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The New Teacher Evaluation Plan

The New Teacher Evaluation Plan. The Torrington public schools version based on the state SEED model. Revising the Plan…thanks to P.A. 12-116!. June 2012 State BOE approves “CT Guidelines for Educator Evaluation” September 2012 CSDE releases a “Teacher Evaluation Core Requirements Rubric”

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The New Teacher Evaluation Plan

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

  2. Revising the Plan…thanks to P.A. 12-116! • June 2012 State BOE approves “CT Guidelines for Educator Evaluation” • September 2012 CSDE releases a “Teacher Evaluation Core Requirements Rubric” • 2012-13 school year Districts are selected to pilot the new evaluation model • July 2013 All districts expected to begin implementation • 2013-2014 school year All districts implement – here we go!

  3. Paradigm changes…what’s so different?

  4. What’s the Big Idea? • No school-level factor matters more to students’ success than high quality teachers and leaders. • Effective evaluation develops, supports, improves the effectiveness of educators. • Specific, actionable, non-confrontational, constructive feedback contributes to higher academic performance. • Multiple measures of effectiveness give a better picture.

  5. Components of evaluation • 45% Student Growth and Development • 5 % Whole School Student Learning • 40% Teacher Practice & Performance • 10% Family Engagement • Note: All certified teachers, regardless of assignment, will incorporate these four components in some way

  6. Student Growth and Development(45%) • Teachers will select data sources that can be used to measure student academic growth.

  7. Teacher Practice & Performance (40%) Observations rated using rubrics measuring performance on 5 of the 6 domains of CCT: [1. Content and Essential Skills] (You’ve got this or you wouldn’t be here; also part of ongoing learning, see #6.) 2. Classroom Environment, Student Engagement and Commitment to Learning 3. Planning for Active Learning 4. Instruction for Active Learning 5. Assessment for Active Learning 6. Professional Responsibilities and Teacher Leadership

  8. StEPP Rubrics(Standards for Educator Performance and Practice) • Rubrics have 4 levels of performance: • Exemplary • Accomplished • Needs Improvement • Deficient • Teachers need to have thorough understanding of expectations.

  9. It’s about dialogue and feedback • Each CCT domain: 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 collect evidence in formal observations and/or reviews of practice to determine where the teacher practice matches the rubric • It will be a challenge for a teacher to achieve an exemplary rating in every indicator of every domain!

  10. Specialized Rubrics for PPS Staff • School counselors, social workers, psychologists, other specialists • Same 4 levels of performance: • Exemplary • Accomplished • Needs Improvement • Deficient

  11. Goals • 1: for student learning: How will I show that students grow and develop in my class(es)? • Counts as 45% of overall evaluation • Use Form A • 1: a professional improvement goal: In what way will I grow as a professional? • Counts as 40% of overall evaluation • Use Form C • 1: families as partners goal: what will I do to try to better involve or communicate with families? • Counts as 10% of overall evaluation • Use Form D

  12. Hey, that’s only 95%! • Yes, the other 5 % is based upon the Whole School Learning Indicator (WSLI): How did we collectively move our students forward? (did not meet/ met)

  13. Observations • Non-tenured teachers/Needs Improvement or Needs Improvement or Deficient (new plan): minimum of 3 in-class, formal observations, at least 2 will have a pre-conference; all will have a post-conference. • Teachers who were “meets standards” in 2012-13 and Accomplished or Exemplary in the new plan: at least 1 formal observation and either 2 other observations or reviews of practice (informal observations)

  14. Formal vs. Informal • Formal: minimum of 30 minutes, with a follow-up post-conference with written and verbal feedback • Informal: minimum of 10 minutes, with follow-up written feedback; unannounced (as defined in TPS plan)

  15. SharedResponsibility

  16. What about bloomin’ BloomBoard? • Training for all on October 15th • Do all forms electronically, so you can cut and paste into BloomBoard.

  17. What do I need to do now? • Get acquainted with forms, rubrics, and other materials. • Goal-setting will be at grade level meetings, with individual meetings as needed. It must be completed by November 1.

  18. It’s a process!We’re all learning together! • All Administrators participated in 5 days of training this summer. • CSDE selected data management tool: BloomBoard • Teachers expected to become familiar with CCT and expectations spelled out in StEPP rubrics • Updated materials on TPS website as available • Resources also on : www.connecticutseed.org

  19. The New Teacher Evaluation Plan We can…and will do this!

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