1/27/2015
LEADINGTHEBIG3IN
2014‐15ANDBEYOND
A two‐part series
STANDARDS‐BASED
TEACHINGANDLEARNING
INWISCONSIN
Today’sAgenda
Understand college and career ready Wisconsin mathematics and English language arts standards
Discuss ways to further understanding of standards and instruction locally
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1/27/2015
Wisconsin’sVision
forALL Learners
“Every child must graduate ready for future education and the workforce. We must align our efforts so all our students are prepared to succeed in college or a career.”
‐ State Superintendent Tony Evers, Agenda 2017
Wisconsin’sGuidingPrinciplesfor
TeachingandLearning
1. Every student has the right to learn.
2. Instruction must be rigorous and relevant.
3. Purposeful assessment drives instruction and affects learning.
4. Learning is a collaborative responsibility.
5. Students bring strengths and experiences to learning.
6. Responsive environments engage learners.
CCSS Overview Video
AcademicStandards:NotaNew
Idea
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1/27/2015
CommonCoreStateStandards
StandardsAreNotA
Curriculum
• Standards are statements about WHAT students should know/be able to do.
• Individual school districts decide HOW students should get there.
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1/27/2015
WhatDoesAWIMathematics
StandardLookLike?
• 5.NBT.5: Fluently multiply multi‐digit whole numbers using the standard algorithm.
WhatDoesAWIEnglishLanguage
ArtsStandardLookLike?
• RI.5.6: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
OurEducatorsAreWorkingTo…
• Develop students’ speaking, writing, reading and listening • Integrate real world applications into higher order thinking and learning
• Personalize support for students
• Teach strategic use of technology tools
• Model digital citizenship and literacy for their students • Connect with personal learning networks to extend professional learning
• Empower students through inquiry learning
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1/27/2015
Whatcanyoudo?
• Ask your educators to talk with their school board about:
– How the WI standards have: – helped to impact classroom instruction for student learning?
– Build infrastructure for student engagement?
– Support professional learning for educators?
EDUCATOR
EFFECTIVENESSIN
WISCONSIN
Today’sAgenda
Understand lessons learned regarding EE after statewide implementation
Discuss ways to further understand and use EE data locally
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1/27/2015
TheWisconsinWay
• WI is, thus far, the only state which has ignored national educator evaluation trends. • WI understands that identifying high‐
performing and struggling educators is the easiest part of an evaluation system—identifying the unique strengths and weaknesses of EVERY educator and helping them to improve is much harder. TheWisconsinWay
• WI recognizes that systems designed to compare and rank teachers requires treating every educator the same. WI understands that equitable is not necessarily equal. TheWisconsinWay
• Wisconsin has worked hard to create an EE System which is educative and aligned to research and best practice by providing feedback which results in educator growth and, ultimately, improved student outcomes. 6
1/27/2015
NationalRecognition
• USDE
– “Empowering WI educators”
• Other States
• Charlotte Danielson
– Educative validation study
NationalRecognition
• Charlotte Danielson
– “I have great admiration for the work of the WI DPI and its EE program. WIEE
concentrates on helping all teachers improve their practice in the extremely complex work of teaching. In my view, WIEE is the most powerful use of the FfT, and will yield lasting benefits to both teachers and students in the state.”
NationalRecognition
• National Journals
– EdWeek with Charlotte: The Wisconsin Way
– slate.com
• WI will “pave the way…raise the bar for everyone.”
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1/27/2015
EvaluationFindings
• Educators feel the System accurately defines effectiveness and will help improve practice.
• The time and resource burden to schools represents the largest single barrier for implementing EE.
• Many educators expressed frustration with Teachscape and felt it was wasting a great deal of time. KeyFindings
• Even considering the time and resource burden districts experienced, findings suggest that most participants believe that EE is a worthwhile endeavor. KeyFindings
• Preliminary findings from evaluations of the System indicate that the System functions well for its stated purpose, but use of the system and its resultant data for purposes outside of informing personal professional growth is problematic, at best. – It is important that districts not use practice ratings to compare teachers. Districts should, instead, focus on analyzing growth of individual educators across the year. 8
1/27/2015
DPICommunication:System
PurposeandDataUse
• Review this DRAFT
• At your table, discuss:
– The intent and purpose of the document
– Your own use of EE data locally
DPICommunication:System
PurposeandDataUse
• Share Out:
– What questions came up at your table?
– What ideas did you hear regarding local use that aligned to the purpose of the System/document?
– What can/will you do locally as a result?
MovingForward
• Do you have suggestions for:
– Revisions to the document?
– Supports and/or resources DPI can provide to support EE and, more specifically, communication regarding the System purpose and data use?
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1/27/2015
MovingForward
• DPI will continue to brainstorm ways to:
– Increase capacity and reduce burden.
– Refine the System and its resources to support the purpose and intent of the System.
– Support you locally.
Thankyou!
Panel
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Emilie Amundson, Director, Literacy and Mathematics Team
Troy Couillard, Director, Office of Student Assessment
Laura Pinsonneault, Director, Office of Educational Accountability
Katharine Rainey, Director, Educator Effectiveness
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