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New Haven, A City of Great Schools NEW HAVEN SCHOOL CHANGE AND EVALUATION AND DEVELOPMENT PROGRAM...
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Transcript of New Haven, A City of Great Schools NEW HAVEN SCHOOL CHANGE AND EVALUATION AND DEVELOPMENT PROGRAM...
New Haven, A City of Great Schools
New haven School Change AND Evaluation and development program
NEW HAVEN PUBLIC SCHOOLS – March 2012
1
New Haven, A City of Great Schools
School Change Vision
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What is the Vision for Transforming Our System?• Students learning through meaningful and coherent experiences in individual classrooms, among different
classrooms, and in the rest of their lives• Schools as the centers for learning, where teams of adults take collective and empowered responsibility
for students, working separately and together to move students from where ever they start to the highest performance levels, collaborating without fault
• The district and schools acting to support development, adaptation, and innovation
Each school will be organized and supported on its own unique path to success
Portfolio of Schools Talent Community & Parents
Adults in the system will be managed as professionals to encourage collaboration, empowerment, and responsibility for outcomes – and this will enable us to attract, develop, and retain the highest caliber staff
The work of the school system will be as aligned as possible with the other adults who work on behalf of students, including parents and community organizations, and including community investment in the promise of college
What is important about our approach?• Coherent and comprehensive reform strategy, establishing that urban districts of all sizes can engage in
performance-driven reform.• Collaborative work with teachers and other stakeholders, setting a tone of collective responsibility and
building long-term sustainability.• Designed for persistence, to ensure sustainable and ongoing change to address the many complex
challenges facing student learning in New Haven
New Haven, A City of Great Schools
Progress Driven by Collaboration
3
Launch of joint reform discussions, with contract negotiations overlapping and in parallel, and establishment of joint beliefs
Summer 2009
NHFT reform contract agreement (Approved by 855 to 42)Sept 2009
Multi-party committees created by contract agreement (Reform, Teacher Evaluation and Development or TEVAL, and Survey – also PEVAL), with Teacher Committees in parallel
Fall/Winter 2009
First Tiering of Schools, including school turnaroundMar 2010
First school learning environment survey, including 360 feedback on school leadership
Spring 2010
Launch of new school year with revised NHPS evaluation and development systems
Sept 2010
Mounting pressure for school reform in New Haven from all stakeholders – officials, parents, teachers, and community
Winter/Spring 2009
District surveys on Central Office effectiveness and on evaluation and coaching
Recommendations on TEVAL and PEVAL approved by NHPS Board of Education
Dec 2009
On-going focus on Portfolio, Talent, Community and additional efforts, through multiparty dialog and regular input from field
Ongoing
- Collaboration, not for its own sake, but to accomplish school reform
- Agreement about goals, vision, and Norms
- On-going mechanisms for dialog and discussion
New Haven, A City of Great Schools
Start with Common Goals
What has “Collaborative Approach” Meant in NHPS?
• Reform discussions began with a Joint Statement of Beliefs, and have evolved into joint beliefs, vision, and norms.
• Similarly, at the start of the TEVAL process, we established common goals for the evaluation and development
Valuing Others
No Fault Problem-solving
• We strive to understand how our peers and collaborators see the world, and we recognize their legitimate perspectives and concerns. We avoid the temptation to dismiss individuals and generalize other groups.
• We focus on overcoming real challenges and solving the urgent problems before us, not on placing blame or fault for those problems.
Pursuit of Problems
• Challenges and problems are opportunities for learning and improvement, and so we seek out both the facts/data and the courageous conversations that will improve learning in the district for our students
Constructive Relationships
• We explicitly show our support for each other, including by developing each other and by challenging each other to do better.
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Enduring Partnership
• If we have invested meaningful time, listened to each other, and genuinely sought consensus, we move forward together – even when we disagree
New Haven, A City of Great Schools
Principles of NHPS Evaluation & Development
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Vision for Transforming the School System…
• Students learning through meaningful and coherent experiences in individual classrooms, among different classrooms, and in the rest of their lives
• Schools as the centers for learning, where teams of adults take collective and empowered responsibility for students, working separately and together to move students from where ever they start to the highest performance levels, collaborating without fault
• The district and schools acting to support adaptation, development, and innovation
…Leads to Vision for Talent Management
• Adults in the system will be managed as professionals to encourage collaboration, empowerment, and responsibility for outcomes, by…
• Prioritizing coaching and development through professional feedback relationships with managers, using periodic conferences rather than formulaic visitations;
• Encouraging managers to provide frequent and concrete feedback to staff about their performance against a clear, detailed performance rubric;
• Incorporating student growth as measured by objective assessments as a factor in evaluations, in a way that encourages ownership and focus on outcomes by teachers; and
• Making careful and fair consequential decisions, including validating evaluation judgments, taking 360 input on leaders, and carefully building leadership capacity
New Haven, A City of Great Schools
Key Design Features of NHPS Evaluation Systems
6
Professional Feedback Process
Evaluation Components
Fair and consequential
decisions
• The heart of evaluation and development system are periodic conferences, designed to pull together different sources of information and allow for frank and professional development conversations
• This requires work *both* on instructional eye *and* on adult leadership & coaching techniques
• Evaluation includes multiple measures: student learning growth (defined through goal setting conference), instructional or leadership practices (teacher-developed rubric) and professional values (teacher-developed rubric)
• Professional staff evaluated using a 5 part scale, from needs improvement to exemplary, on each component
• Relative weighting of factors in final evaluation depends on how clear and consistent the student learning growth is over time and across assessments
• For exemplary and needs improvement teachers, instructional practice observations are validated by 3rd party evaluations
• Climate survey includes 360 feedback on leadership practices, including fairness of evaluation
Design Feature Summary
New Haven, A City of Great Schools
Teacher Evaluation and Development Focuses in 3 Areas
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The new evaluation and development system will use multiple sources of information to assign each teacher’s evaluation ratings and determine targeted development opportunities.
At the end of each year, all teachers will be assigned a rating that indicates their level of performance for each component on the following scale:
Student learning outcomes
Teacher instructional practice
Teacher professional values
Growth in student learning (i.e., growth on state, district, or other assessments) and attainment of academic goals
that are rigorous and aligned to standards
Instructional manager judgments of observed teacher performance in the domains of Planning and Preparation,
Classroom Practice, and Reflection
Instructional manager judgments of observed teacher behavior that address a set of characteristics including professionalism, collegiality and high expectations for
students.
Component Measured By
Exemplary (5)
Strong (4)
Effective(3)
Developing(2)
Needs Improvement
(1)
Instructional Practice Performance Continuum
Professional Values Performance Continuum
Conference Goal Setting Materials
Materials
New Haven, A City of Great Schools
Key Outcomes of the 2010-2011 TEVAL & PEVAL Process
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Outcome 1 Quality Professionals: The vast majority of our professionals, both teachers and principals, received ratings of effective, strong, or exemplary – reflecting the strength of the NHPS professional corps.
Outcome 2 Supportive & Developmental: The evaluation processes successfully encouraged the development and improvement of professional staff – with meaningful differentiation between rating categories.
Outcome 3 Consequential: The evaluation process had consequences, establishing a precedent that low performers do not return and high performers are recognized.
Outcome 4 Continuous Improvement: The evaluation and development process can, should, and must continue to strengthen. Second year implementation will be clearer and stronger, and there are real opportunities to improve and build on the process
New Haven, A City of Great Schools
Continuous Improvement
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Validation • Validation visits aligned to administrator judgment in 84% of cases: 80% of potential exemplary and 87% of potential needs improvement.
• Over 250 validation observations provided data on the evidence associated with classroom practice ratings which will be used to further calibrate administrators and validators.
Time • Distributed leadership has allowed administrators to spend more time in classrooms and supporting teacher development. However, creating time for the deep professional conversations remains a challenge for
• Paperwork, though useful, was extensive; transitioning to an on-line talent management system could reduce paperwork and make the process easier to manage.
Training • Focused training for principals and APs on process, on instructional judgment, and on feedback/coaching, as well as greater outreach to teachers to provide materials and guidance. Targeted schools and titles are receiving more support from Directors and Supervisors in 2011-12.
Challenges and Opportunities
There is no end zone. Good evaluation and development takes continued work and refinement.
Instructional Managers
• Use of Instructional Managers (i.e. teachers), when mutually agreed, to add both capacity and capability to teacher development
New Haven, A City of Great Schools
Where Does This Leave Us in School Change
10
What are our Goals? How are We Doing After 1st Year?
• Cut the drop-out rate in half • Positive change based on preliminary 2011 graduation (+1.8%) and on trajectory (+9.2%) underclass “on-trajectory” rates
• Ensure that every graduating student has the academic ability and the financial resources to attend succeed in college
• Promise program launched with 115 Scholarships
• Eliminate the gap between the performance of New Haven students and the rest of the State
• Substantial year gains achieved in G3-8 CMT and G10 CAPT, doubling state growth in each of the last two years
• Strengthen each individual school, so that each school operates as a high-functioning organization
• Between last year and this, substantial improvement in reported Learning Environment Survey…with significant distance still to go in some schools
And What are Our Challenges for the Future?• Making teacher professional development as coherent and meaningful as we hope student instruction will
be – including emphasis on behavior and students social emotional needs • Expanding the circles of collaboration, to include parents, universities, and others who interact with both
students and teachers• Building the capability of leaders, including explicit skills of teacher leadership
New Haven, A City of Great Schools
July
TEVAL Process at a Glance – Timing and Materials
12
Sept
Nov 1
Mar 1
Go
al S
etti
ng
C
on
fere
nce
Mid
-yea
r C
on
fere
nce
En
d o
f Y
ear
Co
nfe
ren
ce• Establish student learning goals for the year, focused on
growth of students assigned to classes• Establish area of professional focus for the teacher, drawing
from instructional practice and professional values frameworks
• Establish professional development plan – opportunities for support and attention inside and outside of school
What happens? What materials?
• Conference form: sections for goal setting conference
• Prior to midyear conference, and then again following midyear conference, observations of teacher practice, including through instructional rounds, classroom observations, data teams, and other professional activities.
• Instructional Practice and Professional Values Performance Continuums
• Instructional Practice worksheet (Optional)
• At midyear conference, discussion of teacher performance and development, informed by instructional rounds, classroom observations, data teams, and all other activities. Includes self-assessment by teacher, using the conferencing form, and tentative ratings
• Conference form: midyear sections
• End of year evaluation conference, including self-assessment by teacher, final rating in each area of evaluation, summative evaluation rating based on matrix, and preliminary thinking on professional focus/development for subsequent year.
• Conference form: end-of year sections, completed and signed
Teachers on track to be exemplary (5) or needs improvement (1) need notification before 11/1, to launch 3rd party validation process. Triggers additional observations with the validator and one additional midyear conference
Pro
fess
ion
al I
nte
ract
ion
s: O
bse
rvat
ion
an
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itu
atio
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Fee
db
ack
Before Nov 1st
New Haven, A City of Great Schools
Teachers by Subjectand Grade
Growth Measures to Be Used in 2010 – 2011
Growth Measures to Be Used in the Long-term
General Ed (including Bilingual) (K-3)
Teacher and IM selected (2+) District-wide assessment aligned to guiding principles Portfolio-based assessment of 21st Century Competencies Teacher and IM selected (as needed)
General Ed (including Bilingual) (4-6)
CMT (Reading, Math, Writing) Teacher and IM selected (1+)
CMT (Reading, Math, Writing) District-wide assessment aligned to guiding principles Portfolio-based assessment of 21st Century Competencies Teacher and IM selected (as needed)English & Math (7-8) CMT (Reading, Math, Writing)
Teacher and IM selected (1+)
Social Studies, Science, & World Languages (7-8)
Teacher and IM selected (2+) District-wide assessment aligned to guiding principles Portfolio-based assessment of 21st Century Competencies Teacher and IM selected (as needed)English, Math, Social
Studies, Science, & World Languages (9-12)
Teacher and IM selected (2+)
Specials/Electives (e.g. Art, PE, Music, Tech Ed) (K-12)
Teacher and IM selected (2+) Portfolio-based assessment of 21st Century Competencies Teacher and IM selected (1+)
ESL (K-12) CMT (Reading, Writing) where appropriate / applicable by grade
Teacher and IM selected (1-2+)
CMT (Reading, Writing) where applicable by grade District-wide LA assessment aligned to guiding principles,
where appropriate Portfolio-based assessment of 21st Century Competencies Teacher and IM selected (as needed)
Special Education (K-12) CMT or MAS (Reading, Math, Writing) where appropriate / applicable by grade and student inclusion
Teacher and IM selected, based on IEP (1-2+)
CMT or MAS (Reading, Math, Writing), where appropriate and applicable by grade
District-wide assessment aligned to guiding principles, where appropriate
Portfolio-based assessment of 21st Century Competencies Teacher and IM selected, based on IEP (as needed)
Measuring Growth in Student Learning Framework
13
New Haven, A City of Great Schools
Instructional Practices Framework
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Planning and Preparation Classroom Practice Reflection and Use of Data
1 Assesses students’ prior knowledge and skills
Communicates objectives and lesson content clearly and accurately
Uses results from ongoing assessments to evaluate student learning and identify areas for further instruction and planning2 Establishes clearly defined
student learning goals and objectives for all students
Employs activities aligned with student knowledge and skills, differentiating as appropriate
3 Designs and sequences lessons and activities aligned with student goals and objectives
Offers students multiple methods to approach material and to demonstrate learning
4 Prepares assessments which align with student learning goals and objectives
Monitors and assesses student understanding and adjusts as necessary
5 Incorporates and addresses the social, emotional and academic needs of individual students
Develops and maintains standards of conduct that are clear to all students and responds to student needs
Reflects on group and individual dynamics and interactions and identify areas for adjustment or refinement6 Engages and includes all students in classroom
activities
7 Provides opportunities for meaningful student choice
8 Develops lessons and units that are challenging, relevant and promote inquiry
Promotes in-depth knowledge, understanding of significant concepts, and higher order thinking skills
Evaluates the effectiveness of strategies and identifies alternate methods
9 Engages students in substantive conversations with purposeful questions to promote inquiry and learning
10 Makes connections to increase relevancy for students, including connections to different lessons, to different content areas, and to each student’s world outside of the classroom
New Haven, A City of Great Schools
Vision & Culture Leadership Set clear direction for the school
community Identify and address strategic
opportunities and challenges Plan for and manage change
Create standards of excellence Build and maintain a focus on students and
student learning Engage families and other stakeholders and
maintain stakeholder commitment
Instructional Leadership People Leadership Prioritize instruction and student learning Support good curriculum, assessment, and
pedagogy (including infusing technology across the curriculum)
Use data to inform instructional decisions
Lead teams and delegate responsibility Develop instructional and leadership Talent Effectively manage staff (i.e. TEVAL process)
Organizational Management Build effective organizational structures Build effective organizational systems
Maximize available resources, including finances and time
Leadership Practices Framework
15
New Haven, A City of Great Schools
Professional Values Competencies
Collaboration and collegiality
Self-improvement
Reliability
High expectations
Respect
Responsiveness and outreach
Professionalism and judgment
Professional Values Framework
16
New Haven, A City of Great Schools
Assessment of Summative Performance
17
The ratings for the three evaluation components will be synthesized into a final summative rating at the end of each year.
*Ratings with this degree of mismatch should be the subject of focused policy review, outside the context of the specific teacher’s evaluation, to determine why such a mismatch is occurring and what, if anything, needs to be corrected. The individual ratings themselves will also be reviewed to ensure that the given rating in these situations is fair and accurate based on the preponderance of evidence shared by the instructional manager and teacher. Individual ratings may be adjusted for unfairness or inconsistency.
Note: Instructional Practices will make up 80 percent of the combined Instructional Practices and Professional Values rating. Professional Value will account for 20 percent.
New Haven, A City of Great Schools
Quality Professionals
Principals Teachers
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Outcome 1: The vast majority of our professionals, both teachers and principals, received ratings of effective, strong, or exemplary.
Notes: AP’s not included in P ratings, and those ratings are being gathered; Process for teachers and principals could include some subsequent adjustment; Not-rated staff include targeted schools and ambiguous itinerants
Total Number of Principals* – 44 Total Number of Teachers -1846
Current Ratings
New Haven, A City of Great Schools
Supportive and DevelopmentalOutcome 2a: The evaluation process encourages development and improvement of professional staff.
November 1, 2010 Notification as Potential Needs Improvement and March Notification as Non-Renewal
End of Year Evaluation
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39% moved into a higher performance band, according to their Instructional Manager
Unavailable for End of Year conference (resigned, etc)
New Haven, A City of Great Schools
Supportive and DevelopmentalOutcome 2b: The evaluation processes successfully encourages the development and improvement of professional staff.
20
Note: 1. 2010 data is from the TNTP Survey and 2011 data is from NHPS Central Office Survey (May 2011).2. Summative Teacher satisfaction data for 2011 is not available.
% o
f P
’s a
nd A
P’s
Sat
isfie
d or
Hig
hly
Sat
isfie
d
The evaluation process helps teachers improve their instructional performance by providing specific and useful
feedback.
The evaluation process identifies and offers concrete
steps to remedy poor performance.
Principal & AP Satisfaction with Teacher Evaluation System
Principal & AP Agreement with Key Positive Components of Teacher Evaluation System
% o
f P
’s a
nd A
P’s
who
Agr
ee o
r S
tron
gly
Agr
ee
New Haven, A City of Great Schools
Consequential
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Principals
Teachers - Tenured
16 Teachers (1.3%)
Teachers - Untenured
Staff Not Returning
Outcome 3a: The evaluation process had consequences, establishing a precedent that low performers do not return and high performers are recognized.
18 Teachers (2.8%)
4 Principals between ‘09-10 and ‘10-’11 (8%)
…Supportive even in consequences…• Process allowed teachers to separate with
dignity through retirement and resignation; no terminations will be necessary.
…But clear about outcome• Established a clear precedent that
professionals who are not effectively serving students will be separated, to create the opportunity for greater student learning.
Respectful in final decision-making…• Both tenured and untenured teachers
received the benefit of the doubt in marginal cases, with 7 tenured and 8 untenured teacher preserving their jobs for this year.
34 Teachers* (1.8%)
The Numbers The Significance
* Includes 3 teachers who resigned/retired with new end-of-year ratings of Needs Improvement
New Haven, A City of Great Schools
ConsequentialOutcome 3b: The evaluation process was consequential, establishing a precedent that low performers do not return and high performers are recognized.
November 1, 2010 Notification as Exemplary
End of Year Evaluation
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Validated exemplary teachers will have the opportunity to lead Professional Learning Communities (PLCs) for their fellow teachers, supported by a stipend.