Impacts of Evaluation

Professional Growth and Student Achievement

Updated Evaluation Results

SY 2011-2012 SY 2012-13

Results from Fall READY Principals

Ms. Jones – taught a lesson to first graders on weight and measurement. Rated on Standard 2b – Teachers embrace diversity in the school community and the world.

ND Dev Prof Acc Dist0

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40

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120

Ms. Jones - How Heavy Lesson

Novice10 year20 year

Results from Fall READY Principals

Ms. Brown – taught a lesson to middle school students on area and perimeter. Rated on Standard 3b – Teachers know the content appropriate to their teaching specialty.

ND Dev Prof Acc Dist0

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20

30

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90

Ms. Brown - Area and Perimeter

Novice10 year20 year

Results from Fall READY Principals

Ms. Davis – taught a lesson to high school students on finding the center of a triangle. Rated on Standard 4e – Teachers help students develop critical-thinking and problem-solving skills.

ND Dev Prof Acc Dist0

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40

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120

Ms. Davis - Center of a Triangle

Novice10 year20 year

Results from Fall READY Principals

Average ratings and differences for Ms. Jones by years of experience.

Ms. Jones Novice 10 years 20 years

Average Rating 1.678 1.732 1.681

Difference vs. Novice --- 0.054 0.003

Difference vs. 10 years -0.054 --- -0.510

Results from Fall READY Principals

Average ratings and differences for Ms. Brown by years of experience.

Ms. Brown Novice 10 years 20 years

Average Rating 3.277 3.313 3.597

Difference vs. Novice --- 0.035 0.320***

Difference vs. 10 years -0.035 --- 0.285***

Results from Fall READY Principals

Average ratings and differences for Ms. Davis by years of experience.

Ms. Davis Novice 10 years 20 years

Average Rating 3.544 3.758 3.812

Difference vs. Novice --- 0.214* 0.268***

Difference vs. 10 years -0.214* --- 0.054

Does Evaluation Matter?

Does Evaluation Matter?

• What would this analysis look like in North Carolina?

• How do you think teachers respond to lower ratings on their evaluations?

• Standards 3 and 4 have the highest correlation with growth scores. What does growth look like for teachers across the ratings of these standards?

• How does SY 2011-12 differ from SY 2012-13?

NC Evaluation

Evaluation SY 11-12 Number Mean Min Max

Less than Proficient 497 -1.35*** -15.02 11.05

Proficient 9537 -0.20 -16.88 15.23

Accomplished or Better 10454 0.66*** -12.27 19.20

Evaluation SY 12-13 Number Mean Min Max

Less than Proficient 296 -1.57*** -16.35 5.99

Proficient 8779 -0.15 -21.46 18.86

Accomplished or Better 11413 0.76*** -33.59 22.41

Standard 3 and Growth

Standard 3 SY 11-12 Number Mean Min Max

Not Demonstrated 15 -0.25 -7.89 7.83

Developing 198 -1.54*** -11.71 9.36

Proficient 5282 -0.45 -16.88 11.85

Accomplished 5467 0.39*** -12.07 19.20

Distinguished 1184 1.17*** -10.83 14.55

Standard 3 SY 12-13 Number Mean Min Max

Not Demonstrated 2 -0.00 -0.10 0.09

Developing 107 -1.19* -6.84 2.63

Proficient 4505 -0.33 -21.46 13.53

Accomplished 5258 0.52*** -33.59 22.41

Distinguished 1023 1.22*** -12.81 14.94

Standard 4 and Growth

Standard 4 SY 11-12 Number Mean Min Max

Not Demonstrated 2 -5.53 -9.93 -1.13

Developing 275 -1.54*** -13.06 9.36

Proficient 6928 -0.42 -16.88 13.29

Accomplished 11369 0.49*** -12.27 19.20

Distinguished 1908 1.11*** -10.48 14.54

Standard 4 SY 12-13 Number Mean Min Max

Not Demonstrated 4 -1.65 -3.20 -0.98

Developing 166 -1.78*** -16.35 5.55

Proficient 6201 -0.39 -21.46 13.53

Accomplished 12087 0.57*** -33.59 22.41

Distinguished 2030 1.34*** -12.81 15.45

Evaluation and Change in Growth

Evaluation SY 11-12 Number Mean Min Max

Less than Proficient 497 0.39* -14.10 15.80

Proficient 9537 0.19*** -13.94 22.16

Accomplished or Better 10454 0.06 -35.69 15.45

Evaluation SY 12-13 Number Mean Min Max

Less than Proficient 296 0.18 -14.10 8.04

Proficient 8779 0.18* -13.94 22.16

Accomplished or Better 11413 0.08 -35.69 18.32

Reflection and Questions

• How good of a job are we doing at recognizing instructional practices that predict student learning?

• Does the conventional wisdom that lower evaluation ratings are demoralizing to teachers hold true?

• Questions?

Impact of Standard 6 on Student Learning

Cohort Progress STUDENT COUNTS

Low1 High2

YoungerMath 1935 1825

Reading 184 221

OlderMath 1560 1547

Reading 183 301

• Two groups of students captured:• Younger Cohort: began 5th grade in SY 2010-2011• Older Cohort: began 6th grade in SY 2010-2011

1Students in the “Low Growth” category have consecutive years of teachers in the Does Not Meet Expected Growth category2Students in the “High Growth” category have consecutive years of teachers in the Exceeds Expected Growth category

Reflection and Questions

• Discuss with your table what these graphs mean to you as principals/educators.

• What should/could be the policy implications of these data?

• What other types of analyses would you like to see?

• Questions/Comments

Thank You

Tom TomberlinDirector, District Human Resources

thomas.tomberlin@dpi.nc.gov919-807-3440