Regional Meeting Presentation - Pasco County Schools
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Regional Meeting Presentation - Pasco County Schools

Teacher EvaluationPresentationFALL, 2011

The New State Law Requiresthe Following:• The development of a new evaluation system for allinstructional staff and school-based administrators.• The law requires that the new teacher evaluation beimplemented during the 2011-2012 school year.• The District decided to also implement the newadministrator evaluation system during the 2011-2012school year.

The New State Law Requiresthe Following:• 50% of the new evaluation for both administrators andinstructional staff must be based on student growthdata and 50% must be based on contemporary researchbased instructional practices.• The evaluation system must use four different ratings:Highly Effective, Effective, Needs Improvement andUnsatisfactory.

The New State Law Requiresthe Following:• The state is developing the value added formulas fordistricts to use in calculating a score for the 50% of theevaluation that is linked to student achievement.• For the 2011-2012 school year, the state has provided avalue added formula that is based upon FCAT readingand mathematics scores. We anticipate that additionalformulas will be made available for use in subsequentyears.

The New State Law Requiresthe Following:• The District is continuing to receive technicalassistance from the state regarding the implementationof the evaluation system; and the District still has someoutstanding questions regarding implementation.Some information is subject to change, pendingstate approval.

Implications• By 2015, the District must develop or adopt an end-ofcourseevaluation for each course that is not linked to astate exam.

Implications• By 2014, the District must have a performance pay plan inplace to reward teachers for their performance on the newevaluation tool.• The law says that if an employee receives two consecutiveannual evaluation ratings of unsatisfactory, two annualperformance evaluation ratings of unsatisfactory within athree year period, or three consecutive ratings of needsimprovement or a combination of needs improvement andunsatisfactory, he or she may not continue to be employedwith the district.

Instructional Practices• For the instructional practices component of theteacher evaluation that comprises 50% of the overallscore, the state required districts to select acontemporary research-based model. Any District notutilizing the state’s adopted model is required to submitthe research supporting the model they have selected.• Our District selected the state adopted modeldeveloped by Dr. Marzano, which includes fourdistinct domains for evaluation.

Instructional Practices• During the 2011-2012 school year, the District will onlybe using Domain 1 for the instructional practicesportion of the teacher evaluation.

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Instructional PracticesComponent• All instructional employees will be observed at least twiceduring the 2011-2012 school year.• Teachers with one year or less of experience and teachersneeding to demonstrate the Professional EducatorCompetencies for certification will be observed threetimes during the 2011-2012 school year.

Instructional PracticesComponent• It is not expected that all 41 instructional practices will beevident in a single lesson, and it is understood that ateacher may not utilize all 41 instructional practices overthe course of a school year.

Instructional PracticesComponent• There are rubrics on the Staff Development website thathave been provided as a resource to all instructionalpersonnel. For each identified contemporary researchedbasedbest instructional practice included in Domain 1,there is a corresponding rubric that identifies specificbehaviors that constitute evidence of Innovating,Applying, Developing, Beginning, and Not Using levelsof utilization.

Instructional PracticesComponent• The window for the first evaluation period began onMonday, October 17 th and will run through December 16 th .• School based administrators have received extensivetraining on the Marzano evaluation model and havereceived certification to ensure that they are able to utilizethe observation tool with consistency and fidelity.

The Stages of the Evaluationfor the Instructional Process Component• For each observation of an instructional employee, theschool based administrator will schedule a time for apre-observation conference, the observation and thepost-observation conference.• The teacher is asked to complete the pre-observationconference form and the post-observation conferenceform. While completion of these forms by the teacherahead of time is optional, it is highly recommended.

The Stages of the Evaluationfor the Instructional Process Component• These are provided to serve as a guide for each meetingand will allow the teacher to provide relevantinformation for the evaluator.

Scoring of the InstructionalPractices Portion of the EvaluationHighly Effective – At least 60% of scoreable elements at Level 4 (Innovating)and no scoreable elements at Levels 0 and/or 1 (Beginning and/or Not Using)Effective – At least 60% of scoreable elements at Level 3 (Applying) or higherDeveloping/Needs Improvement – Less than 60% of scoreable elements atLevel 3 (Applying) or higher and Less than 50% of scoreable elements atLevels 0 and/or 1 (Beginning and/or Not Using) Unsatisfactory – At least 50% of scoreable elements at Levels 0 and/or 1(Beginning and/or Not Using)

Scoring of the InstructionalPractices Portion of the Evaluation• A scoreable element is a strategy outlined in one of the41 practices in Domain one that is appropriate for useduring the specific lesson that was observed.

Scoring of the InstructionalPractices Portion of the Evaluation• The number of elements observed are not as importantas the quality of the observed elements.• For example, if 18 out of 41 strategies should havebeen utilized during the observation, the teacher’s totalscore on the Instructional Practices portion will bebased upon the level of quality with which those 18strategies were implemented.

Unique CircumstancesNon-Classroom Teachers• There are some instructional employees for which thecurrent version of the Marzano observation instrumentis not appropriate (school nurses, school psychologists,social workers, etc.)• These individuals will not be observed during window1; however, they will receive two observations duringthe 2011-2012 school year.

Unique CircumstancesNon-Classroom Teachers• Just like their colleagues, their observations will be arigorous examination of their instructional practices.A complete list of these positions has been emailed toall instructional employees.• The District has until December 1 st to develop andsubmit this alternate evaluation to the state. This is avery compressed timeline. Once more informationabout the alternate evaluation becomes available, it willbe shared.

Unique Circumstances• There are also some classroom teachers that do not teachstudents in grades K-12 that are pursuing regular standards(PreK, Self Contained ESE, etc).• The current Marzano tool is also not appropriate forthese teachers. The District is working on an adaptedobservation tool for this group of teachers and will also besubmitting this plan for their evaluation to the state byDecember 1, 2011.

Unique Circumstances• These teachers will be observed at least two times duringthe 2011-2012 school year and the tool will provide arigorous examination of their instructional practices.• More information will be shared with all impacted partiesas soon as the tool is available.• Administrators will receive additional training for both thealternate and adapted observation tools described above.

Student Growth Portionof the Evaluation• For the 2011-2012 school year, 50% of the teacherevaluation will be based on student growth data provided bythe state.• The student growth portion will be calculated using a valueadded model developed by the state.• For the 2011-2012 school year, the state provided a valueadded model that is based upon reading and mathematicsFCAT data.

Student Growth Portion of theEvaluation• The District is still receiving technical assistance regardingthis portion of the evaluation, as it is being developed bythe state.• The District has been assured that the state will developadditional value added models over the next few years.There is a link to the timeline for future value added modelsin subsequent years on the Teacher Evaluation segment ofthe District’s homepage.

Student Growth Portion of theEvaluation• We know that teachers teach classes of students who enterwith different levels of proficiency and possibly differentstudent characteristics.• Value-added models are designed to level the playing fieldby accounting for differences in the proficiency andcharacteristics of students assigned to teachers.

Student Growth Portion of theEvaluation• Value-added models are designed to mitigate the influenceof differences among entering classes.• The goal is that teachers will not have advantages ordisadvantages simply as a result of the students who attenda school and are assigned to a class.

Factors Accounted forin Value Added Formula Prior FCAT Scores Disability Status,Primary Exceptionality Number of EnrolledCourses (FCAT related) English LanguageLearner Status Attendance Mobility Difference in Modal Age Class Size Homogeneity of the TestScores in Class Gifted Status

Student Achievement Datafor Non-FCAT Teachers• The state has provided the value added formula based uponmathematics and reading FCAT scores for the 2011-2012school year.• Many teachers do not teach grade levels and/or subjects inwhich the reading/mathematics FCAT is administered.• School wide data will be used for the growth component ofthe 2011-2012 evaluation of these non-FCAT teachers.• Remember, the law requires the District to have a specificevaluations for each grade level and course by 2015.

Special Circumstances forItinerant Teachers• We are still negotiating with the Union on how todetermine the student growth portion of the evaluationfor employees that are assigned to more than one school.• As soon as more informationbecomes available, it willbe provided.

Value Added Model Percent Rangesfor 2011-2012 75-100% - Highly Effective 40-74% - Effective 20-39% -Needs Improvement/Developing 0-19% -Unsatisfactory

Overall/Summative EvaluationScore50% Instructional Practice Status Score+50% Student Growth Score=Overall/Summative Evaluation Score

Questions• Thank you for being here.• Our human resources are our most valuable asset andwe believe it is important to use this new process as acatalyst for helping you become the best teacher youcan be.• We understand that this is an important topic thatgreatly impacts all of our employees.

Questions• We are here to listen to you and to answer yourquestions.• Please remember that many of the components of thisevaluation process are dictated by state law.• Our Board and Superintendent will continue toadvocate for your needs to our lawmakers as we workthrough this implementation period.

Next Steps• Due to limited time today, we may not have been ableto answer all of the questions of the group.• If your question was not answered, please write it on anotecard provided at the table in the back, and we willensure you receive an answer.• Please feel free to contact the CommunicationsDepartment directly for follow-up.

Next Steps• We are here to work through this implementationperiod together and appreciate your service to ourDistrict.• We understand that many of these elements are outsideof the control of our District and outside of yourcontrol, especially during this first baseline year ofimplementation.

Next Steps,What You Can Do…• It is important to focus on what you can do to preparefor your evaluation.• Please take the time to review the rubrics for theInstructional Practices portion of the evaluation.

Next Steps,What You Can Do…• Maximize the efficiency of your pre and post observationsessions to share relevant information with your observer.• Seek advice about professional developmentopportunities aligned with your areas of need.• Ensure that you review your rosters to ensure that thestudents assigned to you are accurate. Your school doesthis on a regular basis, but you can help maintain theaccuracy of the data pulled from the state by keeping thisup to date.

Next Steps• Visit the District’s homepage , andclick on the link that says Teacher Evaluation to viewadditional resources.• We are here to work through this implementation periodtogether and to help you in every way possible.• Thank you for your service to our District!

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