Educator Effectiveness Principal Quality Standards Expert Office Hours
Educator Effectiveness Principal Quality Standards Expert Office Hours Colorado Department of Education, Dept. of Higher Education and Educator Effectiveness Fall 2013 Goals Students Successful students Prepare students to thrive in their education and in a globally competitive workforce. Ensure every student is on track to graduate postsecondary and workforce ready. Increase achievement for all students and close achievement gaps. Ensure students graduate ready for success in postsecondary education and the workforce. Increase national and international competitiveness for all students.
Great teachers and leaders Educators Ensure effective educators for every student and effective leaders for every school and district. Increase and support the effectiveness of all educators. Optimize the preparation, retention, and effectiveness of new educators. Eliminate the educator equity gap. Outstanding schools and districts Schools/ Districts State Build the capacity of schools and districts to meet the needs of Colorado students and their families. Increase school and district performance.
Turnaround the states lowest performing districts and schools. Foster innovation and expand access to a rich array of high quality school choices for students. Best education system in the nation Build the best education system in the nation. Lead the nation in policy, innovation, and positive outcomes for students. Operate with excellence, efficiency, and effectiveness to become the best SEA in the nation. Attract and retain outstanding talent to CDE. Its important because... out of 178 school districts and 12 BOCES 160 districts/12 BOCES are using the State Model System for teachers and principals 10 districts are using a hybrid system that includes the State Model for evaluating teachers OR principals and a local system for the other group 7 districts have developed their own evaluation systems for teachers and principals For more information: http://
www.cde.state.co.us/educatoreffectiveness/sb-assurances Expert Office Hours Objectives By the end of this session, you will: be aware of the 2013 updates to the principal rubric in the State Model System. gain additional familiarity with the Principal Quality Standards be able to use recent pilot data to determine courses that might offer support for Colorado leaders Agenda Updates and changes to the Colorado Teacher Rubric Professional practices Scoring
Data from the pilots Collaborative planning and design Share Out Revised Principal Rubric Whats changed in the rubric as a result of feedback from the field? The current rubric has been shortened in response to feedback from nearly all participants that it felt overwhelming and intimidating due to its size. The language of the professional practices has been made more specific in order to be clearer and more concise in setting performance expectations. Redundancies have been eliminated. The lowest category on the rubric has been changed to Basic. Rubric Structure and Rating Level Focus
O F E B Not evident. This describes practices of a teacher who does not meet state performance standards and is not making progress toward meeting them. The focus of Partially Proficient and Proficient levels is what teachers do on a day to day basis to achieve state performance standards and assure that students are achieving at expected
levels. E R The focus of Accomplished and Exemplary ratings shifts to the impact of the teachers practices on student outcomes. Rubric Structure and Rating Level Focus The focus of the Basic rating is the educator whose performance does not meet state quality standards. The educator rated as Basic is typically performing at a foundational level. Every
educator is expected to perform Basic professional practices in their day-to-day work. W O N The focus of Partially Proficient and Proficient levels is what educators do on a day-to-day basis to achieve state performance standards and assure that students are achieving at expected levels. The focus of Accomplished and Exemplary ratings shifts to the outcomes of the educators practices, including expectations for staff, students, parents and community
members, as a result of practices exhibited under rating levels 2 and 3. Understanding the Scoring Business Rule Look for the first unchecked professional practice. Move one column back to identify the rating for the element. Definition of Principal Effectiveness Effective Principals in the state of Colorado are responsible for the collective success of their schools, including the learning, growth and achievement of both students and staff. As schools primary instructional leaders, effective Principals enable critical discourse and data-driven
reflection about curriculum, assessment, instruction, and student progress, and create structures to facilitate improvement. Effective Principals are adept at creating systems that maximize the utilization of resources and human capital, foster collaboration, and facilitate constructive change. By creating a common vision and articulating shared values, effective Principals lead and manage their schools in a manner that supports schools ability to promote equity and to continually improve their positive impact on students and families. STATE COUNCIL FOR EDUCATOR EFFECTIVENESS Framework for System to Evaluate Principals Definition of Principal Effectiveness Quality Standards I. Strategy II. Instruction
III. Culture IV. Human Resources 50% Professional Practice Standards Number and Percentage Other Measures of Teachers Aligned with CDE Guidelines V. Management Weighting: How Much Does Each Standard Count Towards Overall Performance?
School Performance Framework Guidelines Performance Standards Partially Effective VII. Student Growth 50% Student Growth Measures Weighting: Scoring Framework: How Do Measures of Quality Standards Result in a Determination of Individual Performance? Ineffective
VI. External Development Effective Highly Effective Other Measures Aligned with CDE Definition of Teacher Effectiveness Effective teachers in the state of Colorado have the knowledge, ski lls, and commit ments needed to provide excellent and equitable l earning opport uni ties and growt h for al l students. They
stri ve to support growth and development, close achievement gaps and to prepare diverse student populations for postsecondary and workforce success. Effective teachers facilitate master y of content and skil l devel opment, and employ and adjust evidence-based strategi es and approaches for students who are not achi eving mastery and students who need acceleration. They also devel op in students the ski lls, interests and abili ties necessar y to be lifelong learners, as well as for democratic and civic partici pation. Effective teachers communicate high expectations to students and their fami lies and utilize diverse strategies to engage them in a mutually supportive teaching and l earning environment. Because effective teachers understand that t he work of ensuring meaningful learning opportuni ties for all st udents cannot happen i n isolation, t hey engage in col laboration, continuous reflection, on-going learning and leadership wi thin the professi on. STATE COUNCIL FOR EDUCATOR EFFECTIVENESS
Framework for System to Evaluate Teachers Definition of Teacher Effectiveness Quality Standards I. Know Content II. Establish Environment III. Facilitate Learning 50% Professional Practice Standards Observations of Other Measures Teaching Aligned with CDE Guidelines
IV. Reflect on Practice Weighting: How Much Does Each Standard Count Towards Overall Performance? State Other Assessments Other Measures Summative for Non-tested Aligned with Assessments Areas CDE Guidelines Match of test to teaching assignments
Performance Standards Partially Effective VI. Student Growth 50% Student Growth Measures Weighting: Scoring Framework: How Do Measures of Quality Standards Result in a Determination of Individual Performance? Ineffective V. Demonstrate Leadership Effective
Appeals Process Highly Effective Principal and Teacher Quality Standards Principal Standards Teacher Standards What did you notice about the alignment between the Principal and Teacher standards? Principal Effectiveness Turn and Talk What courses do you offer to support new principals in meeting the characteristics of an effective leader? Are there any areas within the Principal Quality Standards that you might want to consider in
designing new courses? Principal Pilot Data What does our pilot data tell us about support needed in the field? Summary of Highest Rated Principal Elements Highest Rated Standard Standard 5: Principals Demonstrate Managerial Leadership Summary of Highest Rated Principal Elements Highest Rated Elements Element 5b: Conflict Management and Reso lutio n: Pri ncipals proactivel y and
efficiently manage t he complexity of human interactions and relationships, incl uding those among and between parents/guardians, student s and staff. Element 4a : Professional Develo pment/Learning Communities: Principals ensure that the school is a professional learni ng community that provides opportunities for collaboration, fosters Teacher l earning and develops Teacher leaders in a manner that is consistent wit h local structures, contracts, policies and strategic pl ans. Element 2b: Instructional Time: Pri ncipals create processes and schedules which maximize instructional, coll aborative and preparation time. Element 5f: Ensuring an Orderly a nd Suppo rtive Environment: Principals ensure that the school provides an orderly and supportive environment that fosters a climate of safety, respect, and wel l-bei ng. Element 3b: Commitment to the Whole Child: Princi pals promote the cognitive, physical, social and emotional healt h, growth and skil l development of ever y student.
Summary of Lowest Rated Principal Elements Lowest Rated Standards Standard 2: Principals Demonstrate Instructional Leadership Standard 6: Principals Demonstrate External Development Leadership Summary of Lowest Rated Principal Elements Lowest Rated Elements E l e m e nt 2 c : I m p l e m e n ti n g H i g h - q u a l i t y I n s t r u c tio n : P r i n c i p a l s s u p p o r t Te a ch e rs
t h ro u g h o n go i n g , a c ti o n a b l e fe e d b a c k a n d n e e d s - b a s e d p ro fe s s i o n a l d e ve l o p m e n t to e n s u re t h at r i go ro u s , re l e va nt a n d e v i d e n c e - b a s e d i n st r u c ti o n a n d a u t h e nti c l e a r n i n g ex p e r i e n c e s m e e t t h e n e e d s o f a l l st u d e nt s a n d a re a l i g n e d a c ro s s P- 20 . E l e m e nt 2 d : H i g h E x p e c ta ti o n s fo r a l l S t u d e n t s : P r i n c i p a l s h o l d a l l st aff a c co u nt a b l e fo r s e tti n g a n d a c h i e v i n g r i g o ro u s p e r fo r m a n c e go a l s fo r a l l st u d e nt s , a n d e m p o w e r staff t o a c h i e ve t h e s e g o a l s a c ro s s c o nte nt a re a s . E l e m e nt 1 b : S c h o o l P l a n : P r i n c i p a l s e n s u re t h at a p l a n i s i n p l a c e t h at s u p p o r t s i m p ro v e d a c a d e m i c a c h i e v e m e nt a n d d e v e l o p m e nta l o u tc o m e s fo r a l l st u d e nt s , a n d p ro v i d e s fo r d at a - b a s e d p ro g re s s m o n i t o r i n g . E l e m e nt 2 e : I n st r u c ti o n a l P ra c ti c e s : P r i n c i p a l s d e m o n st ra te a r i c h k n o w l e d ge o f effe c ti ve i n st r u c ti o n a l p ra c ti c e s , a s i d e nti fi e d b y re s e a rc h o n b e st p ra c ti ce s , i n o rd e r t o s u p p o r t a n d g u i d e Te a c h e rs i n d a ta - b a s e d d e c i s i o n m a k i n g re ga rd i n g effe cti v e p ra c ti ce s t o m ax i m i ze st u d e nt s u cc e s s . E l e m e nt 6 a ( ti e ) : Fa m i l y a n d C o m m u n i t y I nvo l ve m e nt a n d O u t re a c h : P r i n c i p a l s d e s i g n
a n d /o r u ti l i ze st r u c t u re s a n d p ro c e s s e s w h i c h re s u l t i n fa m i l y a n d c o m m u n i t y e n ga ge m e nt , s u p p o r t a n d o w n e rs h i p fo r t h e s c h o o l . E l e m e nt 5 a ( ti e ) : S c h o o l Re s o u rc e s a n d B u d get : P r i n c i p a l s e st a b l i s h syste m s fo r m a rs h a l i n g a l l ava i l a b l e s c h o o l re s o u rce s t o fa ci l i tat e t h e wo r k t h at n e e d s t o b e d o n e t o i m p ro ve st u d e nt l e a r n i n g , a c a d e m i c a c h i e ve m e nt a n d o v e ra l l h e a l t hy d e ve l o p m e nt fo r a l l st u d e nt s . Principal Effectiveness Turn and Talk What courses do you currently have in place that might address these areas of need? Are there any areas that you might want to consider in designing new courses? What questions do you have? Resources Available Additional Communication
CDE Educator Effectiveness e-newsletter http://www.cde.state.co.us/scripts/communications/EE Newsletter.asp Stay informed by signing up for this monthly newsletter Contact Us EE Leadership Katy Anthes: Executive Director [email protected] Toby King: Director [email protected] Colleen ONeil: Director Communications Amy Skinner: Director [email protected] Katie Lams [email protected]
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