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Teacher Evaluation in CT. SCSU EDU 200 Professor M. Bless. 19 th Century Blog. How should teachers be evaluated?. Rules for Teachers, Circa 1900. You will not marry during the term of your contract. You are not to keep company with men.

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Teacher evaluation in ct

Teacher Evaluation in CT

SCSU EDU 200

Professor M. Bless


19 th century blog
19thCentury Blog

How should teachers be evaluated?


Rules for teachers circa 1900
Rules for Teachers, Circa 1900

  • You will not marry during the term of your contract.

  • You are not to keep company with men.

  • You must be home between the hours of 8 PM and 6 AM unless at a school function.

  • You may not travel beyond the city limits unless you have permission from the chairman of the school board.

  • You may not ride in carriages or automobiles with any man except your father or brother.

  • You may not smoke cigarettes or dress in bright colors.

  • You may under no circumstances dye your hair.

  • Men teachers may take one evening each week for courting purposes or two evenings a week if they attend church regularly.

  • To keep the classroom neat and clean you must sweep the floor once a day, scrub the floor with hot soapy water once a week, clean the blackboards once a day and start the fire at 7 AM to have the school warm by 8 AM when the scholars arrive.


“Teacher quality maters… a great deal. If we are committed to the premise, then we must be committed to populating our schools with the highest quality teacher possible.”

Stronge et al. (2006)

“Of all the factors within our control in the educational enterprise, teacher quality matters most.”

Stronge (2010)

“The quality of an education system cannot exceed the quality of its teachers.”

Barber & Mourshed (2007)


Challenges with current practices
Challenges with Current Practices committed to the premise, then we must be committed to populating our schools with the highest quality teacher possible.”

Source: Marshall (2009) & Stronge (2010)

  • Varied effectiveness of evaluation instruments

  • Evaluations are based on a fraction of teaching time

  • Instruction during observation may not reflect typical classroom practice

  • Inadequate administrator training for observation look-forsand how to give effective feedback

  • Administrators do not always feel comfortable addressing poor or mediocre teaching

  • The process can sometimes shut down adult learning


Challenges with current practices the widget effect
Challenges with Current Practices: committed to the premise, then we must be committed to populating our schools with the highest quality teacher possible.” The Widget Effect

“... evaluators in all districts still rate the majority of teachers in the top category, rather than assigning the top rating to only those teachers who actually outperform the majority of their peers.”

Weisberg, Sexton, Mulhern, & Keeling (2009)


The widget effect
The Widget Effect committed to the premise, then we must be committed to populating our schools with the highest quality teacher possible.”

Chicago Public Schools

Teacher Ratings 03-07

Chicago Public Schools

03-07

Weisberg, Sexton, Mulhern, & Keeling (2009)


Observation only measures
Observation-Only Measures: committed to the premise, then we must be committed to populating our schools with the highest quality teacher possible.”

  • Offer a limited, often artificial view of teacher effectiveness

  • Assess classroom, but not other responsibilities

  • Focus on teaching processes, but not products

  • Are an inspection approach to evaluation

  • Have limited validity based on the skill of the observer(s)

Source: Stronge & Tucker (2005)


The way it should be
The Way It Should Be committed to the premise, then we must be committed to populating our schools with the highest quality teacher possible.”

  • Principals and teachers have shared understanding of what good teaching looks like

  • Principals get into classrooms frequently and see typical instruction

  • Principals provide meaningful feedback on effective practices and improvement opportunities

  • Teachers understand, accept and use the feedback to improve instruction

Source: Marshall (2009)


The way i t s hould be multiple measures
The Way committed to the premise, then we must be committed to populating our schools with the highest quality teacher possible.” It Should Be: Multiple Measures

  • Produce a richer textured & more complete portrait of performance

  • Collect data in more naturally occurring situations

  • Integrate primary & secondary data sources in the evaluation

  • Assure greater reliability in documenting performance

  • Enhance objectivity in documenting performance

  • Document performance that is more closely related to actual work

  • Offer a more legally defensible basis for evaluation


Essential message 1
Essential Message #1 committed to the premise, then we must be committed to populating our schools with the highest quality teacher possible.”

  • If our teacher evaluation systems include the multiple inputs that we know generate teacher growth, then, we will have a system that, over time, will ensure teacher’s professional growth and improved student outcomes.


Essential message 2
Essential Message #2 committed to the premise, then we must be committed to populating our schools with the highest quality teacher possible.”

  • Ifour teacher evaluation systems are designed to provide opportunities for teachers to learn and grow instead of focusing on removal of poor performing teachers, then,we will have a system that, over time, will ensure improved teacher performance and improved student outcomes.


Effects of Support and Challenge on Teacher Development committed to the premise, then we must be committed to populating our schools with the highest quality teacher possible.”

high

Retreat

Growth

Challenge

Status Quo

Confirmation

low

low

high

Support

Barber, 2003

Mckinsey Global Ed Practice


Teacher evaluation in ct1
Teacher Evaluation in CT committed to the premise, then we must be committed to populating our schools with the highest quality teacher possible.”

  • Performance Evaluation Advisory Council (PEAC)

    • Group of CT Stakeholder Groups who have been meeting since September of 2010 on the development of SDE Guidelines for Teacher and Principal Evaluation

  • Established and released guidelines (two pager) in January of 2012

  • Released full guidelines in June of 2012

    www.sde.ct.gov/sde/lib/sde/pdf/.../adopted_peac_guidelines.pdf


The sde peac guidelines
The SDE/PEAC Guidelines committed to the premise, then we must be committed to populating our schools with the highest quality teacher possible.”

  • 45/40/15

    • 45 % is based on multiple student learning measures

      • 22.5% state test (CMT/CAPT), if applicable - ? If not – Student Learning Goal

      • 22.5% other student learning measures (district/school administrators and teacher collaboratively decide)

        • Standardized test

        • Portfolio

        • SLO

    • 40 % is based on observation of teacher performance and practice

    • 10 % is based on peer or parent feedback surveys

    • 5 % is based on whole-school student learning indicators or student feedback


The sde peac guidelines1
The SDE/PEAC Guidelines committed to the premise, then we must be committed to populating our schools with the highest quality teacher possible.”

45% + 5%

40% + 10%

Student Feedback

Parent

Feedback

Outcomes Rating

Practice Rating

Overall Rating

Language for state reporting of overall rating:

Exemplary, Proficient, Developing, Below Standard


Student learning objectives

The committed to the premise, then we must be committed to populating our schools with the highest quality teacher possible.”

45%

Student Learning Objectives


Sde peac guidelines for 45
SDE/PEAC Guidelines for 45% committed to the premise, then we must be committed to populating our schools with the highest quality teacher possible.”

  • 45 % is based on multiple student learning measures

    • 22.5% Student Learning Objective (SLO) for state tests, if applicable; if not an alternate SLO/IAGD (Indicator of Academic Growth & Development)

    • 22.5% other student learning measures (district/school; administrator and teacher collaboratively decide) SLO/IAGD


Sample slo for grade 8 science
Sample SLO for Grade 8 Science committed to the premise, then we must be committed to populating our schools with the highest quality teacher possible.”

  • My students will master concepts of science inquiry.


Sample iagd for grade 8 science
Sample IAGD for Grade 8 committed to the premise, then we must be committed to populating our schools with the highest quality teacher possible.” Science

  • 78% of my students will attain at least a 4 on the state assessment section concerning science inquiry.


Observation of practice

The committed to the premise, then we must be committed to populating our schools with the highest quality teacher possible.”

40%

Observation of Practice


40 observation of teacher performance and practice
40 % - Observation of Teacher Performance and Practice committed to the premise, then we must be committed to populating our schools with the highest quality teacher possible.”

40 % is based on observation of teacher performance and practice


How many observations
How Many committed to the premise, then we must be committed to populating our schools with the highest quality teacher possible.” Observations?

Years 1 & 2 Teachers

Years 3 & 4+ Teachers

1 formal (minimum of 30 min) announced

Verbal & written feedback

2 unannounced informal (minimum of 10 min)

Verbal and/or written feedback

  • 3 formal (minimum of 30 min)

    • 1 announced with pre-conference

    • 2 unannounced

    • All 3 have post conferences & written feedback

  • 1 informal (minimum of 10 min) unannounced

    • Verbal and/or written feedback


What do we mean by observation
What do we mean by “observation”? committed to the premise, then we must be committed to populating our schools with the highest quality teacher possible.”

40 % - Observation of Teacher Performance and Practice

Classroom & Professional Practice Observations

  • Informal Classroom Observation

  • Formal Classroom Observation

  • Observation of Professional Conversation (e.g., Collegial PLC or data team conversations, presentations, mentoring, Parent Conferences,)

    Self-Evaluations

    Portfolio/Document Review


Parent Feedback committed to the premise, then we must be committed to populating our schools with the highest quality teacher possible.”

10%


Student Feedback committed to the premise, then we must be committed to populating our schools with the highest quality teacher possible.”

5%


Stakeholder feedback
Stakeholder committed to the premise, then we must be committed to populating our schools with the highest quality teacher possible.” Feedback

“… the use of client surveys as part of a comprehensive teacher evaluation system can provide administrators and teachers with better feedback and assessment information both for personal and professional improvement and for ensuring accountability in performance.”

~Stronge, 2006


Stakeholder feedback1
Stakeholder committed to the premise, then we must be committed to populating our schools with the highest quality teacher possible.” Feedback

Reliability of Students’ Ratings

Peterson (2000), in a review of research studies, found that student ratings of teachers tend to be consistent among students and reliable from one year to the next.


Goal setting for the 10 5
Goal Setting for the 10% & 5% committed to the premise, then we must be committed to populating our schools with the highest quality teacher possible.”

  • Leadership team and staff set school-wide goal(s) based on survey results

  • Teacher articulates an action plan to support the school-wide goal

  • Teacher gets measured on the extent to which the action plan was carried out


Example
Example committed to the premise, then we must be committed to populating our schools with the highest quality teacher possible.”

  • Area of Focus for School-wide Goal:

    • Increasing communication with parents regarding student progress.

  • Objectives:

    • I will post grades to the online grade book weekly.

    • I will personally contact parents of students with low grades two weeks before progress reports.

    • My team will create a monthly newsletter highlighting student work as well as information regarding upcoming curriculum.


Role play prep
Role-Play Prep committed to the premise, then we must be committed to populating our schools with the highest quality teacher possible.”

  • Assume your given role

    • Parent

    • Teacher

    • Administrator

    • Student

    • BOE Members

  • Brainstorm a list of pros & cons for the CT TEVAL model from your role’s perspective

  • Decide who will plead your case to a Board of Education


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