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Teacher and Principal Evaluation Training and Assessments Illinois State Board of Education CEC Partnership Group

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Title: Teacher and Principal Evaluation Training and Assessments Illinois State Board of Education CEC Partnership Group


1
Teacher and Principal Evaluation Training and
Assessments Illinois State Board of
Education CEC Partnership Group
  • April 11, 2012

2
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  

3
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

4
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

5
Program Website www.growththroughlearningillinois
.org
6
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 District-developed 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

7
Identification and Designation of District
Evaluators
8
Identifying District Evaluators For Registration 
  • 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

District Identification Of Evaluators
Designated Evaluator Registration
  • Designated teacher and principal/assistant
    evaluators can then log into ECS and begin
    registering for training
  • Registration begins May 1, 2012

Begin training
  • Training will be available starting May 7th for
    all designated evaluators

9
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.or
    g/.
  •  

10
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_at_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.growththrough
    learningillinois.org/.

11
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 persons first and last
    name
  • Type of training
  • Teacher Evaluator Training
  • Principal Evaluator Training or
  • Both

https//sec1.isbe.net/ecs/Login.asp
12
  • HOW A DISTRICT SUPERINTDENT WILL SELECT AN
  • EDUCATOR FOR EVALUATOR TRAINING

13
  • THE DISTRICT SUPERINTEDENT SHOULD LOG INTO TO
    HIS/HER OWN ECS ACCOUNT

14
  • 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

15
  • 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

16
  • Enter the Educators IEIN number, First and Last
    Name

17
  • Confirm the Educators name

18
  • Choose which type of training (evaluating
    principals or evaluating teachers) or Both

19
  • Review Summary of entered information

20
  • The educator who was selected should then go into
    their OWN ECS Account to clink on the link to
    register their personal information

21
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.
22
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
persons 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.
23
Program Timeline
Program Implementation Dates To Meet September,
1, 2012 Deadline
24
Sample Title Goes Here
Program Key Dates
Trainer-the-Trainer and Evaluator Training Starts
Intensive Support/ Remediation Begins
Program Website Launch
Prequalification Deadline to Be an Approved
Evaluator
Evaluator Registration Begins
Train-the Trainer Registration Begins
May 7
Sept 1
April 16
June 1
May 1
May 7
April
July
September
May
August
June
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
25
Train-the-Trainer Program
How to Become Qualified as a Trainer
26
Train-The-Trainer Program Requirements
  • Who Should Participate?
  • Trainers employed by districts or entities who
    plan to deliver district-developed training
  • CEC Partnership Group trainers who will do
    intensive support/remediation
  • Higher education programs e.g. principal
    preparation
  • What Qualifications Do Trainers Need?
  • 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.

Not Limiting Number of Qualified Trainers In
Train-the-Trainer system
Cost 1000/person/training
27
Using the E-Learning Platforms
About the Adobe Connect and Teachscape Learning
Platforms
28
Growth Through Learning Learning Platform
Summary
  • Principal Evaluator Training
  • and Assessments
  • Teacher Evaluator Training
  • and Assessments

Module 1 Growth Through Learning Adobe Connect
All Modules 1-5 Growth Through Learning Adobe
Connect
Module 2 Teachscape
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.growthth
roughlearningillinos.org
Modules 3 Growth Through Learning Adobe Connect
Modules 4 Growth Through Learning Adobe Connect
Optional
Module 5 Student Growth Growth Through Learning
Adobe Connect
29
Teacher and Principal Evaluation Training and
Assessments
About the Growth Through Learning Training and
Assessments
30
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

31
Growth Through Learning Framework
Begin 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 success-either for teachers
    or principals
  • Aligns to Illinois requirements and state default
    models for evaluation

Continuous Loop to next cycle
32
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

33
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
Where applicable
Total Training and Assessment Time Approximately
15 hours
34
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

35
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

36
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
37
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

38
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)

39
Teachscape Module 2 Framework for Teaching
Proficiency System (FFTPS)
40
Module 2 Teacher Evaluator Training and
Assessment Framework for Teaching Proficiency
System (FFTPS)
41
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

42
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 districts
    evaluation system

43
FFTPS Home Page
Training
Scoring practice
Proficiency assessment
44
Observer Training Overview
  • 20 hours of training content
  • Self paced
  • Total training time can be faster or longer
  • 11 online learning modules for observers
  • Orientation to observer training
  • Minimizing bias
  • 9 modules on Framework for Teaching
  • Overview
  • Framework for Teaching Components in Domain 2 and
    Domain 3 detailed rater training on each
    component and performance level
  • Over 100 master scored videos

45
Observer training home page
46
Observer training overview page
47
Observer training master scored videos
48
Observer training exercise example
49
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 K5, 68, 912, K8, K12
  • Practice videos available to user based on
    assigned grade span

50
Scoring practice evidence and scoring page
51
Scoring practice feedback page
52
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., K5, 68, 912, K8, K12)

53
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

54
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 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
Documents with details List of Teachscape Domain Names IP Addresses.pdf Teachscape-system-requirements.pdf FFTPS user start-up guide.pdf
55
System Check tool the users and IT staffs
best friend
Where to access the System Check tool from home
page
56
System check tool screenshot
  • In seconds, automatically detects if user meets
    system requirements for
  • Hardware
  • Browser
  • Monitor
  • 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

57
Additional support resources available to users
58
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

59
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.

60
Customer support role of local IT and Teachscape
  • Local district IT staff
  • Enable users to access Teachscape related domains
    and sites
  • Allow Teachscape to use support tool (e.g.,
    Teamviewer) on users hardware if required to
    resolve a support issue
  • 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_at_teachscape.com
  • Teachscape
  • Be the point of contact for users when they
    experience problems while taking a proficiency
    assessment
  • Work with local IT team to resolve issues that
    cannot be fixed at local level

61
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
62
Local district IT staff
  • Local district IT staff open network access to
    all Teachscape related sites and customer support
    tools (e.g., Teamviewer).
  • Local district IT staff review Teachscape system
    requirements to determine ahead of time if users
    will require hardware of software changes
  • Ensure local district IT staff available during
    expected periods of heavy usage (e.g., mid to
    late May/all of June)
  • Local district IT staff and leadership remind
    users to perform a system check every time they
    use FFTPS
  • 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).
  • Local district IT staff Work with users to fix
    any issues identified during system checks

63
Contacts For Technical Support
  • Growth Through Learning Adobe Connect Platform
  • Email help_at_growththroughlearningillinois.org
  • (630) 495-0507
  • System check Adobe Test meeting link
    https//growththroughlearning.connectsolutions.com
    /common/help/en/support/meeting_test.htm
  • Teachscape platform
  • Email support_at_teachscape.com
  • 1.888.479.7600

64
Next Steps
65
Questions
  • Continue to check www.growththroughlearningillinoi
    s.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.growththroughlearni
    ngillinois.org/contact/
  • the FAQ document will be updated on
    weekly basis.

66
We Look Forward To Supporting Districts,
Evaluators, Trainers, Students and Stakeholders
in helping all educators learn and grow through
effective evaluation practices!
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