Educator Support &
Evaluation
Christa McAuliffe
December 4-5, 2013
Who’s in the room?
 Ashley: High school classroom teacher for 9 years in SAU
64. School Improvement Grant Coordinator. Part Phase I
and Phase II of the Commissioner’s Task Force on Educator
Effectiveness. Part of the New Hampshire State Consortium
on Educator Effectiveness through the Chief State of School
Officers. Learning Forward Board Member.
 Randy Bell: Part Phase I and Phase II of the
Commissioner’s Task Force on Educator Effectiveness. Part
of the New Hampshire State Consortium on Educator
Effectiveness through the Chief State of School Officers
North Country liaison with NH Dept. of Education, teacher,
principal, superintendent, general guru…
GOALS
1. Develop initial awareness of NH State Educator
Support and Evaluation Model and the Leadership
Support and Evaluation Model
2. Develop knowledge of resources available to
educators, schools and districts
3. Overview of how to access and use data tools
available through the Dept. of Education
4. Answer or begin to answer questions!
New Hampshire’s State Model
Educator Support and
Evaluation System
 1. Guiding Principles
 2. Standards of Professional
Practice
 3. Overall Levels of Performance
 4. Measures of Student
Performance
NH Professional Education Standards
Learners and
Learning
Content
Knowledge
Professional
Responsibilities
Learning
Facilitation
Practice
Student
Outcomes
Standards of Professional
Practice
Learner &
Learning
Content
Knowledge
STUDENT
LEARNING
Learner
Facilitation
Practice
Professional
Responsibility
Overall Levels of Performance:
Performance Level Descriptors
 Highly Effective
 Effective
 Needs improvement
 Ineffective
(PLD)
Student Achievement:
The Elephant in the Room
Student Outcomes
 Smarter Balanced--- Spring 2015
 Student Growth Percentiles--- SGP’s
 Student Learning Objectives--- SLO’s
 Shared Attribution
 Performance Assessment
 Other Locally Developed Assessments
What does an SLO look like?
An SLO is really a whole process that involves a written
goal for students, goals for the educator (PD, etc.), a
timeframe for achieving the goal, outcomes of the
various steps, assessments, and reflection throughout!
The whole and its parts
1. The measurable (SMART goal)
2. The teacher’s goals/needs (professional development,
training, time, etc.)
3. Assessments
4. Timeline for activities
5. Reflection and adaptation
What do I need to do first?
Look at the data!
Based on the data,
what needs doing?
What problems
exist?
Tracking the SLO
Assessments
Interventions
Records
How is an SLO “scored”?
With a portfolio of evidence, an SLO is moved to the next
level, assessed, scored, evaluated, etc. with a scoring
rubric.
Center for Assessment's SLO rubric
Where can I find the model?
 NH Department of Education Homepage (www.education.nh.gov)
Where else can I find it?
 NH Networks: Teacher Effectiveness Network
Where can I find data?
 Multiple sources/decision points:
local data, classroom data, statelevel, team-created, student
surveys…etc.
The breadth of data tools
Access Education Data from the DOE home page (view the library books icon on the left
panel (www.education.nh.gov).
Leader Effectiveness
Preparing, Evaluating, and
Supporting Principals.
A New Approach to
School Leader Evaluation
Time Involved
 Goal-Setting Conference
 Formative Conference
 Summative Conference
Model Flow Chart
Title I
Schools
20% weight
on student
growth after
24
pilot year
Standard 1
Educational Leadership
New Hampshire Principal Evaluation Frameworks
Educational Leadership
Performance Indicators:
1A - The school's vision reflects the
District's mission
1B - The administrator listens,
analyzes and responds to issues
related to the needs of the school
community.
1C - The vision of the school is
communicated to students, parents,
staff, district office personnel, and
community members.
A principal is an educational leader who promotes the success of all students by facilitating the development, articulation,
implementation, and stewardship of a vision of learning that is shared and supported by the school community.
Unsatisfactory
Emerging
Proficient
Has not articulated the school's
vision.
Distinguished
Has developed a vision separate Has developed a vision among
from shareholder input/need.
shareholders. Relationship
between vision and mission is
clear.
Fails to recognize or
Is a selective listener and
Is an active listener; analyzes
acknowledge problems or issues minimally participates in
problems and effects clear and
related to the needs of the
resolving concerns of the school appropriate responses.
school community.
community. The administrator
attempts clear communication
but is not always understood.
School vision has been
developed with and among
shareholders, and reflects the
District's mission.
Demonstrates active listening
and Is insightful; recognizes
emerging problems and issues;
helps facilitate solutions and
directs staff to appropriate
resources.
Has no formal methods for
communicating the vision.
Utilizes a variety of mediums to
pro-actively communicate the
vision of the school to parents
and other school community
members.
Educational plans and actions
within the school are clearly tied
to the District's mission.
Planning and assessment
processes are clearly in place.
1D - The District's mission shapes the No relationship exists between
educational plan and actions within the the District's mission and the
school.
school's vision.
Communicates the school's
vision only when necessary.
Communicates the school's
vision regularly with parents and
those connected directly with the
school using limited methods.
A relationship between the
District's mission and school's
vision exists to an extent;
however, knowledge is not tied
to planning and assessment.
Though educational plans and
actions within the school reflect
the District's mission, planning
and assessment processes are
not yet fully in place.
Standard 8
Student Growth
Student Growth
Performance Indicators:
A principal is an educational leader who promotes student growth using multiple sources of evidence.
Unsatisfactory
8A – Individual and Collective Student Fails to use multiple sources of
Growth
evidence to promote or plan for
individual and collective student
growth.
8B – Development of Programs or
Interventions
8C - Shows Progression of Student
Growth
Emerging
Minimally addresses individual
and collective student growth.
Proficient
Distinguished
Consistently promotes individual Takes a proactive approach and
and collective student growth.
possesses comprehensive
knowledge and skills in
sustaining individual and
collective student growth.
Fails to take any corrective
Creates programs or
Initiates and maintains the
Continuously promotes a
actions involving programs or
interventions but minimally uses development of programs and
comprehensive plan for program
interventions.
the collected evidence to
interventions that promote
or intervention implementation.
measure program success.
student growth.
Fails to monitor student progress Monitors student progress and
Establishes systems for
Continuously promotes,
and shows little or no progress
shows progression in student
monitoring progress, accurately evaluates and documents the
made in student growth.
growth.
measures student achievement, intended outcomes of student
and experiences targeted gains growth.
in student growth.
EDUCATOR EVALUATION TIMELINE
 By the end of 2014-15 school year: Schools will have
developed their educator evaluation systems (including
ensuring 20% of the evaluations are based on student
performance).
 By the start of the 2015-16 school year: Schools will fully
implement their educator evaluation systems.
 By the end of 2016-17 school year: Evaluations will be used
to assist the districts in making personnel decisions.
Resources
 Regional Liaisons
 NH Networks
 Outreach on the Models
 Professional learning opportunities
around Multiple Measures, Common
Core
 Leadership Network for Principals
Using the
NH
Network
Platform
A guide for new users or those who want a quick refresher!
Step One:
Create
account
or log in
to NH
single
sign on
Ste
p
one
,
cont
.
Step 2: Sign in
Your screen will look something like this!
Please click here to access the Networks!
Click on your name to create a
profile! This will enable you to
join networks or have your
network lead add you to a
“closed” network
To begin, click here! This will reveal a menu of available
Networks.
Scroll down and find Networks that interest you! Click to join!
Once you join, you will find your new
Networks along the top of the screen
under “My Networks.” They will also
be along the right-hand side of the
screen at the home page. Use
whichever navigation tool works for
you!
Questions