connecticut state department of education1 a professional conversation with connecticut technical...

CONNECTICUT STATE DEPARTMENT OF EDUCATION 1

A Professional Conversation with

Connecticut Technical Educators


Outcomes

• Overview of SEED Evaluation and Support Model

• Exploration of Student Growth and Development (45%)

• Analysis of an SLO• Exploration of Teacher Performance and

Practice (40%)• Reveal Promising Practices

The Satisfactions of Teaching

How we teach is ultimately a reflection of why we teach~ Elliot Eisner

• Great ideas• Immortality• The Performance• Artistry• A Passion for Learning• Making a Difference

3

Connecticut State Department of Education

5CONNECTICUT STATE DEPARTMENT OF EDUCATION

When teachers succeed, students succeed.When teachers succeed, students succeed.

Research has proven that no school-level factor matters more to students’ success than high-quality

teachers and leaders.


…we need to define effective practice.

To support teachers…

…we need accurate, useful information about teachers’strengths and areas in need of development.

…we need to provide on-going opportunities for growth throughout the career continuum through effectiveprofessional learning and other types of support.

…we must develop systems for meaningful recognitionof accomplishment throughout the career continuum.


Teacher Evaluation Categories


ANNUAL TEACHER RATING

OUTCOME RATING

Teacher Evaluation Categories

PRACTICE RATING


Teacher Evaluation Process

Orientation on process Teacher reflection and goal-setting

Goal-setting conference

Review goals and

performance to date Mid-year conferenc

es

Teacher self-

assessment Scoring End-of-

year conference

Goal-Setting & Planning Mid-Year Check-in End-of-Year Review

By November 15, 2012 January/February 2013 By June 30, 2013*

*If state test data may have a significant impact on a final rating, a final rating may be revised by September 15 when state test data are available.


Why evaluation matters

• Supporting great educators– Key to developing, supporting and improving the effectiveness of educators as well as

recognizing the outstanding performance of our most effective teachers and leaders

• Teachers have a profound influence– An effective teacher can change the course of a student’s life. Research shows that one of the

most important school-based factors influencing a student’s achievement is the quality of his or her teacher.

• Focus on regular feedback– When the feedback is specific and actionable and delivered in a constructive, non-

confrontational manner, the individual comes away feeling valued and appreciated, which results in a higher level of satisfaction in their work – all of which contribute to higher quality academic performance.

• Multiple measures of effectiveness– To determine overall educator effectiveness, the Connecticut System for Educator Evaluation

considers four components: Professional Performance and Practice, Student Learning Outcomes, Parent or Peer Feedback and Whole-school or Student Feedback.

CONNECTICUT STATE DEPARTMENT OF EDUCATION

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Exploring Student Growth and Development (45%)


What are Student Learning Objectives?

A long-term academic goal • Broad statements about the knowledge and skills that students

will demonstrate as a result of instruction;

• Address the central purpose of the teacher’s assignment;

• Take into account baseline data on student performance;

• Pertain to a large proportion of a teacher’s students;

• Reflect content mastery or skill development; • Reflect attainable but ambitious goals for student learning; and

• Are measured by indicators of academic growth and development (IAGDs).


What are IAGDs? Measurements of student outcomes• Are based on results of assessments, which may

include standardized and non-standardized measures;• May require consultation with colleagues with more

expertise to determine appropriate measures and targets;

• Indicator statements for the teacher evaluation should follow SMART Goal language: Specific/Strategic, Measurable, Aligned/Attainable, Results-Oriented and Time-Bound; and

• There must be at least one IAGD per SLO.

SLO Process

SLO Phase1:Review

Data

SLO Phase 2:

Set goals forstudentlearning

SLO Phase 3:Monitorstudentsprogress

SLO Phase 4:

Assess studentoutcomes relative to

goals

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Principals that support effective SLOs

SLOs are most effective when they

fully support the goal of raising achievement

for all students

Informed by and help drive district

priorities

An integral part of an educator’s

practice

Encourages systematic and

strategic instructional decisions

Measures of student learning should be

fair and comparable across all educatorsRigorous and

ambitious SLOs used with data = higher

academic performance


Let’s work through an SLO…

Grade 12 –Pre-Engineering


Sample SLO-Grade 12 RoboticsStandards and Learning Content:Industry Standards:EIA-11M-R Students will develop the abilities to apply the design processEIA-10-I-L Students will understand troubleshooting, R&D, innovation and problem solving

CCSS:SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions with diverse

partners on grades 11-12 topics, texts and issues, building on others’ ideas and expressing their own clearly and expressively.

Student Learning Objective:Students will demonstrate an understanding of how to program robots and computers that control manufacturing automation, with an emphasis on the team approach to problem solving in a work environment.

Rationale: As students progress through this curriculum, they will build a foundation of knowledge

from which they will draw upon when given new tasks in their future careers. The industry requires employees to have all of the problem solving, critical thinking, and team effort skills that are embedded in this objective and the curriculum, and so I will be simultaneously preparing students to be career-ready.


So…What is Assessment?


Measuring student outcomes


Sources of Evidence for SLOCertification Tests: • Seniors are required to take certification tests in various content areas of the

curriculum. One of which is the ES-4 Digital Electronics Certification Test. In addition, beginning 2013-2014 students will be given a ES-5 Robotics and Automation Certification Test and a LEAN certification test which signifies training and knowledge in the evaluation of assembly line and manufacturing efficiency.

• The ES-4 Digital Electronics Certification Test is administered by our school

certification coordinator. In addition, the ES-5 Robotics/Automation Certification Test and the LEAN certification test will be given beginning in the 2013-2014 school year. The tests are scored by ISCET and RIMES and results of the certifications are sent to the students as well as the school directly from the national headquarters of ISCET and RIMES.


Sources of Evidence for SLO Senior Project:

• Students will complete a senior project, in which teams of students are presented with a real world problem in manufacturing engineering and the ROV (Remote Operated Vehicle) Industry and are required to program a robot or computer to address the problem. The project will be assessed on a rubric that is aligned to industry standards (4 domains). The rubric also includes a score for working as a member of a team and a score for successfully solving the problem.

• The Senior Projects will be presented the last month of school. Students will have 3 weeks of class time to work in their groups. Final presentations of their projects will take place the last week of class.

• The project and project rubric were developed in collaboration with another teacher of this same course in another district. The senior projects will be co-scored by me and a colleague of mine with a strong background in this content area.


Sample SLO-Grade 12 RoboticsBaseline Data: • 95% of graduating students who have taken the certification tests within the past 3

years have successfully passed. These same students had an average score of 75% on the senior project.

• After 4 weeks of introductory work with my current students, this group appears to have a strong set of foundational skills. There are two groups of students who have specific areas of weakness, but I do not believe any will require a corresponding target, but will merely need strategic supports throughout the year.

Group 1: Four of the students have lower math skills and will need additional explanation, re-teaching, or practice.

Group 2: Seven of the students struggle reading informational text and require comprehension strategies and vocabulary support

Indicator(s) of Academic Growth and Development (IAGD)A) Certification Tests: By June, all students 22/22 (100%) will successfully pass all of the certifications.

B) Senior Project: By June, all teams will score at least 24 points out of a total of 30 possible points (approx. 80%) on a rubric aligned to industry standards.


Effective assessment will…


Think, pair, share…

• What assessments are you currently using?

• Are those assessments measuring what you want them to measure?

• Are they useful?


SLO Approval SLO Development Guide

Do

es n

ot

meet

Meets

part

iall

y

Meets

or

exceed

s Teacher: Reviewer:

SLO Title: Grade: Date:

Content Area: School: SLO Focus Statement

What is the expectation for student improvement related to school improvement goals? SLO focus statement describes a broad goal for student learning and expected student improvement

Reflects high expectations for student improvement and aims for mastery of content or skill development

Is tied to the school improvement plan

Baseline – Trend Data What data were reviewed for this SLO? How does the data support the SLO?

Identifies source(s) of data about student performance, including pre-assessment, trend data, historical data, prior grades, feedback from parents and previous teachers, and other baseline data

Summarizes student data to demonstrate specific student need for the learning content tied to specific standards (including strengths and weaknesses)

Student Population Who are you going to include in this objective? Why is this target group/class selected?

Justifies why this class and/or targeted group was selected, as supported by data comparing the identified population of students to a broader context of students (i.e., other classes, previous year’s students, etc.) Describes characteristics of student population with numeric specificity including special needs relevant to the SLO (e.g., I have 6 English language learners, 4 students with reading disabilities…) Includes a large proportion of students including specific target groups where appropriate

Standards and Learning Content What are the standards connected to the learning content?

SLO is a goal for student learning that identifies big and core ideas, domains, knowledge, and/or skills students are expected to acquire for which baseline data indicate a need Aligns to specific applicable standards (Common Core, Connecticut, National or industry standards)

Interval of Instruction What is the time period that instruction for the learning content will occur?

Specifies start and stop dates which includes the majority of the course length

Assessments How will you measure the outcome of your SLO?

Identifies by specific name the pre-assessments, post-assessments, and/or performance measures Aligns most of the assessment items and/or rubric criteria to the learning content tightly Assessment or performance measure is designed to assess student learning objectively, fairly, and includes plans for consistent administration procedures Includes a majority of constructed-response items or performance tasks and requires higher order thinking skills Performance or outcome measures allow all students to demonstrate application of their knowledge/skills Indicates that there are clear answer keys, scoring guides, and/or rubrics for all assessment items or performance tasks

Indicators of Academic Growth and Development (IAGDs)/Growth Targets What are the quantitative targets that will demonstrate achievement of the SLO?

Sets individual or differentiated growth targets/IAGDs for a large proportion of students that are rigorous, attainable, and meet or exceed district expectations (rigorous targets reflect both greater depth of knowledge and complexity of thinking required for success) Baseline and trend data support established targets Growth targets are based on state test data where available

Instructional Strategies/Supports What methods will you use to accomplish this SLO? How will progress be monitored?

What professional learning/supports do you need to achieve this SLO?

Identifies and describes the key instructional strategies to be taken during instruction States how formative assessments will be used to guide instruction Identifies professional learning/supports needed to achieve the SLO Defines how each educator contributes to the overall learning content when more than one educator is involved in the SLO


Levels of PerformanceExemplary4

• Substantially exceeding indicators of performance

Proficient3

• Meeting indicators of performance

Developing2

• Meeting some indicators of performance but not others

Below Standard1

• Not meeting indicators of performance

Each district shall define effectiveness and ineffectiveness utilizing a pattern of summative ratings derived from the new evaluation system..

CONNECTICUT STATE DEPARTMENT OF EDUCATION

27

Exploring Teacher Performance and Practice (40%)

A Closer Look at Practice

Performance and Practice

• Comprehensive review of teaching practice

• Conducted through multiple observations

• Evaluated against a standards-based rubric

• Provide specific feedback to identify strong practice and areas for growth

• Tailored support

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Promising Practices• Structured dialogue

• Collaborative learning communities

• Complementary Observers/Peer Practice Coaches

• Job embedded professional learning

• Connections between research and practice

• Differentiated career pathway

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Teacher as Decision Maker

Reflection about one’s experiences is a cornerstone of professional competence (York-Barr, Sommers, Ghere & Montie, 2006)

• Content expertise to establish rationale for goal setting

• Collaborative reflective practice as a problem solving strategy

• Intentional collection of artifacts and documented experiences to support work (portfolios, parent/student feedback, professional organizations, enrichment programs etc.)


What is Your Contribution?

• Planning sequences• Student work portfolios• New learning related to your focus area(s)• Work as a cooperating/mentor teacher• Parent/Community outreachPrincipal Tip!Be discriminating about what you want to collect and share. Point to specifics as they relate to your professional practice and/or progress toward SLOs.



What are some additional sources of evidence for the 40%

Discuss possibilities at your table group…

Some final thoughts…

• Here and Now vs. Forward Thinking• Areas for Improvement/Areas for Growth• Shared responsibility for student growth• Feedback connected to professional learning

We must acknowledge the complexities and challenges while recognizing the potential!

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For additional information…

Visit: www.connecticutseed.org

Contact: Kim WachtelhausenEducator Effectiveness and Professional LearningCT State Department of [email protected]

http://www.connecticutseed.org/

mailto:[email protected]

connecticut state department of education1 a professional conversation with connecticut technical...

Documents

effective teachers

connecticut system

state test data

educator evaluation

effective practice

professional performance

highquality teachers

outstanding performance