Teacher and Principal Evaluation Training
and Assessments
Illinois State Board of Education
CEC Partnership Group
April 11, 2012
1
Agenda
• Welcome
• Introduction of the Growth Through Learning Performance
Evaluation System
• Identification and Designation of District Evaluators by District
Superintendents
• Overview and Format of the Performance Evaluation Training
Modules
• Teacher Evaluator Module 2 – Overview of the Teachscape
Proficiency System
• IT Requirements and Technology Support
• Next Steps
2
Presentation Team
•Vicki
Phillips, Interim Division Administrator,
Educator and School Development Division,
ISBE
•Mary Jane Morris, Executive Director,
Consortium for Educational Change
• Ivan Montoya, Vice President Director of
Services, Teachscape
3
Teacher and Principal Evaluator Training
• Meet Requirements of PERA of 2010
• This includes:
Prequalification training and assessments
Train-the-trainer program
Technical Assistance
Retraining program
Website with online library and other resources
4
Program Website
www.growththroughlearningillinois.org
Technical Assistance
Evaluator
Prequalification
Training and
Assessment
Train-the-Trainer
Program
• Online resources and research on PERA, evaluation
models, teacher and principal evaluation (available now)
•
•
•
•
Online, self-paced training
Online assessments to qualify evaluators
Remediation training
Online library of resources and best practices for posttraining implementation
• Rigorous training and prequalification program for districtdeveloped , higher education and the state developed
program
• Online library and monthly Trainer Collaborative Network
5
Assistance for Districts
to Implement PERA and SB7
Growth Through Learning Technical Assistance
www.growththroughlearningillinois.org
PEAC Website
www. http://www.isbe.net/peac/default.htm
• Evaluation FAQs
• Selecting Teacher and
Principal Evaluation Models
• Choosing State Training or
District Developed Training
• Other national, state and
district evaluation models,
articles tools and research
• Trainer Database for Districtdeveloped Training (June 1)
• Additional service options
• PERA and SB7 legislation, rules
and nonregulatory guidance
• Principal Evaluation Basics,
Default Model and sample tools
and resources
• Teacher Evaluation Basics and
teacher evaluation resources
• Continuous updates from ISBE
and the work of PEAC committee
• News Releases
• PERA FAQs
• Glossary
6
Identification and Designation of District
Evaluators
7
Identifying District Evaluators For Registration
District Identification
Of Evaluators
Designated Evaluator
Registration
Begin training
• Superintendents can log into the ECS System to
designate evaluators starting on April 17th
• Select evaluators who will need to be qualified
for the 2012-13 school year
• Indicate Training Participation :
1: Teacher Evaluator, OR 2: Principal/Assistant
Principal Evaluator OR 3: Both
• Designated teacher and principal/assistant
evaluators can then log into ECS and begin
registering for training
• Registration begins May 1, 2012
• Training will be available starting May 7th
for all designated evaluators
8
Identification and Designation of District Evaluators
Teacher Evaluators
Superintendents recently submitted the number of evaluators
their district currently employs for teacher evaluation which
determined the allotted number of “cost-free” trainings to be
paid through Illinois’ Race to the Top III funds per district.
This source of funds is limited, therefore, any additional trainings
desired by the district beyond their current usage must be
paid by district funds. The cost is $650 per person per system for
Teacher or Principal Evaluator Training, registration and payment should
be made at the http://www.growththroughlearningillinois.org/.
9
Identification and Designation of District Evaluators
Principal Evaluators
Each Illinois district will be allotted a number of “cost-free” trainings for
principal evaluators equal to the number they currently have engaging in
principal evaluations during the 2011-2012 school year.
Districts superintendents are asked to submit to vphillip@isbe.net the
number of principal & assistant principal evaluators who will need
trained as soon as possible with the district request not to exceed the
necessary number per district. Email your request no later than April 13.
The trainings to be paid through Illinois’ funds received from Race to the
Top III funds. The cost is $650 per person per system for Teacher or
Principal Evaluator Training, registration and payment should be made at
http://www.growththroughlearningillinois.org/.
10
Identification and Designation of District
Evaluators for Training
What information should a Superintendent have in hand
before logging into ECS
 Their own IEIN # to log into their own ECS account
 The IEIN# for those evaluators they have selected for
training
 Correct spelling of the person’s first and last name
 Type of training
1.
2.
3.
Teacher Evaluator Training
Principal Evaluator Training or
Both
https://sec1.isbe.net/ecs/Login.asp
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HOW A DISTRICT SUPERINTDENT WILL SELECT AN
EDUCATOR FOR EVALUATOR TRAINING
12
THE DISTRICT SUPERINTEDENT SHOULD LOG INTO TO HIS/HER OWN ECS ACCOUNT
13
CLICK ON “You can select trainees for Principal and Teacher Evaluation Training” at
the top under Attention – New OR “Eval Trainee Selection” on the left
NOTE: ONLY the District Superintendent has this option in his/her ECS account
14
•How many “cost-free” training slots allocated
•How many have been assigned and to whom they have been assigned
•Click on “Click here to select an educator for training”
15
Enter the Educator’s IEIN number, First and Last Name
16
Confirm the Educator’s name
17
Choose which type of training (evaluating principals or evaluating teachers) or Both
18
Review Summary of entered information
19
The educator who was selected should then go into their OWN ECS
Account to clink on the link to register their personal information
20
The expectation of honesty and integrity is evident
through Illinois Statue and Administrative Rules which
apply to certificated or soon to be certificated
educational professionals in Illinois.
See 23 ILLINOIS ADMINISTRATIVE CODE 25.755 on next
slide.
21
In some instances, scores are voided for reasons that render individuals ineligible for
certification in Illinois. When an individual is found to have violated a condition of
testing with the intent of falsifying his or her identity or unfairly affecting his or her
performance in the current or a future test administration, the violation shall be taken
as evidence that the individual is not of good character as required by Section 21-1 of
the School Code [105 ILCS 5/21-1].
1) In addition to voiding of the person’s score on the test at which the violation
occurred, any other score achieved by the person during the same test administration
shall be voided, and the individual shall be ineligible for any future certification testing
in Illinois.
2) A person who is subject to this subsection (g) shall be ineligible to receive any
certificate in Illinois.
3) If a person who is the subject to this subsection (g) already holds any Illinois
certificate, the State Superintendent of Education shall initiate the suspension or
revocation of that certificate as provided in Section 21-23 of the School Code [105 ILCS
5/21-23].
22
Program Timeline
Program Implementation Dates
To Meet September, 1, 2012 Deadline
23
Sample Title Goes Here
Program Key Dates
Program
Website
Launch
April 2
April
Evaluator Trainer-the- Intensive
Train-the
Trainer Registration Trainer and Support/
Evaluator Remediation
Begins
Registration
Training
Begins
Begins
May 7
Starts
April 16
May 1
May
May 7
Prequalification
Deadline to Be
an Approved
Evaluator
Sept 1
June 1
June
July
August
September
Evaluator Prequalification Training and Assessment: May 7 – Sept 1, 2012
Intensive Support/Remediation : Begins after June 1, 2012
Qualified Trainer Database Available: June 1, 2012 and ongoing updates
24
Train-the-Trainer Program
How to Become Qualified as a Trainer
25
Train-The-Trainer Program
Requirements
Who Should Participate?
• Trainers employed by districts or
entities who plan to deliver districtdeveloped training
• CEC Partnership Group trainers who
will do intensive support/remediation
• Higher education programs e.g.
principal preparation
What Qualifications Do Trainers
Need?
•
•
•
•
Not Limiting
Number of Qualified
Trainers
In Train-the-Trainer
system
•
•
Understanding of and commitment to P-12
public education
Current experience in providing effective
professional and leadership development to
districts, principals and superintendents.
Evidence of knowledge of school improvement
processes and strategies
Experience with performing or designing
teacher or principal performance evaluation
Deep understanding of high quality instructional
practices
Illinois Type 75, teacher leadership
endorsement, or Superintendents endorsement,
with 4 or more years of experience in school
leadership with a proven track record of student
growth is highly preferred.
Cost
$1000/person/training
26
Using the E-Learning Platforms
About the Adobe Connect and Teachscape
Learning Platforms
27
Growth Through Learning
Learning Platform Summary
Principal Evaluator Training
and Assessments
All Modules 1-5
Growth Through Learning Adobe Connect
Please note:
All Remediation
Online and
Face to Face Training
Registration for both teacher
and principal evaluators will
occur at the Growth Through Learning
Adobe Connect
www.growththroughlearningillinos.org
Teacher Evaluator Training
and Assessments
Module 1
Growth Through Learning Adobe Connect
Module 2
Teachscape
Modules 3
Growth Through Learning Adobe Connect
Modules 4
Growth Through Learning Adobe Connect
Module 5 Student Growth
Growth Through Learning Adobe Connect
Optional
28
Teacher and Principal Evaluation
Training and Assessments
About the Growth Through Learning Training
and Assessments
29
The Growth Through Learning Training Program
• Targets the knowledge and skills needed to implement the requirements of
PERA for evaluating teacher or principal professional practice and student
growth, where applicable
• Self-paced training modules progressively build learning and allow
participants to tailor learning to own pace
• Frequent assessment leads to prequalification and identification of
additional support needed
• World-class online learning platforms* accessible 24/7 at participants’
convenience from home or office
30
Growth Through Learning Framework
Begin Cycle
Continuous
Loop to next
cycle
• A model which guides
evaluators in how to organize
and conduct an effective,
continuous performance
evaluation cycle
• Identifies key components
necessary to maximize
evaluator and staff successeither for teachers or
principals
• Aligns to Illinois requirements
and state default models for
evaluation
31
Assessment for Prequalification
• Online, secure assessment
• Must pass each assessment required to
become qualified as an evaluator
• Two opportunities to pass each
assessment after completing the Growth
through Learning Training module (s)
• Those who do district-developed training
can take the assessment once; if
unsuccessful will need to take the state
training module(s) for that assessment
• Intensive support/remediation available
for those who cannot successfully pass
assessment
32
Principal and Assistant Principal* Evaluation
Training and Assessment
Understand
Plan
Collaborate
Reflect
Measure
Measure
Evaluate
Module
Module 1
Online
Self-paced
Module 2
Online
Self-paced
Module 3
Online
Self-paced
Module 4
Online
Self-paced
Module 5
Online
Self-paced
Time
(Approximate)
2 hours
2 hours
2 hours
2 hours
4-6 hours
Assessment
Online Asssessment
Online Assessment
Online Assessment
Online Assessment
Online Assessment
Remediation
(2 tiers)
Instructor-led and Face
to Face and Online
Assessment
Instructor-led and Face
to Face and Online
Assessment
Instructor-led and Face
to Face and Online
Assessment
Face to Face and Online
Assessment
Instructor-led and Face
to Face and Online
Assessment
Total Training and Assessment Time: Approximately 15 hours
*Where applicable
33
Key Learning Objectives
At the end of training, participants will be able to….
• Identify and apply the requirements of PERA for implementing
principal/assistant principal evaluation plans as of September 1,
2012
• Apply the state default model, Illinois Standards for Principal
Evaluation and minimum requirements for both professional
practice and student growth
• Recognize different types of assessments that can be used for
measuring student growth for both principals and assistant
principals and analyze multiple measures of student growth
• Use the Illinois Standards for Principal Evaluation to determine
principal/assistant principal competency by collecting, analyzing
and evaluating evidence of professional practice
34
Key Learning Objectives
Participants will also be able to….
• Collect professional practice and student outcomes data necessary
to inform the principal and school-level professional development
planning process
• Create supportive, targeted professional development plans with
and for certificated staff
• Evaluate measures and evidence of professional practice and
student growth to come to a summative rating that is objective and
reliable
• Communicate the findings and outcomes of evaluations with
principals/assistant principals in constructive and supportive ways
35
Teacher Evaluator Training and
Assessment
Understand
Validate
Collaborate
Reflect
Measure
Evaluate
Student Growth
(if required)
Module
Module 1
Online
Self-paced
Module 2
Teachscape
Self-paced
Module 3
Online
Self-paced
Module 4
Online
Self-paced
Module 5
Online
Self-paced
Time
(Approximate)
1-2 hours
15-18 hours
2 hours
2 hours
2 hours
Assessment
Online Asssessment
2 Online Assessments
Stage 1 and stage 2
Online Assessment
Online Assessment
Online Assessment
Remediation
Online, Instructor-led and
Online Assessment
Face to Face and Online
Assessment
Face to Face and Online
Assessment
Face to Face and
Online Assessment
Face-to- Face Training and
Online Assessment
36
Key Learning Objectives
At the end of training, participants will be able to….
• Understand and apply state requirements, timeline, and standards
for evaluation professional practice and student growth, where
applicable
• Identify, analyze and evaluate evidence to determine a professional
practice performance evaluation rating (i.e., “excellent”,
“proficient”, “needs improvement”, and “unsatisfactory”) that is
objective and reliable
• Observe instruction competently in multiple subject areas
• Create, in collaboration with teachers, supportive, targeted
professional development plans that consider past results,
contribute to professional growth, and assist teachers in aligning
professional development and goal-setting to school improvement
goals;
37
Key Learning Objectives
Participants will be also be able to…
• Communicate evaluation outcomes and findings in constructive and
supportive ways that enable teachers to set goals and improve
professional practice;
• Use data from the evaluation rubric, other evidence collected, and
best practices relative to evaluating professional practice to link
teacher and school-level professional development plans to
evaluation results
• Identify different types of assessments that can be used for
measuring student growth for teachers (where applicable)
• Analyze multiple measures of student growth to determine a
summative rating for a teacher (where applicable)
38
Teachscape – Module 2
Framework for Teaching Proficiency System (FFTPS)
39
Module 2 – Teacher Evaluator Training and Assessment
Framework for Teaching Proficiency System (FFTPS)
40
Main Points
Overview of FFTPS (aka Module #2 - Teacher Evaluator )
IT requirements for the system
Technology support
3 keys to a successful user experience
Role of local district IT staff and Teachscape customer support
Timeline when users will be on the system
Next steps for local district IT staff
41
A Complete Solution for High Quality Observers
Framework for Teaching Observer Training
Increase the reliability and accuracy of observers
Deepen observer knowledge of the Components and performance levels in the Framework for Teaching
Promote bias awareness
Framework for Teaching Scoring Practice
Provide observers with opportunities to practice before live observations
Deliver feedback to observers including answer key and evidence rationale
Framework for Teaching Proficiency Assessment
Train observers to deliver valid, reliable judgments based teaching evidence
Increase defensibility of the district’s evaluation system
42
FFTPS: Home Page
Training
Scoring
practice
Proficiency
assessment
43
Observer Training: Overview
• ~20 hours of training content
Self paced
o Total training time can be faster or longer
o
• 11 online learning modules for observers
Orientation to observer training
o Minimizing bias
o 9 modules on Framework for Teaching
o
Overview
o
Framework for Teaching Components in Domain 2 and Domain 3
detailed rater training on each component and performance level
o
• Over 100+ master scored videos
44
Observer training: home page
45
Observer training: overview page
46
Observer training: master scored videos
47
Observer training: exercise example
48
Scoring Practice: description
Provide opportunities for observers to practice
Identifying and recording instructional evidence
Aligning the evidence to a specific component of the Framework for Teaching
Scoring classroom practice based on the evidence
Receiving feedback on the score versus expert-assigned rubric and rationale
Practice videos based on grade span user sets at registration
Users can be set up to view videos for five different grade spans:
K–5, 6–8, 9–12, K–8, K–12
Practice videos available to user based on assigned grade span
49
Scoring practice: evidence and scoring page
50
Scoring practice: feedback page
51
Proficiency assessment: overview
Two stages. Recommend time to take each stage ~3-3.5 hrs
Stage 1: multiple choice questions and videos.
Stage 2: videos
2 chances to pass each stage of assessment
Must pass stage 1 before moving to stage 2
Users typically only attempt one assessment (e.g., stage 1 or stage 2) in a day so they
typically complete the assessment over multiple days
User must complete assessment in one session of maximum length of 6 hours
They can pause videos if they need to take a short break (e.g., restroom)
If the computer is idle for 60 minutes or the user logs out, they will fail the attempt
Detailed instructions are provided prior to each assessment attempt
Users must contact Teachscape support if they face technical issues during the assessment
Total (stage 1 + stage 2) assessment time
Best case: pass both stages on first attempt = ~6 hours
Longest: take 2 attempts to pass each stage = ~12 hours
Assessment videos based on the grade span assigned to user
(e.g., K–5, 6–8, 9–12, K–8, K–12)
52
Main Points
Overview of FFTPS (aka Module #2)
IT requirements for the system
Customer support
3 keys to a successful user experience
Role of local district IT staff and Teachscape customer support
Timeline when users will be on the system
Next steps for local district IT staff
53
Overview of system requirements
FFTPS training, practice, and proficiency assessment rely heavily on videos. Users systems must be
optimized to view videos.
Network
access
•
Local district IT administrator will need to update network settings to allow
users to access Teachscape related websites from their school computers
and school network
Internet
connectivity
•
•
At least 2Mbps download speed
Highly recommend using a wired connection while taking the proficiency
assessment to ensure a consistent connection
Users need to avoid peak network usage times at school when average
bandwidth may drop below minimum requirements
•
Hardware and
software
Documents
with details
•
•
Can use PCs or Macs that meet minimum requirements for hardware,
software, and monitor resolution
Users should not use tablet devices (e.g., iPad) with FFTPS
•
•
•
List of Teachscape Domain Names & IP Addresses.pdf
Teachscape-system-requirements.pdf
FFTPS user start-up guide.pdf
54
System Check tool: the user’s and IT staff’s
best friend
Where to access the
“System Check” tool
from home page
55
System check tool: screenshot
•
•
•
In seconds, automatically detects if user
meets system requirements for
o
Hardware
o
Browser
o
Monitor
o
JavasScript, Cookies, Pop Ups
Allows user to check if internet
connection meets requirements
(“speedtest.net”)
Allows user to watch a video and listen
to audio as a final system test
56
Additional support resources available to users
57
Main Points
Overview of FFTPS (aka Module #2)
IT requirements for the system
Customer support
3 keys to a successful user experience
Role of local district IT staff and Teachscape customer support
Timeline when users will be on the system
Next steps for local district IT staff
58
3 Keys to a successful user experience
1. Users should run the “System Check” every time they use FFTPS
•
Users that do not meet system requirements represent 90-95% of all customer support inquiries.
System check helps users address issues before they start using FFTPS
2. Users should contact and work with local IT to resolve any issues
identified in a “System Check” or with network access
•
Fixing any local hardware, software, connectivity, or network access issues almost always
require local IT support
3. Users should contact Teachscape customer support if they run into
problems during a proficiency assessment
•
If users are in the middle of an assessment and experience a system problem, they need urgent
support especially if the problem prevents them from completing the assessment.
59
Customer support: role of local IT and Teachscape
Local district IT staff
Teachscape
•
Enable users to access Teachscape
related domains and sites
•
Be the point of contact for users when
they experience problems while taking a
proficiency assessment
•
Allow Teachscape to use support tool
(e.g., Teamviewer) on users hardware if
required to resolve a support issue
•
Work with local IT team to resolve issues
that cannot be fixed at local level
•
Be the point of contact for users to
address any issues identified by the
system check tool
•
Contact Teachscape if user continues to
experience system problems after local
hardware, software, or connectivity
issues have been addressed
– 1-888-479-7600
– support@teachscape.com
60
Expected Usage by Month
Month
Usage of FFTPS
May
• Users will log-on to FFTPS (Module #2) and start training
• Initial system check failures will occur in May and will require support
to upgrade hardware or software
June
• HEAVIEST MONTH OF USAGE
• All users will be expected to complete assessment (stage 1 and stage 2)
by the end of June
July
• Smaller number of users (e.g., those that failed the assessment in June)
will be taking the assessment in July
August
• Smaller number of users expected to be on the system in August
61
Local district IT staff
1. Local district IT staff: open network access to all Teachscape related sites and
customer support tools (e.g., Teamviewer).
2. Local district IT staff: review Teachscape system requirements to determine ahead of
time if users will require hardware of software changes
3. Ensure local district IT staff available during expected periods of heavy usage (e.g.,
mid to late May/all of June)
4. Local district IT staff and leadership: remind users to perform a system check every
time they use FFTPS
5. Local district IT staff: provide users guidelines for best times to use FFTPS on the
school network (e.g., times when bandwidth availability is highest).
6. Local district IT staff: Work with users to fix any issues identified during system
checks
62
Contacts For Technical Support
• Growth Through Learning Adobe Connect Platform
– Email: help@growththroughlearningillinois.org
– (630) 495-0507
• System check: Adobe Test meeting link:
https://growththroughlearning.connectsolutions.com/common/help/e
n/support/meeting_test.htm
• Teachscape platform
– Email: support@teachscape.com
– 1.888.479.7600
63
Next Steps
64
Questions
• Continue to check www.growththroughlearningillinois.org regularly for
more information about our programs:
–
–
–
–
Teacher Evaluator Training and Assessment
Principal Evaluator Training and Assessment
Train-the-Trainer Program
Technical Assistance
• Review Resources and FAQs available at the ISBE PEAC website at
http://www.isbe.net/peac/
• Submit questions at
http://www.growththroughlearningillinois.org/contact/
the FAQ document will be updated on weekly basis.
65
We Look Forward To Supporting Districts, Evaluators,
Trainers, Students and Stakeholders in helping all educators
learn and grow through effective evaluation practices!
66