In partnership with

Background

• Legislated by Act 166– Federal push: part of ESEA flexibility waiver– Fully functional performance-based evaluation

system in place for 2014-15– 50% on process/practice and 50% on

product

• Equivalency option for process/practice– CESA 6/Dr. James Stronge– 6 Performance Standards

Educator Evaluation

Teachers• InTASC standards;• Danielson’s 4

domains and 22 components

Principals• ISLLC standards

--------------------------------

CESA 6 Model• 6 performance

standards for teachers, ed specialists, and principals

• Aligned to Danielson & national standards

Potential Data Sources:

• Statewide assessments

• Districtwide assessments

• Student Learning Objectives (SLOs)

• Graduation data

• Other

50% 50%

Models of Practice Student Outcomes

DPI Framework

Process Product

The Research

Research on effective vs. ineffective teachers and leaders clearly indicates there is a great cost to student learning as a result of having ineffective teachers and leaders in our school.

What factor has the largest effect on student achievement?

Mixed Ability Grouping?

Class Size?

Prior Achievement?

The Teacher?

What factor had the largest effect on student achievement?

Mixed Ability Grouping? 4

Class Size? 3

Prior Achievement? 2

The Teacher? 1

Dallas Research: Teacher Quality

Dallas, Texas data: 2800-3200 students per cohortComparison of 3 “highly effective” & 3 “ineffective” teachers (Jordan, Mendro, & Weerasinghe, 1997)

4th Grade Math Achievement

Dallas Research: Teacher Quality

Dallas, Texas data: 2800-3200 students per cohortComparison of 3 “highly effective” & 3 “ineffective” teachers (Jordan, Mendro, & Weerasinghe, 1997)

4th Grade Reading Achievement

Sequence of Effective Teachers

Low

High

52-54percentile

points difference

over 3 years

Low Low

High High

Sanders & Rivers (1996)

Sequence of Effective Teachers

Low

High

13percentile

points difference

Low

High High

Sanders & Rivers (1996)

High

Residual Effect

Two years of effective teachers could not remediate the achievement loss caused by one year with a poor teacher.

Mendro, Jordan, Gomez, Anderson, & Bembry (1998)

Time in the School Year Neededto Achieve the Same Amount of

Learning

Leigh, Economics of Education Review (2010)

0 1/4 1/2 3/4 1

25th Percentile Teacher

75th Percentile Teacher

Years Needed

Time in the School Year Neededto Achieve the Same Amount of

Learning

Leigh, Economics of Education Review (2010)

0 1/4 1/2 3/4 1

10th Percentile Teacher

90th Percentile Teacher

Years Needed

Annual Student Achievement Gains

05

101520253035

Class Size Reduction: 24:1to 15:1

Teacher QualityImprovement: 75 vs. 25 %tile

Pe

rce

nti

le G

ain

Barber, M., & Mourshed, M. (2007). How the world’s best-performing school systems come out on top. London: McKinsey & Company; Stronge, J.H., Ward, T.J., Tucker, P.D., & Grant, L.W.; Retrieved from: http://www.mckinsey.com/locations/ukireland/publications/pdf/ Education_report.pdf

Teacher Quality Improvement: 25th vs. 75th percentile

Class Size Reduction: 24:1 to 15:1

Spillover Effect

Jackon & Bruegmann, American Economic Journal: Applied Economics (2009)

Student achievement rises across a grade when a high-quality teacher comes on board: one-tenth to one-fifth the impact of replacing the students’ own teacher!

Effectiveness is the goal.

Evaluation is merely the means.

Effectiveness Project

•Teachers

•Educational Specialists

•School Administrators (principals)

Who Will Be Involved?

Effectiveness Project

• What is the basis of the evaluation?

• How will performance be documented?

• How will performance be rated?

What is the basis of the evaluation?

Question 1

Performance Standards

Teacher

• Professional Knowledge• Instructional Planning• Instructional Delivery• Assessment for/of

Learning• Learning Environment• Professionalism

Educational Specialist

• Professional Knowledge• Communication &

Collaboration• Assessment• Program Planning &

Management• Program Delivery• Professionalism

How will performance be documented?

Question 2

Multiple Data Sources at-a-glance

Observations

Documentation Log

Student Surveys

Self-Assessment of Professional Practice

Student Learning ObjectivesEverything is housed in an electronic database: OASYS

Data ManagementMy Learning Plan OASYS

Data Collection Responsibilities

Data Collection Procedure

Evaluator Teacher/Ed Specialist

Observation(formal/informal) X

Documentation Log X

Student Surveys X

Self Assessment of Professional Practice X

Student Learning Objectives X

Observations

May take a variety of forms• Formal observation• Informal observation• Walk-through observation• Announced or unannounced

May occur in a variety of settings• Classroom environment• Non-classroom settings

Formal Observations

• Directly focused on teacher performance standards• Announced or unannounced

• at least 20 minutes in duration

• Teachers observed at least twice per year• Additional observations at evaluator’s discretion• At least one pre-observation conference for teachers

during their first year in district• Evaluator feedback during post-observation conference• Observation forms kept in OASYS database

Documentation Log

• Evidence of performance related to specific standards

• Educator’s voice in the process

• Complements classroom observation

• Includes both specific required artifacts and teacher-selected artifacts

• Emphasis is on quality, not quantity

• Collected throughout the year

• Reviewed by evaluator by mid-year for probationary teachers; by early May for all teachers

• Artifacts uploaded into OASYS database

Teacher Artifact Examples

• Professionalism– Transcript– PD certificate

• Instructional Planning– Differentiation in lesson

plan

• Instructional Delivery– Video/audio of

instructional unit– Sample work

• Assessment– Sample of baseline and

periodic assessments*

• Learning Environment– Student survey

information*– Schedule of daily routine

• Professionalism– PD log*– Parent communication

log** Required artifact

Student Surveys

• Provide students’ perceptions of how teacher is performing -- direct knowledge of classroom practices

• All teachers survey students twice per year• Age considerations for survey• Surveys are anonymous• Actual responses seen only by individual teacher• Teachers fill out Student Survey Growth Plan and

Student Survey Analysis and include in documentation log

Self-Assessment of Professional Practice

• Reflect on effectiveness and adequacy of practice• Based on each performance standard• Consider performance indicators for examples of

behaviors exemplifying each standard• One area of strength per standard• One area of growth, along with strategies for growth,

per standard

Student Learning Objectives

• Detailed, measureable goals for student academic growth

• Set at the beginning of the year• Based on SMART goal format• Individual teacher or group goals• Classroom or subsets of students• Approved by principal/supervisor• Mid-year check point• End-of-year evaluation – how did we do?

How will teacher performance be rated?

Question 3

Interim Evaluation

• All probationary teachers/educational specialists

• Used to document evidence of meeting standards

• Does NOT include rating of performance

Summative Evaluation

• Comes at end of evaluation cycle

• Four point rating scale

• Performance rubric for every standard

• Rating based on “preponderance of evidence”

• Summative evaluation form in OASYS

Evaluations

DistinguishedThe teacher maintains performance, accomplishments, and behaviors that consistently surpass the established standard.

• Sustains high performance over period of time• Behaviors have strong positive impact on

learners and school climate• May serve as role model to others

Category Description Definition

EffectiveThe teacher meets the standard in a manner that is consistent with the school’s mission and goals.

• Meets the requirements contained in job description as expressed in evaluation criteria

• Behaviors have positive impact on learners and school climate

• Willing to learn and apply new skills

Developing/ Needs Improvement

The teacher is inconsistent in meeting standards and/or in working toward the school’s missions and goals.

• Requires support in meeting the standards• Results in less than quality work performance• Leads to areas for teacher improvement being

jointly identified and planned between teacher and evaluator

Unacceptable

The teacher consistently performs below the established standards or in a manner that is inconsistent with the school’s missions and goals.

• Does not meet requirements contained in job description as expressed in evaluation criteria

• Results in minimal student learning• May contribute to recommendation for teacher

not being considered for continued employment

Terms used in Rating Scale

Questionson the

process?

Look Fors & Red Flags

• “Look Fors”– What do we WANT to

see in each standard?– Exemplary behaviors

• “Red Flags”– What should we NOT

see?– What is cause for

alarm or concern?

ACTIVITY

• Groups of 6 – one group per standard• Identify a recorder• 2 minutes at each standard

– Document look fors AND red flags– Rotate to the next standard

• Last reporter at each standard will report out to the large group

Additional Questions?

Thank you!