3. National Context
DPI and Wisconsin educators are creating and
implementing teacher and principal evaluation
systems intended to identify specific strengths and
areas of growth, to empower educators to improve
their practice and, ultimately, improve student
outcomes.
-USDE
3
5. System Balance
Student Outcomes
Educator Practice
4.0
4.0
3.5
3.5
3.0
3.0
2.5
2.5
2.0
4.0
2.0
1.5
OR
3.6
0.5
0.0
1.8
1.0
0.5
0.2
0.2
1.5
1.0
0.2
0.2
0.0
1.8
Teachers
Aggregate Score on Rubric
SLOs
Value Added
District Choice
Principals
Graduation Rates or SW Reading
5
6. 2013 Edition of the FFT
Evaluation Instrument
• Research base
• Use in Wisconsin
• Alignment to
Common Core
6
7. “Teachers
previously identified
as more effective
caused students to
learn more. Groups
of teachers who had
been identified as
less effective caused
students to learn
less.”
7
8. Danielson Framework for Teaching
Domain 1: Planning and Preparation
Domain 2: Classroom Environment
1a Demonstrating Knowledge of Content &
Pedagogy
1b Demonstrating Knowledge of Students
1c Setting Instructional Outcomes
1d Demonstrating Knowledge of Resources
1e Designing Coherent Instruction
1f Designing Student Assessments
2a
2b
2c
2d
2e
Domain 4: Professional Responsibilities
Domain 3: Instruction
4a Reflecting on Teaching
4b Maintaining Accurate Records
4c Communicating with Families
4d Participating in Professional Community
4e Growing and Developing Professionally
4f Showing Professionalism
3a
3b
3c
3d
3e
Creating an Environment of Respect & Rapport
Establishing a Culture for Learning
Managing Classroom Procedures
Managing Student Behavior
Organizing Physical Space
Communicating with Students
Using Questioning & Discussion Techniques
Engaging Students in Learning
Using Assessment in Instruction
Demonstrating Flexibility & Responsiveness
8
9. Domain 1: Planning and Preparation
Domain 2: Classroom Environment
1a Demonstrating Knowledge of Content &
Pedagogy
1b Demonstrating Knowledge of Students
1c Setting Instructional Outcomes
1d Demonstrating Knowledge of Resources
1e Designing Coherent Instruction
1f Designing Student Assessments
2a
2b
2c
2d
2e
Domain 4: Professional Responsibilities
Domain 3: Instruction
4a Reflecting on Teaching
4b Maintaining Accurate Records
4c Communicating with Families
4d Participating in Professional Community
4e Growing and Developing Professionally
4f Showing Professionalism
3a
3b
3c
3d
3e
Creating an Environment of Respect & Rapport
Establishing a Culture for Learning
Managing Classroom Procedures
Managing Student Behavior
Organizing Physical Space
Communicating with Students
Using Questioning & Discussion Techniques
Engaging Students in Learning
Using Assessment in Instruction
Demonstrating Flexibility & Responsiveness
9
11. Letter to WI Educators
“A teacher evaluation system must do more than satisfy HR
accountability demands. A teacher evaluation system must serve
teachers as they strive to strengthen their practice in the
extraordinarily complex work of teaching. What this means is that
process matters: for teachers to derive the greatest benefit from
an evaluation process, they need to be engaged in self-‐assessment, reflection, and professional conversation.
11
12. Determine Professional Growth Needs
•
•
•
Self-assess practice using
Teacher Self-Rating Form
Reflection helps to focus
educators on necessary
strategies and supports
Guides and informs
Professional Practice Goals
(PPG)
12
16. Self-Assessment
1. Review the descriptions of practice within each
Level of Performance for each Component within
Domain 3 using the Framework for Teaching
Rubric.
2. Complete the Self-Assessment for Domain 3.
3. What is your area of strength?
4. Where can you grow?
16
17. Pilot Findings
• Teachers in the pilot consistently rated themselves
•
lowest and were rated lowest on components
associated with data and assessment literacy, such
as 3D.
Beyond the purposes of today, think about how
you can strengthen these practices.
17
19. Beginning of the Year:
EEP
•
•
•
Integrates Student Outcomes and
Practice
Two SMART Goals
• Student Learning Objectives
(SLO)
• Professional Practice Goals (PPG)
Find natural connections between
outcomes and practice in terms of
strategies and supports
19
20. Determine Student Needs
Review and Analyze Student Data
• Uncover student strengths
and identify areas where
academic growth is needed
• Identify populations of
students where need is
greatest
20
23. Professional Practice Goals (PPG)
Professional Practice Goals (PPG) are informed by
previous evaluator feedback, on-going selfreflection, and the Self-Rating Form to annually
focus on a specific area of professional growth.
Ultimately, these goals will help teachers continually
improve their instructional practice and positively
impact student learning.
23
24. Professional Practice Goals (PPG)
•Minimum of ONE PPG annually
•Can create TWO
Options:
•Two PPGs which each align to an SLO
•One PPG that aligns to both SLOs
•One PPG that aligns to one/both SLOs and one PPG that
does not
•One PPG that does not align to either SLOs
24
26. Practice:
Setting PPGs
1. Review Sample SLO
2. Review self-assessment of Domain 3
3. Consider prior feedback from evaluators or peers
4. Develop SMART goal (PPG) which will support
professional growth, as well as ability to meet
SLO.
Specific, Measurable, Attainable, Resultsbased, Time-bound
26
27. •
•
•
•
•
Formative Feedback:
Today and Beyond (Non-Rating Years)
Specific
Goal is focused on specific and key
areas of need
Measurable
An appropriate evidence source is
identified
Attainable
The goal is within the teacher’s control
Results-based
Progress toward the goal can be
monitored
Time-bound
There is a clear deadline for the goal
27
29. Beginning of the Year Review and
Approval Conference
• Evaluators must review and approve EEP
•
•
goals prior to conference
Evaluators and educators agree on EEP
goals
Evaluators and educators schedule
observations and other next steps
29
30. Pilot Findings
• What would you anticipate were the key
findings regarding the SLO/PPG process
within the pilot?
• What did pilot participants indicate was
required within the process?
30
31. “We do not learn from experience
…we learn from reflecting on
experience.”
John Dewey
31
32. Comprehensive Overview
Required Training Module Live
1.
2.
3.
4.
ee.dpi.wi.gov
Click “Resources” on left navigation bar
Click “Training Resources”
Click “Step 2: Overview Module”
32
By tables—give a domain; discuss whether there are any components within the domain you feel you do not currently practice—and/or that you would have to CREATE something special to have evidenceShare out
After you look at data and determine SLO, now a connection could be made to PPG.
After you look at data and determine SLO, now a connection could be made to PPG.
We hope your reflections on the day will help to guide and inform district work around the WI Educator Effectiveness System. Thank you.
