Alaska Educator Evaluation Overview in Yukon Koyukuk School District

Alaska Educator Evaluation Overview Yukon Koyukuk School District

Quick Facts Piloting a new system this year. Full implementation in 2015-16 Based on the Danielson Framework Evaluation will be on 12 specific Danielson components Data points will not be included until next year.

Quick Thoughts The new system will be more about coaching than evaluation coaching than evaluation The quality of the coaching conversations is the lynch pin of the system Feedback is the breakfast of champions Expectations will be clear The new system will appear complex and daunting and will produce anxiety. Clear Communication, collaboration and our experience will overcome this

Danielson Framework Each teacher has a copy of Enhancing Professional Practice Book Study on the 12 components During Chane s Collaboration Wednesdays 1 Framework 4 Domains 12 Components

YKSD Danielson Component Card YKSD? Danielson? Component? Card? ? Domain? 2? CLASSROOM? Domain? 1? PLANNING? AND? ? ? ? ? ? ? ? ? ? ? ? ? ? PREPARATION? ? 1c? ? ? Setting? Instructional? Outcomes? 1e?Designing? Coherent? Instruction? 1f? Designing? Student? Assessments? ? ENVIRONMENT? 2a? ? ? Creating? an? Environment? of? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Respect? and? Rapport? 2c? Managing? Classroom? Procedures? 2d?Managing? Student? Behavior? ? Domain? 3? INSTRUCTION? ? 3c? Engaging? Students? in? Learning? 3d?Using? Assessments? in? Instruction? 3e?Demonstrating? Flexibility? and? Responsiveness? ? Domain? 4? ? PROFESSIONAL? RESPONSIBIITES?? 4b? ? ? Maintaining? Accurate? Records? 4c? Communicating? with? Families? 4f? Showing? Professionalism? ? ?

YKSD Danielson Smart Card YKSD% Danielson% Smart% Card% PLANNING'AND'PREPARATION'' 1c''''''''Setting'Instructional'Outcomes' Value,% sequence,% and% alignment% Clarity% Balance% Suitability% for% diverse% learners% 1e' Designing'Coherent'Instruction' Learning% activities% Instructional% materials% and% resources% Instructional% groups% Lesson% and% unit% structure% 1f' Designing'Student'Assessments' Congruence% with% outcomes% Criteria% and% standards% Formative% assessments% Use% for% planning% PROFESSIONAL'RESPONSIBIITES' 4b''''''''Maintaining'Accurate'Records' Student% completion% of% assignments% Student% progress% in% learning% NonG instructional% records% 4c' Communicating'with'Families' About% instructional% program% About% individual% students% Engagement% of% families% in% instructional% program% 4f' Showing'Professionalism' Integrity% /% ethical% conduct% Service% to% students% Advocacy% Decision% making% Compliance% with% school% /% district% regulations% CLASSROOM'ENVIRONMENT' 2a''''''''Creating'an'Environment'of'Respect'and'Rapport' Teacher% interaction% with% students% Student% interaction% with% students% 2c' Managing'Classroom'Procedures' Instructional% groups% Transitions% Materials% and% supplies% NonG instructional% duties% Supervision% of% volunteer% and% paraprofessionals% % 2d' Managing'Student'Behavior' Expectations% Monitoring% behavior% Response% to% misbehavior% % % ' INSTRUCTION' 3c' Engaging'Students'in'Learning' Activities% and% assignments% Student% groups% Instructional% materials% and% resources% Structure% and% pacing% 3d' Using'Assessments'in'Instruction' Assessment% criteria% Monitoring% of% student% learning% Feedback% to% students% Student% self% assessment% and% monitoring% 3e' Demonstrating'Flexibility'and'Responsiveness' Lesson% Adjustment% Response% to% students% Persistence%

Each of the 12 Components has a rubric of clear expectations ? DOMAIN? 3:? INSTRUCTION? 3C-ENGAGING? STUDENTS? IN? LEARNING? Elements:? Activities? and? assignments,? Student? groups,? Instructional? materials? and? resources,? Structure? and? pacing? ? ? L E V E L ? O F ? P E R F O R M A N C E ? ELEMENT? UNSATISFACTORY? BASIC? Activities? and? assignments? ? students ? age? or? background.? Students? are? not? mentally? engaged? in? them.? Evidence:? ? ? Grouping? of? students? ? inappropriate? to? the? students? or? to? the? instructional? outcomes.? ? lesson.? Evidence:? ? ? Instructional? materials? and? resources? ? or? do? not? engage? students? mentally.? ? them.? Evidence:? ? ? ? Structure? and? Pacing? ? ? ? slow? or? rushed,? or? both.? ? of? the? lesson? is? inconsistent.? Evidence:? ? ? PROFICIENT? Most? activities? and? assignments? are? appropriate? to? students,? and? almost? all? students? are? cognitively? engaged? in? exploring? content.? ? EXEMPLARY? All? students? are? cognitively? engaged? in? the? activities? and? assignments? in? their? exploration? of? content.? Students? initiate? or? adapt? activities? and? projects? to? enhance? their? understanding.? Activities? and? assignments? are? inappropriate? for? Activities? and? assignments? are? appropriate? to? some? students? and? engage? them? mentally,? but? others? are? not? engaged.? ? ? Instructional? groups? are? productive? and? fully? appropriate? to? the? students? or? to? the? instructional? purposes? of? the? lesson.? ? Instructional? groups? are? productive? and? fully? appropriate? to? the? students? or? to? the? instructional? purposes? of? the? lesson.? Students? take? the? initiative? to? influence? the? formation? or? adjustment? of? instructional? groups.? ? Instructional? materials? and? resources? are? suitable? to? the? instructional? purposes? and? engage? students? mentally.? Students? initiate? the? choice,? adaptation,? or? creation? of? materials? to? enhance? their? learning.? ? The? lesson s? structure? is? highly? coherent,? allowing? for? reflection? and? closure.? Pacing? of? the? lesson? is? appropriate? for? all? students.? Grouping? of? students? Instructional? groups? are? Instructional? groups? are? only? partially? appropriate? to? the? students? or? only? moderately? successful? in? advancing? the? instructional? outcomes? of? the? ? Instructional? materials? and? resources? are? suitable? to? the? instructional? purposes? and? engage? students? mentally.? Instructional? materials? and? resources? are? unsuitable? to? the? instructional? purposes? Instructional? materials? and? resources? are? only? partially? suitable? to? the? instructional? purposes,? or? students? are? only? partially? mentally? engaged? with? ? The? lesson? has? a? clearly? defined? structure? around? which? the? activities? are? organized.? Pacing? of? the? lesson? is? generally? appropriate.? ? The? lesson? has? no? clearly? defined? structure,? or? the? pace? of? the? lesson? is? too? The? lesson? has? a? recognizable? structure,? although? it? is? not? uniformly? maintained? throughout? the? lesson.? Pacing? ?

Teachers will use these 12 components to: Complete the self reflections Set instructional goals for the school year Know exactly what is expected of them regarding instruction.

Instructional Goals Collaborative? Goal? Setting? Teacher? Name? ____________________________________________? ? School? _______________________________________? PLANNING?AND?PREPARATION? 1c?????Setting?Instructional?Outcomes? Value,? sequence? and? alignment? Clarity? Balance? Suitability? for? diverse? learners? 1e?????Designing?Coherent?Instruction? Learning? activities? Instructional? materials? and? resources? Instructional? groups? Lesson? and? unit? structure? 1f?????Designing?Student?Assessments? Congruence? with? outcomes? Criteria? and? standards? Formative? assessments? Use? for? planning? ? PROFESSIONAL?RESPONSIBILITIES? 4b?????Maintaining?Accurate?Records? Student? completion? of? assignments? Student? progress? in? learning? Non-instructional? records? 4c?????Communicating?with?Families? About? instructional? program? About? individual? students? Engagement? of? families? in? instructional? program? 4f?????Showing?Professionalism? Integrity? /? ethical? conduct? Service? to? students? Advocacy? Decision? making? Compliance? with? school? /? district? regulations? ? CLASSROOM?ENVIRONMENT? 2a????Creating?an?Environment?of?Respect?and?Rapport? Teacher? interaction? with? students? Student? interaction? with? students? 2c????Managing?Classroom?Procedures? Instructional? groups? Transitions? Materials? and? suppliers? Non-instructional? duties? Supervision? of? volunteers? and? paraprofessionals? 2d?????Managing?Student?Behavior? Expectations? Monitoring? behavior? Response? to? misbehavior? ? INSTRUCTION? 3c????Engaging?Students?in?Learning? Activities? and? assignments? Student? groups? Instructional? materials? and? resources? Structure? and? pacing? 3d????Using?Assessments?in?Instruction? Assessment? criteria? Monitoring? of? student? learning? Feedback? to? students? Student? self? assessment? and? monitoring? 3e?????Demonstrating?Flexibility?an?Responsiveness? Lesson? adjustment? Response? to? students? Persistence? ? Component? Element? ? ? ? ? ? ? ? ? ? Goal? Evidence?of?Completion? Timeline? ? ? ? ? ? ? ? ? ? ? June? 2014?

Yukon? Koyukuk? School? District? Evaluation? Timeline? ? Month? Deadlines? Weekly? (per? teacher)? Semester?? (per? teacher)? First? Semester? ? minimum? of? 2? classroom? observations? ? (one? per? quarter)? ? one? will? be? an? in? person? observation? and? one? in- house? video? recorded? observation? with? coaching? feedback? within? 48? hours? of? each? observation? (by? November? 30)? ? Yearly? August? Staff? training? in? Evaluation? Process? by? Principal? at? site? in-service?day? September? ? ? 1? Five? Minute? Walk? Through? observation? via? Observe4Success? Formal? Evaluation? (Pre? and? Post? Conference? required);? and? Summary? form? completed? by? February? 15? 1? Five? Minute? Walk? Through? observation? via? Observe4Success? 1? Five? Minute? Walk? Through? observation? via? Observe4Success? By?Oct.?1? ? Complete? Self- evaluation? and? Goal? setting? conferences? November? By?Nov.?30? ? Complete? one? in? person? observation? and? one? video? observation? with? feedback.? December? ? October? 1? Five? Minute? Walk? Through? observation? via? Observe4Success? 1? Five? Minute? Walk? Through? observation? via? Observe4Success? ? 1? Five? Minute? Walk? Through? observation? via? Observe4Success? 1? Five? Minute? Walk? Through? observation? via? Observe4Success? ? January? ? ? ? Second? Semester? ? minimum? of? 2? classroom? observations? ? (one? per? quarter)? ? one? will? be? an? in? person? observation? and? one? in- house? video? ? recorded? observation? with? coaching? feedback? within? 48? hours? of? each? observation? (by? April? 30)? February? By?Feb.?15? ? Pre? Conference/? Formal? Observation/? Post? Conference/? Summary? Form? completed? and? signed? forms? sent? to? District? Office? ? March? ? 1? Five? Minute? Walk? Through? observation? via? Observe4Success? 1? Five? Minute? Walk? Through? observation? via? Observe4Success? April? By?Apr.?30? ? Complete? one? in? person? observation? and? one? video? observation? with? feedback.? ? ? May? ? ? 1? Five? Minute? Walk? Through? observation? via? Observe4Success? ? ? June? 2014?

Alaska EED Requirements

YKSD Educator Evaluation YKSD Educator Evaluation System Requirements System Requirements Results & Actions YKSD Evaluation Components Information Sources Plan of Improvement Unsatisfactory on 1 or more standard Domain 1- Planning And Preparation Observations (district may select a nationally recognized framework approved by the department) Cultural Standards Basic on 2 or more standards District Support OR Plan of Professional Growth (optional) Domain 2 Classroom Environment Performance Rating on each of the four (4) components Information from parents, students, etc. Domain 3 Instruction Proficient or higher on 7 standards and basic or higher on 1 standard. ______________ Exceeds the districts performance standards (as determined by the district) Unsatisfactory Professional Learning Focus for district & teacher. Other information (as determined by the district) Domain 4 Professional Responsibilities Basic Proficient _______________ Annual Evaluation Alternative for the following school year (as determined by the district) Exemplary Student Learning Objectives *Two to four valid, reliable measures of student growth includingstatewide assessments

Information Sources Qualitative Districts: Districts: Observations Observations (district may select a (district may select a nationally recognized nationally recognized framework approved by the framework approved by the department) department) may may select a nationally recognized observational framework approved by the department or continue to use the observation tools they have previously adopted. must must have a procedure and a form to collect information concerning an educator s performance from students, parents, and other stakeholders. may may use other information like surveys, self-assessments, portfolios, etc. to gather information concerning an educator s performance. Information from Information from parents, students, parents, students, etc. etc. Other information Other information (as determined by the (as determined by the district district)

Information Sources 2015 and Beyond Districts must: Districts must: Quantitative Select appropriate measures of student growth with the input of the educators being evaluated. *Two to four *Two to four valid, reliable valid, reliable measures of measures of student growth student growth including including statewide statewide assessments assessments Establish standards and performance levels for student learning data. Develop procedures based on objective & measurable criteria to ensure that data used accurately reflects student growth based on the educator performance. Use statewide assessment data for teachers who provide instruction in the content areas assessed.

Aligning Information Sources to Evaluation Components Information Sources Information Sources YKSD Evaluation Components Domain 1 Domain 1- - Planning Planning And Preparation And Preparation Observations Observations (district may select a nationally may select a nationally recognized framework recognized framework approved by the department) approved by the department) (district Cultural Standards Cultural Standards Performance Performance Rating Rating on each of the four (4 4) Danielson components. Domain Domain 2 2 Classroom Classroom Environment Environment Information from Information from parents, students, parents, students, etc. etc. Domain Domain 3 3 Instruction Instruction Unsatisfactory Unsatisfactory Domain 4 Domain 4 Professional Professional Responsibilities Responsibilities Other information Other information (as determined by the district) (as determined by the district) Basic Basic Proficient Proficient Two to four student Two to four student data points. We will data points. We will need to write an need to write an Student Learning Student Learning Objective (SLO) for Objective (SLO) for each one. each one. *Two to four valid, Two to four valid, reliable measures of reliable measures of student growth student growth including including statewide statewide assessments assessments Exemplary Exemplary

Levels of Performance Performance Performance Levels E E P P Levels B B Performance Rating Performance Rating on each of the 4 4 Danielson components. Standards Standards U U Domain 1 Domain 1 Planning and Planning and Preparation Preparation Unsatisfactory (U) Unsatisfactory (U) Domain Domain 2 2 Classroom Environment Environment Classroom Basic (B) Basic (B) Domain Domain 3 3 - - Instruction Instruction Domain Domain 4 4 Professional Professional Responsibilities Responsibilities Proficient (P) Proficient (P) 2 2 4 Student 4 Student Learning Objectives Objectives (Student data points) (Student data points) Learning Exemplary (E) Exemplary (E)

Overall Rating & Student Learning Data A district will evaluate whether an educator s overall performance is exemplary, proficient, basic, or unsatisfactory. A district shall include student learning data in teacher and administrator s overall rating according to the following schedule: SY 2015 16 & SY 2016 17, at least 20% SY 2017 18 at least 35% SY 2018 19 and after, at least 50% A district may not of proficient or higher if the educator has been evaluated to be performing at a level of basic or lower on one or more of the content standards or other criteria for which evaluation is required. may not give an educator an overall performance rating

District District Reporting Reporting Year 2015 2015- -2016 2016 & School Year School School Year & School Year 2016 2016- -2017 2017 Alaska Teacher Standards Student Learning Objective Student Learning Standard 20% Domain 1- Planning And Preparation Exemplary Rating on each of the 4 Danielson Components Proficient Basic Domain 2 Classroom Environment Overall Rating Unsatisfactory Content Standard 80% Exemplary Proficient Domain 3 Instruction Student Learning Standards Basic Domain 4 Professional Responsibilities Unsatisfactory Basic or Unsatisfa ctory on any one standard Proficient or higher on all standards Unsatisfactory Exemplary Basic Proficient

District District Reporting Reporting 2017 2017- -2018 2018 2018 2018- -2019 2019 Student Learning Standard 35% Student Learning Standard 50% Content Standard 65% Content Standard 50%

Danielson Education Book study on Enhancing Professional Practice 12 YKSD Components Quarterly Newsletters ( Danielson, AK Standards) Chane s Collaboration Meetings (1x/month) On Site Trainings with Patty White and Chane Review AK EED website for more detailed information https://education.alaska.gov/TeacherCertification/edeval.html Remember: This is about coaching not gotcha Coaching > evaluation Don t worry, we will help you through this