Arizona Education Association

Advocate Summer 2012

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Implementation of new evaluation framework begins— Does student data and professional development fit in your district evaluation? by Lisa Guzmán Local school districts are working to establish an updated evaluation instrument by August 2012 to fulfill requirements of the new Arizona Framework for Measuring Educator Effectiveness. Beginning in the 2012-13 school year, teachers may be evaluated according to the new framework which incorporates academic performance data and classroom observations as set forth by the 2010 legislature. After the State Board of Education Task Force completed the new framework in April 2011, AEA's Instructional Practice and Development (IPD) Committee, which includes Priority Learning trainers and AEA staff, began communicating the changes to members. Outreach throughout the state introduced the new Framework and Professional Teaching Standards to local associations and districts. These valuable sessions included analyzing and understanding data in assessments and standardized scores that might affect an educator's evaluation. It was a step-by-step "how to read the Arizona Teacher and Principal Evaluation Framework" presentation providing educators with a context to be knowledgeable while developing their district evaluation tool. District evaluation committees give association members the opportunity to work collaboratively with administrators to review and revise the current evaluation instrument for compliance. Concerns have been raised about the current reliability of available data and benchmarks, and the potential incongruity of information from district to district. The association supports weighting current classroom observations at 67% over academic data and 33% to measure performance in favor of evaluating current classroom practice. "I am really proud of the evaluation instrument the district committee put together. I believe it supports the professionalism of teaching," said Cheryl Redfield, Gilbert EA member and AEA Priority Learning Network trainer. Sample 1: Preferred by AEA PROFESSIONAL DEVELOPMENT saMple weighting group "B" The charts represent three possible options for the weighting of evaluations for teachers without valid and reliable classroom-level ecademic progress data. The possibilities include, but are not limited to: Sample 2 Sample 3 PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT Requirements may be adapted into the standing district evaluation tool or a new instrument may be adopted. The committee may use recognized evaluation models, such as Continued on next page AEA Advocate ❘ Summer 2012 15

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