Spring Conference for Federal
Directors & Chief Instructional
Leaders
March 9, 2011 – Waterfront Place Hotel,
Morgantown, WV
Good Morning!
Lori Wiggins
• WVDE, Office of Professional
Preparation
• Spanish teacher
• Teaching experience
o Spain, NYC & LA
• Administrative experience
o High School Assistant Principal
o Middle School Principal
Session Topic
West Virginia Professional Teaching
Standards (WVPTS):
What West Virginia Teachers Know
and Are Able to Do
Objectives
At the conclusion of the West Virginia
Professional Teaching Standards
(WVPTS): What West Virginia Teachers
Know and Are Able to Do session, the
participants will:
•
•
•
Be familiar with the WVPTS, their origin,
architecture, and influence
Be informed about the teacher evaluation
revision process
Understand how WV is readying for the
federal agenda
Federal Foreshadowing
The Improving Teacher Quality State Grants—a formula
program also known as Title II—would be cut to $2.5
billion, from last fiscal year’s level of nearly $3 billion.
To tap money for those formula grants, states would be
required to come up with a definition of “effective” and
“highly effective” teachers and principals that would be
rolled into state and local teacher- and principal-evaluation
systems. States and districts would also have to make sure
effective teachers and leaders were distributed fairly across
schools.
Retrieved from: http://www.edweek.org/ew/articles/2011/02/14/21budget_ep.h30.html
Federal Foreshadowing
They [the senators] also want to see new systems for
measuring teacher effectiveness that incorporate a
number of measures, including student outcome data,
to be developed with teacher cooperation.
And they want more on-the-job support for teachers,
including extra money for those who take on extra
responsibilities.
Retrieved from: http://www.edweek.org/ew/articles/2011/03/02/23esea.h30.html?r=269903872
Federal Foreshadowing
Teachers are the single most important resource to a
child’s learning. President Obama will ensure that
teachers are supported as professionals in the
classroom, while also holding them more
accountable.
Retrieved from: http://www.whitehouse.gov/issues/education
So, what do
you think?
Some Questions
• How will WV satisfy the federal
requirements?
• How will teacher candidates be
prepared to meet the challenges of 21st
century teaching?
• How will the existing educatorforce be
retooled to meet 21st century teaching
challenges?
Some Answers
 The West Virginia Professional Teaching
Standards (WVPTS)




To which teacher preparation programs are
aligned
By which teaching practice is assessed
On which a teacher evaluation is based
Around which professional development is
designed
 A Sturdy Evaluation System

With a strong teacher induction program
A Picture worth a 1,000 Words
Preparation
Professional
Development
WVPTS
Evaluation
Practice
What are professional teaching
standards?
CSOs for teachers
Origins of the West Virginia
Professional Teaching Standards
• WV Commission for Professional Teaching
Standards initiated
• WV Stakeholder Group - e.g. teachers, teacher
organization leaders, higher education representatives,
county and building representatives, RESA
representatives, WV CPD, business and community
members, legislative liaisons, WVBE members and
WVDE staff
• National Experts – Charlotte Danielson, LDH, &
others
• National Standards – (NCATE, NBPTS, ISTE,
InTASC, other state teaching standards
Architecture of West Virginia
Professional Teaching Standards
Standard – Broad statements/constructs
Function – Describes the important
functional or procedural parts of the
standard
Indicator – Further delineate the functions
into observable measures
West Virginia Professional
Teaching Standard Elements
Standard 1: Curriculum & Planning
Standard 2: The Learner & The Learning
Environment
Standard 3: Teaching
Standard 4: Professional Responsibilities for SelfRenewal
Standard 5: Professional Responsibilities for School
and Community
Decor of West Virginia
Professional Teaching Standards
• Indicator Rubrics – Performance
descriptions of the indicator statement
• Levels of Performance
• Distinguished
• Accomplished
• Emerging
• Unsatisfactory
So, what do you think?
• Read your assigned standard statement, the
function and indicator statements
• Discuss your perceptions at the table
• Be prepared to share
The Answers Explained
IHE Program Revision
Institutional
SelfAnalysis
Program
Submission
Program
Review
Program
Approval
The Answers Explained
Practice & Professional Development
Strategy & Resources
Strategy
•
Multiple opportunities for exposure to the message starting
Summer 2011
Resources
•
•
•
Hand-Holding
– Flip Chart
Electronic Resources
– Navigable PDF WVPTS
– Video Clip
http://wvde.state.wv.us/player.php?m=x&vid=proprep/P
roTeachStd
– PPT
Classroom Posters
The Answers Explained
Teacher Evaluation Revision
• WVPTS adopted by WVBE April 2009
• Teacher Evaluation Executive Committee Established September 2009
• Five meetings
• Race To The Top
• Special Session Promises & Deadlines
• Teacher Evaluation Work Group 1.0 - Five
Meetings
• Teacher Evaluation Work Group 2.0
Task Force Recommendations
The Teacher Evaluation Task Force Executive Committee, in its charge to the
Work Group, affirmed that the educator evaluation system should:
•
•
•
•
•
•
•
•
•
•
•
•
Encourage continuous growth and improvement over time.
Identify quality professional development based on individual needs.
Provide a linkage to mentoring that is part of a larger system of induction.
Ensure high-quality instruction focused on increasing student achievement.
Set high standards for performance for both veteran and new educators.
Provide a framework to inform all educators about strengths and weaknesses in
performance.
Provide a system that recognizes educators for distinguished levels of performance.
Address persistent unsatisfactory performance.
Provide a common language for discussion among educators and supervisors around
performance.
Provide assurance that evaluator bias is minimized.
Provide a mechanism for the evaluation system itself to be evaluated.
Be sustainable, manageable, and effective.
Work Group 1.0 Assurances
The Teacher Evaluation Work Group members mutually agree that:
• The critical standard elements accurately reflect the West Virginia Professional
Teaching Standards.
• The critical standard elements collectively represent what a 21 st century teacher
should know and be able to do.
• Multiple measures should be used to evaluate teacher performance.
• Clear guidance is necessary to distinguish measures that are required and those
that are optional.
• Evidence for performance measures should already be part of teachers’
instructional repertoire—not created solely for evaluation.
• Critical standard elements, rubrics and measures should be field-tested by a crosssection of schools of different sizes at all levels, including both School
Improvement Grant and Exemplary, to ensure validity and objectivity.
• The primary purpose of teacher evaluation is to support instruction to maximize
student learning.
• Principal evaluation must support teacher evaluation.
• Funding, including costs for professional development for all stakeholders, should
be allocated for implementation of the revised evaluation system.
Work Group 1.0 Recommendations
The Teacher Evaluation Work Group recommends that the next Work Group
2.0 consider that:
• Educator evaluation should be constructive and collaborative for all stakeholders.
• Educator evaluation should provide feedback to support professional growth and
development.
• Educator evaluation supports improvement in instruction and learning.
• Educator evaluation rubrics and measures must continue to reflect that teacher
performance affects student learning.
• Participation by principals in the Work Group should be increased.
• Best practices by the West Virginia Center for Professional Development’s
Evaluation Leadership Institute should be incorporated into evaluator training.
• Educator evaluation should ensure that Distinguished performance is not limited
by resources.
• Time constraints affect the system as a whole.
Work Group 1.0
• Expert, research-based review of rubrics and measures is required to ensure
Report &
validity and fit.
Recommendations.
• Other evaluation models, including those with nonsupervisory evaluators, should
pdf
be consulted for coherence.
Work Group 2.0
• Divided into three (3) subcommittees
 Rubrics & Evidence, System Considerations,
Professionalism & Student Learning
Work Group 2.0
Rubrics and Evidence



Do we have the right number of elements?
Is there alignment among all the performance
levels – do they all “weigh” about the same?
What measures will be used and with which
elements – across all rubrics or specific
elements?
Work Group 2.0
System Considerations


What are the components of a peer evaluation
model? If yes, how will the peer review be
combined with the administrator’s review?
Should we have a tiered evaluation system, i.e. one
based on content/programmatic level, years of
experience, or years of content specific experience?
For example, new teachers, accomplished versus
those with unsatisfactory performance?
Work Group 2.0
Professionalism and Student Learning



What descriptors would be included with the
critical standard element, “The teacher
demonstrates professional conduct as defined by
state law and district policy?” For examples,
punctuality, attendance, adhering to deadlines.
What would be the “critical standard element” that
describes student learning?
What would the rubric and acceptable evidence
look like for quality evidence of student learning?
Work Group 2.0
• Divided into three (3) subcommittees
 Rubrics & Evidence, System Considerations,
Professionalism & Student Learning
• Working at a brisk pace
 Draft finished by May 24, 2011
 Pilot in SIG and non-SIG schools, 2011-2012
 Statewide implementation, 2012-2013
Why do we believe we’re
working on the right answers?
Because Linda Darling-Hammond says so. . .
Changes Needed: An Extreme
Makeover for Educator Evaluation
• Create shared, clear, meaningful standards
• Examine performance with standards-based
measures that look at practice, teacher decision
making, and student work
• Develop expertise for evaluation and support
• Plan for evaluation, feedback, and follow up
coaching and professional development
• Develop structures to support strong
professional decisions
• Embed evaluation in a performance-based
system of licensing and career advancement
© Linda Darling-Hammond 2010
Connection Between the WV
Professional Teaching Standards &
Teacher Evaluation
Linda Darling-Hammond – October 20,
2010 Presentation
Developing and Assessing Teacher Effectiveness
http://wvde.state.wv.us/teachereval/teagendapres.html
Our Questions
• How will WV satisfy the federal
requirements?
• How will teacher candidates be prepared
to meet the challenges of 21st century
teaching?
• How will the existing educatorforce be
retooled to meet 21st century teaching
challenges?
Our Answers
Preparation
Professional
Development
WVPTS
Sturdy
Evaluation
System
Practice
Objectives Met?
At the conclusion of the West Virginia
Professional Teaching Standards
(WVPTS): What West Virginia Teachers
Know and Are Able to Do session, the
participants will:
•
•
•
Be familiar with the WVPTS, their origin,
architecture, and influence
Be informed about the teacher evaluation
revision process
Understand how WV is readying for the
federal agenda
So, whadya
think?
Done?
• Contact information –
Lori Wiggins
lwiggins@access.k12.wv.us
800.982.2378
• For more information
TeachWV: http://wvde.state.wv.us/teachwv/profstandards.html
Teacher Evaluation: http://wvde.state.wv.us/teachereval/
WV Department of Education