Educator Growth & Evaluation
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Transcript of Educator Growth & Evaluation
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Educator
Growth & Evaluation
Marshall Public Schools
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The goal of teacher evaluation
The ultimate goal of all teacher evaluation should be…
TO IMPROVE TEACHING AND
LEARNING
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Yet recognize individual needs of each teacher . . .
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To mutually agree to a teacher evaluation and peer review process that is designed to develop, improve, and support teachers and effective teaching practices and improve student learning and success.
Opportunity
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Pilot
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Key Elements of Teacher Evaluation in MN
Based on professional teaching standards 3 year review cycle (Summative Evaluation) Summative evaluation by a qualified & trained evaluator Individual Growth & Development Plan (Renewed every
3 years) Peer review process & opportunity to participate in PLC Longitudinal data on student engagement Portfolio option Student growth ~ Evidence of Student Learning (35%) Teacher improvement process Discipline for teachers not making adequate progress in
TIP (Teacher Improvement Plan/Process) Coordinated staff development with evaluation process
and outcome
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Considerations to meet statute
Summative evaluation by a qualified & trained evaluator MN teaching license
…at least one summative evaluation performed by a qualified and trained evaluator such as a school administrator.
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Considerations to meet statute
Based on professional teaching standards 8710.2000 Minnesota Administrative Rules (10 standards) Danielson, Marzano, etc.
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Annual evaluation framework Use of Charlotte Danielson model…
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Student Learning & Achievement
What is the intent of the statute?
Student learning is the main driver of an effective educator’s practices. A great teacher continually assesses student achievement against standards & uses results to modify their practice, to intervene when students struggle, and to differentiate.
Educator & summative evaluator should collaborate to decide if goals and data to measure are appropriate for their role and impact on students.
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35% Student Learning & Achievement
“must use data from valid and reliable assessments aligned to state and local academic standards and
must use state and local measures of student growth that may include value-added models or student learning goals to determine 35 percent of teacher
evaluation results”
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Considerations to meet statute
Student growth (35%) Student learning goals Marshall team – Divide 35% among:
District wide goal School improvement plan Personal goal
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Peer Review, Student Engagement & Individual Growth Plans
“…must establish a three-year professional review cycle for each teacher that includes an individual growth and development plan, a peer review process, the opportunity to participate in a professional learning community under paragraph (a), and at least one summative evaluation performed by a qualified and trained evaluator such as a school administrator. For the years when a tenured teacher is not evaluated by a qualified and trained evaluator, the teacher must be evaluated by a peer review;”
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Considerations to meet statute
Peer coaching process Consider best practices Consider observations of student engagement
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Who’s Engaged?
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Student Engagement
“must use longitudinal data on student engagement and connection, and other student outcome measures explicitly aligned with the elements of curriculum for which teachers are responsible”
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Considerations to meet statute Individual Growth & Development Plan
Goals based on self assessment, data, district & site goals, previous summative evaluations, etc.
May include student engagement data & peer review May align personal goals over a three year plan to
support the Growth and Development Plan attainment with evidence!
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Portfolio option
Possible option to e-portfolio to gather and retain evidence If submitted, considered as evidence in summative evaluation
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• 2c(11) “must give teachers not meeting professional teaching standards under clauses (3) through (10) support to improve through a teacher improvement process that includes established goals and timelines; and
• (12) “must discipline a teacher for not making a adequate progress in the teacher improvement process under clause (11) that may include a last chance warning, termination, discharge, nonrenewal, transfer to a different position, a leave of absence, or other discipline on school administrator determines if appropriate.”
Teacher Improvement Plan
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Considerations to meet statute
Coordinate staff development with evaluation process and outcome Need to continue training and staff development to
grow ~ both individually and collectively. Supports growth and development plan Ongoing staff development determined based on overall
results
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Putting it all together SSI team and subcommittee meeting Developing a framework and model Share key elements of plan and information
on process over next 3 months Goal – to present a evaluation tool and
instrument that can be considered by teaching staff in April and adopted by the Board in April
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Focus on our mission . . .Marshall Public Schools District
#413 develops the potential of each
learner for success in a changing world!
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Goal 1 – Improve student performance for all students.
Goal 2 – Improve constituent satisfaction.
Goal 3 – Commit to ongoing and continuous employee development.
Goal 4 – Align support systems throughout the district to provide optimal learning environments and experiences.
Goal 5 – Improve and maintain fiscal stability, accountability, and alignment.
And, our mission in action
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Question and
Answer Time
What are your thoughts, questions, reactions, and concerns?
Please share thoughts and questions at upcoming staff meeting with building principal and SSI rep.
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Marshall Schools - 27
OR, contact information
Dr. Klint Willert ~ Superintendent of Schools
401 South Saratoga Street
Marshall, MN 56258
(507)-537-6924