Slides from Sarah Barzee, Sharon Fuller, and Jonathan Costa at the Region 1 educational issues forum.

1. © JPC Sr. 2012
CSDE &
EDUCATION
CONNECTION
The Current Context
Of Connecticut Public
School Reform and Policy
Sarah Barzee, Ph.D, Sharon Fuller,
and Jonathan P. Costa, Sr.
April 24, 2013
http://www.slideshare.net/jpcostasr

2. The Mission
Prepare
EVERY student
for learning,
life, and work
in the
21st century.
© Corwin Press - 2011

3. © Corwin Press - 2011
The world is changed…
1. It is flat.
2. It is digital.
3. It is constantly
changing.
4. It is increasingly
unforgiving to those
who are unskilled.
http://digitallearningforallnow.com

4. The Brave
New World
© Corwin Press - 2011
The culture
served by
this model of
teaching and
learning is
gone.

5. Instruction Will/Should Change…
• Less paper, more pixels.
• Less single source,
more crowd source.
• Less routine,
more personalization.

6. Instruction Will/Should Change…
• Less compliance,
more engagement.
• Less consuming,
more producing.
• Less about how much,
more about how well.

7. The “Genetic History” of Reform in Connecticut
Which Leads To
© JPC Sr. 2012
Which Leads To
Which Leads To
Which Leads To

8. The Evolution of Educational Reform
© EC 2012
Focus
Learning Goals
Assessment
Protocols
Accountability
Teacher Prep
Curriculum
Testing Tools
Student Abilities
Instructional Focus
Inputs/Outputs
Universal Access
Locally Determined
Rank and Sort
No News is
Good News
Get A Degree
Table of Contents
Pencil & Paper
Grouped &
Labeled
Teacher Dependent
Ready for K
59.9 to leave
Universal Proficiency
State by State
Tests for ALL
Label Failing Schools
Certifications &
BEST
State Standards &
Frameworks
Pencil & Paper With
Performance Tasks
Integrated (N=40)
Standards Aligned
Need for Pre-School
Skill Demonstrations
Universal Measures
46 State Consortia
(Math, LA, Science)
Smarter Balance
(IPI) for All
Measuring Every District,
School and Teacher
Certifications, TEAM,
and SEED
Multi-State
Unified Standards
Digital With
Performance Tasks
Integrated &
Scrutinized (N=20)
Common Core Aligned
And Digitally Supported
Pre-K and Full-K Standards
Demonstrations & Tests
Areas of Before 1986 NCLB 2001 PA12-116 2012

9. 21st
Century
Skills
Communicate
Effectively
Adaptable
& Creative
Higher-Order
Thinking
Personal
Responsibility
Information
Literacy
Independent
&
Collaborative
Remember
the Mission…
is about
more
than
just
CCSS
© Corwin Press - 2011

10. BEWARE of
the Unintended
Consequence
Life
equals
a test.

11. © JPC Sr. 2012
Life
School/Tests
Work
Common
Core & 21st
Century
Skills

12. Assessment
& Data
Value what you
measure,
measure what
you value.
© Corwin Press - 2011

13. The Engagement
& Learning Equation
Degree of Student Control
times
Order of Conceptual Difficulty
plus
Content Fluency
equals
Instructional Value
© Corwin Press - 2011

14. Keep this in mind when we talk about SEED and you think of
how you will implement the Guidelines, from a policy and
practice position, never forget
the motivation behind your efforts.
© JPC Sr. 2012

15. 15
Orientation to Teacher Evaluation
2012-2013
8/31/2021

16. …we need to give accurate, useful information
about teachers’ strengths and development
areas; and
…we need to provide opportunities for growth
and recognition.
To support teachers . .
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17.  Consider multiple standards-based measures
of performance
 Promote both professional judgment and
consistency
 Foster dialogue about student learning
 Encourage aligned professional development,
coaching and feedback to support teacher
growth
 Ensure feasibility of implementation
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18. Teacher Evaluation Components
8/31/2021 18

19. Illustration of Core Requirements of Teacher Evaluation
Student Growth
and Development
(45%)
Whole-school
Student Learning
Indicators or
Student Feedback
(5%)
Observations of
Performance and
Practice (40%)
Peer or Parent
Feedback (10%)
Practice Rating
(50%)
Outcome
Rating (50%)
All of these factors are combined to reach your final annual
rating (as described in the Connecticut guidelines).
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20. Teacher Evaluation Process
The annual evaluation process for a teacher shall at least include, but
not be limited to, the following steps, in order:
1. Goal-setting and Planning
 Orientation on process
 Teacher Reflection and Goal Setting
 Goal-setting Conference
2. Mid-year Check-ins
3. End-of-year Summative Review
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21. Teacher Evaluation Process
By Nov. 15, 2012 Jan/Feb By June 30
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22. • Teacher sets 1 – 3 goals aligned to a teacher
practice observation model.
• Goals provide focus for the observations and
feedback conversations.
Observation of Performance and Practice Goals
(40%)
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23. • Ten percent (10%) of a teacher’s evaluation shall be based on
parent feedback, including surveys.
• Process focuses on:
– Conducting whole-school parent survey
– Determining school-level parent goals based on survey
feedback
– Teacher and evaluator identifying one related parent
engagement goal
– Measuring progress
– Determining teacher’s summative rating
Teacher Evaluation Process:
Component # 2- Parent Feedback
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24. Half of a teacher’s evaluation will be based on
Student Related Indicators
50% of a teacher’s evaluation will be based on their contribution
to student academic progress, at the school and classroom level.
This is comprised of two components:
(a) Student growth and development (45%) as determined by
the teacher’s student learning objectives (SLOs)
(b) Whole-school measure of student learning or student
feedback (5%) as determined by aggregate student learning
indicators or student surveys

25. Five percent (5%) of a teacher’s evaluation shall be
based on whole-school student learning indicators
or student feedback.
Districts decide to use whole-school student learning
indicators, student feedback, or a combination of the
two.
Each teacher sets one measureable goal for this
component.
Teacher Evaluation Process: Component # 4
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26.  Multiple Student Learning Indicators
(45%)
 One half (22.5%) of the indicators of academic growth
and development used as evidence of whether
goals/objectives are met shall be based on:
 The state test for those teaching tested grades and
subjects (or)
 For other grades and subject areas another
standardized indicator where available.
Teacher Evaluation Process:
Component # 3-Growth and Development
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27.  Multiple Student Learning Indicators
(45%) (continued)
 For the other half (22.5%) of the indicators of
academic growth and development, there may
be:
a. A maximum of one additional standardized
indicator, if there is mutual agreement, subject to
the local dispute resolution procedure.
b. A minimum of one non-standardized indicator.
Teacher Evaluation Process:
Component # 3 continued
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28. Teacher Evaluation Components
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