Teacher Evaluation

1. Teacher Evaluation What you need to know about changes in state requirements for Teval plans

2. An Act Concerning Educational Reform, sections 51-56 • State guidelines, determined by PEAC • District models must be consistent with state • Plans must include multiple indicators of student academic growth • Evaluation plans must include advice and assistance of teachers’ and administrators’ collective bargaining representatives

3. New Requirements • Mandatory use of a rating system • Exemplary, proficient, developing, below standard • Mandatory training on the evaluation system • For teachers being evaluated and administrators performing evaluations • Mandatory remediation plans for “developing” and “below standard” teachers • Annual evaluations of all teachers and administrators • Development of pilot and support programs

4. The rating system • Currently, TPS uses “meets standards” or “needs improvement” rating system • New Haven uses five levels: exemplary, strong, effective, developing, needs improvement • The Danielson Teaching Framework uses four: distinguished, proficient, basic, unsatisfactory • CT also includes an option for a “distinguished educator” status • Validation procedure for exemplary and below standard ratings (third party audit)

5. Training • PD on the actual evaluation model • PD based on individual or group needs identified through evaluations • Oriented towards career development and professional growth

6. Remediation • Developed with affected employee and union representation • Identifies resources, supports, experiences, and other methods to improve • Sets a clear timeline within the school year • Identifies success indicators, including a minimum rating of proficient, by the end of the plan • State determined timeline for termination for ineffectiveness if necessary

7. Annual evaluations must include: • Documentation of teacher strengths • Areas needing improvement • Improvement strategies • Multiple indicators of student academic growth • Minimum goal setting and summative evaluation, possible formative evaluations

8. Pilot and support programs • 8-10 districts will be selected to pilot new teval plans • Identify technical assistance districts will need to implement new plans • Train teachers on model and train administrators on conducting evaluations • Neag School of Education will conduct a study of pilot programs to make recommendations

9. PEAC recommendations • 45% multiple student learning indicators • One-half based on state test for those teaching tested grades and subjects • 5% whole school learning indicators or student feedback • 40% observations of teacher performance or practice • 10% peer or parent feedback surveys

10. High quality observations • Observation rated against a standards-based rubric (Danielson?) • Result in timely and useful feedback • Evaluators must be trained in how to observe, score, and provide feedback

11. Student learning indicators • Multiple data points that are fair, reliable, and useful • A minimum number of indicators for all • Safeguards for student, teacher, and school characteristics, attendance, and mobility • Explanation for how indicators selected and assessed

12. Next steps • TPS plan needs to be revised by committee including TEA representation to add additional rating levels • TPS needs to adapt state rubric or develop one consistent with legislative guidelines • All administrators will need training on state required elements, including observation rubric • All teachers will need training on contents of the revised plan • District committee needs to identify criteria for student learning indicators • District must develop or adopt state model for school, student, peer, or parent input components