Alaska Gateway School District
Meeting Date:
12/17/2013 - 3:30
Title: Evaluation Committee
Location: Tok DO
Team Members in Attendance:
Dawn Buffum, Joyce Dunning, Scott MacManus, Todd Poage, Craig Roach, Sara Talus, Tracie Weisz, LeAnn Young
Guests in Attendance: Less Morse
6.09 District provides information about and training in the use of evaluation policies and procedures for all personnel.(1212)
Phone Conference with EED with Less Morse
Student growth component of Evaluation:
1. District can establish the growth metric
2. Teachers must have input but the district and board establish the final product
3. Does the growth measure have to be the same for all teachers in the district, can it very from site to site or classroom to classroom?
This can depend on current student performance and must be achievable. The growth might look different in each building. EED is encouraging that there be a consistent measure across the district. One model that they are recommending is grouping students based on their beginning skill level and setting individual growth targets for each group. The growth performance target is set between teacher and district, based on growth metric.
4. How will this work when you have staff changes. EED: based on the historical data, local data from previous years, and input from prior teachers to determine the appropriate student growth target. At the end of students scholastic career, are we trying to make sure that all students end up at grade level by 12th grade.
5. The trend line for the target could conceivably be set below grade level in order to set a fair and reasonable target.
6. Look at historical data using a PLC model to determine a reasonable goal for the student. The intent of these requirements is for the decisions to be made district wide.
7. There is a provision that allows a district to make rulings that use attendance data to determine whether the students data is included or excluded in the teacher's rating.
8. What specific examples of data are permissible: EED: You have as much leeway as you would like, as it is not specified in regulations. Can include end of course tests, portfolios that have an already established rubric, performance rubrics, you should include pre and post testing.
10 Inter-rater reliability: The regulation requires that you have training to ensure that the evaluation tool is implemented in the same manor across the district.
11. Create the targets and rubrics and implement them into the pilot year. Review the historical data to help you adjust the individual student goals
12. How does the 20% component work...until it become 50% of the overall evaluation it only impacts the teachers score when there is a difference between basic, proficient, and exemplary. Unsatisfactory is unsatisfactory.
13. FAQ, document coming out soon.
Adjourned Time: 4:10
Meeting Date:
12/17/2013 - 3:30
Title: Evaluation Committee
Location: Tok DO
Team Members in Attendance:
Dawn Buffum, Joyce Dunning, Scott MacManus, Todd Poage, Craig Roach, Sara Talus, Tracie Weisz, LeAnn Young
Guests in Attendance: Less Morse
6.09 District provides information about and training in the use of evaluation policies and procedures for all personnel.(1212)
Phone Conference with EED with Less Morse
Student growth component of Evaluation:
1. District can establish the growth metric
2. Teachers must have input but the district and board establish the final product
3. Does the growth measure have to be the same for all teachers in the district, can it very from site to site or classroom to classroom?
This can depend on current student performance and must be achievable. The growth might look different in each building. EED is encouraging that there be a consistent measure across the district. One model that they are recommending is grouping students based on their beginning skill level and setting individual growth targets for each group. The growth performance target is set between teacher and district, based on growth metric.
4. How will this work when you have staff changes. EED: based on the historical data, local data from previous years, and input from prior teachers to determine the appropriate student growth target. At the end of students scholastic career, are we trying to make sure that all students end up at grade level by 12th grade.
5. The trend line for the target could conceivably be set below grade level in order to set a fair and reasonable target.
6. Look at historical data using a PLC model to determine a reasonable goal for the student. The intent of these requirements is for the decisions to be made district wide.
7. There is a provision that allows a district to make rulings that use attendance data to determine whether the students data is included or excluded in the teacher's rating.
8. What specific examples of data are permissible: EED: You have as much leeway as you would like, as it is not specified in regulations. Can include end of course tests, portfolios that have an already established rubric, performance rubrics, you should include pre and post testing.
10 Inter-rater reliability: The regulation requires that you have training to ensure that the evaluation tool is implemented in the same manor across the district.
11. Create the targets and rubrics and implement them into the pilot year. Review the historical data to help you adjust the individual student goals
12. How does the 20% component work...until it become 50% of the overall evaluation it only impacts the teachers score when there is a difference between basic, proficient, and exemplary. Unsatisfactory is unsatisfactory.
13. FAQ, document coming out soon.
Adjourned Time: 4:10