T E A C H E R Q U A L I T Y A N D D I S T R I B U T I O N

Principals and Teachers

Effectiveness and EvaluationNSBA’s Federal Relations Network Conference

February 5 2012

T E A C H E R Q U A L I T Y A N D D I S T R I B U T I O N

This presentation will focus on:

Federal legislation relating to principal and teacher quality

The difference between teacher quality and effectiveness

The impact of principals on student outcomes and their teachers

How to effectively evaluate principals and teachers

Today’s

lesson

T E A C H E R Q U A L I T Y A N D D I S T R I B U T I O N

Principals and Teachers

Federal Legislatio

n

T E A C H E R Q U A L I T Y A N D D I S T R I B U T I O N

Provide support to states and school districts and ensure their flexibility to establish programs to enhance teacher/principal quality, focusing on preparation, recruitment, retention, and evaluation

NSBA’s Position

“”

T E A C H E R Q U A L I T Y A N D D I S T R I B U T I O N

Title II - Supporting Excellent Teachers and Principals

• States' set-aside funds must be used to assist LEAs in recruiting, preparing, placing, developing and retaining highly qualified teachers for high-need schools and low-performing schools.

• States must also set aside at least 2% of their funds for professional development for principals.

• States may use funds to establish teacher evaluation systems. 

• LEAs must achieve equitable distribution of high quality teachers.

Senate HELP Bill

T E A C H E R Q U A L I T Y A N D D I S T R I B U T I O N

Title II - Supporting Excellent Teachers and Principals

• LEAs must conduct a needs assessment in order to receive Title II funds regarding the number of properly licensed teachers, linking them to the teacher preparation program.

• Competitive grants funds are available for Teacher Pathways (for partnerships of LEAs and others) to prepare, recruit, train, place and support teachers in high-need schools.

• Other competitive grants include the Teacher Incentive Fund for performance-based teacher compensation and the Principal Recruitment and Training Program for partnerships of LEAs and others to establish and implement principal residency, mentoring and training in eligible schools.

Senate HELP Bill

T E A C H E R Q U A L I T Y A N D D I S T R I B U T I O N

Title II - Encouraging Innovation and Effective Teachers Act

• Eliminates Highly Qualified Teacher requirements

• Shifts the emphasis in the Title II formula grant program from professional development (in NCLB) to establishing teacher evaluation systems.

• The formula itself is changed, based on the population of 5-17 year olds and the population of those children in poverty.

• Competitive grants in Part B may be used for a variety of reforms.

House Bill

T E A C H E R Q U A L I T Y A N D D I S T R I B U T I O N

Title II - Encouraging Innovation and Effective Teachers Act• Part A Formula funds from states to LEAs must be used to establish and

implement teacher evaluations systems (TES). • TES must use student achievement data as a significant part of the

evaluation, use multiple measures of evaluation and be used to make personnel decisions.

• Part A funds may also be used for professional development activities for teachers and principals.

• Part B (Teacher and School Leader Flexible Grant) funds flow by formula to states, but are competitive for LEAs. 

• Part B funds must be used for teacher certification, licensure and tenure reforms that may include alternate routes to teaching, compensation incentives, retention strategies, and professional development for teachers, principals and other school leaders

House Bill

T E A C H E R Q U A L I T Y A N D D I S T R I B U T I O N

NCLB’s Highly Qualified Teacher ProvisionTeachers in core academic subjects must:

• Hold a bachelor's degree

• Be fully certified by the state

• Demonstrate knowledge of the subject being taught

Current Law

T E A C H E R Q U A L I T Y A N D D I S T R I B U T I O N

NCLB’s Highly Qualified Teacher Provision

•Certified in the subject they teach

Current Law

T E A C H E R Q U A L I T Y A N D D I S T R I B U T I O N

Principals and Teachers

Teacher Quality

T E A C H E R Q U A L I T Y A N D D I S T R I B U T I O N

Some of the traditional ways to describe “good” teachers:

• have strong credentials • teach top students• are creative• are well-liked by students, parents,

and their colleagues• care about their students• have a passion for their work

Teacher quality

T E A C H E R Q U A L I T Y A N D D I S T R I B U T I O N

Many policymakers and school leaders now describe a “good” teacher simply as:

Someone who gets students to learn what they are expected to learn or more

Teacher quality

“ ”

T E A C H E R Q U A L I T Y A N D D I S T R I B U T I O N

Teacher quality is different from teacher qualification

Teacher qualifications Teacher characteristics

Teacher quality Teacher effectiveness

Teacher quality

T E A C H E R Q U A L I T Y A N D D I S T R I B U T I O N

Principals and Teachers

Teacher Qualification

s

T E A C H E R Q U A L I T Y A N D D I S T R I B U T I O N

• Subject area knowledge & cognitive skills• Teacher training and certification • Experience

• National Board Certification • Alternative certification programs

• Advanced degree not in subject area

Do teacher characteristics correlate with student achievement?yes

maybeno

Particularly in combination

T E A C H E R Q U A L I T Y A N D D I S T R I B U T I O N

No single characteristic is strongly related to student achievement, but the following characteristics stand out when in combination

• subject-matter knowledge • teacher training and certification • experience

Characteristics and their relationships to student results

SOURCE: Center for Public Education, Does highly qualified mean highly effective?, 2009

T E A C H E R Q U A L I T Y A N D D I S T R I B U T I O N

Principals and Teachers

Teacher Effectivenes

s

T E A C H E R Q U A L I T Y A N D D I S T R I B U T I O N

Two decades of research on the impact of the teacher on student learning provides empirical evidence that teachers are the single most significant in-school factor in student achievement.

Teacher effectiveness

SOURCE: Center for Public Education, Teacher Quality and Student Achievement, 2005

T E A C H E R Q U A L I T Y A N D D I S T R I B U T I O N

• In Chicago, “effective” math teachers could boost gains by African American 9th graders by 50%

• In Texas, “highly effective” elementary teachers for low-income students could close the gap

• In Los Angeles, “top quartile” teachers could close black-white gap in four years

Teachers can close achievement gaps

SOURCE: Education Trust, Fighting for Quality and Equality, Too, November 2009

T E A C H E R Q U A L I T Y A N D D I S T R I B U T I O N

Jordan, Mendro & Weerasinghe, 1997

Series160th percentilein grade 3

end of grade 5 after 3 highly ineffective teachers

end of grade 5 after 3 highly effective teachers

The effects of teacher quality accumulate over the years

T E A C H E R Q U A L I T Y A N D D I S T R I B U T I O N

Jordan, Mendro & Weerasinghe, 1997

Series1

math reading

60th percentilein grade 3

end of grade 5 after 3 highly ineffective teachers

end of grade 5 after 3 highly effective teachers

76 76

The effects of teacher quality accumulate over the years

T E A C H E R Q U A L I T Y A N D D I S T R I B U T I O N

Jordan, Mendro & Weerasinghe, 1997

Series1

math

math

reading

reading

60th percentilein grade 3

end of grade 5 after 3 highly ineffective teachers

end of grade 5 after 3 highly effective teachers

27

42

76 76

The effects of teacher quality accumulate over the years

T E A C H E R Q U A L I T Y A N D D I S T R I B U T I O N

Principals and Teachers

Principal Quality

T E A C H E R Q U A L I T Y A N D D I S T R I B U T I O N

Principals are second only to teachers in their impact on student outcomes

Principal quality

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T E A C H E R Q U A L I T Y A N D D I S T R I B U T I O N

• Experience as principal• Tenure as principal • Experience as administrator at current

school

• Certification• Advanced degrees

• Education• Length of time as a teacher

Do principal characteristics correlate with student outcomes?

yes

maybe

no

T E A C H E R Q U A L I T Y A N D D I S T R I B U T I O N

Principal characteristics are not strongly related to student outcomes although experience is the characteristic most strongly related to student outcomes

Characteristics and their relationships to student results

SOURCE: Center for Public Education, Forthcoming report (2012)

T E A C H E R Q U A L I T Y A N D D I S T R I B U T I O N

Principals and Teachers

Principal Effectiveness

T E A C H E R Q U A L I T Y A N D D I S T R I B U T I O N

• 2nd only to teachers on impacting student outcomes

• The impact is greater the longer they are a principal

• Principals have a greater impact at the most challenging schools.

• Principals have a greater impact in elementary schools

• Effective principals stay longer at the most challenging schools

Principal Effectiveness

SOURCE: Center for Public Education, Forthcoming report (2012)

T E A C H E R Q U A L I T Y A N D D I S T R I B U T I O N

What impact do principals have on their teachers?

• Improve instruction by providing instructional support

• Retain effective teachers

• Recruit effective teachers

Principal Effectiveness

SOURCE: Center for Public Education, Forthcoming report (2012)

T E A C H E R Q U A L I T Y A N D D I S T R I B U T I O N

Principals and Teachers

Evaluation systems

T E A C H E R Q U A L I T Y A N D D I S T R I B U T I O N

• Current systems are lacking

• Value-added models have flaws, but are much better than the systems we have now.

• There are ways to improve value-added models

• Statistical measures are used to evaluate people in other industries effectively

• Multiple measures are the way to go

Evaluating Teachers

SOURCE: Center for Public Education, Building a Better Evaluation System,2011

T E A C H E R Q U A L I T Y A N D D I S T R I B U T I O N

Value-added models isolate the effect of factors a teacher on students’ change in achievement.

In a value-added model, a teacher’s effectiveness is measured by the academic growth of students in his or her classroom separate from outside factors, such students’ prior achievement or characteristics.

What is a value-added growth model?

++

SOURCE: Center for Public Education, Measuring Student Growth, 2007

T E A C H E R Q U A L I T Y A N D D I S T R I B U T I O N

How accurate are our current principal and teacher evaluations?

What data can we include to improve our evaluation systems?

How can the data from the evaluations be used to improve student achievement?

How can the data from the evaluations be used to improve teacher/principal performance?

Questions for school board members