Evaluating and Supporting Teacher Success
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NEPF Timeline
Awareness,
Readiness &
Dissemination
Validation Study (V.S.)
SY 2013 – 2014
Transition
Moving to New
Educator Performance
Framework
SY 2013 – 2014
(V.S. Schools)
SY 2014 – 2015
(All Schools)
Implementation
Transformation
Putting the New
Educator Performance
Framework Into
Practice
Continuously Refining
how Educators are
Valued and Supported
SY 2014-2015
SY 2014 and Beyond
As a system, before talking about what NEPF
is and the challenges we will face
implementing it, perhaps we should explain
why…
Why is there an attempt to create such a high
stakes evaluation system?
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There is urgency for change!
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Are likely to earn only thirty-six cents for
every dollar earned by a high school graduate
(U.S. Census Bureau, 2009)
Will be less employable in a volatile job
market (Bureau of Labor Statistics, 2009)
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Across the United States,
82% of prison inmates are dropouts
Algozzine, & Thurlow 1992)
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(Ysseldyke,
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--USA Today
http://www.usatoday.com/money/economy/2002-12-12-manufacture_x.htm
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"Human capital is perhaps the single most
important long-term driver of an economy,"
"Smarter workers are more productive and
innovative. It is an economist's rule that an
increase of one year in a country's average
schooling level corresponds to an increase of 3 to
4 percent in long-term economic growth. Most of
the value added in the modern global economy is
now knowledge based."
-Rebecca Strauss, associate director for CFR's Renewing America publications.
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“By adopting the CCSS, Nevada launched one
of its most comprehensive school
improvement and economic development
efforts ever.”
“The standards will also strengthen the state’s
workforce and economy as more students
graduate from high school with the
knowledge, skills and ability needed to
succeed in a new economy…”
-Dale Erquiaga,
Nevada Superintendant
of Public Instruction
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Will be five to eight times more likely to be
incarcerated than a college graduate (McKinsey &
Company, 2009)

Will be more prone to ill heath and will live a
shorter life; a college graduate is projected to
live ten years longer than a student who
drops out of school at sixteen (Kolata, 2007)
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We used to say, “Times, they are a changing”
They’ve already changed!
Google Car:
 http://www.youtube.com/watch?v=cdgQpa1p
UUE
 Google Glasses:
http://www.youtube.com/watch?v=9c6W4CC
U9M4
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In the 21st century, because of the rapid
advancement in technology, the world is
shrinking. Our kids will be competing against
kids from across the world for jobs that we
can’t yet predict.
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Deep literacy skills
Technological literacy
Tailoring learning to meet individual needs
Economic competition for jobs and
globalization of economies.
The need for children to critically
think/synthesize vast amounts of info/solve
complex problems/collaborate/be creative.
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What’s your reaction?
Is there urgency for change?
What is your “push back”?
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1.
2.
What gets taught (CCSS)
How well it gets taught (Teacher Evaluation
and Improvement, NEPF)
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1.
2.
What gets taught (CCSS)
How well it gets taught (Teacher Evaluation
and Improvement, NEPF)
What are the opportunities that exist as a result
of these reforms?
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“While you can play along the edges with
structural changes, the core business of
education is teaching.”
-Alan Bersin, Former San Diego Superintendent
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Administrators Teachers
High-leverage
High-leverage
Instructional Leadership Instructional Standards
Standards
Professional
Responsibilities
Standards
Professional
Responsibilities
Standards
Student Outcomes
Student Outcomes
BUILDING
COMMON
AWARENESS
ADVANCING
COMMON
UNDERSTANDING
UTILIZING
COMMON
LANGUAGE
SEEING
COMMON
PRACTICES




“NEPF” Common Continuum of Expectations
22
23
To reach the levels of CCSS, teacher
is going to have to change.
practice
NEPF and CCSS go hand and glove in
implementation.
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Standards Across Disciplines
(H/O#1)
New learning is connected to prior
learning and experience
Learning tasks have high cognitive
demand for diverse learners
Students engage in meaning-making
through discourse and other strategies
Students engage in metacognitive
activity
Assessment is integrated into
instruction
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High-Leverage Leadership Standards
Creating and Sustaining a Focus on Learning
Creating and Sustaining a Culture of Continuous
Improvement
Creating and Sustaining Productive Relationships
Creating and Sustaining Structures
6
L
e
a
d
e
r
Student
Learning
at CCSS
level
S
k
i
l
l
To effectively use the new
evaluation tool as a lever to
change instruction in order to
reach the rigor level demanded
by CCSS, it will take leaders with
a high level of leadership skill.
Improved
Instruction
Current level
of
Instruction
Culture
“Give me a lever long enough and a fulcrum on which to place it,
and I shall move the world.”
-Archimedes
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L
e
a
d
e
r
S
k
i
l
l
Student
Learning
at CCSS
level
Key #2
To effectively use the new
evaluation tool as a lever to
change instruction in order to
reach the rigor level demanded
by CCSS, it will take leaders with
a high level of leadership skill.
Improved
Instruction
Current level
of
Instruction
Culture
“Give me a lever long enough and a fulcrum on which to place it,
and I shall move the world.”
-Archimedes
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“Culture trumps
Strategy any day.”
–Ray McNulty
Innovation or Transformative
Change will not take place in a
toxic culture
Culture is the foundation
upon which we build
strategies and structures.
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Two of the keys to successfully implementing
organizational change are:
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
A positive Culture characterized with high
levels of organizational trust
High capacity of Instructional Leadership
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School level leaders have to simultaneously
become:
Instructional Leaders and Change
Agents!
Instructional
Leader
They must be able to lead the following:
 Building positive cultures of trust
 Adopting and Implementing new Standards
◦ Unwrap standards
◦ Identify Essential Learning
◦ Build Assessments

Observation and Evaluation

Leadership isn’t exclusive to Principals!!!
◦ Coaching and mentoring teachers
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They will have to
be able to walk
the a walk not
just talk the talk.
“Clarity precedes competence”
-Rebecca DuFour
“Clarify expectations in order to liberate hope.”
-Steve Constantino
If cultures are struggling or an initiative struggles to gain traction,
lack of clarity in regards to expectations is a good culprit to look
for.
So… What are the expectations?
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In regards to NEPF, how can we support the:
1.
2.
Training of Teachers so that they
understand the standards?
Implementation of the instructional shifts
represented in the standards?
How can we help those whom we lead not feel
overwhelmed by “one more thing”?
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In regards to:
NEPF
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Can you describe what good teaching looks like?
Can your teachers describe it?
Do your descriptions match?
Is there clarity among all involved?
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Let’s get familiar with the standards!
NEPF Website and passwords
http://www.cse.ucla.edu/nevada-professionaldevelopment/index.htm
Username: Nevada
Password: nevinstruct
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In regards to:
NEPF


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Can you describe what good teaching looks like?
Can your teachers describe it?
Do your descriptions match?
Is there clarity among all involved?
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In regards to:
CCSS
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Can you describe what needs to be taught/learned?
What artifacts do you point to when on-boarding a new
teacher?
Can your teachers describe what needs to be
taught/learned?
What role do collaborative teams play in this process?
Do your descriptions match?
Is there clarity among all involved?
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In every group where a challenge exists a
leader will emerge.
The leader is usually the one that can frame
the problem without placing blame.
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What are the opportunities?
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