professional Concerns). Duties of the
council: Shall consult with local board as to fairness,
effectiveness, credibility, and professional quality of the
licensed personnel performance evaluation system. Shall conduct a
continuous evaluation of the system
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How do I evaluate all teachers starting in 2012? What evidence
should we be looking for? Can teachers be a partner in the
evaluation process? What training is available? Is there an online
system for gathering data? Principal Evaluation Framework
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Definition of Principal Effectiveness- 24-40 Effective
Principals in the state of Colorado are responsible for the
collective success of their schools, including the learning, growth
and achievement of both students and staff. As schools primary
instructional leaders, effective Principals enable critical
discourse and data- driven reflection about curriculum, assessment,
instruction, and student progress, and create structures to
facilitate improvement. Effective Principals are adept at creating
systems that maximize the utilization of resources and human
capital, foster collaboration, and facilitate constructive change.
By creating a common vision and articulating shared values,
effective Principals lead and manage their schools in a manner that
supports schools ability to promote equity and to continually
improve their positive impact on students and families.
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Principal Quality Standards
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Principal Evaluations Quality Standards I-VI: I. Strategic
leadership II. Instructional leadership III. School culture/equity
leadership IV. HR leadership V. Managerial leadership VI. External
development leadership Quality Standards I-VI: I. Strategic
leadership II. Instructional leadership III. School culture/equity
leadership IV. HR leadership V. Managerial leadership VI. External
development leadership Evaluated using: (1) teacher input; (2)
teacher evaluation ratings; and (3) teacher improvement. Quality
Standard VII: VII. Leadership around student academic growth
Quality Standard VII: VII. Leadership around student academic
growth Evaluated using: (1) SPF data; and (2) at least one other
measure of student academic growth.
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Slide 37
Components of the Principal Rubric Standard I: Principals
Demonstrate Strategic Leadership Not Evident Partially Proficient
ProficientAccomplishedExemplary a. School Vision, Mission and
Strategic Goals: Principals develop the vision, mission, values,
beliefs and goals of the school, collaboratively determining the
processes used to establish these attributes, and facilitating
their integration into the life of the school community. Vision,
mission, values, beliefs and goals of school are: Not evident or
familiar to staff and other stakeholders. Developed by school
administrators working in relative isolation. Not integrated into
the life of the school community. Vision, mission, values, beliefs
and strategic goals of school are: Developed through a
collaborative process with staff and other stakeholder groups.
Publicly available at the school. Part of routine school
communications with staff and other stakeholders. Routinely
updated.... and Establishes strategic goals for students and staff
that are: Focused on student achievement. Based on the analysis of
multiple sources of information. Aligned with district priorities.
Measurable. Rigorous. Concrete.... and Staff incorporate identified
strategies in their instructional plans to assure that students
achieve expected outcomes.... and Staff and other stakeholders take
leadership roles in updating the schools vision, mission, and
strategic goals. Staff members assume responsibility for
implementing the schools vision, mission, and strategic goals.
Quality Standard Element of the standard Rating levels Professional
Practices
Slide 38
Components of the Principal Rubric Standard I: Principals
Demonstrate Strategic Leadership Not Evident Partially Proficient
Proficient AccomplishedExemplary a. School Vision, Mission and
Strategic Goals: Principals develop the vision, mission, values,
beliefs and goals of the school, collaboratively determining the
processes used to establish these attributes, and facilitating
their integration into the life of the school community. Vision,
mission, values, beliefs and goals of school are: Not evident or
familiar to staff and other stakeholders. Developed by school
administrators working in relative isolation. Not integrated into
the life of the school community. Vision, mission, values, beliefs
and strategic goals of school are: Developed through a
collaborative process with staff and other stakeholder groups.
Publicly available at the school. Part of routine school
communications with staff and other stakeholders. Routinely
updated.... and Establishes strategic goals for students and staff
that are: Focused on student achievement. Based on the analysis of
multiple sources of information. Aligned with district priorities.
Measurable. Rigorous. Concrete.... and Staff incorporate identified
strategies in their instructional plans to assure that students
achieve expected outcomes.... and Staff and other stakeholders take
leadership roles in updating the schools vision, mission, and
strategic goals. Staff members assume responsibility for
implementing the schools vision, mission, and strategic goals.
Quality Standard Element of the standard Rating levels Professional
Practices
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Rubric Rating Levels Standard Not EvidentPartially Proficient
ProficientAccomplishedExemplary Element Professional Practices 0
Does not meet state standard and is not making progress toward
meeting standard. 1 Does not meet state standard but is making
progress toward meeting standard. 3 Exceeds state standard. 2 Meets
state standard. 4 Significantly exceeds state standard.
Slide 40
Measures Measures of Principal Leadership Practice (QS I-VI)
Common Statewide Technical guidelines for valid and reliable
measures Multiple measurement tools used to evaluate performance
Teacher/staff perception data # and % of teachers within each
performance standard District Flexibility In collaboration with
local principals, districts select measures of practice District
accountability committees recommend measurement tools Encouraged to
use student, and parent/guardian perception data
Slide 41
Analysis of Student Growth Measures of Student Growth for
Principal Evaluation (QS VII) Common Statewide Technical guidelines
for valid and reliable measures Multiple measures of student growth
Include School Performance Framework District Flexibility In
collaboration with local principals, districts select measures May
vary weight that individual component of School Performance
Framework (SPF) is given Encouraged to use additional measures of
student achievement and outcomes related to post-secondary and
workforce readiness
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Professional Performance Plan: A tool that facilitates
goal-setting of standards Shall outline annual goals Shall include
explicit reference to ways principal shall address % of effective
teachers in plan and UIP Shall include goals addressing school
climate and teaching and learning conditions with reference to TELL
survey, CADI or SST review Shall be accountable for progress
against goals in PPP
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Pilots and Integration Districts
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Pilot and Rollout CDE selected 15 pilot districts based on
stages of readiness, current evaluation efforts, geographic/size.
Performance evaluation results shall not impact the attainment or
loss of non- probationary status for those who are rated in pilot
and rollout period. Value of the pilot period Learn from districts
exploring state model system Assess value of using student growth
objectives Impact of new evaluation systems on professional
practice and collaboration Impact of new evaluation systems on
student outcomes Refine evaluation tools to enhance credibility
Determine validity and reliability of evaluation tools Council will
recommend improvements based upon results of the pilot period
Slide 46
Pilots Districts PILOT SITES: These districts will pilot the
state model evaluation system starting with the Principal
Evaluation protocols during the 2011-12 school year. CDE PilotCLF
Integration Piloting the State Model System 1Moffat RE-1Centennial
2South Routt San Juan BOCES Archuleta 3St. VrainBayfield
4JeffersonDolores RE-2 5SterlingDolores RE-4 6WrayDurango 7Platte
CanyonIgnacio 8Miami-YoderMancos 9Eads (Sometimes communicated as
Kiowa)Montezuma Cortez 10CrowleySilverton 11CusterThompson
12SalidaEagle 13Mountain Valley 14Center 15Del-Norte
Slide 47
Pilot requirements: Execute a Memorandum of Understanding (MOU)
between your district and CDE regarding your participation in the
pilot and field tests. Include, at a minimum, schools within the
district from each level (elementary, middle and secondary) in the
pilot. District-wide participation is encouraged, but we
acknowledge that this may be difficult for larger districts.
Participate in training for the principal evaluation provided by
CDE during September 2011 (approximately 1.5 days) and for teacher
evaluation provided during late spring of 2012 (approximately 1.5
days) as well as some interim training during the initial pilot
years. Evaluate principals during the 2011-2012 academic year using
the state model system. Provide feedback on the teacher evaluation
instruments and system during the 2011-2012 academic year. Provide
copies of all evaluation materials and other data identified in the
MOU to CDE.
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Pilot requirements continued: Participate in interviews and
focus groups designed to determine needed changes and to gather
ideas for improvement of the system from you and your staff
members. Implement both the principal and teacher evaluation
processes in your district during the 2012-13 and 2013-14 school
years, and provide information and feedback requested by CDE.
Attend and actively participate in meetings conducted by CDE
related to the development process. Complete a district review
including surveys of teachers, principals and district leaders in
August 2011, August 2012, August 2013, August 2014, August 2015 and
August 2016. Collect and report data to CDE about the pilot process
and selected outcomes for a 5-year period from 2011-2016. Please
note that much of the information collected during the 2013-14,
2014-15, and 2015-16 academic years will be data that districts
will be required to report to CDE as part of the new educator
effectiveness law. Provide student achievement data that is linked
to teachers beginning in the 2012/13 school year.