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#11815 Teacher Evaluation Initial Training ISBE #2001
August 1, 2019 @ 8:00 am - August 8, 2019 @ 4:00 pm$400.00
This Academy is designed for individuals who are seeking initial training qualification for teacher evaluation. This Academy aligns to the competencies for Part 50, Section 50.420 (a-b).
Below is new information regarding ISBE-Approved Pre-qualification Training for Teacher and Principal Evaluators.
ISBE-Approved Pre-qualification Training for Teacher and Principal Evaluators (“Evaluator” as set forth in Section 24A2.5 or 24A – 15 of the School Code); (“pre-qualification” as set forth in Section 5/24A-3 of the School Code)
The Illinois State Board of Education (ISBE) is changing the procedures and processes for Evaluator Pre-qualification. Effective 12/31/2018, the ISBE approved pre-qualification training will no longer be offered via “Growth Through Learning”. Rather, the IBSE approved evaluator pre-qualification training will be offered through the Administrators’ Academy process. Two Administrators’ Academy courses will be offered. Administrators’ Academy course #2000 will be designated for principal pre-qualification, and, Administrators’ Academy course #2001 for teacher pre-qualification. Those interested in becoming legally qualified to conduct evaluations of certified personnel must successfully complete one, or both, of these courses. For more information regarding registration and content of these courses, please contact your Regional Office of Education or Intermediate Service Center, or one of the following organizations: Illinois Principals Association (IPA), Illinois Association of School Administrators (IASA), the Illinois Education Association (IEA) or the Illinois Federation of Teachers (IFT.)
This Academy mirrors the real-time process that occurs between teacher and evaluator during the evaluation cycle (reflection, collection of evidence, feedback, and professional conversation). Participants will walk away with something they can use and are prepared to demonstrate their competencies as qualified evaluators. This training emphasizes reflection and focuses on participants’ learning/doing and developing the knowledge and skills needed to be an effective evaluator. Each participants’ development of a portfolio during the prequalification process, once assessed by the trainer, will serve as documentation that they have met the minimum requirements to demonstrate understanding and ability to apply evaluator competencies in 105 ILCS/24A-3 and Part 50, Section 50.420.
COMPETENCIES,PART 50, Section 50.420 (a-b)
Teacher Evaluator Competencies-Student Growth (TEC-SG)
1) Uses assessments and measurement models identified by the joint committee in determining the student growth attributable to individual teachers and understands how different types of assessments are used for measuring growth;
2) Uses data from the evaluation rubric, other evidence collected, and best practices relative to evaluating student growth to link teacher and school –level professional development plans to evaluation results;
3) Creates, in collaboration with teachers, supportive, targeted professional development plans that consider past results, contribute to professional growth, and assist teachers in aligning professional development and goal-setting to school improvement goals; and
4) Communicates evaluation outcomes and findings to constructive and supportive ways that enable teachers to set goals and improve practice.
Teacher Evaluation Competencies-Professional Practices (TEC-PP)
5) Demonstrates a high rate of inter-rater reliability using the required performance evaluation ratings (i.e., “excellent”, “proficient”, “needs improvement”, and “unsatisfactory”);
6) Observes instruction competently in multiple subject areas provided to varied and multiple student populations (e.g., English Language Learners, students with Individualized Education Programs, students in career and technical education programs);
7) Uses data from the evaluation rubric, other evidence collected, and best practices relative to evaluating professional practice to link teacher and school-level professional development plans to evaluation results;
8) Creates, in collaboration with teachers, supportive, targeted professional development plans that consider past results, contribute to professional growth, and assist teachers in aligning professional development and goal-setting to school improvement goals;