Nebraska Teacher and Principal Performance Framework
Improving Instruction Through Effective Evaluations Donlynn Rice Toby Boss Suzanne Whisler
AQuESTT Accountability for a Quality Education System, Today and Tomorrow A next-generation accountability system that supports and rewards continuous improvement for every child, school, and educator
The Six Tenets of AQuESTT
The State Board believes that students should be surrounded by effective educators throughout their learning experiences such that schools and districts develop effective teachers and leaders that establish a culture of success. Areas of Focus • Nebraska Teacher & Principal Performance Framework • Professional Development • Building Leadership Supports
•
Effective Local Policy Makers & Superintendents
• Think of your FAVORITE TEACHER • Why was he/she your favorite? • What impact did this person make on your life?
• Think of the MOST EFFECTIVE teacher you ever had • Why was he/she? • What impact did this person make on your life?
Question • Were these two people the same? • Why or why not? • Think about the educators in your district. • Would they be the same? • How do we make sure we have an effective educator in every classroom?
The Cycle of Effectiveness
Nebraska’s Educator Effectiveness System Nebraska Teacher and Principal Performance Framework Approved, November 2011 Established a set of Effective Practices for Teachers and Principals
Nebraska 7 Effective Practices for Teachers – Foundational Knowledge – Planning and Preparation – Learning Environment – Instructional Strategies – Assessment – Professionalism – Vision and Collaboration
Nebraska 8 Effective Practices for Administrators -Vision for Learning -Continuous School Improvement -Instructional Leadership -Culture for Learning -Systems Management -Staff Leadership -Developing Relationships -Professional Ethics and Advocacy
The primary purpose of the teacher and principal evaluation models is the improvement of instruction and leadership based on the Nebraska Teacher and Principal Performance Framework. The teacher and principal evaluation should be based on multiple measures of performance with data gathered multiple times, leading to long-term performance improvement.
Nebraska’s current requirements Sec. 79-828 requires probationary certificated employees to be evaluated each semester based on a full period observation. No requirement for tenured employees. NDE’s Rule 10 requires school districts to develop a Board policy for evaluating certificated staff on instructional performance, classroom organization and management, and personal and professional conduct. Rules includes some procedural requirements. Nebraska Teacher and Principal Performance Framework provides effective practices as voluntary guidelines for districts.
Components • Effective Practices Rating Uniform Instructional Framework Additional Effective Practices
• Student Achievement Rating Student Learning Objectives
• Professional Development Rating Individual Professional Development Plan
• Local Factors Rating Optional
Exemplary Proficient Basic Unsatisfactory
What is an Instructional Framework or Model?
• Danielson • Marzano • Other
Why is that important?
• What is the role of an Instructional Framework or Model?
Instructional Model An instructional model is a comprehensive framework of effective teaching practices that results in increased student learning. The framework offers educators, administrators, students, and parents a common language of instruction in order to communicate about educational excellence. -Instruction Bucket * ESU Instruction Bucket Group, ESU 6 Instructional Model Implementation Guide, 2015
The Choices
* ESU Instruction Bucket Group, ESU 6 Instructional Model Implementation Guide, 2015
Dissemination Guide
* ESU Instruction Bucket Group, ESU 6 Instructional Model Implementation Guide, 2015
Dissemination Guide
* ESU Instruction Bucket Group, ESU 6 Instructional Model Implementation Guide, 2015
Student Achievement Measures
Impact on student achievement/ performance is determined through the use of Student Learning Objectives or Specialist Program Objectives.
SLOs as a Measure of Student Growth An SLO is a • measurable, long-term academic goal informed by • available data that a • teacher or • teacher team sets at the beginning of the year for • all students • or for subgroups of students
Professional Development Rating Individual Professional Development Plan is based on areas identified in the teacher/specialist summative evaluation and are reviewed annually.
Components • Effective Practices Rating Eight Effective Practices
• Impact on Student Achievement/ School Performance Rating Action Plans
• Professional Development Rating Individual Professional Development Plan
• Local Factors Rating Optional
Exemplary Proficient Basic Unsatisfactory
Action Plan Set of Goals to Measure Principal’s Impact on Teaching and Learning; School Performance • Represent priorities of building or district • Based on student and staff needs • Effective Principal Practices
Impact on Student Learning and School Performance Rating • Stakeholder Survey • The impact on student achievement, or other aspects of school performance, will be determined through the use of Action Plans.
Professional Development Rating Individual Professional Development Plan is based on areas identified in the administrator’s summative evaluation and are reviewed annually.
Data Collection Points for Both Models • Effective Practices – Classroom/Building Observations • Student Learning Objectives/Action Plans • Student/Stakeholders Perception Surveys • Professional Development Plans • Local Factors (Optional)
Where are you along the continuum? • Level 1 Adoption of Instructional Model – Districts are in the beginning stages of selecting a model of instruction that is aligned to the Nebraska Effective Practices – Goal: The district selects an instructional model supported and understood by the staff.
Continuum • Level 2 Implementation of Instructional Model – Goal: The instructional model is transparently implemented across the district as a common language. – Utilize Professional Development Plan to support levels 2-4
Continuum • Level 3 -Instructional Model Fully in Place – SLO,SPO, and Action Plan Implementation • All teachers, program specialists, and principals are using at least one per year.
Continuum • Level 4 – Complete Implementation of an Evaluation Model – The instructional model, effective practices, SLOs, PSOs, Action Plans, and Professional Development Plans are a part of your culture
Design/Pilot Districts • • • • • • • • •
Ashland-Greenwood Ainsworth Bellevue Central City Dorchester Dundy Co/Stratton Falls City Hitchcock County Lakeview
• • • • • • • •
Leyton McCool Junction Nebraska City Paxton Perkins County Scottsbluff South Sioux City Wisner-Pilger
What are the Pilot Sites Saying? • Benefit of a common language • Improved communication • Provided focus for resources and staff development • Changed the conversation to teaching and learning • Improving student test scores
Opportunities for Training • Marzano Academy VI (ESU 4 & 9) – June 9-10, 2016 – September 27-28, 2016 – February 21-22, 2017
• Danielson TOT • ESU Staff Developers • Regional Superintendent’s Meetings
Opportunities for Training • School Improvement Workshops
Norfolk – September 23 Gering – September 29 Lincoln – October 16 Omaha – October 20 Kearney – October 27
• Check the NDE Bulletin for other trainings as they become available
Questions • For any questions concerning Educator Effectiveness please contact [email protected]
2015 NDE DAY ADMINISTRATORS’DAYS
THINK BROADER Holistic view of each student Equal access to information Collective impact
EXPERIENCE BOLDER New system for measurement Customized for Nebraska Outcome-based approach
BE BETTER Continuous improvement Sharing of best practices Focused on every student, every day
AQuESTT Accountability for a Quality Education System, Today and Tomorrow A next-generation accountability system that supports and rewards continuous improvement for every child, school, and educator
The Six Tenets of AQuESTT
The State Board believes that students should be surrounded by effective educators throughout their learning experiences such that schools and districts develop effective teachers and leaders that establish a culture of success. Areas of Focus • Nebraska Teacher & Principal Performance Framework • Professional Development • Building Leadership Supports
•
Effective Local Policy Makers & Superintendents
• Think of your FAVORITE TEACHER • Why was he/she your favorite? • What impact did this person make on your life?
• Think of the MOST EFFECTIVE teacher you ever had • Why was he/she? • What impact did this person make on your life?
Question • Were these two people the same? • Why or why not? • Think about the educators in your district. • Would they be the same? • How do we make sure we have an effective educator in every classroom?
The Cycle of Effectiveness
Nebraska’s Educator Effectiveness System Nebraska Teacher and Principal Performance Framework Approved, November 2011 Established a set of Effective Practices for Teachers and Principals
Nebraska 7 Effective Practices for Teachers – Foundational Knowledge – Planning and Preparation – Learning Environment – Instructional Strategies – Assessment – Professionalism – Vision and Collaboration
Nebraska 8 Effective Practices for Administrators -Vision for Learning -Continuous School Improvement -Instructional Leadership -Culture for Learning -Systems Management -Staff Leadership -Developing Relationships -Professional Ethics and Advocacy
The primary purpose of the teacher and principal evaluation models is the improvement of instruction and leadership based on the Nebraska Teacher and Principal Performance Framework. The teacher and principal evaluation should be based on multiple measures of performance with data gathered multiple times, leading to long-term performance improvement.
Nebraska’s current requirements Sec. 79-828 requires probationary certificated employees to be evaluated each semester based on a full period observation. No requirement for tenured employees. NDE’s Rule 10 requires school districts to develop a Board policy for evaluating certificated staff on instructional performance, classroom organization and management, and personal and professional conduct. Rules includes some procedural requirements. Nebraska Teacher and Principal Performance Framework provides effective practices as voluntary guidelines for districts.
Components • Effective Practices Rating Uniform Instructional Framework Additional Effective Practices
• Student Achievement Rating Student Learning Objectives
• Professional Development Rating Individual Professional Development Plan
• Local Factors Rating Optional
Exemplary Proficient Basic Unsatisfactory
What is an Instructional Framework or Model?
• Danielson • Marzano • Other
Why is that important?
• What is the role of an Instructional Framework or Model?
Instructional Model An instructional model is a comprehensive framework of effective teaching practices that results in increased student learning. The framework offers educators, administrators, students, and parents a common language of instruction in order to communicate about educational excellence. -Instruction Bucket * ESU Instruction Bucket Group, ESU 6 Instructional Model Implementation Guide, 2015
The Choices
* ESU Instruction Bucket Group, ESU 6 Instructional Model Implementation Guide, 2015
Dissemination Guide
* ESU Instruction Bucket Group, ESU 6 Instructional Model Implementation Guide, 2015
Dissemination Guide
* ESU Instruction Bucket Group, ESU 6 Instructional Model Implementation Guide, 2015
Student Achievement Measures
Impact on student achievement/ performance is determined through the use of Student Learning Objectives or Specialist Program Objectives.
SLOs as a Measure of Student Growth An SLO is a • measurable, long-term academic goal informed by • available data that a • teacher or • teacher team sets at the beginning of the year for • all students • or for subgroups of students
Professional Development Rating Individual Professional Development Plan is based on areas identified in the teacher/specialist summative evaluation and are reviewed annually.
Components • Effective Practices Rating Eight Effective Practices
• Impact on Student Achievement/ School Performance Rating Action Plans
• Professional Development Rating Individual Professional Development Plan
• Local Factors Rating Optional
Exemplary Proficient Basic Unsatisfactory
Action Plan Set of Goals to Measure Principal’s Impact on Teaching and Learning; School Performance • Represent priorities of building or district • Based on student and staff needs • Effective Principal Practices
Impact on Student Learning and School Performance Rating • Stakeholder Survey • The impact on student achievement, or other aspects of school performance, will be determined through the use of Action Plans.
Professional Development Rating Individual Professional Development Plan is based on areas identified in the administrator’s summative evaluation and are reviewed annually.
Data Collection Points for Both Models • Effective Practices – Classroom/Building Observations • Student Learning Objectives/Action Plans • Student/Stakeholders Perception Surveys • Professional Development Plans • Local Factors (Optional)
Where are you along the continuum? • Level 1 Adoption of Instructional Model – Districts are in the beginning stages of selecting a model of instruction that is aligned to the Nebraska Effective Practices – Goal: The district selects an instructional model supported and understood by the staff.
Continuum • Level 2 Implementation of Instructional Model – Goal: The instructional model is transparently implemented across the district as a common language. – Utilize Professional Development Plan to support levels 2-4
Continuum • Level 3 -Instructional Model Fully in Place – SLO,SPO, and Action Plan Implementation • All teachers, program specialists, and principals are using at least one per year.
Continuum • Level 4 – Complete Implementation of an Evaluation Model – The instructional model, effective practices, SLOs, PSOs, Action Plans, and Professional Development Plans are a part of your culture
Design/Pilot Districts • • • • • • • • •
Ashland-Greenwood Ainsworth Bellevue Central City Dorchester Dundy Co/Stratton Falls City Hitchcock County Lakeview
• • • • • • • •
Leyton McCool Junction Nebraska City Paxton Perkins County Scottsbluff South Sioux City Wisner-Pilger
What are the Pilot Sites Saying? • Benefit of a common language • Improved communication • Provided focus for resources and staff development • Changed the conversation to teaching and learning • Improving student test scores
Opportunities for Training • Marzano Academy VI (ESU 4 & 9) – June 9-10, 2016 – September 27-28, 2016 – February 21-22, 2017
• Danielson TOT • ESU Staff Developers • Regional Superintendent’s Meetings
Opportunities for Training • School Improvement Workshops
Norfolk – September 23 Gering – September 29 Lincoln – October 16 Omaha – October 20 Kearney – October 27
• Check the NDE Bulletin for other trainings as they become available
Questions • For any questions concerning Educator Effectiveness please contact [email protected]
2015 NDE DAY ADMINISTRATORS’DAYS
THINK BROADER Holistic view of each student Equal access to information Collective impact
EXPERIENCE BOLDER New system for measurement Customized for Nebraska Outcome-based approach
BE BETTER Continuous improvement Sharing of best practices Focused on every student, every day
