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  1. Teacher Evaluation: • Professional Practice • Compass Update • April 2012 LOUISIANA DEPARTMENT OF EDUCATION

  2. Objectives: • Share findings about Compass rubric from pilot districts • Share LDOE’s decisions regarding the teacher rubric in response to these findings • Identify LDOE supports for implementation 2

  3. Setting Our Priorities Compass and Common Core are LDOE’s top two priorities. Common Core: Shifting expectations for students Compass: Shifting educator support and evaluation practices to align with these new expectations

  4. How Will We Achieve in the Classroom? In order to turn our beliefs into higher student achievement, we will use Common Core Standards and the Compass system as guides. • Goal Setting: Teachers in all subjects will set quantifiable achievement goals for each student. • Assessment and Content: Teachers in all subjects will select assessments and curricular materials that align with skills students are expected to demonstrate on new Common Core assessment items. • Feedback: Principals and other instructional leaders will observe all teachers and will provide feedback based on a Common Core-aligned rubric. • Collaboration: Teachers will work in teams to examine student work and to articulate specific changes in instructional practice that will align student performance to Common Core standards. • Identifying leaders: Districts will use Compass effectiveness ratings to identify teacher leaders who can take on new responsibilities to support these Core Elements in their schools.

  5. Overview What is Compass? Compass Pilot Findings Adapting the Tools Waiver Process & Next Steps 5

  6. Compass Elements 6

  7. The Purpose of Compass • Compass is intended to ensure: • Teachers set meaningful goals for students; • Teachers and leaders collaboratively evaluate student progress relative to goals; • Teachers receive specific feedback on their performance to drive improvement; and • Teachers, administrators, and district leaders have annual effectiveness data to inform decision-making

  8. Compass Process & Components Evaluate Performance -Student Growth -Prof. Practice Set Goals -For Educators -For Students Use Data to Inform Human Capital Decisions Observation & Feedback

  9. Compass Process & Components • Two components of evaluation • Student Growth Measures • Professional Practice Measures • Observations • Value-Added Model OR • Student Learning Targets

  10. LDOE Support • Provide a model observation tool, and create a waiver process for LEAs which desire to use alternative tools • Provide districts with evaluation guidance and tools for teachers in non-tested grades and subjects • Train educators statewide this spring and summer on Compass tools (teacher effectiveness rubric, goal setting process) • Assist district and school staff throughout next school year in making the Core Elements part of everyday practice. They will facilitate collaboration among educators; will observe classroom practice and provide feedback; and will review progress with district administrators.

  11. Compass Pilot Findings 11

  12. Piloting Compass: Purpose • The Compass Pilot served to: • Test the tools and process developed by collaboration between LDOE and educators, and • Gather feedback from the field on how the tools could be improved prior to statewide implementation 12

  13. Compass Pilot: What Did We Learn? • Simplify the process. • Focus on positions who are responsible for the academic outcomes of a specific group of students (eg, classroom teachers, librarians, and guidance counselors), and • End requirements for multiple conferences, streamline the goal setting process, eliminate restrictive timelines • Lessen the burden on principals. • Expand the group of school-based staff and district teams who can assist teachers in setting targets and conducting observations • Revise the teacher rubric to be clearer, more concise, and more directly aligned to the Common Core.

  14. Compass Pilot: What Did We Learn? • Simplify the process. • Lessen the burden on principals. • Revise the teacher rubric to be clearer, more concise, and more directly aligned to the Common Core. • Redundancies exist within standards and descriptors. • Evaluators have had difficulty distinguishing between the top two levels of effectiveness. • Focus on core competencies directly aligned to support more rigorous instruction for Common Core

  15. Compass Pilot: Recommendations • Adopt modified version of Charlotte Danielson’s Framework for Teaching, a nationally recognized evaluation and support model. • Narrow number of performance standards to focus on core components. • Move to a 4 point scale to make effectiveness levels more distinct. • Leverage resources available nationally.

  16. The Danielson Rubric • A good choice for students and teachers: • Supports teacher improvement and professional growth • Easy to distinguish standards and performance levels • Will align to Common Core • Tried and true • Implemented in >15 states • Approved in AR, NJ, NY, OH, PA, WA and major cities nationwide • Accompanied by numerous support materials • Emphasizes Planning and Instruction

  17. D2: Classroom Environment 2a Creating an Environment of Respect and Rapport 2b Establishing a Culture for Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Organizing Physical Space D1: Planning and Preparation 1a Demonstrating Knowledge of Content and Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessments D3: Instruction 3a Communicating With Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility and Responsiveness D4: Professional Responsibilities 4a Reflecting on Teaching 4b Maintaining Accurate Records 4c Communicating with Families 4d Participating in a Professional Community 4e Growing and Developing Professionally 4f Showing Professionalism The Danielson Rubric

  18. 1c Setting Instructional Outcomes • 2c Managing Classroom Procedures • 3b Using Questioning and Discussion Techniques • 3c Engaging Students in Learning • 3d Using Assessment in Instruction These five core components help teachers and leaders focus on: The Danielson Rubric • High-impact activities, narrowed and focused from ACEE recommendations • Concrete, observable actionsto help teachers understand what and how to change • Rigor, consistent with Common Core: • 1c Setting Instructional Outcomes • 3b Using Questioning and Discussion Techniques • 3c Engaging Students in Learning

  19. Taking a Closer Look at the Components • Setting Instructional Outcomes (1c): Establishing clear, rigorous objectives that describe what students will learn. • Managing Classroom Procedures (2c): Establishing a smoothly functioning classroom through the management of instruction and transitions to allow for maximum learning for all students. • Using Questioning and Discussion (3b): Strategically using a varied set of questions to engage all students in discussion around rigorous content. • Engaging Students in Learning (3c): Asking all students to do work that is rigorous an intellectually challenging. • Using Assessment in Instruction (3d): Using clear assessment criteria to drive instructional choices throughout the lesson and at the end.

  20. The Danielson Rubric

  21. Calculating a Teachers Overall Score Averaging the student growth score and the professional practice score provides the final evaluation score. (Each component generates a score between 1.0-4.0.) Student Growth Professional Practice Score+Score Final Evaluation Score = 2

  22. Calculating Rubric Score The Compass rubric consists of five components; teachers are assigned a score of 1, 2, 3, or 4 on each of the five components. To calculate a teacher’s overall score on the observation rubric, take the average of his/her scores on each component of the observation rubric (i.e., sum his/her scores on each component and then divide by five to reflect the five components). Teacher receives a 1 on each of the five components of the observation rubric Teachers receiving an average score of less than 1.5 on the observation rubric will receive an overall Compass rating of ‘Ineffective’ Effective: Emerging Effective: Proficient Teacher receives a 4 on each of the five components of the observation rubric Highly Effective

  23. The Overall Compass Score Teachers will then receive a rating based on their overall COMPASS score.