Illinois Performance Evaluation Advisory Council Update Illinois - - PowerPoint PPT Presentation

Illinois Performance Evaluation Advisory Council Update

Illinois State Board of Education (ISBE) Illinois Performance Evaluation Advisory Council (PEAC)

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PERA

 Performance Evaluation Reform Act 2010 (PERA)  New evaluations for teachers and principals to address

practice and student performance in an effort to improve student achievement

 Guided by the work of PEAC – Performance Evaluation

Advisory Council

 32 representative members P-20  Meet monthly since 2010  State Models and Guidance for Districts  Open Meetings  Website Info

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Educator Performance Evaluation in Illinois

 Evaluation reforms provide statewide consistency while

• ffering local districts the opportunity to create their own

evaluation systems that meet state rules. (Model & Guidance)

 Benefits of the new evaluation process include:

 Consistent standards among Illinois school districts  Objective feedback  Multiple measures of student growth  Trained evaluators  Opportunity for professional growth  Improved student learning

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Educator Performance Evaluation in Illinois (continued)

 ISBE is committed to helping Illinois school districts

explain and implement the new evaluation requirements through tools, information and technical assistance.

 Growth Through Learning Training for Evaluators  State Models  Guidance for districts to develop own frameworks and processes  Website www.isbe.net/PEAC  Technical Assistance  Collaboration with statewide professional organizations

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For 2012-2013

Districts adopt written principal evaluation framework that includes measures of student growth

 Evaluators trained in order to conduct evaluations  All principals begin to be evaluated on new system  4-level rating system implemented for teachers/principals

(Excellent, Proficient, Needs Improvement, Unsatisfactory)

 300 CPS Schools

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2013-2016

 Development of the Teacher evaluation guidelines and

state model for implementation.

 Further development and refinement of the Principal

guidelines.

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Minimal Frequency of Evaluations

 Tenured Teachers are to be evaluated at least once

every 2 years, as long as they receive a rating of Excellent or Proficient.

 Tenured Teachers rated Needs Improvement or

Unsatisfactory must be evaluated the following year.

 Non-Tenured Teachers must be evaluated every year.  Principals must be evaluated every year.

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PEAC Work-To-Date

 Developed recommendations for new performance

evaluation systems for teachers and principals through the administrative rules. Rules have been approved. http://www.isbe.net/rules/archive/pdfs/50ARK.pdf

 Developed a state model for principal evaluation

http://www.isbe.net/PEAC/word/peac_prin_eval_model.pdf

 Supported training of evaluators statewide

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Evaluation of Teacher/Principal Practice versus Student Growth

 Teacher

 General Rules: 

District developed: Student growth must be at a minimum of 25% for the first 2 years, and 30% thereafter. The remaining percentage is for performance.



State Model requires 50% Student Growth and 50% Performance.

 Principal

 General Rules: 

District developed: Student growth must be at a minimum of 25% for the first 2 years, and 30% thereafter. The remaining percentage is for performance.

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Assessment Types

Type I A reliable assessment that measures students in the same manner with the same potential assessment items, is scored by a non-district entity, and is administered beyond Illinois. (Norm-referenced) Type II Developed, adopted, approved, & utilized district-wide (example: District-wide Algebra test) Type III Rigorous, aligned with the course curriculum. The evaluator & teacher determine measures of student learning. (Classroom Test, portfolios)

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Principal Evaluation

 Share with the people around you:

 What model did you use?  What growth measures did you use?  What will you do differently next year?

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Student Growth

 Definition: “ Demonstrable change in a student’s learning

between two or more point in time.”

 Data from at least 2 assessments:

 For Principals: At least 2 Type I or II assessments  For Teachers: At least one Type I or II and one Type III

assessment

 Who decides?

District PERA Joint Committee decides metrics & targets for teachers, including subgroups (ELL, etc) Evaluator and Principal agree upon metrics & targets for principals.

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Ongoing and Future PEAC Discussion Topics

 In 2012-2013 (and beyond) PEAC has the following on

its agenda for discussion, deliberation, and decision:



Developing and finalizing a state teacher evaluation model, including the supporting tools, especially summative rating guidance



Continue developing additional tools and resources for implementing the state principal evaluation model, including summative rating guidance, and continued guidance on student growth



Incorporating student-growth information into teacher evaluations and specifically for the following:



First-year teacher evaluations



Teacher evaluations related to special populations of students, such as special education and English language learner students



Teacher evaluations for teachers who are not self-contained regular classroom teachers or teachers of a non-tested grade or subject

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PEAC Discussion Topics

 Other Ongoing Discussion Topics

 Evaluator training  Recalibration of evaluators  Peer evaluation  Evaluating early childhood teachers

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PEAC Guidance for Districts through April 2013

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PEAC Guidance for Districts through April 2013

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PEAC Work on the Teacher Evaluation System

 Model vs. Guidance

 Model is used if the District must default to the state

model.

 Guidance is used as the District develops their own

• system. These are suggestions to consider.

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Future Goals for Spring 2013

 Continue work operating guidelines for a student growth

model

 Work on peer evaluation  Work on special education, ELL, and early childhood

assessments

 Work on Type II Assessments, especially grades and

subjects without a Type I Assessment

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ISBE Educator Evaluation Communication Efforts

 Website updates  Statewide presentations  State Superintendent’s weekly message

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How do we get started?

Where are you at with Teacher Evaluation?

 Share with the people around you:

 Where are you at with the Performance Model?  Where are you with student growth?  What challenges have you uncovered?  What do you need to learn yet?

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Know your implementation year

 2012-2013 Chicago Public Schools  2013-2014 SIG Schools  2014-2015 Lowest 20% of RTTT Districts  2015-2016 RTTT Districts and Lowest 20% of

Districts not receiving RTTT funding

 2016-2017 All other districts in the state  Implementation Chart: http://www.isbe.net/PEAC/pdf/pera-implementation-chart1212.pdf

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Non-Regulatory Guidance

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PERA Joint Committee 180 Days

 Purpose

 To develop the structure of the Teacher evaluation plan, including

the components of the evaluation related to teacher practice and student growth.

 Composition

 Equal representation selected by the District and teachers or

exclusive bargaining representative.

 180 Days

 If within 180 calendar days from the first official start of the

committee an agreement is not made on the teacher evaluation plan, those components that are undecided will default to the state model.

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How can I get ahead?

 Develop a Joint Committee and meet informally.

 It’s all about the conversation.  Do we have the right mindset.

 What about the 180 day clock

 Meet informally to do your homework.  You can start the 180 day clock any time if everyone on the

committee agree in writing.

 You can implement prior to your implementation year.  At the latest, the clock starts on November 1 of the year prior to

implementation.

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Where do I find other information?

 PEAC ISBE  Actual legislation  Value-added Research Center (VARC)  Law firm workshops  Consortium for Educational Change  Administrator academies  Develop networks  Other states

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Informal Meetings

 Build relationships  Review various teacher performance models

 Research based and aligned to the Illinois Professional Teaching

Standards

 http://www.iwu.edu/edstudies/isbe_standards/f11_illinois_professi

• nal_teaching_standards.pdf

 Develop the student growth model  Determine how to get to a summative rating

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Questions about teacher performance models

 Is it research based and aligned to the Illinois

Professional teaching Standards?

 How will you rate non-classroom indicators?  Who can evaluate?  What is the weighting for teacher performance?  How will this fit into a summative score?

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Questions about student growth

 What assessments will you choose?  How will you measure core (tested) courses?  How will you measure non-tested areas?  If you use a portfolio, what is the rubric?  What happens with co-teaching?  What is the appropriate attendance/class time to consider?  What if a students changes sections?  How does block scheduling fit?  What is the minimum number of students?  What is the target growth?  How do the 4 ratings fit into the scheme of student growth?

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Do your homework now!

 Goal to consider…..  Through your homework, develop/unveil the questions

your district must answer.

 Have a draft of those answers ready for day 1 of the 180

days.

 Have a draft of the teacher performance model and

student growth options ready for finalizing.

 Have your options set for the development of the

summative rating set for finalizing.

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Questions

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PEAC Info

PEAC Website

 http://www.isbe.net/peac/  Questions and Comments:

Vicki Phillips, ISBE Administrator VPHILLIP@isbe.net Diane Rutledge, PEAC Chair drutledge@ludaschools.org Steven Isoye sisoye@oprfhs.org

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