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Principals and Teachers

Principals and Teachers . Effectiveness and Evaluation. NSBA’s Federal Relations Network Conference February 5 2012. This presentation will focus on:. Federal legislation relating to principal and teacher quality The difference between teacher quality and effectiveness

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Principals and Teachers

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  1. Principals and Teachers Effectiveness and Evaluation NSBA’s Federal Relations Network Conference February 5 2012

  2. 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

  3. Principals and Teachers Federal Legislation

  4. NSBA’s Position 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 “ ”

  5. Senate HELP Bill • 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. Title II - Supporting Excellent Teachers and Principals

  6. Senate HELP Bill • LEAsmust 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. Title II - Supporting Excellent Teachers and Principals

  7. House Bill • 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. Title II - Encouraging Innovation and Effective Teachers Act

  8. House Bill • 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 Title II - Encouraging Innovation and Effective Teachers Act

  9. Current Law Teachers in core academic subjects must: • Hold a bachelor's degree • Be fully certified by the state • Demonstrate knowledge of the subject being taught NCLB’s Highly Qualified Teacher Provision

  10. Current Law • Certified in the subject they teach NCLB’s Highly Qualified Teacher Provision

  11. Principals and Teachers Teacher Quality

  12. Teacher quality • 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 Some of the traditional ways to describe “good” teachers:

  13. Teacher quality 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 “ ”

  14. Teacher quality Teacher quality is different from teacher qualification Teacher qualifications Teacher characteristics Teacher quality Teacher effectiveness

  15. Principals and Teachers Teacher Qualifications

  16. Do teacher characteristics correlate with student achievement? • Subject area knowledge & cognitive skills • Teacher training and certification • Experience • National Board Certification • Alternative certification programs • Advanced degree not in subject area yes Particularly in combination maybe no

  17. Characteristics and their relationships to student results 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 SOURCE: Center for Public Education, Does highly qualified mean highly effective?, 2009

  18. Principals and Teachers Teacher Effectiveness

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

  20. Teachers can close achievement gaps • 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 SOURCE: Education Trust, Fighting for Quality and Equality, Too, November 2009

  21. The effects of teacher quality accumulate over the years 60th percentile in grade 3 end of grade 5 after 3 highly ineffective teachers end of grade 5 after 3 highly effective teachers Jordan, Mendro & Weerasinghe, 1997

  22. The effects of teacher quality accumulate over the years 76 76 60th percentile in grade 3 end of grade 5 after 3 highly ineffective teachers end of grade 5 after 3 highly effective teachers Jordan, Mendro & Weerasinghe, 1997

  23. The effects of teacher quality accumulate over the years 76 76 60th percentile in grade 3 42 27 end of grade 5 after 3 highly ineffective teachers end of grade 5 after 3 highly effective teachers Jordan, Mendro & Weerasinghe, 1997

  24. Principals and Teachers Principal Quality

  25. Principal quality Principals are second only to teachers in their impact on student outcomes “ ”

  26. Do principal characteristics correlate with student outcomes? • Experience as principal • Tenure as principal • Experience as administrator at current school • Certification • Advanced degrees • Education • Length of time as a teacher yes maybe no

  27. Characteristics and their relationships to student results Principal characteristics are not strongly related to student outcomes although experience is the characteristic most strongly related to student outcomes SOURCE: Center for Public Education, Forthcoming report (2012)

  28. Principals and Teachers Principal Effectiveness

  29. Principal Effectiveness • 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 SOURCE: Center for Public Education, Forthcoming report (2012)

  30. Principal Effectiveness What impact do principals have on their teachers? • Improve instruction by providing instructional support • Retain effective teachers • Recruit effective teachers SOURCE: Center for Public Education, Forthcoming report (2012)

  31. Principals and Teachers Evaluation systems

  32. Evaluating Teachers • 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 SOURCE: Center for Public Education, Building a Better Evaluation System,2011

  33. What is a value-added growth model? • 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. + + SOURCE: Center for Public Education, Measuring Student Growth, 2007

  34. Questions for school board members • 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?

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