Session Objectives

2. Session Objectives • Become familiar with the new Teacher Data Reports • Consider ways to incorporate this new tool into school-wide professional development • Locate support resources

3. Teachers and principals use an array of instruments to reflect on practice and determine developmental needs • Classroom observations • Lesson plans • Participation in professional development • Quality of student work products • Student performance on state assessments No one measure gives us the full story, but the various pieces come together to create a more reliable picture Areas of convergence and dissonance in our observations are equally useful

4. Teacher Data Initiative (TDI) provides a new lens to reflect on practice and determine developmental needs Purpose: To contribute another lens through which to look at teacher contributions to student learning Rationale: Teachers make a big difference, and value-added data provides a lens to focus on what teachers bring to students rather than what students bring to the classroom Framing Question: How might the TDI data tool fit into existing school plans for instructional improvement and professional development? TDI should not be viewed as a silver bullet, big initiative, or accountability metric that will be forced upon schools. Rather it is a new tool available to principals to incorporate into their larger instructional and professional development plans.

5. Teacher Data reports measure teacher contributions to student growth as measured by test scores • Test scores are an incomplete but important measure of student growth • The work of the teacher is a major factor in how well students score on tests • We know that other factors are also in play (e.g., prior test scores, family income) • Rather than looking at absolute scores, teachers & principals often estimate the weight of factors that are beyond teacher control • Teacher Data reports help eliminate this guess work by mathematically accounting for most of the measurable factors that might also contribute to student test scores

6. TDI mathematically factors in measurable characteristics to predict student scores

7. How Teacher Data Works • TVI draws on 10 years of city-wide data (test scores, student, teacher, and school characteristics) to predict individual student gains • The predicted gains are compared to the actual gains for each student to determine the teacher’s contributions or the “value added” • The teacher’s contribution for each student is averaged, and then compared to other 4-8 ELA and Math teachers or rank ordered top 20%, middle 60%, and bottom 30%. Predicted Score Mathematically isolates factors beyond teacher control e.g. prior year test scores Teacher Contribution Factors within teacher control e.g. quality of instruction & high expectations Actual Test Score Student scores on ELA & Math tests

8. How TDI Works: The Model Value added for one student • The “value added is the difference between the predicted and actual scores • Value added is averaged for all students in a class 3 - Actual Value Added - Proficiency rating Predicted Predicted Gain 2- Baseline (Previous Year’s) Score 4th Grade 3rd Grade • The value added is measured in proficiencies • TDI orders teacher from least to most gain to determine a percentile rank Teacher A Teacher B Teacher C Teacher D Teacher E Least Gain Most Gain

9. My percentile (0%-100%) My percentile Range* 100% 0% 25% 50% 75% 2007-08  70% 55% 85% Last 3 years  68% 58% 78% Individual teacher reports will also be available for principal use and to share with teachers Similar to the Progress Reports, TDI compares teachers to the following groups: 1. All teachers on the same grade level, City-wide 2. Peer teachers (similarly situated in terms of teacher experience, and student, school, and classroom characteristics) My percentile (0%-100%) My percentile Range* 100% 0% 25% 50% 75% 2007-08  81% 66% 95% Last 3 years  79% 69% 92%

10. Teachers should analyze their report to look for trends and consider key questions Identify a trend or something that you find interesting in the Teacher Data Report List some questions that this prompts List some sources where you might seek additional information List some actions that might be taken based on your findings

11. Example: Think through a specific trend • Maps will probably not be this linear, but here is a sample to prompt thinking • Consider discussing your map with a mentor teacher, your principal, or other person that you trust to help • The Teacher data report should be only a starting point to prompt further research and action Teacher report reveals high scores on everything except for ELL students What is being taught? How is it taught? Is teacher differentiating instruction? Might ELL students require additional instruction Request peer observations Analyze test items for trends in ELL responses Consult with others who have high ELL score

12. Teacher can access additional support • Principals and chapter leaders are prepared to help teachers understand and use their reports (they will not share reports with other teachers) • Visit the Teacher Resource page