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The Hawaii State Department of Education and Hawaii State Teachers Association have been working together to update the Educator Effectiveness System (EES). Thanks to valuable feedback from stakeholders, including our members, changes to the system were made to ensure teachers are being evaluated based on their current level of teaching practice, minimizing the workload on the newer teachers in the field with gradual progression over time.
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The Educator Effectiveness System (EES) Joint Committee finalized adjustments to the teacher evaluation, which was noted in the HIDOE memo dated Aug. 14. The latest HIDOE memo, dated Sept. 14, notes the major changes to review, which include:
The HIDOE and HSTA Joint Committee members believe that these temporary adjustments will allow for continued learning and teacher practice during these unprecedented times. Please review the following:
Memo: Educator Effectiveness System Additional Guidance, School Year 2020-2021 Educator Effectiveness System Manual and Training Expectations for Teachers and Evaluators
Related Post: Teacher evaluation changes because of COVID-19 explained, May 8, 2020
Click to download the latest EES manual
Utilizing a rollout based on Social Security Numbers (last number of SSN), tenured teachers will be engaged in a comprehensive evaluation every five years, and focus on feedback and professional growth annually in all other years:
In an effort to eliminate the predictive nature of expected targets, EES will focus on student-centered growth that assesses what is valued in the school or complex area rather than on Student Learner Outcomes (SLOs). Teachers and administrators will have the flexibility to determine the appropriate assessments and measures of student growth.
With Student Success Plans (SSP), teachers will provide baseline data to establish initial student readiness, as well as the instructional strategies to be utilized. At the end of the term, teachers will provide assessment data that shows student growth, and reflect on their practice as it relates to student achievement.
The School or System Improvement Objective (SSIO) is similar to an SSP and serves as an option for NCTs (non-classroom teachers) only, depending on the nature of their assignment. More information on both can be found in the SY 2019–20 EES manual, beginning on page 27.
To promote personalized professional growth through data, feedback, and reflection for all teachers regardless of experience and level of performance, EES will diversify the data collection, performance expectations, and support processes for new teachers, including those without teaching credentials, to ensure appropriate supports in the early stages of their career.
*At the evaluator’s discretion, teachers will continue to set learning objectives, engage in data team processes, participate in walkthroughs and implement best practices as part of school improvement processes. Such efforts shall not be rated for Off-Cycle teachers and documentation is not required.
**Teachers hired during the second semester shall complete a minimum of one formal classroom observations, or a working portfolio for NCT.
***Refer to differentiated SSP rubrics on pg. 35 for scoring based on teacher experience level/prior rating history.
Teachers who begin the school year On-Cycle will stay On-Cycle for the duration of the school year and will receive a new final rating.
With a focus on School and Curricular Design, Student Voice, and Teacher Collaboration, EES will expand the ways in which tenured teachers may engage with their colleagues to transform practices, school culture, and teacher leadership to benefit student learning and aspirations. View a sample template here.
Overall, these changes reflect the Department’s continued commitment to simplify teacher evaluations while ensuring that educators are provided with feedback to inform practice and advance student learning and achievement.
Questions about EES adjustments may be directed to Office of Talent Management, EES Help Desk at (808) 586-4072.
EES Joint Committee