RISE

1. RISE Ahmad Asharari Chaneigh Carr Chelsea Carroll “Designed by educators for educators, RISE takes a comprehensive look at classroom performance.” This quote came from www.riseindiana.org

2. What is RISE? CLICKER QUESTION...... • True orFalse • RISE is an evaluation system that brings principals and teachers together in common mission of developing, supporting and recognizing excellent teaching.

3. HowRISEworks… • By using multiple sources of information, RISE identifies strengths and areas for improvement, which can help teachers grow year after year. • After all, when TEACHERS succeed, STUDENTS succeed. \\\\

4. Who is Charlotte Danielson?? • Internationally-recognized expert in the area of teacher effectiveness, specializing in the design of teacher evaluation systems that, whileensuring teacher quality, also promote professional learning. • Although she is not recognized for the creation of RISE, her methodologies have been used by many school systems.

5. 3Core Beliefs of RISE

6. 2Major Components of the RISE Evaluation System Summative Evaluation System Student Learning Professional Practice

7. Professional Practice What is professional practice? • The assessment of instructional knowledge and skills • Includes performance in Planning, Instruction, Leadership, and Core Professionalism How is professional practice measured? • Classroom observation and other evidence such as lesson plans, etc. • Information is organized and performance is assessed using the Indiana Teacher Effectiveness Rubric

8. Student Learning What is student learning? • Student learning is a teacher’s contribution to academic progress over the course of the school year. How is student learning measured in RISE? • Student learning is measured in three ways • Individual Growth Model Data (where available) • School-wide Learning Measure • Student Learning Objectives

9. Clicker Question • Which component is measured by classroom observation and other evidence such as lesson plans, etc.? a) Student Learning or b) Professional Practice

10. 2 Types of Evaluators • Primary Evaluator: The person chiefly responsible for the summative evaluation of a teacher. This evaluator is responsible for collecting evidence themselves and reviewing evidence collected by any secondary evaluators. Each teacher has only one primary evaluator. • Secondary Evaluator: An evaluator who may supplement the work of a primary evaluator by conducting observations, providing feedback or gathering evidence and artifacts of student learning. Each teacher may have more than one secondary evaluator.

11. 4Summative Rating Levels • Highly Effective • Effective • Improvement Necessary • Ineffective

12. Highly Effective • A highly effective teacher consistently exceeds expectations both in terms of student achievement as well as professional contribution to the school or corporation. This is a teacher who has demonstrated excellence, as determined by a trained evaluator, in the domains of Planning, Instruction, and Leadership and whose students, in aggregate, have exceeded expectations for academic growth.

13. Effective • An effective teacher consistently meets expectations both in terms of student achievement as well professional contribution to the school or corporation. This is a teacher who has consistently met expectations, as determined by a trained evaluator, in the domains of Planning, Instruction, and Leadership and whose students, in aggregate, have achieved acceptable rates of academic growth.

14. Improvement Necessary • A teacher who needs improvementhas room for growth in meeting expectations for student achievement and professional contribution to school or corporation. This is a teacher who, as determined by a trained evaluator, needs improvement in the domains of Planning, Instruction, and Leadership and whose students, in aggregate, have achieved below acceptable rates of academic growth.

15. Ineffective • An ineffective teacher consistently fails to meet expectations for student achievement and contribution to school or corporation. This is a teacher who has failed to meet expectations, as determined by a trained evaluator, in the domains of Planning, Instruction, and Leadership and whose students, in aggregate, have achieved low levels of academic growth.

16. Clicker Question • According to the 4 Summative Rating Levels, at which level does a teacher consistently meet expectations both in terms of student achievement as well professional contribution to the school or corporation? • A). Improvement Necessary • B). Effective • C). Ineffective • D). Highly Effective

17. Summative Rating Calculation Based on 4 Principles • 1.) Teachers should be treated as similarly as possible. • 2.) Classes that aren’t covered by growth-model data should not be excluded or drastically underrepresented in the final weighting. • 3.) A teacher’s mix of growth model and non-growth model classes should be reflected in the calculation. • 4.) Data in which we have most confidence is given the most weight.

18. Teachers fall into 1 of 3 groups for the purpose of calculating a rating Image from www.riseindiana.org

19. Each group uses a different weighting scheme Image from www.riseindiana.org

20. Weighting Example • Mrs. Smith teaches three sections of 8th grade ELA and three sections of 8th grade Social Studies. • Because half or more of her classes taught have individual growth model data, she is a group 1 teacher. • We use the group 1 weights from the previous slide to calculate her summative score. Image from www.riseindiana.org

21. The weighted score determines the final rating • In the Mrs. Smith example, the weighted score of 2.85 is mapped to this scale. The final rating is “Effective”. 2.85 Points Improvement Necessary Highly Effective Ineffective Effective 4.0 Points 1.0 Points 1.75 Points 2.5 Points 3.5 Points ** Note: Borderline points always round up

22. Chicago Public School Strike • As many as 6,000 teachers could lose their jobs under a new evaluation system based on standardized test scores implemented by the school district, Chicago Teachers Union President Karen Lewis said. • Statistics from the Chicago Public School District and the state show that Chicago children perform poorly compared with the rest of students, with 10% to 20% more students not meeting the goals compared with rest of the state in reading, math and science during the 2010-11 school year.

23. What the Chicago teachers want? • a change to the new evaluation system for teachers. • Lewis called the new system "unacceptable," saying that too much emphasis is being placed on testing scores. • "This is no way to measure the effectiveness of an educator. Further there are too many factors beyond our control which impact how well some students perform on standardized tests such as poverty, exposure to violence, homelessness, hunger and other social issues beyond our control," the union said in its news release.

24. What the Chicago Board of Education is offering… • to help get the new system in place and reach required standards. • "The Board has proposed to work jointly with CTU to fully implement REACH Students and maintain performance standards and student growth requirements," it said in its release. "This proposal will also allow CPS and CTU to study REACH’s implementation jointly and make adjustments as needed."

25. Clicker Question • Do you agree with the way RISE is being implemented in Indiana? • A). Yes • B). No • C). Not Sure

26. Sources www.riseindiana.org http://news.blogs.cnn.com/2012/09/10/what-are-key-issues-in-chicago-public-school-strike/ http://www.danielsongroup.org/article.aspx?page=charlotte