Teacher and Principal Standards for Educator Effectiveness Updated Data Conference 2011. April 18-19, 2011.
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Teacher and Principal Standards for Educator EffectivenessUpdated Data Conference 2011
April 18-19, 2011
State policymakers across the nation are embracing comprehensive educator effectiveness reforms based on teacher and principal performance standards as the key to improving student achievement. Nebraska is involved in this process as well.
What Does the Research Show
“The quality of an education system cannot
exceed the quality of its teachers.”
--Michael Barber and Mona Mourshed, How the World’s
Best Performing School Systems Come Out on Top (2007)
Approximately 24,980 teachers and 1,164 principals and assistant principals, as well as more than 4,500 educational specialists of various kinds, served about 336,500 elementary and secondary students in 491 public and non-public school systems in Nebraska in 2010-11.
Robert Marzano (2005):Nearly 60 percent of a school’s impact on achievement is attributable to principal and teacher effectiveness.
Mariana Haynes (2010):“It has become clear that heavy investments in state reforms will not yield the level of buy-in, ownership, and results needed at the school level unless policy leaders address the capacity of teachers and leaders to implement instructional improvements.”
Managing Educator Talent (2010):“….significant and sustained improvements in teacher and principal effectiveness will be achieved only if all key policies across the educator career continuum are addressed in a cohesive, aligned and strategic manner.”
The Wallace Foundation (2006):“Absent…cohesion in policies and practices – both within and between different levels public education – victories won by leaders in improving teaching and learning are likely to be smaller, more isolated, and short-lived than they could be.”
Nebraska’s Race to the Top application called for the development of state teacher/principal standards, statewide induction, mentoring, and evaluation, continuous professional development, and performance-defined certificate renewal.
Taking Human Capital Seriously (2009): “The time has come to address these ‘people’ issues; unless there are talented teachers in every classroom and talented principals in every building, policy reform will not be realized. Delay is not acceptable.”
In November, Nebraska Department of Education staff asked the State Board for a policy statement supporting an Educator Effectiveness Initiative and for permission to proceed with the development of Teacher and Principal performance standards as a first step.
Aims and elements of an Educator Effectiveness Initiative were outlined:
(1) Develop educator effectiveness policies that are cohesive, aligned and strategic.
(2) Focus on effective school leaders as well as teachers.
(3) Provide horizontal alignment across educators’ full careers.
(4) Create vertical alignment across levels of governance – school, districts, state.
(5) Manage educator talent systematically as a way to enhance student learning and upgrade the education profession.
Taking Human Capital Seriously (2009):“States should launch policies and strategies to recruit, develop, reward and retain top teacher and principal talent. The goal – to improve student learning through improved instruction and effective teaching – will not only benefit students but it will also help teachers and principals as well, giving them the professionalism and respect they deserve as shepherds of our nation’s most precious resource, our children.”
Statewide Educator Standards
Example: InTASC and ISLLC national standards.
Example: California’s Teacher Performance Assessment.
Preparation and Licensure
Example: Connecticut’s BEST Program.
Induction and Mentoring
Example: Iowa’s standards-based evaluation.
Example: Wisconsin’s Individual Development Plans.
Example: Minnesota’s Q-Comp program.
Compensation and Incentives
Example: Ohio’s Teaching/Learning Conditions Survey.
Is this something the state should be doing?
What are the benefits?
What are the costs?
Get the views of education stakeholder groups throughout the state.
What do Stakeholders Think?
December 10, 2010, Stakeholder meeting involved 26 participants representing 10 educational organizations as well as NDE staff and guests. Two small group discussion sessions were held – one on educator effectiveness initiatives and one on performance standards – followed by large group discussions.
Strong consensus that an Educator Effectiveness Initiative is needed in Nebraska. Discussion themes included:
Themes from discussion included:
Broad consensus to create a Standards Drafting Committee.
Other recommendations included:
Omaha Public Schools
Professional Practices Commission
Nebraska Association of Personnel Administrators
Parents – PTA
Drafting Committee Consensus:
“The primary purpose of the Nebraska Teacher and Principal standards is to define effective practice in order to improve teaching and learning.”
State Board Accountability Committee :
Teachers and Principals: Can be defined as…
Educators whose primary task is working directly with students in a school setting.
Consensus that standards for specialists who do not fit the definition above could be developed by local districts.
Important for Standards Statements to be:
Drafting Committee consensus on structure:
Standard Topic: Instructional Strategies.
Standard Statement: “The Teacher intentionally uses a variety of effective instructional strategies to ensure growth in student achievement. “
Example Indicators: “ The Teacher…
March 29—Stakeholder Committee reviewed draft standards.
April 4 and April 11—State Board Accountability Subcommittee reviewed draft and discussed purposes.
April 12—Editing Committee refined draft standards.
May 4-5—Final State Board review and adoption of public comment version of Standards.
May-September, 2011: Public/professional input on standards. Plans include:
September, 2011: Final revisions made to drafts.
October, 2011: State Board considers final drafts for approval.
From July 1 to September 2, a public comment survey will be available at:
Survey includes opportunity to comment on each standard.
Do the Standards reflect the skills and knowledge necessary to be an effective Teacher or Principal in the 21st century?
Are the Standards clear and understandable?
Are topics like technology, accountability and diversity reflected throughout the Standards?
How can the Standards be useful to your local school district?
What revisions to the Standards should be considered?
“The Teacher demonstrates a comprehensive knowledge of content, pedagogy, students, and standards needed to provide all students with effective opportunities for learning, development, and achievement.”
“The Teacher integrates knowledge of content, pedagogy, students, and standards with established curriculum to develop rigorous and meaningful instruction for all students that supports the growth of student learning, development and achievement. ”
“The develops and maintains a learning environment that promotes active students engagement in learning, development and achievement. ”
“The Teacher intentionally uses a variety of effective instructional strategies to ensure growth in student achievement. ”
“The Teacher systematically uses multiple methods of assessment to measure student progress and to inform ongoing planning, instruction, and reporting. ”
“The Teacher acts as an ethical and responsible member of the professional community. ”
“The Teacher contributes to and promotes the vision of the school and collaborates with students, families, colleagues, and the larger community to share responsibility for the growth of student learning, development and achievement. ”
“The Principal establishes and communicates a vision for teaching and learning that results in improved student performance.”
“The Principal leads a continuous school improvement process that results in improved student performance and school effectiveness.”
“The Principal provides leadership to ensure the implementation of a rigorous curriculum, the use of effective teaching practices, and accountability for results. ”
“The Principal creates a school culture that enhances the academic, social, physical, and emotional development of all students.”
“The Principal manages the organization, operations, and resources of the school to provide a safe, efficient, and effective learning environment for all students and staff.”
“The Principal uses effective practices to select, develop, support, and lead high quality teachers and other staff.”
“The Principal promotes and supports productive relationships with students, staff, families, and the community.”
“The Principal advocates for policies of equity and excellence in support of the vision of the school, and acts with fairness, integrity, and a high level of professional ethics. .”
At the end of the survey, you’ll be asked:
At the end of the survey, you’ll be asked:
What priorities for Educator Effectiveness policies in Nebraska?
NDE and State Board will need your views.
THANK YOU. If you have further comments or questions, please e-mail:
E-mail your comments directly to:
Donlynn Rice: firstname.lastname@example.org
Jim Havelka: email@example.com