1. CCSSOState Consortium on Educator Effectiveness (SCEE) Summit Strands: Where We Go From Here June 14, 2011

2. Webinar Logistics Everyone is muted Use the chat function to make a comment or ask a question You may chat privately with individuals on your team If you have problems, you may send William Bentgen a message via chat or email at williamb@ccsso.org

3. Webinar Framework • Start with the SCEE framework, over-arching take-aways from the Summit, and definite next steps • Then each Summit strand will report on • Key issues • Lessons learned at the Summit/Ah-ha’s • Ideas for Next Steps

4. Poll

5. How many people are watching the webinar with you? • Just me • 1-2 • 3-6 • More than 6 • Did you and the people with you attend the Summit? • Yes • No • Some did, some did not

7. Summit Strands Preparation Developmental Continuums and Tiered Licensure Professional Development Teacher Evaluation Leader Evaluation Policy and Systems Change

8. Significant Participant Feedback • Participants loved: • Cross-state work • Facilitated individual state meetings • Participants didn’t like: • Some of the general session presentations • What appeared to be the Summit’s leading drivers (using Fullan’s terms)

9. Significant Presenter Feedback • Presenters noticed • States were eager to think comprehensively about their vision for education, but • Many states do not have either an articulated vision for transforming education or the related changes in the education workforce that will be required to transform • Visions for transformation are on a continuum, but are mostly about transition, not transformation

10. Overall Findings and Recommendations • Educator effectiveness will be a major national concern for some time to come • Big picture work across all 30 states will continue to be valuable • States are in different places • Focused work with subsets of the states should comprise much of SCEE’s efforts • SCEE can offer templates and tools to support individual states

11. Overall Findings and Recommendations • There is existing information that not everyone knows about • There is a great need for communication/ collaboration within states • States need help determining strategically how to lead the work (challenge of balancing capacity building and accountability)

12. Updates on SCEE Next Steps • Rubric development for the InTASC Standards (to be completed by January 2012) • Hosting regional and topical meetings • Topical: One of the strands or components within the strands • Regional: Working groups as states/regions express interest • Summit strands generated many ideas for possible next steps

13. Preparation Strand Irv Richardson, InTASC Committee Member and Coordinator for Public Education and School Support NEA-NH

14. Preparation: Lessons Learned A lot must happen simultaneously for effective change Tinkering around the edges will not get us where we need be Buy-in for change is not uniform States have much to learn collectively to define an effective teacher/leader

15. Preparation: Lessons Learned Assessments to evaluate effectiveness of preparation pathways needed Must expand clinical practice

16. Preparation: Ideas for Next Steps Articulate standards and performance expectations across a developmental continuum With articulated standards and expectations, a variety of pathways become viable Ensure high quality candidates are selected/ placed in high quality field sites All of this allows for rigorous accountability for preparation programs

17. Preparation: Ideas for Next Steps • Expand & access knowledge base about effective prep practices for teachers/leaders • Need effective preparation curriculum, incentives, and methods of staffing • Need strategies to support partnerships that assure high quality preparation programs • For leader preparation, research is available (e.g. Wallace Foundation)

18. Preparation: Ideas for Next Steps Strategize how to help the broader community understand the need for a comprehensive system of support

19. Poll

20. Preparation: Which of these ideas for next steps would you most want to contribute to? Articulate standards and performance expectations across a developmental continuum Identify strategies for candidate selection and placement Discuss effective preparation curriculum, incentives, and methods of staffing Explore strategies to support partnerships

21. Developmental Continuums and Tiered Licensure Strand Peter Winograd, University of New Mexico, Center for Education Policy Research Kathleen Paliokas, CCSSO

22. Developmental Continuums and Tiered Licensure: Key Issues in the Strand • Licensure systems are a policy lever for implementing the InTASC Standards and for improving educator effectiveness in general • States have many questions: • What is tiered licensure? • How is it implemented across the states? • What is the impact (if any) on student outcomes?

23. Developmental Continuums and Tiered Licensure: Key Issues in the Strand • How does licensure relate to teacher evaluation? • How can states collaborate to develop, implement, or strengthen tiered licensure systems?

24. Developmental Continuums and Tiered Licensure: Lessons Learned/Ah-Ha’s There is no clear definition of what a tiered licensure system looks like or how it is implemented across different states Relationships between licensure, compensation, and educator evaluation are extremely complex

25. Developmental Continuums and Tiered Licensure: Lessons Learned/Ah-Ha’s Teacher evaluation should inform decisions about professional development, tenure, dismissal, renewal and promotion at the local level, but not to determine the revocation of a teacher’s license

26. Developmental Continuums and Tiered Licensure: Ideas for Next Steps Develop rubrics for the InTASC Standards across the developmental continuum that can be contained in tiered licensure systems Develop communication strategies and partnerships that help states implement or strengthen tiered licensure systems that embed the InTASC Model Core Teaching Standards in state policy

27. Developmental Continuums and Tiered Licensure: Ideas for Next Steps • Develop a usable source of information about • The status of state tiered licensure system • How they can be implemented or strengthened • Related state policies • Potential problems and how they can be avoided • Research on their impact on student learning and other important outcomes

28. Poll

29. Developmental Continuums/Tiered Licensure: Which of these possible next steps would you most want to contribute to? Rubrics for the InTASC Standards Craft communication strategies to strengthen tiered licensure systems Develop matrix on status of state tiered systems Develop resource on implementation strategies Develop resource on related state policies Compile a resource on research (impact on student learning, etc.)

30. Professional Development Strand Stephanie Hirsh, Learning Forward Deb Hansen, West Wind Education Policy Inc and CCSSO

31. Professional Development: Lessons Learned Professional development planning is at different stages in different states Professional development expertise varies Access to actions and lessons learned from colleagues could accelerate efforts Policy options are appreciated Input from stakeholders is valuable

32. Professional Development: Key Issues Revised standards for professional learning offer guidance to process International data emphasizes building collaborative professional learning systems and peer accountability Policy and regulation options for accelerating high quality professional learning

33. Professional Development: Key Issues Need measures for assessing impact of professional development strategies Planning processes and protocols to support what is necessary for deep implementation

34. Professional Development: Ideas for Next Steps for States Lead with building capacity or with building teacher evaluation systems Consider incentives to emphasize and accelerate high quality professional development Document the efforts so that the success stories as well as lessons learned are public and accessible

35. Professional Development: Ideas for Next Steps for SCEE Categorize where each state is with PD, determine what each state seeks and is willing to offer Help states build coherent infrastructure to support deep implementation Explore policy/regulation options

36. Poll

37. Professional Development: Which of these possible next steps would you most want to contribute to? Identify actions that will leverage capacity building as a driver Explore incentives to advance high quality PD Collect/disseminate success stories and lessons learned Identify/categorize states’ PD status Design coherent infrastructure to support deep implementation Explore policy/regulation options

38. Teacher Evaluation Strand Janice Poda, CCSSO

39. Teacher Evaluation: Key Issues in the Strand Use of student performance in evaluation will be THE major driver Evaluation will drive costs—including building in costs for legal defensibility Measures of non-tested subjects and grades are needed SFSF reporting deadlines are causing action/tension Deep connections to preparation

40. Teacher Evaluation: Lessons Learned/Ah-Ha’s States need help with psychometrics Need clear understanding of definitions of educator effectiveness across states Valuable lessons are things that didn’t work, not just those that did Sharing of information is key, particularly what other states are doing States need help with messaging purpose of teacher evaluation

41. Teacher Evaluation: Ideas for Next Steps • Help with creating weights for evidence collected for evaluation systems • Help with creating differentiated approaches to evaluating teachers who have different levels of experience, responsibilities, teach different grades/subjects, student populations, etc. • Help with training stakeholders on the purpose, goals, standards, and process for evaluation

42. Teacher Evaluation:Ideas for Next Steps • Help with developing methods for measuring student achievement in non-tested grades and subjects • Advice on using multiple evaluators to assess educators • Psychometric help to ensure inter-rater reliability

43. Teacher Evaluation:Ideas for Next Steps • Help creating data linkages to improve teacher/leader career development and to improve preparation programs • Spotlight model teacher evaluation systems • Publish policy brief on necessary components of an evaluation system

44. Teacher Evaluation:Ideas for Next Steps Work together to use the new TQ Center Practical Guide to Designing Comprehensive Teacher Evaluation Systems Share successful strategies for engaging stakeholders

45. Poll

46. Teacher Evaluation: Which of these potential next steps would you most want to contribute to? Share information about differentiating evaluation based on experience, roles, responsibilities, etc. Measurement for non-tested grades/subjects How to use multiple evaluators Psychometrics regarding inter-rater reliability Data linkages to improve career development and preparation program Stakeholder training Using the new TQ Center Practical Guide to Designing Comprehensive Teacher Evaluation Systems

47. Leadership Evaluation Strand Mary Canole, CCSSO

48. Leadership Evaluation: Key Issues States are in various stages of developing/ implementing leader evaluation systems Message is critical—maintain focus on professional improvement Care and feeding of the evaluation model is essential Central office plays a key role in ensuring a successful educator evaluation system

49. Leadership Evaluation: Lessons Learned/Ah Ha’s • Work on teacher evaluation is getting more attention than leader evaluation • How do SCEE teacher evaluation and leader evaluation strands work reciprocally? • Are we sending the right message by separating them? • Start w/leader evaluation, or, roll out both systems simultaneously

50. Leadership Evaluation:Lessons Learned/Ah Ha’s • Consider process of • Designing the evaluation system • Piloting models • Revising based on feedback from pilot • Need to plan for implementation and evaluation of the system up front