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alarm features and welcome to the 2019-2020 school year this video provides an overview of how Hawaii's educator Effectiveness system works at its core the yes is about professional growth it's a foundation from which teachers collaborate reflect upon data and apply learning to enhance instructional practice as instruction improve Statewide we achieve greater success in the educational outcomes of more students research has shown that highly effective teachers have a greater impact on student achievement than any other school level fact Bes aim to improve student and system outcomes by providing all teachers with the support they need to succeed by providing quality feedback and driving professional development a full explanation of evaluation system and its components and weight is available in the educator Effectiveness system manual it is posted to hawaiipublicschools.org in the educator Effectiveness system section also please visit these Key Resources the stuff internet has key announcements and memos forces aligned with all the components calendar and more pte-3 is Department's record-keeping system for Teacher professional development and where he EES conference dates and final ratings are documented if you have any questions about the please call the CVS help desk line at 808-586-4072 the rest of this video will explain the components of the es how your rating is achieved in the evaluation trucks thanks for all you do to support students just through your commitment to improving the teaching profession and have a great year Guided by State Board of Education policy 203 point for the educator Effectiveness system or ES comprehensive teacher evaluation system designed to support teacher development VES was built around the following core design principles incorporate multiple measures of performance the capture a variety of perspectives to be reflective and improved by providing descriptive data that offers meaningful and credible feedback develop a design that is transparent and easy to communicate establish clear and rigorous expectations the price thai student learning support teachers growth through a fair and Equitable system within Des measures of teacher practice and measures of student growth and learning each account for half of each teachers annual affected this rating there are three types of teacher practice measures a core professionalism measure that applies to all teachers classroom observations which apply to classroom teachers and working portfolios which apply to non clay some teachers student surveys will be used as a source of reflection within the core professionalism measure as well as medium growth percentiles derived from student assessments there are two types of student growth and learning measures students best plans or ssp's for classroom teachers for school system Improvement objectives SS iOS classroom teachers while all measures are summarized in tune Effectiveness rating each year each individual measure draw is Improvement at both a systemic and individual level Student Success plans or ssp's increase classroom teachers to have high expectations for student achievement and tooling planning classroom instruction and assessment student outcome goals for non classroom teachers SS iOS provide a structured framework for intentionally setting and monitoring progress towards relevant job performance objectives Majors a teacher practice within the EES are rooted Hawaii teacher performance standards based on the latest National research on teaching practice these standards describe what effective teachers know and to do the inclusion of the core professionalism measure acknowledges the valley teacher dedication and the numerous contributions teachers make to their profession and their schools student surveys provide Educators with valuable insight into how the perceptions and attitudes of their students have been impacted by the Quan city of their classroom experiences the student survey component will not be waited within the rating calculation and will be a required form of reflection within core professionalism the holy growth model is a normative model fitranx State assessment score within a Content area against students with similar score history's the student growth percentile resulting from this analysis helps to determine how much a student has progressed within a given year compared with students with a similar scoring history median growth percentiles are then used to summarize the growth performance for groups of students teachers should consult and collaborate with their evaluator on the acceptable documentation method growth model reflection classroom observations for classroom teachers and working portfolios for non classroom teachers provide teachers with targeted evidence-based feedback on their teaching practice using rubrics that's the clue performance expectations on cycle teachers without document to deficiencies or not required to submit a formal professional development plan this allows on cycle teachers to focus on Student Success plans principles will direct the plan for any teachers who received a less than effective rating who demonstrate documented deficiencies during the year or who are an extended probation for any reason off-cycle teachers will do an individual professional development plan examples of this ink food for a qualified PD induction and mentoring growth plan or a school designed PD plan off cycle teachers will discuss the contents of their plan with their evaluator by the end of the first quarter of school terminate final teacher's Effectiveness rating performance rubrics are used to quantify each applicable measure using scores ranging from 0 to 4 next these values are used to calculate a weighted average for Teacher practice measures and student growth and learning measures after rounding these averages to the nearest whole number final ratings are determined by looking up each teacher's student growth and learning score and teacher practice score against a performance Matrix looking up values on the performance Matrix straightforward for example a teacher with a highly effective student growth and learning score and a marginal teacher practice score would receive a summative performance rating of a a teacher with an unsatisfactory student growth and learning score as an Effective Teacher practice score would receive a final performance rating of marginal the student growth and learning half of the overall EES rating is the by the final rating of the classroom teachers Student Success plan or a non classroom teachers school or system Improvement objective the teacher practice half of the overall EES rating is the weighted average of the teachers core professionalism rating classroom observations or working portfolio core professionalism accounts for 40% of the teacher practice rating wall classroom observations or the working for folio account for 60% of the teacher practice rating let's take a look at how this results in a teacher's final ranking the teacher who receives a four for their SSP would earn a 4 in the student growth and learning category teacher who receives a 4in core professionalism any three points in classroom observation would receive a rounded average of 4 in the teacher practice category this would result in a final Effectiveness rating of Highly Effective a teacher who received the two for their SSP journey to in the growth and learning category a teacher who received the following scores for core professionalism and classroom observations would receive a rounded teacher practice average of three looking up these ratings on the final performance Matrix shows that they would receive a final Effectiveness rating of effective there is an important exception to the scoring of es Wade measures that should be noted if a teacher earns an unsatisfactory rating on either the observation or core professionalism then the teachers overall rating of teacher practice she'll also be unsatisfactory VES is differentiated to provide enhanced support for teachers who need it and offers greater flexibility for season teachers with a record of strong performance there are two main tracks on cycle and off cycle on cycle evaluations are further differentiated to support teachers according to their High Joe experience level can your status and prior rating history on cycle evaluations consists of one s s p or s s i o a minimum of one or two observations for classroom teachers or a working portfolio for non classroom teachers and rating of core professionalism including reflection on students engross data all Montana teachers and tenure teachers whose last reading was less than effective participate in on cycle evaluations in school year 2019-2020 Alton you teachers without an e s rating in the prior-year Oregon Social Security numbers ending 2 or 4 will also participate in on cycle evaluations on cycle evaluations are differentiated with regard to the minimum number of observations and the rubric used to score assp both of which are determined by the teachers experience level and rating history 10U teachers with an e s rating of effective or better in the prior-year and whose Social Security numbers do not end in 2 or 4 participate in off-cycle evaluation with fewer requirements befitting their professional progress and attainment they do not need to do an SSP or ssio nor an observation or working portfolio features do need to maintain a professional development plan that identifies areas of targeted growth and learning however the reflection points and teacher practice and the professional development plan are not rated at the evaluators discretion off-cycle teachers will continue to engage and data team processes and other school Improvement efforts let such efforts won't be rated no documentation required send your teachers who complete the school year off cycle carry over there yes reading from the prior-year your teachers move from off cycle to on cycle on a five-year rotation determined by the last number of their social security numbers however an off-cycle teacher may be placed on a prince who directed professional development plan or move back on cycle during the school year on the basis of documented performance deficiencies you're active engagement and participation is critical the data provided by the ES will only improve teacher development and student achievement if teachers and school leaders work together to reflect an act on the information received teachers also play an important role in helping ensure the validity of results by submitting evidence and maintaining accurate records of when students enter or exit their classes for roster verification for more details about each of the measures and how performance ratings will be calculated please consult beds manual

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