The New Teacher Evaluation Plan

1. The New Teacher Evaluation Plan The Torrington public schools version based on the state SEED model

2. Revising the plan Changes were set in motion by P.A. 12-116 State BOE approves “CT Guidelines for Educator Evaluation” June 2012 CSDE releases a “Teacher Evaluation Core Requirements Rubric” September 2012 Districts are selected to pilot the new evaluation model in the 2012-13 school year in advance of a statewide 2013-14 implementation All district expected to begin implementation July 2013

3. Paradigm changes Local plans written within the parameters of legislation and SBOE/CSDE guidelines Ratings determined through the use of rubrics, weighting of components, and numerical calculations-not just a holistic appraisal Half of components are driven by student performance/outcomes (Student Growth, 45% & Whole School indicator 5%) Objective of evaluation puts less emphasis on judging performance and more on feedback and teacher growth Teachers assume an unprecedented level of responsibility in managing the evaluation and PD process—use of a data management system by all

4. Major differences from 2010 TPS model Increased number of performance levels (2 to 4) Increased number of required contacts between evaluator and teacher Increased reporting requirements More defined student growth component plus addition of whole school indicator and family component

5. Components of evaluation Student Growth and Development Whole School Student Learning Observation of Teacher Performance and Practice Family Feedback Note: All certified teachers, regardless of assignment, will incorporate these four components in some way

6. Student Growth and Development Counts 45% of overall rating Based on state and/or local measures of student progress Measured by Student Learning Outcomes (SLOs) and agreed upon Indicators of Academic Growth and Development (IAGDs)-goals to set performance and improvement targets for students Student growth and development may be measured in different ways applicable to the class/teaching assignment Teachers in areas where students are assessed by state assessments must have one goal based on improving student performance on some area of the state test (22.5% of overall rating)

7. Whole School Learning Indicator Counts 5% of the overall rating Based on whether whole school makes expected progress on the School Performance Index (SPI) which is generated by performance on state assessments Applies even if the teacher does not teach a subject that is tested

8. Teacher Performance and Practice Counts 40% of the overall rating This used to be the only, or the primary, source of data in teacher evaluation (observations) Rating based on how classroom teachers’ performance on the six domains of the Common Core of Teaching (CCT) matches up to performance rubrics For support/PPS teachers, rubrics based on the Danielson model that aligns more closely to the duties of their assignment Data from observations will drive each teacher’s Professional Growth Plan—teachers will be expected to participate in professional learning to improve areas of need or to grow professionally

9. Family Feedback Counts 10% towards the overall rating Target areas will be identified by the annual school climate survey Each teacher will identify an area and strategize how to improve the family-school connection by developing a goal/action plan for his/her own class(es) For PPS teachers, this item may be embedded in their performance rubric Performance will be judged on whether teacher exceeded, met, partially met, or did not met their goal/plan

10. More on Professional Practice Although only 45%, it is still the most visible and interactive part of the evaluation process Teachers will need to have a deep and thorough understanding of the expectations of performance and practice as defined by the CCT and the CCT rubrics (StEPP: Standards for Educator Performance and Practice) or the Danielson rubric for PPS staff Evaluators will use the rubrics to rate if teacher is Exemplary, Accomplished, Needs Improvement, or Deficient in each of the CCT/Danielson domains Evaluators and teachers will be required to participate in training to become familiar with CCT and StEPP (Danielson for PPS staff) in order to apply standards consistently

11. StEPP rubrics Each CCT domain: Class Environment, Planning, Instruction, Assessment, and Professional Responsibility is broken into 3 or 4 more specific indicators For each indicator, there is a rubric that identifies levels of performance based on attributes of best practice, observable actions, and/or outcomes Evaluators will collect evidence in formal observations and/or reviews of practice to determine where the teacher practice matches the rubric Rubrics are designed to support rich dialogue and feedback about best teaching practice It will be a challenge for a teacher to achieve an exemplary rating in every indicator of every domain!

12. Parts of the StEPP rubric CCT Domain Indicator Description of indicator Four level rating scale: continuum(never, sometimes, usually, always) Attributes: summary of desired practices

13. From rubrics to ratings Evaluators will be collecting data over time—not every domain or indicator may be apparent in a single observation or review of practice The final rating will be based on a preponderance of evidence that is collected from all observations, reviews of practice, or other data sources Areas for improvement or professional growth will emerge from the rubrics

14. The evaluation process Orientation and training on plan and rubrics Teacher reflection and goal setting Ongoing formal observations and reviews of practice Mid-year check-in Ongoing formal observations and reviews of practice End-of-year conference A detailed calendar of evaluation milestones, timeframes, and forms is included in the plan

15. Goals Each teacher will have to set three goals, possibly four if the assignment includes a subject area tested by the state One (or two) goals will be for student learning: How will I show that students grow and develop in my class(es)? One goal will be a professional improvement goal: In what way will I grow as a professional? One goal will be the families as partners goal: what will I do to try to better involve or communicate with families?

16. Observations Non-tenured teachers will have at least three in-class, formal observations, at least 2 will have a pre-conference Teachers who were “needs improvement” in 2012-13 and any who receive Needs Improvement or Deficient in the new plan will also have at least three formal observations and other feedback as determined in an individual development plan Teachers who were “meets standards” in 2012-13 and Accomplished or Exemplary in the new plan will have at least one formal observation and either two other observations or reviews of practice (informal observations)

17. A massive undertaking Administrators will be working through the summer to become familiar and proficient with the plan and rating tools The district waiting for the CSDE to award a contract for a data management tool to help manage the evaluation process, data, and forms Teachers are encouraged to become familiar with the CCT and expectations spelled out in the StEPP rubrics Updated materials will be posted on the district website as available We are all learning and working through a new process!