Teacher Evaluation:
Professional Practice
Compass Update
April 2012
L O U I S I A N A
D E P A R T M E N T
O F
E D U C A T I O N
Webinar
As we begin this webinar:
Please go to this website:
www.louisianaschools.net/topics/ppmltr.html
And download the document titled:
Framework for Louisiana’s Teaching Rubric (located in
the first paragraph of text and the side bar of links)
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Objectives:
• Share findings about Compass
rubric from pilot districts
• Share LDOE’s decisions regarding
the teacher rubric in response to
these findings
• Identify LDOE supports for
implementation
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Setting Our Priorities
Compass and Common Core
are LDOE’s top two priorities.
Common Core:
Shifting expectations for students
Compass:
Shifting educator support and
evaluation practices to align with
these new expectations
How Will We Achieve in the Classroom?
In order to turn our beliefs into higher student achievement, we
will use Common Core Standards and the Compass system as
guides.
• Goal Setting: Teachers in all subjects will set quantifiable achievement goals for
each student.
• Assessment and Content: Teachers in all subjects will select assessments and
curricular materials that align with skills students are expected to demonstrate on
new Common Core assessment items.
• Feedback: Principals and other instructional leaders will observe all teachers and
will provide feedback based on a Common Core-aligned rubric.
• Collaboration: Teachers will work in teams to examine student work and to
articulate specific changes in instructional practice that will align student
performance to Common Core standards.
• Identifying leaders: Districts will use Compass effectiveness ratings to identify
teacher leaders who can take on new responsibilities to support these Core
Elements in their schools.
Overview
1. What is Compass?
2. Compass Pilot Findings
3. Adapting the Tools
4. Waiver Process & Next Steps
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Compass Elements
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The Purpose of Compass
Compass is intended to ensure:
• Teachers set meaningful goals for students;
• Teachers and leaders collaboratively evaluate
student progress relative to goals;
• Teachers receive specific feedback on their
performance to drive improvement; and
• Teachers, administrators, and district leaders
have annual effectiveness data to inform
decision-making
Compass Process & Components
Set Goals
-For Educators
-For Students
Observation
& Feedback
Evaluate
Performance
-Student Growth
-Prof. Practice
Use Data
to Inform
Human
Capital
Decisions
Compass Process & Components
• Two components of evaluation
Student Growth
Measures
• Value-Added
Model OR
• Student
Learning Targets
Professional
Practice
Measures
• Observations
LDOE Support
• Provide a model observation tool, and create a waiver process
for LEAs which desire to use alternative tools
• Provide districts with evaluation guidance and tools for teachers
in non-tested grades and subjects
• Train educators statewide this spring and summer on Compass
tools (teacher effectiveness rubric, goal setting process)
• Assist district and school staff throughout next school year in
making the Core Elements part of everyday practice. They will
facilitate collaboration among educators; will observe
classroom practice and provide feedback; and will review
progress with district administrators.
Compass Pilot Findings
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Piloting Compass: Purpose
The Compass Pilot served to:
1. Test the tools and process
developed by collaboration
between LDOE and
educators, and
2. Gather feedback from the
field on how the tools could
be improved prior to
statewide implementation
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Compass Pilot: What Did We Learn?
1. Simplify the process.
• Focus on positions who are responsible for the academic
outcomes of a specific group of students (eg, classroom
teachers, librarians, and guidance counselors), and
• End requirements for multiple conferences, streamline the
goal setting process, eliminate restrictive timelines
2. Lessen the burden on principals.
• Expand the group of school-based staff and district teams
who can assist teachers in setting targets and conducting
observations
3. Revise the teacher rubric to be clearer, more concise,
and more directly aligned to the Common Core.
Compass Pilot: What Did We Learn?
1. Simplify the process.
2. Lessen the burden on principals.
3. Revise the teacher rubric to be clearer, more concise,
and more directly aligned to the Common Core.
• Redundancies exist within standards and descriptors.
• Evaluators have had difficulty distinguishing between
the top two levels of effectiveness.
• Focus on core competencies directly aligned to support
more rigorous instruction for Common Core
Adapting Tools to Better Serve
Teachers and Leaders
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Compass Pilot: Recommendations
1. Adopt modified version of Charlotte
Danielson’s Framework for Teaching, a
nationally recognized evaluation and support
model.
• Narrow number of performance standards to
focus on core components.
• Move to a 4 point scale to make effectiveness
levels more distinct.
• Leverage resources available nationally.
The Danielson Rubric
A good choice for students and teachers:
• Supports teacher improvement and professional growth
− Easy to distinguish standards and performance levels
• Will align to Common Core
• Tried and true
− Implemented in >15 states
− Approved in AR, NJ, NY, OH, PA, WA and major cities
nationwide
• Accompanied by numerous support materials
• Emphasizes Planning and Instruction
The Danielson Rubric
D1: Planning and Preparation
D2: Classroom Environment
1a Demonstrating Knowledge of Content
and Pedagogy
2a Creating an Environment of Respect
and Rapport
1b Demonstrating Knowledge of Students
1c Setting Instructional Outcomes
1d Demonstrating Knowledge of Resources
1e Designing Coherent Instruction
1f Designing Student Assessments
2b Establishing a Culture for Learning
2c Managing Classroom Procedures
2d Managing Student Behavior
2e Organizing Physical Space
D3: Instruction
D4: Professional Responsibilities
3a Communicating With Students
3b Using Questioning and Discussion
Techniques
3c Engaging Students in Learning
3d Using Assessment in Instruction
3e Demonstrating Flexibility and
Responsiveness
4a Reflecting on Teaching
4b Maintaining Accurate Records
4c Communicating with Families
4d Participating in a Professional
Community
4e Growing and Developing Professionally
4f Showing Professionalism
The Danielson Rubric
D1: Planning and Preparation
D2: Classroom Environment
1a Demonstrating Knowledge of Content
and Pedagogy
2a Creating an Environment of Respect
and Rapport
1b Demonstrating Knowledge of Students
1c Setting Instructional Outcomes
1d Demonstrating Knowledge of Resources
1e Designing Coherent Instruction
1f Designing Student Assessments
2b Establishing a Culture for Learning
2c Managing Classroom Procedures
2d Managing Student Behavior
2e Organizing Physical Space
D3: Instruction
D4: Professional Responsibilities
3a Communicating With Students
3b Using Questioning and Discussion
Techniques
3c Engaging Students in Learning
3d Using Assessment in Instruction
3e Demonstrating Flexibility and
Responsiveness
4a Reflecting on Teaching
4b Maintaining Accurate Records
4c Communicating with Families
4d Participating in a Professional
Community
4e Growing and Developing Professionally
4f Showing Professionalism
The Danielson Rubric
These five core components help
teachers and leaders focus on:
1c Setting Instructional Outcomes
2c Managing Classroom Procedures
3b Using Questioning and Discussion
Techniques
3c Engaging Students in Learning
3d Using Assessment in Instruction
• High-impact activities, narrowed and focused from ACEE
recommendations
• Concrete, observable actions to help teachers
understand what and how to change
• Rigor, consistent with Common Core:
− 1c Setting Instructional Outcomes
− 3b Using Questioning and Discussion Techniques
− 3c Engaging Students in Learning
Taking a Closer Look at the Components
• Setting Instructional Outcomes (1c): Establishing clear, rigorous
objectives that describe what students will learn.
• Managing Classroom Procedures (2c): Establishing a smoothly
functioning classroom through the management of instruction and
transitions to allow for maximum learning for all students.
• Using Questioning and Discussion (3b): Strategically using a varied
set of questions to engage all students in discussion around rigorous
content.
• Engaging Students in Learning (3c): Asking all students to do work
that is rigorous an intellectually challenging.
• Using Assessment in Instruction (3d): Using clear assessment
criteria to drive instructional choices throughout the lesson and at
the end.
The Danielson Rubric
Ineffective
Effective: Emerging
Effective: Proficient
Highly Effective
1c: Setting
Instructional
Outcomes
Outcomes represent
low expectations for
students and lack of
rigor, nor do they all
reflect important
learning in the
discipline. Outcomes
are stated as activities,
rather than as student
learning. Outcomes
reflect only one type of
learning and only one
discipline or strand, and
are suitable for only
some students.
Outcomes represent moderately
high expectations and rigor.
Some reflect important learning
in the discipline, and consist of a
combination of outcomes and
activities. Outcomes reflect
several types of learning, but
teacher has made no attempt at
coordination or integration. Most
of the outcomes are suitable for
most of the students in the class
based on global assessments of
student learning.
Most outcomes represent
rigorous and important learning
in the discipline. All the
instructional outcomes are clear,
written in the form of student
learning, and suggest viable
methods of assessment.
Outcomes reflect
several different types of
learning and opportunities for
coordination. Outcomes take
into account the varying needs of
groups of students.
All outcomes represent rigorous
and important learning in the
discipline. The outcomes are clear,
written in the form of student
learning, and permit viable
methods of assessment. Outcomes
reflect several different types of
learning and, where appropriate,
represent opportunities for both
coordination and integration.
Outcomes take into account the
varying needs of individual
students.
Critical
Attributes
• Outcomes lack rigor.
• Outcomes represent a
mixture of low expectations
and rigor.
• Outcomes represent high
expectations and rigor.
In addition to the characteristics of
“proficient,”
• Outcomes are related to “big
ideas” of the discipline.
• Teacher plans reference
curricular frameworks or
blueprints to ensure accurate
sequencing.
• Outcomes do not
represent important
learning in the
discipline.
• Outcomes are not
clear or are stated as
activities.
• Outcomes are not
suitable for many
students in the class.
• Some outcomes reflect
important learning in the
discipline.
• Outcomes are suitable for
most of the class.
• Outcomes are written in terms
of what students will learn
rather than do.
• Outcomes represent a range of
outcomes: factual, conceptual
understanding, reasoning,
social, management,
communication.
• Outcomes are suitable to
groups of students in the class,
differentiated where
necessary.
• Teacher connects outcomes to
previous and future learning
• Outcomes are differentiated to
encourage individual students to
take educational risks.
Calculating a Teachers Overall Score
Averaging the student growth score and the professional
practice score provides the final evaluation score.
(Each component generates a score between 1.0-4.0.)
Professional
Practice
Score + Score
2
Student
Growth
=
Final Evaluation
Score
Calculating Rubric Score
The Compass rubric
consists of five
components; teachers
are assigned a score of
1, 2, 3, or 4 on each of
the five components.
To calculate a teacher’s
overall score on the
observation rubric, take
the average of his/her
scores on each
component of the
observation rubric (i.e.,
sum his/her scores on
each component and
then divide by five to
reflect the five
components).
Teacher receives a
1 on each of the
five components
of the observation
rubric
Teacher receives a
4 on each of the
five components
of the observation
rubric
Sum of
Component
Scores
Average
5
1.00
6
1.20
7
1.40
8
1.60
9
1.80
10
2.00
11
2.20
12
2.40
13
2.60
14
2.80
15
3.00
16
3.20
17
3.40
18
3.60
19
3.80
20
4.00
Teachers receiving an
average score of less than
1.5 on the observation
rubric will receive an
overall Compass rating of
‘Ineffective’
Effective: Emerging
Effective: Proficient
Highly Effective
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The Overall Compass Score
Teachers will then receive a rating based on their overall COMPASS score.
Teacher Rating
Rule
Overall COMPASS score of 1.00-1.49
Ineffective
OR
Received a score less than 1.50 on either the
observation rubric or student growth measure
Overall COMPASS score of 1.50 to 2.49
Effective
Emerging:
AND
Effective
Proficient:
Overall COMPASS score of 2.50 to 3.49
Did not receive a score less than 1.50 on either the
observation rubric or student growth measure
AND
Did not receive a score less than 1.50 on either the
observation rubric or student growth measure
Highly Effective:
Overall COMPASS score of 3.50 to 4.00
Making the Transition
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LEA Next Steps
• Introduce this rubric to your district and teams
− Available at www.betterschoolsla.com
• Determine if you would like to apply for an alternate
observation tool waiver
− Application online: www.betterschoolsla.com
− Deadline: May 15
− LDOE final decisions: June 15
− Note: Only existing TAP districts may apply to use TAP
rubric
• Plan for which staff will serve as evaluators/observers
• Network Leaders are available to support
Observation Tool Waiver Process
LEAs may apply to use alternate observations tools for teachers (including school
counselors, librarians) and leaders via one of the two processes below:
Notification Form
•
•
•
•
TAP™ Instructional Rubric
Vanderbilt Assessment for Leadership in Education ™ (VAL-ED ™)
Pathways Rubric
State-adopted Danielson Rubric with additional focus areas
• Focus Areas are the use of other Danielson components as instructional support
and development resources
• Observation Tool for School Counselors
• Observation Tool for Librarians
Waiver Application
• Adoption of an evaluation tool other than the state-adopted or pre-approved rubrics
above.
• Includes adoption of another version of the Danielson rubric.
Notification Forms, Waiver Applications, and instructions can be found on our website at
http://www.betterschoolsla.com/ and are due May 15th.
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Additional Resources
1. The Danielson Group:
http://www.danielsongroup.org/default.aspx
2. Enhancing Professional Practice: A Framework
for Teaching by Charlotte Danielson
3. Teacher Evaluation to Enhance Professional
Practice by Charlotte Danielson
4. Better Schools Louisiana:
www.betterschoolsla.com
What Are the Department’s Next Steps?
April
May – June
• Final
implementation
timeline
• Final Teacher
Rubric & NTGS
Guidance
Available
• Webinar on
Teacher Rubric
July-August
• Webinar on NTGS • Guidance on Leader
Evaluation Released
• District Leader
Workshops: Deep • CCSS Transitional
Dive into
Curriculum Released
Resources &
• Initial Compass Training
Implementation
for Evaluators on Student
Planning
Growth Measures and
• CCSS Summer
Rubrics
Institute
Ongoing Support from Network Teams
For questions, please contact:
Compass@la.gov
or visit
http://www.louisianaschools.net/compass/
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