Welcome

Educator Effectiveness
2014-2015
Purpose of Todays Meeting
Provide an overview of the Educator Effectiveness Model
Provide information on the 2013 Framework for Teaching Evaluation
Instrument Danielson (Rubrics)
Provide information on Artifacts (Evidence that support an educators
evaluation)
SLOs (Student Learning Outcomes through SMART goals)
Our goal today is to provide an overview and background knowledge
for teachers. This is not a full training session. We want you to
become familiar with the process and gain and understanding of a few
of the terms in preparation for future trainings.
The Purpose of Educator
Effectiveness System
Ultimately, the system is aimed at helping
students succeed in order to graduate college and
career ready.
The EE system provides teachers with ongoing
feedback and meaningful information about how
their practice impacts student learning.
To support educator professional growth that
leads to improved student outcomes.
Charlotte Danielson Video
Educator Effectiveness - Definitions
Defining Teacher
Teacher, for the purposes of the WI EE System, means:
any employee engaged in the exercise of any educational function
for compensation whose primary responsibilities include all of the
following:
managing a classroom environment and
planning for, delivering, and assessing student instruction
over time.
Frequency of Evaluation
Educators new to Seeds of Health will be
evaluated each year for their first three years
Veteran Educators, those that have been with
Seeds of Health for more than three years will be
placed in the evaluation system based on their
year of hire.
Evaluators will notify Educators of their
placement on the Evaluation cycle prior to
September 30th
Evaluation System - Effectiveness Cycle
Typically one Effectiveness Cycle equals 2 supporting
years and 1 summary year
1 2 3
Year 1
Supporting
Year
Year 2
Supporting
Year
Year 3
Summary
Year
One Effectiveness Cycle
Will complete an Effectiveness Cycle during their 1
st
, 2
nd

and 3
rd
year of teaching.
After the first 3 years, they will be placed on the typical
every 3 year Effectiveness Cycle.
2014-
2015
2015-
2016
2016-
2017
Effectiveness Cycle: New Hires
Effectiveness
Cycle
Effectiveness
Cycle
Effectiveness
Cycle
Effectiveness Cycle: Veterans
Will begin their Effectiveness Cycle in 2014-2015.
Where they are placed on the cycle depends on their year of hire.
The example below represents the Effectiveness Cycle for someone
that was hired in 2010.
2014-
15
2017-
18
2015-
16
2016-
17
Supporting
Year
Supporting
Year
Summary
Year
Supporting
Year
2018-
19
Summary
Year
One Effectiveness Cycle One Effectiveness Cycle
Evaluation
Process/Timeline
Agency Orientation Meeting
(August)
Thank you for attending the Educator
Effectiveness Orientation Meeting
today
Educator Creates Educator Effectiveness Plan
(September/Mid-October)
Each Educator creates an Educator Effectiveness Plan (EEP)
Purpose of the EEP is to focus the educator on desired student
outcome goals and then to align educator practice to achieve
these goals
Within the EEP the educator will create 1 (one) Student
Learning Objective (SLO) and 1 (one) Professional Practice Goal
(PPG)
Educators develop EEPs in both Supporting and Summary Years
within Teachscape.
During Summary Years, the educator also completes a Self-
Review within Teachscape.
Educator Effectiveness Plan Form
(Screenshot from Teachscape)
Self Review Form
(Screenshot from Teachscape)
Educator and Evaluator Hold Planning Session
(October)
Educators and Evaluators meet to discuss the EEP (and for
summary year Educators their Self-Review)
Discuss appropriateness of SLO and PPG
Determine what evidence educators will collect to track
progress towards those goals.
The evaluator may provide formative feedback on the EEP
using a SLO scoring and process guide
The evaluator does not formally approve the EEP
For Educators in a Summary Year, Evaluators will schedule
observations and meetings for the year and discuss
methods of collecting other evidence
Educators Collect Evidence
(October May)
Evidence Collection:
Educators gather evidence that shows their
progress towards achieving their PPG and SLO goals
as well as their professional practice aligned to the
Framework for Teaching
Evidence is submitted using teachscape
Evaluators Conduct Observations
(October April)
Observations are either Announced Observations or a Mini-Observations
Evaluators submit evidence of the mini-observations and announced
observations through teachscape
Mini-Observations:
Unannounced visits, which typically last 15-20 minutes
A total of 3-5 mini-observations are conducted in one 3 (three) year
Effectiveness Cycle
At least 2 (two) mini-observations are held during a summary year (final
year of the Effectiveness Cycle)
Announced Observations
More formal visits to classrooms, which typically last an entire class period
1 (one) Announced Observation with a pre- and post- conference is held
with the Educator during a summary year (final year of the Effectiveness
Cycle)
Pre-Observation Form
(Screenshot from Teachscape)
Post-Observation Form
(Screenshot from Teachscape)
Mid-Interval Review
(December-February)
Formative review of the educators progress towards their
EEP goals
Midway through the SLO cycle; typically halfway through
the school year
All educators (during supporting and summary years)
prepares and submits a Mid-Interval Review in teachscape
A Mid-Interval Review meeting between educators (in
supporting and summary years) and evaluators reflect on
the status of goals, evidence of progress towards the
goals, and obstacles the educators faces as well as
potential strategies to address the obstacles.
If necessary, educators and evaluators can adjust the SLO.
Mid-Interval Review
(Screenshot from Teachscape)
Educator Self-Scores SLO and submits
End-of-Interval Review
(May-June)
Towards the end of the year, Educators (in
summary and supporting years) self-score their
SLO and submits an End-of-Interval Review in
teachscape
The End-of-Interval Review documents the
progress made through the year on the PPG and
SLO goals
End-of-Interval Review
(Screenshot from Teachscape)
End-of-Interval Review Meeting
(May-June)
For Supporting Year Educators only
Evaluator reviews the evidence of progress through the
End-of-Interval Review submitted by the Educator
Evaluator and Educator come together for a End-of-
Interval Review to discuss the SLO outcome and process
The meeting will focus on possible Educators SLO, PPG,
and professional growth opportunities for the next year.
NOTE: Evaluators will not assign a score to the SLO in a
supporting year
Evaluator Submits End-of-Cycle
Summary and Prepares Draft score
(May-June)
For Summary Year Educators only
Evaluator reviews the evidence of progress through the End-of-
Interval Review submitted by the Educator
Evaluator completes the End-of-Cycle Summary in Teachscape by
submitting draft scores for each Practice Component and assigning
one holistic score for the SLOs
NOTE: Evaluators will not assign a score to the PPG
NOTE: Evaluators will input draft scores into Teachscape and wont
submit those scores until after talking with the Educator in the End-of-
Cycle Conference
End of Cycle Summary Form
(Screenshot from Teachscape)
Educator and Evaluator Hold an End-of-Cycle
Summary Conference
(May-June)
For Summary Year Educators only
Evaluator and Educator come together to discuss the SLO
and Practice Component scores that the Evaluator has
proposed
The meeting will focus on how results from the
Effectiveness Cycle can be used to inform the Educators
SLO, PPG, and professional growth opportunities for the
next year/effectiveness cycle
At the end of the meeting, Evaluators will submit the
Holistic SLO score and the overall Practice Component
scores in teachscape
Summary vs. Supporting Years
Summary Year
Meetings with Evaluator
Orientation
EEP Planning Session
Mid-Interval Review
End-of-Cycle Summary Conference
Teachscape Documentation
Self-Review
Educator Effectiveness Plan
Mid-Interval Review
End-of-Interval Review
Scoring
Educator self-scores SLO
Evaluators review all SLOs and evidence of SLO progress
from Effectiveness Cycle to assign a final holistic SLO score
Evaluators review all evidence of Professional Practice from
Effectiveness Cycle to assign final score to each component
Evidence Collected
Educators collect and upload evidence that shows their
progress towards achieving their PPG and SLO goals as well
as their professional practice aligned to the Framework for
Teaching
Evaluators conduct Announced Observation and at-least 2
Mini-Observations
Supporting Year
Meetings with Evaluator
Orientation
EEP Planning Session
Mid-Interval Review
End-of-Interval Review
Teachscape Documentation
Educator Effectiveness Plan
Mid-Interval Review
End-of-Interval Review
Scoring
Educator self-scores SLO
Evidence Collected
Educators collect and upload evidence that
shows their progress towards achieving
their PPG and SLO goals as well as their
professional practice aligned to the
Framework for Teaching
Evaluators can spread the required Mini-
Observations across the Effectiveness Cycle
Questions
Framework for Teaching
Domains and Rubric
Framework for Teaching
Teaching is very complex work. Because it is so complex,
it is important to develop a comprehensive picture of
teaching and a common language with which to talk about
it. The Framework for Teaching serves this purpose.
The Framework can be used for many purposes. For
example, it can be used to prepare new teachers, offer a
road map for novices, and provide an organizing structure
for improvement through formal evaluations and for
teachers engaged in reflective practice.
Framework for Teaching - Features
The Framework for Teaching includes the following
features:
It is research based. Every component in the
Framework has a solid research foundation behind it.
You can be confident that these components represent
the important things about good teaching.
It has been validated. Assessments of teacher
performance on the components of the Framework
show that students of teachers who perform at a high
level learn more than students of teachers who perform
at a lower level.
Framework for Teaching Domains
Based on both empirical studies and theoretical research, the
Framework for Teaching is divided into four areas of teaching
responsibilityeach area is called a domain.
Domain 1: Planning and Preparation
Domain 2: The Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
Domains 2 and 3 describe those aspects of teaching that are directly
observable in the classroom. Domains 1 and 4 represent the behind-
the-scenes work that is essential to good teaching and has a
significant impact on the learning that happens in the classroom.
Framework for Teaching - Rubric
Each component has an associated rubric that describes
four levels of performance along with the critical
attributes that are exhibited at each level. To use the
Framework effectively, you should understand what is
emphasized in the rubrics and how each level is distinct.
Rubric Activity
Levels of Performance
UNSATISFACTORY
BASIC
PROFICIENT
DISTINGUISHED
Lack of
Unsafe
Harmful
Unclear
Unaware
Poor
Unsuitable
Inconsistent
Partial
General
Attempts
Awareness
Moderate
Minimal
Whole class
Consistent
Frequent
Successful
Appropriate
Clear
Positive
Smooth
Group
Solid
Seamless
Subtle
Skillful
Preventative
Leadership
Students
Individual
TEACHER
DIRECTED
SUCCESS
STUDENT
DIRECTED
SUCCESS
Questions
Artifacts
Definition of an Artifact
Forms of evidence that support an educator's
evaluation.
They may include:
lesson plans
examples of student work with teacher feedback
professional development plans
logs of contacts with families.
Artifacts may take forms other than documents, such
as videos of practice, portfolios, or other forms of
evidence.
Artifacts and Teachscape
Teachers submit artifacts to Teachscape
Within Teachscape artifacts are tagged by the
teacher to a specific component or a SLO as often
as necessary
Artifact Activity
Questions
Student Learning
Outcomes
Purpose
Provide information on how to
develop and write Student/School
Learning Objectives (SLOs)
Review SMART Goal process
Learn about various student data
sources (state and local)
Provide time and support to table
teams as they work to understand
process
Outcomes
Table teams will analyze 1
practice SLO
Table teams will be able to use
the SMART Goal format as part
of the SLO process
Table teams will be able to
access and analyze student
data-SAMPLE DATA-remove this
bullet
SLO Definition
Student/School Learning Objectives (SLOs) are detailed,
measurable goals for student academic growth to be
achieved in a specific period of time (typically an
academic year), and based upon prior student learning
data.
Key Characteristics of a SLO
1. Baseline Data and Rationale
Why did you choose this SLO
and what sources of data did
you examine?
2. Student Population
Who are you going to
include in this SLO?
3. Interval
How long will you focus on
this SLO?
4. Growth Goal/Target
What is the expected
outcome of students level of
knowledge?
5. Instructional Strategies
What methods or
interventions will teachers
apply to support this SLO?
6. Evidence
How will you measure the
outcome of your SLO?
Developing SLOs Step 1
Review data to understand student learning and root cause problems
and needs (baseline data and rationale)
Existing student data could include trend data on state and district
assessments, attendance data, other assessment data, etc.
Disaggregation of data will be the key in determining target
population(s).
Existing instructional practice data are important for understanding
root causes and these data may include classroom
observations/walkthroughs, unit/lesson plans, teacher created
student work tasks, teacher surveys or interviews regarding
instructional practices.
Data sources- using data to inform
instruction
It is important to pull from
multiple data sources
Triangulate your data to get a
clear picture of the student
Data Examples
Formative Assessment
Portfolio portfolios (writing, art, etc.)
observations
Running Records
Exit slips
performance assessments
common assessments
interim assessments
summative assessments
report card grades
student work samples
state assessment results
Examples of Data Sources
Data Source Purpose Limitations
Annual State
Assessments
(examples:
Aspire, ACT,
WKCE, SBA,
Etc.)
Analyze broad areas of relative
strengths and weaknesses among
students
Identifying students or groups of
students who may need particular
support
Setting school-wide, grade-level,
department-level or classroom goals
for students annual performance
Reveals which students performed
advanced, proficient, basic, and
below basic. This could help inform
how you identify specific tiers for
SLO Targets
A significant amount of
time may
have passed between the
administration and when
data
become available;
students
knowledge and skills may
have
changed during that time
Teaching overly focuses
instruction
based on the assessment
questions
Data Source
Purpose Limitations
Interim
Assessments
First
benchmarking
assessment of
the year
Evaluate instructional strategies
Track the progress of current
students in a single school year
Reveals which students are
performing below average, average,
or above average for their particular
grade level. This could help inform
how you identify specific tiers for
SLO Targets as well as monitoring
progress during the year.
May be a
snapshot of
what students
can do since
these
assessments are
seldom
cumulative
Data Source Purpose Limitations
Classroom
Performance Data
Class work or
homework during
the first week or
two of school
student interviews

attendance
records
behavior and work
habits
Assess student prior knowledge to
focus instruction
Provide ongoing, formative
evaluation of student learning at
the most specific level
Focus re-teaching on missing
knowledge or weak skills
Identify students for flexible
instructional groups or for
immediate and specific instruction
Provide immediate feedback
about student learning
Provide rich, detailed examples of
students academic performance to
complement state or interim
assessments
Assignments, conditions,
and scores
are not generally
comparable across
classrooms
Assessments are not
always consistent with the
content or rigor
of interim and
standardized
assessments
Teachers may lack
experience in high-quality
assessment
development procedures
Classroom assessments
may require significant
teacher time to score and
analyze results.
Developing SLOs Step 2
Identify the student population to include in the SLO
Based upon the data
Which student group(s) is/are targeted?
Some examples:
Students from a particular grade level
A racial/ethnic group
Students performing below a predetermined criteria (i.e.
students scoring below the 30%ile OR students with less than
15 credits)
Developing SLOs Step 3
Use SMART goal format to develop growth goal/target
Specific goals are well defined and free of ambiguity
Measurable goals have appropriate and concrete evidence
sources identified for measuring progress toward
achievement
Attainable goals are rigorous, yet within reach
Results-based goals are aligned with the expectations and
direction provided by the district
Time-bound goals occur within a specified and realistic
timeframe
Developing SLOs Step 4
Determine instructional strategies and supports
Identify the strategies that will be used to address root causes
to current student learning problems/needs and to achieve
student learning goals.
What instructional methods will best support student
achievement?
How will instruction be differentiated for the target group?
What new or existing materials and/or resources will be used to
support student achievement?
What professional development opportunities will be needed to
support the attainment of the goal?
Developing SLOs Step 5
Determine evidence source how will you measure the
outcome of the SLO?
Need to identify sources that are most appropriate for
measuring achievement of student outcome goal valid
and reliable
Sources need to provide data so that progress toward goal
can be monitored overtime
Evidence for goal attainment should not overly rely on one
source of data
Evidence sources used to measure achievement of
outcome may be different than the data sources used to
develop the goal
SMART Goals
S = Specific and Strategic
What? - Specify exactly what the goal seeks to accomplish.
Why? - Specify the reasons for, purposes or benefits of the
goal.
Who? - Specify who this goal includes or involves.
When? - Specify the timeline for the attainment of the goal.
Which? - Specify any requirements or constraints involved in
achieving the goal.
M = Measurable
A = Action Oriented
R = Rigorous, Realistic, and Results Focused (the 3 Rs)
T = Timed and Tracked
S.M.A.R.T. Goal Worksheet (handout)
Step 1: Write down your goal:
Step 2: Make your goal detailed and SPECIFIC. Answer who/what/where/how/when
HOW will you reach this goal? List 3 action steps you will take (be specific)
1.
2.
3.
Step 3: Make your goal MEASURABLE. Add details, measurements, and tracking details.
I will measure/track my goal by using the following method(s):
I will know I have reached my goal when:
Step 4: Make your goal ATTAINABLE. What additional resources do you need for success?
Items I need to achieve this goal:
How I will find the time:
Things I need to know more about:
People I can talk to for support:
Step 5: Make your goal RELEVANT. List why you want to reach this goal:
Step 6: Make your goal TIMELY. Put a deadline on your goal and set some benchmarks
I will reach my goal by (date):
My halfway measurement will be ______________________________ on date _________________
Additional dates and milestones I will aim for:
Seeds of Health Student/School
Learning Objective Example (handout)
Subject Area/Grade Level
Baseline Data and Rationale: (Why did you choose this objective? What evidence can
you provide related to your current student populations baseline abilities as it
relates to this goal?)
Learning Content and Grade Level: (What appropriate standards relate to this goal?)
Student Population: (Who are you going to include in this objective? Indicated in the
rationale above?)
Targeted Growth: (What is your goal for student growth?)
Interval: (How long will you focus on this objective?)
Assessment/Evidence Source(s): (What assessments and/or evidence sources will you
use for ongoing measurement of student progress toward your goal?)
SLO Goal Statement: (Specific, Measurable, Attainable, Results-based, and Time-
bound)
Instructional/Leadership Strategies and Support: (What methods or interventions will
you use to support this objective?)
SLO Process & Scoring Guide (handout)
Every year, Wisconsin educators must conduct the SLO processselecting, monitoring,
and scoring SLOs collaboratively with evaluators. The dialog within the SLO process
provides an opportunity to strengthen SLOs, identify quality evidence/assessments,
and discuss academic growth for students, thereby supporting professional growth
for the educator and, ultimate, student learning.
SLO PROCESS
To support Wisconsin educators and evaluators through the annual SLO process, DPI
developed this SLO Process Guide. A quality SLO process is characterized by several
critical featuresthe Process Guide lists these features and aids formative
conversations associated with the creation and ongoing monitoring of SLO
implementation and progress. Additionally, this Process Guide can also support final
SLO scoring discussions, as final SLO scores now incorporate the impact of quality
SLO processes. Educators and evaluators can use the third column within the Process
Guide to record their collaborative conversations or to document self-reflections.
SLO Rubric Overview (Handout)
Both educators and evaluators will use the SLO Scoring Rubric
(see handout) to determine SLO scores. Educators will self-
score their individual SLO in all years (Summary and Supporting
Years). Evaluators will assign a holistic SLO score considering
all SLOsthe SLO implementation and student progress.
Using the SLO Scoring Rubric, evaluators determine an
educators holistic SLO score by identifying the rubric level
which best describes the educators SLO implementation
process and student growth, drawing upon the preponderance
of evidence. This method of scoring ensures a holistic approach
is taken. It allows evaluators to recognize student growth as
well as professional growth across the SLO cycle, which aligns
with the purpose of the Wisconsin EE System.
SMART Activity
Pull out sheet of green paper with sample
SMART goal
Write this out on big post-it paper
Using the SMART goal questions & criteria
dissect your goal
Rewrite the original SMART goal
Share out
The SLO Process A final thought
Student/School Learning Objectives will have the
greatest impact on student learning when teachers and
administrators:
Examine classroom practice
Collaborate on the goal-setting process
Set rigorous, yet attainable goals
Tie instructional strategies to goal attainment
Engage in regular data analysis
Questions