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Teacher Evaluations and Support for Effective Instruction. Florida Department of Education What’s Working Series Tampa, Florida October 6, 2010. National nonprofit, founded by teachers in 1997 Partners with school districts, state education agencies, and charter schools

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Teacher Evaluations and Support for Effective Instruction

Florida Department of Education

What’s Working Series

Tampa, Florida

October 6, 2010


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National nonprofit, founded by teachers in 1997

Partners with school districts, state education agencies, and charter schools

Targets acute teacher quality challenges

Delivers a range of customized services and solutions on a fee-for-service basis

Approx. 250 employees, most embedded in school district offices; majority are former teachers

Past and present clients include:

Districts: Baltimore, Chicago, Denver, Memphis, New Orleans, New York, Oakland, Philadelphia, San Antonio, Washington, DC

States: Alaska, Louisiana, Texas, Virginia

The New Teacher Project (TNTP) helps school districts and states fulfill the promise of public education by ensuring that all students—especially those from high-need communities—get excellent teachers.


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A significant achievement gap separates white and minority students. By high school, minority students are four years behind white students.

NAEP Grade 4 Reading

NAEP Reading

At age 17, African American and Latino students read at the same levels as 13 year-old white students.

Percent of Students

Average Scale Score

Notes: *Accommodations for students with disabilities and English language learners not permitted; Trends similar for Math.

Source: Original analysis of the Education Trust based on Long-Term Trends NAEP ; National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde, NAEP 2004 Trends in Academic Progress


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Research has shown that effective teachers are the solution. students. By high school, minority students are four years behind white students.

Dallas students who start 2nd grade at about the same level of math achievement…

…finish 5th grade math at dramatically different levels depending on the quality of their teachers.

After 3 EFFECTIVE Teachers

50

After 3

INEFFECTIVE

Teachers

Original analysis by the Education Trust.

Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997.


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Certification Has a students. By high school, minority students are four years behind white students.One-Point Impact on Achievement

Source: Gordon, Kane, Staiger, Identifying Effective Teachers Using Performance on the Job, The Hamilton Project, Brookings Institution, April 2006.


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Two Years of Experience Has a students. By high school, minority students are four years behind white students.Four-Point Impact


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Impact of Effective Teachers is students. By high school, minority students are four years behind white students.Ten Points


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In many districts, human capital plans are poorly aligned. students. By high school, minority students are four years behind white students.

An effective teacher in every classroom

$

Policies and practices that lead to inaccurate evaluations, making it difficult to reward high performers and understand the developmental needs of low performers.

Little rigor in tenure decisions.

Not targeted to high-need schools or subjects. Bureaucratic dysfunction deters applicants.

Low-rigor interviews.

Archaic slotting procedures impede creation of effective teams.

Dollars concentrated at senior end of career, regardless of actual teacher effectiveness.

Compensation

Recruitment

Evaluation

Hiring

Screening

Retention

Development

School Leadership

Highest performing teachers often leave the classroom the soonest.

Teachers are dismissed only because of the most flagrant actions.

PD is not linked to individual evaluations. It is driven by what providers offer, and its effectiveness is rarely assessed.

Minimum requirements; little consideration for quality.

Principals lack authority, accountability, tools, incentives, and capability needed to manage the performance of their teachers.


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To realize sustainable improvement, effective teaching must be the guiding concern behind all elements of a district’s human capital system.

An effective teacher

in every classroom

Working

Conditions

Recruitment

School-

Level

Human Cap.

Mgmnt.

Selection

Effectiveness Management

Optimize effectiveness of teacher workforce.

CORE METRICS

Talent Pipeline

Create supply of effective teachers to fill all vacancies.

CORE METRIC

Number and percentage of new teachers who demonstrate effectiveness above a target threshold

Retention /

Dismissal

Training /

Certification

Compensation

Hiring /

Placement

Evaluation /

Prof. Dev.

On-

Boarding

Measures of student learning


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Dramatic improvements in student achievement cannot occur without a sustained and strategic focus on maximizing teacher effectiveness.

5

Boost effectiveness of all teachers through effective evaluation and targeted professional development.

Goals for

Optimizing

Teacher

Effectiveness

2

Optimize new teacher supply by hiring from preparation programs whose teachers consistently achieve better student outcomes.

1

Retain and leverage most effective teachers.

3

Teacher Effectiveness in

Improving Student Achievement

5

4

Improve or exit persistently less effective teachers and replace with more effective teachers.

Prioritize effective teachers for high-need students.

Current teacher performance

Potential teacher performance


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The Widget Effect without a sustained and strategic focus on maximizing teacher effectiveness.

“When it comes to measuring instructional performance, current policies and systems overlook significant differences between teachers. There is little or no differentiation of excellent teaching from good, good from fair, or fair from poor. This is the Widget Effect: a tendency to treat all teachers as roughly interchangeable, even when their teaching is quite variable. Consequently, teachers are not developed as professionals with individual strengths and capabilities, and poor performance is rarely identified or addressed.”

The New Teacher Project, 2009




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When multiple ratings are available, teachers tend to be assigned the highest ratings and are very rarely assigned poor ratings.

Evaluation Ratings for Tenured Teachers in Districts with Multiple-Rating Systems


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In districts that use binary “Satisfactory/Unsatisfactory” rating systems, the “Unsatisfactory” rating is almost never used.

Evaluation Ratings for Tenured Teachers in Districts with Binary Rating Systems


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Teachers report not enough is being done to recognize and retain top performers as measured by their impact on student learning.

59%

of teachers report their district is not doing enough

to identify, recognize, compensate, promote and retain

the most effective teachers as measured by their impact

on student learning.

“All the good quality teachers leave the district after just a few years. They need more incentive to stay.”

“Some sort of recognition or praise would be nice. Those doing a good or great job are never told so.”

“If you pay the shining stars the same as the slackers, you will dim the shining stars and reinforce the sloth of the slackers.”

“I, and others, work hard because we have a conscience, but I don't think [the district] sees us as any different than the lower performing teachers. Teachers who work hard receive very little praise or notice.”

TNTP survey of 7,318 teachers across four sites conducted May 2008 to April 2009


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Weak evaluation practices and systems mean that many teachers receive little meaningful feedback.

39%

of Denver teachers who had a development area identified on their most recent evaluation “do not know” which performance standard they failed to meet.

Source1: TNTP survey of 15,176 teachers across 12 sites conducted May 2008 to April 2009

Source2: TNTP survey of 1,863 Denver Public School teachers conducted November to December 2008


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Teachers and principals agree that poor instruction is pervasive.

“Are there tenured/non-probationary teachers in your school who deliver poor instruction?”

(Percent responding “Yes”)

Percent of All Ratings that Indicated “Unsatisfactory” Performance

Source: TNTP survey of 7,318 teachers across 4 sites conducted February to April 2009


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Yet dismissal for poor instructional performance virtually never occurs.

Frequency of Teacher Dismissals for Performance (Non-Probationary Teachers)

Note: During the time period 2003-04 through 2007-08, Toledo Public Schools had five informal dismissals of tenured teachers (i.e., tenured teachers who were recommended for dismissal but elected to resign or retire instead).  Data on informal dismissals were not available for all districts studied.


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Our recommendations are a call to action for school districts to move beyond treating teachers like widgets.

ADOPT acomprehensive performance evaluation system that fairly, accurately and credibly differentiates teachers based on their effectiveness in promoting student achievement and provides targeted professional development to help them improve.

TRAIN administrators and other evaluators in the teacher performance evaluation system and hold them accountable for using it effectively.

INTEGRATE the performance evaluation system with critical human capital policies and functions such as teacher assignment, professional development, compensation, retention and dismissal.

ADDRESSconsistentlyineffective teaching through dismissal policies that provide lower-stakes options for ineffective teachers to exit the district and a system of due process that is fair but efficient.

RECOMMENDATIONS

1

2

“Education reform will go nowhere until the states are forced to revamp corrupt teacher evaluation systems that rate a vast majority of teachers as ‘excellent,’ even in schools where children learn nothing.”

Editorial (6.10.09)

3

4


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TNTP proposes a new evaluation framework designed to provide credible data on teacher effectiveness.

Set performance standards in areas that are most closely tied to student learning.

Measureteacher effectiveness and trajectory against performance standards.

Benchmark teacher effectiveness and trajectory ratings against minimum expectations for the teacher’s experience level.

Use combined evaluation ratings, benchmarked against years of experience, to determine evaluation outcomes.


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DCPS’ new evaluation framework (IMPACT) places significant weight on student growth data.

Evaluation Weights (Tested Grades and Subject Areas)

Evaluation Weights (Non-tested Grades and Subject Areas)

SVA

5%

SVA

5%

CSC

5%

CSC

5%

NVA

10%

TLF

40%

IVA – Individual value add

NVA – Non-value-added student achievement growth

CSC - Commitment to the school community

TLF - Teaching and Learning Framework

SVA - School value add


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A teacher’s total IMPACT score is used to determine his/her final rating.

100 points

175 points

250 points

350 points

400 points


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New Haven Evaluation and Development Timeline his/her final rating.

Situational feedback conversations; student data reviews and data team meetings

Evaluation

Instructional Rounds and/or full-period classroom observations

Mid-year check-in conference, informed by all available data

End of year summative evaluation conference

Beginning of year goal-setting conference

Self-assessment and discuss next year’s professional focus areas

Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun

Self-assessment and develop professional focus areas

Self-assessment and revisit professional focus areas

Development

Targeted development activities (i.e., coaching, co-teaching, etc.)

Professional Learning Community (PLC) meetings and feedback sessions

Note: Additional evaluation and development activities for non-tenured teachers, developing teachers, and/or teachers in need of improvement (such as mentoring from coaches, progress check-ins with instructional managers, additional conferences, etc) are proposed in greater frequency but do not appear in the timeline above.


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New Haven Summative Ratings his/her final rating.

The ratings for the three evaluation components will be synthesized into a final summative rating at the end of each year. Student growth outcomes will play a preponderant role in the synthesis.

*Note: Instructional Practices will make up 80 percent of the combined Instructional Practices and Professional Values rating. Professional Value will account for 20 percent.

While the end-of-year summative rating is the official rating on record, all teachers should be aware of what that summative rating will be, based on ongoing situational feedback, as well as feedback received at each evaluation and development conference throughout the year.


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For more information: his/her final rating.

www.tntp.org


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