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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

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Teacher evaluation in ct

Teacher Evaluation in CT


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 evaluation in ct

“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

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: 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

Chicago Public Schools

Teacher Ratings 03-07

Chicago Public Schools


Weisberg, Sexton, Mulhern, & Keeling (2009)

Observation only measures

Observation-Only Measures:

  • 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

  • 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 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

  • 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

  • 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.

Teacher evaluation in ct

Effects of Support and Challenge on Teacher Development





Status Quo






Barber, 2003

Mckinsey Global Ed Practice

Teacher evaluation in ct1

Teacher Evaluation in CT

  • 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


The sde peac guidelines

The SDE/PEAC Guidelines

  • 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

45% + 5%

40% + 10%

Student Feedback



Outcomes Rating

Practice Rating

Overall Rating

Language for state reporting of overall rating:

Exemplary, Proficient, Developing, Below Standard

Student learning objectives



Student Learning Objectives

Sde peac guidelines for 45

SDE/PEAC Guidelines for 45%

  • 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

  • My students will master concepts of science inquiry.

Sample iagd for grade 8 science

Sample IAGD for Grade 8 Science

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

Observation of practice



Observation of Practice

40 observation of teacher performance and practice

40 % - Observation of Teacher Performance and Practice

40 % is based on observation of teacher performance and practice

How many observations

How Many 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”?

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,)


    Portfolio/Document Review

Teacher evaluation in ct

Parent Feedback


Teacher evaluation in ct

Student Feedback


Stakeholder 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 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%

  • 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



  • 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

  • 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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