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Meeting Norms. . .

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Meeting Norms. . .

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  1. TeacherExcellence Support System(TESS)Leader Excellence and Development System (LEADS) Law and Process for Administrators2016-17

  2. Meeting Norms. . . TESS Welcome 2016

  3. A G E N D A

  4. Learning Outcomes • Develop a working knowledge of TESS & LEADS • Become familiar with the responsibilities of implementation • Identify personal next- steps

  5. Why Teacher Support and Leader Development? “. . the results of this study well document that the most important factor affecting student learning is the teacher. In addition, the results show wide variation in effectiveness among teachers. The immediate and clear implication of this finding is that seemingly more can be done to improve education by improving the effectiveness of teachers than by any other single factor. Effective teachers appear to be effective with students of all achievement levels, regardless of the level of heterogeneity in their classrooms.” -Dr. Bill Sanders* formerly at the University of Tennessee's Value-Added Research and Assessment Center Wright, S. P., Horn, S. P., & Sanders, W. L. (1997). Teacher and classroom context effects on student achievement: Implications for teacher evaluation. Journal of Personnel Evaluation in Education, 11, 57–67, p. 63.

  6. Every Student Succeeds Act (ESSA)Signed into Law, December 2015Elements of ESSA • States submit Accountability Plans • Plans include Accountability Goals • Plans include Indicators • Low-performing schools must be identified • Tests & Standards are required – but involve choice • Attention to English Language Learners and Special Education 6

  7. TESS Rules • ADE promulgates Rules and Regulations • Written to clarify requirements for implementation • A time of public comment and Arkansas State Board approval TESS Foundation 2014

  8. Annual Overall Rating • 6.01 Annually in a summative evaluation year or an interim appraisal year, a public school shall assign each teacher employed by the school an annual overall rating that is based on: • 6.01.1 The teacher’s professional practice, as evidenced by the performance rating for a summative evaluation or for an interim appraisal; and • 6.01.2 Student growth, as determined by rules promulgated by the State Board.

  9. TESS Composite Data: Arkansas School Performance Reports 2018-2019 TESS Foundation 2014

  10. TESS for Classroom Teachers and Specialty Teachers Gifted Coordinators Instructional Specialists Library Media Specialists School Counselors School Psychologists Speech-Language Pathologists Notes: ‘Teacher’ = non-licensed classroom teacher working at public charter schools. Pre-school teachers are not required to attend, but districts/co-ops may include them. TESS Foundation 2014

  11. Specialty Area Rubrics • Rubrics for the following specialty areas are available • School Counselor • Library Media Specialist • School Psychologist • Gifted Coordinator • Instructional Specialist • Speech Language Pathologist • Based on Danielson’s Framework for Teaching

  12. On the ADE Website. . . TESS & LEADS Handbook • 14

  13. TESS Objectives Arkansas Code 6 -17-2802 • Provide a transparent and consistent teacher evaluation system that ensures effective teaching and promotes professional learning • Provide feedback and a support system supporting teachers improvement in professional knowledge and skills, as well as improving student learning • Provide a basis for making teacher employment decisions • Provide links between evaluationprocedures and curricular standards, professional development, targeted instructional support • Inform policymakers on benefits of a consistent evaluationand support system in regard to improving student achievement • Increasethe awareness of parents and guardians of students concerning the effectiveness of teachers

  14. Track 1 Probationary/ Novice* AR-TESS Teacher Tracks Track 2 Interim Teacher Appraisal Process • Year 3: SUMMATIVE EVALUATION • FORMAL OBSERVATION –Pre and Post Conference • INFORMAL OBSERVATIONS - may be included; may focus on PGP growth components • COLLABORATIVE PGP – review and/or revise • SUMMATIVE EVALUATION MEETING - summative rating results over all components • 2A: SUMMATIVE EVALUATION • FORMAL OBSERVATION –Pre and Post Conference • INFORMAL OBSERVATIONS - may be included; may focus on PGP growth components • COLLABORATIVE PGP – review and/or revise • SUMMATIVE EVALUATION MEETING - summative rating results over all components Track 3 Intensive Support Status • SUMMATIVE EVALUATION • COLLABORATIVE INTENSIVE PGP – review and/or revise often • MAY INCLUDE INFORMAL AND FORMAL OBSERVATIONS • FREQUENT TEACHER & EVALUATOR CONFERENCES • Note: Teacher may remain in this track for two semesters; and two additional semesters may be added if improvement is observed. • 2B3: INTERIM APPRAISAL • INFORMAL OBSERVATIONS - may be included; may focus on PGP growth components • COLLABORATIVE PGP – review and/or revise • END OF YEAR REVIEW - performance rating results based on PGP goals • Year 2: SUMMATIVE EVALUATION • FORMAL OBSERVATION –Pre and Post Conference • INFORMAL OBSERVATIONS - may be included: may focus on PGP growth components • COLLABORATIVE PGP – review and/or revise • SUMMATIVE EVALUATION MEETING - summative rating results over all components • 2B2: INTERIM APPRAISAL • INFORMAL OBSERVATIONS - may be included; may focus on PGP growth components • COLLABORATIVE PGP – review and/or revise • END OF YEAR REVIEW - performance rating results based on PGP goals • Year 1: SUMMATIVE EVALUATION • FORMAL OBSERVATION –Pre and Post Conference • INFORMAL OBSERVATIONS - may be included; may focus on PGP growth components • COLLABORATIVE PGP – Develop PGP • SUMMATIVE EVALUATION MEETING - summative rating results over all components • 2B1: INTERIM APPRAISAL • INFORMAL OBSERVATIONS - may be included; may focus on PGP growth components • COLLABORATIVE PGP – review and/or revise • END OF YEAR REVIEW - performance rating results based on PGP goals Student growth will be a component of the educator’s overall rating. Student growth data will be available after the performance rating is established each year, in both summative and interim appraisal tracks. *1) A first year teacher is both a novice and probationary teacher. 2)"Probationary teacher" means a teacher who has not completed three (3) successive years of employment in the school district in which the teacher is currently employed. A teacher employed in a school district in this state for three (3) years or a teacher who has been given credit for a prior service in another school district shall be deemed to have completed the probationary period; however, an employing school district may, by a majority vote of the directors, provide for one (1) additional year of probationary status. Arkansas Code: § 6-17-1502 15 TESS does not conflict with, nor replace the Arkansas Teacher Fair Dismissal Act (ATFDA). Revised 7/15/15

  15. TRACK 1: Novice/Probationary Teachers All Track 1 Teachers have a summative evaluation over all framework components. Teachers may be in Track 1 for one to three years depending on teaching experience and district policy. • NOVICE TEACHER • Less than 3 years teaching experience. • In Track 1 for 3 years • PROBATIONARY TEACHER • New to district • Teachers are Probationary 1 year unless district policy provides for additional years. Note: Formative observations can focus on targeted growth areas. Formal observation on all components. Summative Evaluation on all components. TESS Process 2014

  16. TRACK 2: Interim Teachers Appraisal Track 2 Teachers are in a 4-year cycle which means one of four years is a Summative Evaluation year. The other three years are focused on the teacher’s Professional Growth Plan Goals. • 2A: SUMMATIVE EVALUATION YEAR • Multiple informal • observations • Formal observation on all components • 2B1, 2B2 & 2B3: INTERIM APPRAISAL YEARS • Evaluated on PGP Components • Teachers move from 2B2 to 2B1, then 2A Note: Teachers may be moved from an Interim Appraisal Track to 2A: Summative Evaluation Track by administrative decision following consideration of evidence collected and/or PGP work. TESS Process 2014

  17. TRACK 3: Intensive Support Teachers Track 3 teachers need intense, targeted assistance to correct areas of concern from observations or teacher performance. • Placement is data-based. • Teachers may have received ‘Unsatisfactory’ or ‘Basic’ in the majority of components of a domain. • Teachers have received ‘Unsatisfactory’ in any one domain. • Placement may occur at any time from Track 1 or Track 2A. Note: TESS does not conflict, nor is it meant to replace the Arkansas Teacher Fair Dismissal Act. TESS Process 2014

  18. AR-LEADS Categories Probationary/ Novice Category InquiryCategory Summative Evaluation Year • Professional Growth Plan Monitored and Revised • Formative Assessment Conferences • Summative Evaluation Conference Over all required functions; PGP is revised based on feedback from evaluations IntensiveCategory Interim Appraisal (Non-Summative Years) • PGP Focus on and review throughout the year Collect evidence and artifacts Reflect on Progress Revise as needed • Conversations Focus on PGP and evidence • End of Year Conference Professional Growth Plan and performance rating results based on functions outlined in PGP • Intensive Growth Plan (IGP) Develop based on identified areas of need • Multiple Formative Assessment Conferences and Observation of PGP Progress Multiple conferences between principal/supervisor to monitor progress • Summative Evaluation Conference to discuss final ratings (formative work of IGP considered) Note: An administrator may remain in the Intensive Category for up to 2 consecutive semesters. Two additional semesters may be added if progress is observed. -Interim Appraisal is 3 years of the 4 Year Inquiry Category cycle -Student Growth Data will be included in an Administrator’s Yearly Rating Revised 7/15/15 16

  19. TESSLegal Requirements Quick Reference 17

  20. Charlotte Danielson: • “An effective system of teacher evaluation accomplishes two things: • it ensures quality teaching • it promotes professional learning. • The quality of teaching is the single most important determinant of student learning. • A school district’s system of teacher evaluation is the method by which it ensures that teaching is of high quality. • Therefore, the system developed for teacher evaluation must have certain characteristics; it must be rigorous, valid, reliable and defensible, and must be grounded in a research-based and accepted definition of good teaching.” TESS Defining Danielson 2014

  21. TESS Teacher Training • Requirements for teacher training in the Danielson Framework for Teachers are established at the school/district level. • Decisions about on-going training should be based on previous evaluations, professional learning, and/or a needs assessment. • Remember – New teachers must be trained in the evaluation system to be used. Use care in omitting component training. TESS Process 2014

  22. GOOD TEACHING • Can be defined • Can be observed • Creates evidence TESS Defining Danielson

  23. Framework for Teaching Design Teacher Practices – What teachers do and how well they do the work of teaching. Results– What teachers accomplish; typically, how well their students learn. TESS Defining Danielson 2014

  24. THEMES • Appropriate use of technology • Attention to individual student needs • Cultural competence • Developmental appropriateness • Equity • High expectations • Student acceptance of responsibility TESS Defining Danielson 2014

  25. Framework for Teaching 4 22 76 TESS Defining Danielson

  26. TESS Annual Process Data Gathering Professional Growth Plan Use of Evidence Results Evaluation Planning Summative Evaluation/End of Year Conference Informal Evaluations & Evidence Collected Rating of Practice & Evidence Pre and Post Observation Conferences TESS Process

  27. Formal Evaluation Reminders • Formal Observation (around December/January) is required with a Pre- and Post-Conference. • Only ONE Formal is required for Track 1 (each year) and Track 2A; however, additional formals may be necessary. • All Domains and Components are included. • Formal Observation includes a minimum observation 75% of the class period for regular classes and 45 minutes of block periods. • Evidence from Formative Observations is included in the final Summative Evaluation Year rating established by the Evaluator before Summative Evaluation Conference. TESS Process 2014

  28. Formal Evaluation (cont’d) • Only credentialed, licensed administrators complete Formal Observations. • Others who are TESS trained may complete formative observations. • Summative Evaluation Ratings are given for each Domain and a total Summative Rating. TESS Process 2014

  29. TESS and LEADS Evidence Collection

  30. Observation Evidence 1. An observed aspect of the classroom environment. 2. Non-evaluative statements of observed teacher or student behavior. 3. Numeric information about time, student participation, resource use, etc. 4. Verbatim scripting of teacher or student comments. TESS Process 2014

  31. Artifacts/Evidence • No minimum required by the state • Use only to enhance evidence • Especially important on 2B1, 2B2, 2B3 years • Use Additional Artifacts throughout the year • Rename the artifacts with the component represented • If a pdf or picture--double click under rename, tag, add comment and save • Appears in e-portfolio and can be used for summative or end of year reviews

  32. Levels of Performance Not No Not clear Unaware Does not respond Poor Not congruent Consistent High quality Timely Accurate Appropriate Clear Effective High expectations Some Attempts to Limited Moderate Uneven Inconsistent Rudimentary All students Highly effective Entirely appropriate Adapted for individual students Fully aligned Extensive 35 TESS Defining Danielson

  33. Professional Growth Plan (PGP) vs. Professional Development Plan • PGP is individual educator’s plan • Professional Growth Plan is the overall school district plan

  34. Professional Growth Plan Requirement • A major component of TESS • Identifies professional learning outcomes to advance the teacher’s professional skills • Clearly links professional development activities and the teacher’s individual professional learning needs identified through the observation process • Plan requires at least ½ of the professional development hours required by law or rule are related to one or more of the following: • Teacher’s content area • Instructional strategies applicable to the teacher’s content area • The educator’s identified needs TESS Process 2014

  35. Provide Data • PGP developed based on data • Providing data, both qualitative and quantitative, in a variety of forms supports group members in constructing shared understanding from their work • Data have no meaning beyond that which we make of them • Shared meaning develops from collaboratively exploring, analyzing, and interpreting data

  36. TESS Process 2014

  37. BloomBoardGoal Planning WHAT

  38. Goals for PGP What

  39. Goals and PGP HOW

  40. LEADS PGP Questions based on data

  41. LEADS Meeting Notes

  42. LEADS Ratings

  43. Of all the approaches available to educators to promote teacher learning, the most powerful is that of professional conversation. Talk About Teaching! Charlotte Danielson 2009, Corwin Press TESS Defining Danielson 2014

  44. How Ratings Will Be Determined in 17-18 and Reported in 18-19

  45. Data Reported to the ADE • Aggregate School Ratings • TESS Only • Total Number of Teachers • Total Number Proficient/Distinguished • % Proficient/Distinguished • No individual educator data • Aggregate State Ratings • TESS (% Unsatisfactory, Basic, Proficient, Distinguished) • By Domain • By Component • Overall Ratings • LEADS (% NMS, Developing, Proficient, Advanced)– no school level ratings • By Standard • By Function • Overall Ratings

  46. PGP • Informal (optional but encouraged) • Formal • Additional Artifacts • Mid-Year Review • Summative • End of Year Review • Final Ratings Report