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2. Assist districts to successfully
recruit, hire, support, assess /
evaluate and retain effective
teachers and leaders.
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3. 3

4. We collaborated with National Experts:
Heritage professor in the Educational Policy,
Planning, and Leadership Area at the College
of William and Mary, Williamsburg, Virginia.
James Stronge and Associates, LLC
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share the research,
frame the project,
facilitate the design teams,
deliver the handbooks,
develop training materials, and
provide the first wave of trainings
CESA 6 has “restricted copyright” for all districts in Wisconsin
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5. Wisconsin Act 166 – March 15, 2012
Equal weight:
50% on effective practice
50% will be based on student outcomes.
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6. Created a system that focuses on a balance between:
PROCESS
Practices
Behaviors
Knowledge & Skills
Strategies
PRODUCT
Student Achievement
Growth & Attainment
• Assures accountability of both teachers &
evaluators
• Provide standards-based, performance-driven
professional development
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7. CESA EP:
A State Approved Equivalency
Process… for the Educator
PRACTICES
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8. The Vision….
The OVERARCHING VISION of the CESA 6 Effectiveness Project©
is to increase student achievement by insuring there is
 an effective teacher in every classroom,
 an effective leader in every school, and
 an effective educational system in every community.
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9. The Goals …
Increase educator effectiveness
Increase resource efficiency
Insure system sustainability and fidelity
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10. The Core Beliefs….
The CESA 6 Effectiveness Project© is:
research-based
designed around multiple measures of
evidence
standards-driven
customizable to accommodate
district culture and initiatives
feasible (focused, not
cumbersome)
consistent in format across all
levels of performance evaluation
designed, implemented, monitored and
revised in partnership with the educational
leaders
supported by a high quality, web-  equivalent to the Wisconsin Educator
based data management system
Effectiveness Framework per requirements
of Act 166. (Application due April 19, 2013 –
Approval by June 15, 2013)
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11. Components of a Comprehensive Evaluation System
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12. A Multi-tiered Professional
Evaluation System for Educators
Note: Superintendent and Central Office Evaluation
Systems on deck for design - Spring 2014
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13. CESA 6 Effectiveness Project
Performance Evaluation System
Effectiveness is the goal.
Evaluation is merely the means.
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14. Teacher Performance Standards
1. Professional Knowledge
The teacher demonstrates an understanding of the curriculum, subject content, and diverse needs of
students by providing meaningful learning experiences.
2. Instructional Planning
The teacher effectively plans using the approved curriculum, instructional strategies, resources, and
data to meet the needs of all students.
3. Instructional Delivery
The teacher effectively engages students in learning by using a variety of instructional strategies in order
to meet individual learning needs.
4. Assessment of/for Learning
The teacher systematically gathers, analyzes, and uses relevant data to measure student progress,
guide instructional content and delivery methods, and provide timely feedback to both students, parents,
and stakeholders.
5. Learning Environment
The teacher uses resources, routines, and procedures to provide a respectful, safe, positive, studentcentered environment that is conducive to student engagement and learning.
6. Professionalism
The teacher demonstrates behavior consistent with legal, ethical, and professional standards,
contributes to the profession, and engages in professional growth that results in improved student
learning.
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15. Educational Specialist Performance
Standards
1. Professional Knowledge
The educational specialist uses professional knowledge to address the needs of the target learning
community while demonstrating respect for individual differences, cultures, and learning needs.
2. Communication and Collaboration
The educational specialist communicates and collaborates effectively with learners, families, staff, and the
community to promote student learning and well-being.
3. Assessment
The educational specialist gathers, analyzes, and uses data to determine learner/program needs, measure
learner/program progress, guide instruction and intervention, and provide timely feedback to learners,
families, staff, and community.
4. Program Planning and Management
The educational specialist effectively plans, coordinates, and manages programs and services consistent with
established guidelines, policies, and procedures.
5. Program Delivery
The educational specialist uses professional knowledge to implement a variety of services for the targeted
learning community.
6. Professionalism
The educational specialist demonstrates behavior consistent with legal, ethical, and professional standards,
contributes to the profession, and engages in professional growth.
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16. School Administrator Performance Standards
1. Leadership for Student Learning
The school administrator drives the success of each learner through collaborative
implementation of a shared vision of teaching and learning that leads to student academic
progress and school improvement.
2. School Climate
The school administrator fosters the success of all students by advocating, developing,
nurturing, and sustaining a safe, positive, and academically engaging school climate.
3. Organizational Management
The school administrator fosters the success of all students by supporting, managing, and
overseeing the school’s organization, operation, and use of resources.
4. Human Resources Management
The school administrator provides effective leadership in the area of human resources by
assisting with selection and induction, and by supporting, developing, evaluating, and retaining
quality instructional and support personnel.
5. Communication and Community Relations
The school administrator fosters the success of all students by effectively communicating,
collaborating, and engaging stakeholders to promote understanding, support, and continuous
improvement of the school’s programs and services aligned with the school’s vision.
6. Professionalism
The school administrator fosters the success of all students by demonstrating behavior
consistent with legal, ethical, and professional standards, engaging in continuous professional
development, and contributing to the profession.
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17. Main Components
Performance
Standard
Standard 2: Instructional Planning
The teacher effectively plans using the approved curriculum, instructional strategies, resources, and data
to meet the needs of all students.
Sample Performance Indicators
Performance
Indicators
Examples may include, but are not limited to:
The teacher:
2.1 Align lesson objectives to approved curriculum using student learning data to guide planning.
2.2 Plans accordingly for pacing, sequencing content coverage, transitions, and application of
knowledge.
2.3 Plans for differentiated instruction.
2.4 Develops appropriate long- and short-range plans, and adapts plans when needed.
Performance
Appraisal
2.5 Uses resources, including technology, to effectively communicate with stakeholders
Rubric
regarding curriculum shared in their classrooms.
Distinguished
Effective
In addition to meeting the
Requirements for Effective …
Effective is the expected
level of performance.
The teacher actively seeks
and uses alternative data and
resources, and regularly
differentiates plans and
modifies instruction to meet
the needs of all students.
The teacher plans using the
approved curriculum,
instructional strategies,
resources, and data to meet
the needs of all students.
Developing
Needs Improvement
The teacher inconsistently
uses the curriculum, effective
strategies, resources, or data
in planning to meet the needs
of all students.
Unacceptable
The teacher does not plan, or
plans without adequately
using the curriculum, or
without using effective
strategies, resources, or data
to meet the needs of all
students.
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18. Sample Summative Evaluation Form
(abbreviated)
Distinguished
Effective
In addition to meeting the
requirements for Effective…
Effective is the expected level of
performance.
The teacher
consistently
demonstrates
extensive content
and pedagogical
knowledge,
regularly enriches
the curriculum, and
guides others in
enriching the
curriculum.
The teacher
demonstrates an
understanding of the
curriculum, subject
content, and diverse
needs of students by
providing
meaningful learning
experiences.
Developing
/Needs Improvement
The teacher
inconsistently
demonstrates an
understanding of
curriculum, subject
content, and student
needs, or lacks
fluidity in using the
knowledge in
practice.
Unacceptable
The teacher
inadequately
demonstrates an
understanding of
curriculum, subject
content, and student
needs, or does not
use the knowledge
in practice.
Evidence:
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19. Terms used in Rating Scale
Category
Description
Definition
Distinguished
The teacher maintains
performance, accomplishments,
and behaviors that consistently
surpass the established standard.
• Sustains high performance over period of time
• Behaviors have strong positive impact on
learners and school climate
• May serve as role model to others
Effective
The teacher meets the standard in
a manner that is consistent with
the school’s mission and goals.
• Meets the requirements contained in job
description as expressed in evaluation criteria
• Behaviors have positive impact on learners and
school climate
• Willing to learn and apply new skills
Developing/
Needs
Improvement
The teacher is inconsistent in
meeting standards and/or in
working toward the school’s
missions and goals.
• Requires support in meeting the standards
• Results in less than quality work performance
• Leads to areas for teacher improvement being
jointly identified and planned between teacher
and evaluator
Unacceptable
The teacher consistently performs
below the established standards
or in a manner that is inconsistent
with the school’s missions and
goals.
• Does not meet requirements contained in job
description as expressed in evaluation criteria
• Results in minimal student learning
• May contribute to recommendation for teacher
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not being considered for continued employment

20. Multiple Data Sources
1.Observations
2. Surveys
3.Goal Setting
4.Artifacts in a Documentation Log
5.Self Reflections
Teacher /Educ. Specialist Evaluation
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21. 50
PRACTICE
 Observations
 Surveys
 Teacher Artifacts in
Documentation Log
 Self Assessments
 Write Professional
Goals (2/year)
Use: Performance
Standards and Indicators
:
50
OUTCOMES
 Write Student Learning
Objectives (SLO)
(2/ year)
Use: Student Data

22. Roles and Responsibilities
Evaluatees:
Teachers, Ed. Specs &
School Administrators
Evaluators :
Work collaboratively and reflectively with
evaluators and provide evidence of their
effective practices
Implement evaluation process for
teachers, educational specialists & school
Internal or External
admins . with fidelity. Evaluators support
evaluatees.
EPICs: Provide implementation support to both &
evaluators and evaluatees – Teacher trainings
Internal or
OASYS
External
Evaluators:
CESA Liaison:
CESA TOTs:
16 hours of district-level support per year –
Configuration, OASYS, Audit
Regional CESA s provide Effectiveness Project©
trainings for regional districts
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23. The Effectiveness Project©
Training and Annual PD Overview
Initial Year training for Evaluators:
Systems Training - REQUIRED (3 Days)
•2 days INITIAL TRAINING: TPES, ESPES,
SAPES, and MLP – OASYS.
•1 day Connecting the 50:50 (Goals/SLOs)
Initial and Annual F2F Calibration
Inter-rater Reliability Training and Prep for
ELEVATE ASSESSMENT… REQUIRED (2 Days)
School Administrators / Directors:
•1 day Formative (Dec/Jan) (Teachers & ES)
•1 day Summative (April/May) (Teachers & ES)
Additional EPIC Trainings
(4 Days)
Topic Options:
•OASYS support & resources
•Coaching techniques
•Assessment literacy
•SLO training & support
•Data analysis & PD Planning
•Others as determined by
survey of EPIC needs
Superintendents:
•1 day Formative (Dec/Jan) (School Admin)
•1 day Summative (April/May) (School Admin)
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24. We Established a Relationship with:
MyLearningPlan® OASYSSM, a web-based Observation and Appraisal Management System,
offers district leaders Fast and Easy scheduling, managing, completing, and reporting of all
components of the evaluation process for teachers, principals, administrators and noninstructional staff, including:
• Classroom observations
• Informal walkthroughs
• Self-reflective assessments
• Student learning objectives
• Student growth data
• Portfolio evaluation
• Individual or team action research
• Any custom components
• MyLearningPlan OASYS is iPad™, iPod
Touch™, iPhone™ & Android™ compatible.
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25. MyLearningPlanOASYS
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