CESA 6 - A Leader in Educator Effectiveness
The Right Work…
- an effective teacher in every classroom
- an effective leader in every school
- an effective administrator in every district
- an effective educational system in every community
"The Effectiveness Project is a valuable systematic tool to focus on student learning and teaching."
- EP District Superintendent
Performance Evaluation Systems to Serve All
CESA 6 has been a leader in educator effectiveness across the State of Wisconsin. Starting in 2011, our team of professionals partnered with Wisconsin educators and Dr. James Stronge to design the CESA 6 Effectiveness Project, a multi-tiered professional evaluation system designed to serve the all educational personnel including teachers, educational specialists, school administrators, central office administrators, district administrators/superintendents and non-certified support staff.
“Effectiveness is the goal. Evaluation is the means.”
- Dr. James Stronge
Effectiveness is our driving force. We support districts' efforts to have effective employees at all levels and in all aspects of their educational organization. See our Core Beliefs and Vision, as well as video testimonials from our partners.
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The Right Work.... An effective teacher in every classroom
The primary purposes of the Teacher Performance Evaluation System (TPES) are to:
- Optimize student learning and growth
- Improve the quality of instruction by ensuring accountability for classroom/learner performance and teacher/educational specialist effectiveness
- Contribute to successful achievement of the goals and objectives defined in the vision, mission, and goals of the school district
- Provide a basis for instructional improvement through productive teacher performance appraisal and professional growth
- Implement a performance evaluation system that promotes trust and a collaborative partnership between the teacher and evaluator promoting self-reflection, professional growth, instructional effectiveness, and improvement of overall job performance
EDUCATOR STANDARDS:
- Professional Knowledge
- Instructional Planning
- Instructional Delivery
- Assessment FOR/OF Learning
- Learning Environment
- Professionalism
The distinguishing characteristics of TPES include:
- A focus on the relationship between professional performance and improved learner academic achievement
- Sample performance indicators for each of the educator performance standards
- A system for documenting educator performance based on multiple data sources including goal setting, documentation log, surveys, observations
- A procedure for conducting performance reviews that stresses accountability, promotes professional improvement, and increases the involvement of educators in the evaluation process
- A support system for providing assistance when needed.
The Right Work.... An effective educational specialist in every classroom
The Educational Specialist Performance Evaluation System (ESPES) serves the following:
Pupil Personnel Services: School Counselors, School Nurses, School Psychologists, School Social Workers
Instructional Support Services: Library Media Specialists, Instructional Technology Specialists, Instructional / Learning Coaches.
Special Education Services: Occupational Therapists, Physical Therapists, Autism Support Specialists
The primary purposes of the Educational Specialist Performance Evaluation System (ESPES) are to:
- Optimize student learning and growth
- Improve the quality of instruction by ensuring accountability for classroom/learner performance and educational specialist effectiveness
- Contribute to successful achievement of the goals and objectives defined in the vision, mission, and goals of the school district
- Provide a basis for instructional improvement through productive educational specialist performance appraisal and professional growth
- Implement a performance evaluation system that promotes trust and a collaborative partnership between the educational specialist and their evaluator promoting self-reflection, professional growth, instructional effectiveness, and improvement of overall job performance
EDUCATOR STANDARDS:
- Professional Knowledge
- Communication & Collaboration
- Assessment
- Program Planning & Management
- Program Delivery
- Professionalism
The distinguishing characteristics of the ESPES include:
- A focus on the relationship between professional performance and improved learner academic achievement
- Sample performance indicators for each of the educator performance standards including job specific performance indicators.
- A system for documenting educator performance based on multiple data sources
- A procedure for conducting performance reviews that stresses accountability, promotes professional improvement, and increases the involvement of educators in the evaluation process
- A support system for providing assistance when needed.
The Right Work.... An effective leader in every school
The primary purposes of the School Administrator Performance Evaluation System (SAPES) are to:
- student learning and growth
- Contribute to successful achievement of the goals and objectives defined in the vision, mission, and goals of the school district
- Provide a basis for leadership improvement through productive school administrator performance appraisal and professional growth
- Promote collaboration between the school administrator and evaluator
- Promote self-reflection, professional growth, leadership effectiveness, and improvement of overall job performance.
EDUCATOR STANDARDS:
- Leadership for Student Learning
- School Climate
- Human Resources Leadership
- Organizational Management
- Communication & Community Relationships
- Professionalism
The distinguishing characteristics of SAPES include:
- Benchmark behaviors for each of the school administrator performance standards
- A focus on the relationship between school administrator performance and improved student learning and growth
- The use of multiple data sources for documenting performance, including opportunities for school administrators to present evidence of their own performance as well as student growth
- A procedure for conducting performance reviews that stresses accountability, promotes professional improvement, and increase school administrators’ involvement in the evaluation process
- A support system for providing assistance when needed.
The Right Work.... Effective administrators in every district
Central Office Administrators include Directors of: Business, Curriculum and Instruction, Facilities, Human Resources, Pupil Services/Special Education, and Technology.
The primary purposes of the Central Office Performance Evaluation System (COPES) are to:
- improve district quality by ensuring accountability for overall performance.
- contribute to successful achievement of the goals and objectives defined in the vision, mission, and goals of the school district;
- provide a basis for improvement through productive central office administrator performance appraisal and professional growth; and
- encourage collaboration between the central office administrator and their evaluator, and promote self-growth, leadership effectiveness, and improvement of overall job performance.
EDUCATOR STANDARDS:
- Mission, Vision & Goals
- Planning & Analysis
- Human Resources / Instructional Leadership
- Organizational Management
- Communication & Community Relationships
- Professionalism
This distinguishing characteristics of the COPES include:
- benchmark behaviors for each of the central office administrator performance standards;
- a focus on the relationship between central office administrator performance and improved district achievement;
- the use of multiple data sources for documenting performance, including opportunities for central office administrators to present evidence of their own performance;
- a procedure for conducting performance reviews that stresses accountability, promotes professional improvement, and increases central office administrators' involvement in the evaluation process; and
- a support system for providing assistance when needed.
The Right Work.... An effective administrator in every district
The primary purposes of the District Administrator Performance Evaluation System (DAPES) are to:
- improve educational performance, both for the district administrator/superintendent and, ultimately, the entire school district;
- improve district administrator/superintendent and board relations and communications;
- clarify the roles of the district administrator/superintendent;
- inform the district administrator/superintendent of the board's expectations;
- improve planning;
- aid in the professional development of the district administrator/superintendent;
- serve as a basis for personnel decisions;
- serve as an accountability mechanism; and
- fulfill legal requirements.
EDUCATOR STANDARDS:
- Strategic Leadership
- Instructional Leadership
- Human Resources Leadership
- Operations & Resource Management
- Communication & Community Relationships
- Professionalism
The distinguishing characteristics of the District Administrator Performance Evaluation System (DAPES) include:
- benchmark behaviors for each of the performance standards;
- a focus on the relationship between district administrator/superintendent performance and improved school performance and student learning and growth;
- the use of multiple data sources for documenting performance, including opportunities for district administrators/superintendents to present evidence of their own performance as well as student growth;
- a procedure for conducting performance reviews that stresses accountability, promotes professional improvement, and increases district administrators'/superintendents' involvement in the evaluation process; and
- opportunity for assistance when needed.
The Right Work.... Effective paraprofessionals
An evaluation process serving our Non-certified staff including:
- Administrative Assistants / Secretaries
- Special Education Paraprofessionals
- General Paraprofessional / Aides
- Food Service Staff
- Maintenance / Custodial Staff
- Library Aides
The primary purposes of the Non-Certified Support Staff Performance Evaluation System (NCSPES) are to:
- improve district quality by ensuring accountability for overall performance of non-certified support staff
- provide a means for non-certified staff to set goals and contribute to successful achievement of the vision, mission, and goals of their school and school district.
- provide clear expectations for effective work performance for non-certified staff.
- promote self-growth, reflection,and improvement of overall job performance
- encourage collaboration between the non-certified support staff employees and their evaluator.
EDUCATOR STANDARDS:
- Job Knowledge
- Communication
- Organization
- Problem Solving/Decision Making
- Interpersonal Skills
- Professionalism
This NCSPES evaluation system includes the following distinguishing characteristics:
- benchmark behaviors for each of the non-certified support staff performance standards;
- a focus on the relationship between the non-certified support staff performance and improved district achievement;
- the use of multiple data sources for documenting performance, including opportunities for non-certified support staff to present evidence of their own performance;
- a procedure for conducting performance reviews that stresses accountability, promotes improvement, and increases non-certified support staff involvement in the evaluation process; and
- a support system for providing assistance when needed.
The NCSPES model can be used by any district, regardless of what evaluation system is being used with certified staff.
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