Most current teacher evaluations provide little
information that can be used to give teachers
the training and tools they need to be effective;
better identify and meet individual professional
development needs; provide targeted
intervention to help struggling teachers; or
reward the accomplishments of effective
teachers.
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Understanding the research – based on many
bodies of research
Recognizing concerns with teacher
recruitment and attrition
Implementing the Core Standards
Appreciating the State’s pilot programs
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Four school districts volunteered
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Jonesboro School District, High School and Middle School
Pocahontas School District, High School
Magnolia School District, High School
Lee County School District, High School
ADE provided resources/materials for training
Sponsored Charlotte Danielson’s visit
Began training in January 2010
Cooperatives are continuing training for other
schools who wanted to implement Danielson’s
model this school year
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recognizes student learning as the foundation of
teacher effectiveness.
gives schools information needed to build the
strongest possible instructional delivery system.
helps districts hold school leaders accountable
for supporting each teacher’s professional
development.
Is based on multiple assessments – formative and
summative.
focuses everyone in the school system on what
matters most – realizing each student’s full
potential and staying on track for career/college
readiness.
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Priority: Promoting Professional Learning
Artifacts
Four Categories
Rating Designations based on Rubrics
Intensive Support
Formal and Informal Observations
Three-Year Cycles for those not needing
additional support
Professional Development matches the Learning
Plan
Other National Models Accepted
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Distinguished
Proficient
Basic
Unsatisfactory
It is VERY important to start having
conversations with teachers about these
categories. There will be areas teachers will
be at the Basic Level.
We have been saying for years that Basic =
Bad…….Must begin now to have these
discussions
Track 1 Probationary:
1-3 Years
Year 3
Observations on
all components
*Evidence of
Learning
Year 2
Observations on
all components
*Evidence of
Learning
Year 1
Observations
on all
components
*Evidence of
Learning
Track 2 NonProbationary
Track 3:
Intensive
Support Status
Formal Evaluation
Observations on
all components
once every 3 years
*Evidence of
Learning
Improvement
Plan
*Technical
Assistance
Professional
Learning
2 Years
Non-Renewal
*Evidence of
Learning through
required
Professional
Learning Plan
DOMAIN 1 FOR SCHOOL COUNSELORS: PLANNING AND PREPARATION
DOMAIN 2 FOR SCHOOL COUNSELORS:
THE ENVIRONMENT
DOMAIN 3 FOR SCHOOL
COUNSELORS: DELIVERY OF SERVICE
DOMAIN 4 FOR SCHOOL
COUNSELORS: PROFESSIONAL RESPONSIBILITIES
ARKANSAS TEACHER EXCELLENCE SUPPORT SYSTEM (TESS)
Teacher Eval.
Task Force
Comprised of
36 members
representing
all stakeholder
groups
2009
Regional
Meetings held
throughout the
state to gain
input and
inform
stakeholders.
2010-11
4 Schools Pilot
New Evaluation
System
Act 1209 Passed
in March 2011
201112
*Training of
Evaluators - 1 day
face-to-face
training held at
co-ops will kick
off the 30 hours
of on-line training
and certification
test
Jan – May 2013
11 Schools
Pilot – TESS
Using Teachscape
Software and
360° cameras
2012
Rules and Regs
approved by
State Board of
Education
Summer 2012.
201213
2012
Train the Trainers
80 to 100 trainers
located
throughout the
state will be
trained
Fall 2012
2013
Pilot Year
All districts will
pilot TESS.
Committee of
stakeholders will
obtain input and
feedback from
pilot
2013
Training of
Teachers – Halfday face-to-face
training held at
districts and coops will kick off
18 hours on-line
training .
June – Aug 2013
*The face-to-face training will take place in
January and February 2013 – Evaluators
will need to complete the on-line training
and certification test by August 2013
20132014-15
14
First Year of Full
Implementation
All districts will
implement TESS;
Data from 14-15,
15-16, and 16-17
will be published
on school report
cards in 17-18
ARKANSAS PRINCIPAL EVALUATION SYSTEM TIMELINE
ACT 222 of 2009
School
Leadership
Council
Set up Council of
Educational
Assoc, and
Leadership
Groups to aid in
development of
evaluation tools
2009
10 Schools in
Principal Evaluation
Pilot
Dr. Connie Kamm w/
Doug Reeves
Leadership and
Learning Center
facilitates training
2010-11
Act 222 Council
develops
principal
evaluation
system based on
ISLLC standards
201112
10 Schools Pilot –Year 2
Training and Support will
continue w/ pilot schools to
obtain feedback, gather data,
and determine professional
development needsWork will also begin on
revising rubrics for asst prin.,
curr specialists, etc.
Spring
2012
Revisions
made to
evaluation
rubric, forms,
etc., based on
feedback from
piot
201213
Work w/
Stakeholders and
Legislators for
legislation of
principal
evaluation system
to mirror TESS
Fall 2012
Jan 2013
Conduct Meetings
with appropriate
stakeholders to
receive input for
principal evaluation
system and possible
legislation – Explore
options for on-line
platforms
Pilot Year
All districts will
pilot principal
evaluation
system.
Committee of
stakeholders will
obtain input and
feedback from
pilot
Summer
2013
20132014-15
14
Training for Principals
and Superintendents
All principals and
superintendents will
be trained on principal
evaluation system -
First Year of Full
Implementation
All districts will
fully implement
principal
evaluation system
–Data will be
collected on
system
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Student Data
 Choosing methods of student data including student
growth and achievement in models that best fit the
evaluation design principles
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Non-Tested Areas
 Addressing the challenge of measuring performance in
grades and subjects for which there are no consistent,
statewide, student growth measures
School Measures for Counselors
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Identifying multiple measures of
teacher performance.
◦ Identifying multiple artifacts to support
student performance, outside of the onehalf that is tied to the state achievement
test in the tested areas
◦ Identifying appropriate artifacts in the
non-tested areas where an external
assessment does not exist
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Integrating multiple measures to
inform both formative and summative
expectations of the evaluation system.
Increasing the consistency of raters of
teacher performance.
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Involve a diverse representation of
stakeholders to compose rules and
regulations
Provide opportunities at conferences and
other professional development for
administrators and teachers from pilots to
speak about the process – what they learned,
questions they still have
Total transparency
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Make sure you report any allegations to DHS
that fall under the mandatory reporting law.
There have been instances that
administrators have been disciplined for not
reporting, i.e., license on probation, license
suspended, etc.
Caution teachers about making any reference
to a student’s health condition or meds in
front of other students
Karen.cushman@arkansas.gov