Educator Effectiveness and Evaluation

The Sweetwater Union High School District (SUHSD) and Sweetwater Education Association (SEA) have collaboratively agreed to participate in the San Diego County Office (SDCOE) Educator Effectiveness and Evaluation (sometimes referred to as “E3”) Project.  The project is a pilot project based upon a state-supported model aligned to Greatness by Design  and supported by WestEd and the California Department of Education (CDE).  In the pilot, district and teacher leaders are guided through a two-year process with the goal of developing an Integrated Professional Learning System.  The six steps employed are:  describing effective evaluation systems, defining effective teaching, calibrating thinking, aligning professional learning, engaging collegial practices, and planning the system.

SWEETWATER UNION HIGH SCHOOL DISTRICT/SWEETWATER EDUCATION ASSOCIATION
EDUCATOR EFFECTIVENESS AND EVALUATION PROJECT

Guiding Principles

  •  Multifaceted, fair, authentic
  •  Strengthen knowledge, skills and practices, student-learning to improve
  •  Collectively bargained by-in/trust/stakeholders/ownership
  •  Relevant/constructive feedback timely/to inform practice
  •  Evidence of teaching & learning from multiple sources
  •  Clear defined & transparent to all educators
  •  Financial resources, time, people
  •  Complexities of teaching & learning outside the teacher’s control
  •  Differentiation personalized
  •  Fairness, inclusive to build trust, support for professional growth
  •  Implemented with teacher participation
  •  Continuous feedback loop

Purpose Statement

Purpose Statement: Teacher evaluation and support system based on the California Standards for the Teaching Profession providing a holistic and more detailed view of a teacher’s practice to acknowledge specific strengths and support educator growth thereby improving teaching and learning. (January 29, 2015)

Current Agreements: Evaluation Tool (August 12, 2015)

  • Based on the California Standards for the Teaching Profession (CSPTs)
  • Feedback meaning and Productive
  • Coaching Process
  • Assignment Driven (indicators aligned with CSTPs)
  • Communicate that this work is positive and agreed upon by stakeholders
  • Multiple measures (context driven)
  • Professional development—weaved in throughout the process; teacher driven (goals, needs) integrated
  • Access to formative support

Priorities for 2015-2016 School Year

1. Focus Groups

a. Introduction/Review of Data/Process/Resources: Tutorials
b. Share/receive feedback
c. Targeted teacher pools/Administrator pools

2. Focus areas/elements/CSTP

a. Rubric/evidence/Teacher practice-Activities

3. Sources of evidence (multiple measures)

4. Consistent protocol

a. Portfolio/documentation of growth/coaching/formative
b. Differentiated by teacher experience/expertise/assignment
c. Including teacher choice in the process

5. Define the pilot

a. Scope
b. Scale
c. Sites

6. Capacity building

a. Teacher/Administrator on CSTPs

California Standards for the Teaching Profession (Elements of Focus)

The team selected elements from three of the six domains of teaching practice:

  • Engaging and Supporting All Students in Learning

1.5 Promoting critical thinking through inquiry, problem solving, and reflection
1.6 Monitoring student learning and adjusting instruction while teaching

  • Understanding and Organizing Subject Matter for Student Learning

3.6 Addressing the needs of English learners and students with special needs to provide equitable o the content

  • Developing as a Professional Educator

6.1 Reflecting on teaching practice in support of student learning

The Pilot

  • At every site
  • Site Administrator
  • Two teachers per site (volunteers)

 

CURRENT TEACHERS WITH NATIONAL BOARD CERTIFICATION

Krista Aziz
Chula Vista High School
Teacher
Exceptional Needs Specialist/Early Childhood Through Young Adulthood

Cheryl Bayley
Eastlake High School
Teacher
Science/Adolescence And Young Adulthood

Pamela Brittain
Southwest High School
Teacher
English Language Arts/Adolescence And Young Adulthood

Melanie Brown
Curriculum Department
Teacher on Special Assignment
Science/Early Adolescence

David Buse
Southwest High School
Teacher
Science/Adolescence And Young Adulthood

Kimberly Butler
Hilltop High School
Teacher
Physical Education/Adolescence Through Young Adulthood

Martha Calderon
Chula Vista High School
Teacher
Exceptional Needs Specialist/Early Childhood Through Young Adulthood

Jeni Freiermuth
Olympian High School
Teacher
Science/Adolescence And Young Adulthood

Sabina Fresquez
Eastlake High School
Teacher
Science/Adolescence And Young Adulthood

Chandra Goodnough
Eastlake High School
Teacher
Mathematics/Early Adolescence

Dale Griepenstroh
Chula Vista High School
Teacher
Social Studies-History/Adolescence And Young Adulthood

Darci Kimball
Castle Park High School
Teacher
Science/Adolescence And Young Adulthood

Patricia Koob
Rancho Del Rey Middle School
Teacher
English Language Arts/Early Adolescence

Steve Rodriguez
Olympian High School
Teacher
English Language Arts/Early Adolescence

Donna Rottier Johnson
Sweetwater High School
Teacher
English Language Arts/Adolescence And Young Adulthood

Cherylyn Sias
Mar Vista High School
Teacher
Social Studies-History/Adolescence And Young Adulthood

Julie Tandon
Hilltop High School
Teacher
English As A New Language/Early Adolescence Through Young Adulthood

Lorena Topete
Sweetwater High School
Teacher
World Language Other Than English/Early Adolescence Through Young Adulthood