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Considerations Concerning the Design and Implementation of Teacher Evaluation Models That Support the Academic and Social Growth of Students with Disabilities: What is the Impact on Teacher Preparation? . Lynn Holdheide, Deputy Director

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Considerations Concerning the Design and Implementation of Teacher Evaluation Models That Support the Academic and Social Growth of Students with Disabilities: What is the Impact on Teacher Preparation?

    • Lynn Holdheide, Deputy Director
  • Office of Special Education Program’s Project Directors’ Meeting
  • Break Out Session
  • July 15-17
center on great teachers and leaders mission
Center on Great Teachers and Leaders Mission

The mission of the Center on Great Teachers and Leaders (GTL Center) is to foster the capacity of vibrant networks of practitioners, researchers, innovators, and experts to build and sustain a seamless system of support for great teachers and leaders for every school in every state in the nation.

general considerations
General Considerations
  • Inclusion. Fosters an inclusive environment
  • Integration. Drives professional learning, feedback, and support for all teachers and leaders
  • Collaboration. Promotes collaboration of all personnel to ensure students receive the supports they need to be college and career ready
  • Shared Understanding. Provides for shared expectations
impact of preparation programs on teacher and leader evaluation
Impact of Preparation Programs on Teacher and Leader Evaluation

Preparation Programs can impact performance evaluation in two broad areas:

  • Teacher and leader evaluation design
  • Curriculum, field experiences, and support
impact of teacher and leader evaluation on preparation programs
Impact of Teacher and Leader Evaluation on Preparation Programs

Evaluation can impact preparation programs in:

  • Curriculum and reform guidance
  • Evaluation and feedback
special issues brief
Special Issues Brief
  • Special Issues Brief: Inclusive Design: Building Teacher Evaluation Systems That Support Students With Disabilities
    • Eight Considerations
    • State and District Examples
    • Potential Next Steps

http://www.gtlcenter.org/sites/default/files/GTL_Inclusive_Design.pdf

consider the needs of students with disabilities and their teachers
Consider the Needs of Students With Disabilities and Their Teachers

Measures of Teaching Practice

(e.g., classroom observation, performance rubrics, and teaching artifacts)

Measures of Student Growth

practice consideration 1 strengthen existing rubrics by augmenting with explicit examples
Practice Consideration 1: Strengthen Existing Rubrics by Augmenting With Explicit Examples
  • Explicit examples of how the standard or indicator would be demonstrated according to student ability and need:
    • Specific evidence-based instructional practices for students with disabilities (e.g., direct and explicit instruction and learning strategy instruction)
    • Specific roles and responsibilities of special educators (e.g., individualized education program [IEP] facilitation, development, and implementation and coordination of related services personnel)
    • Specific curricular needs (e.g., secondary transition services, social and behavioral needs, and orientation and mobility)
practice consideration 2 leverage the preobservation conference
Practice Consideration 2: Leverage the Preobservation Conference
  • Use of the preobservation conference can be instrumental for the teacher to review the students’ needs and the selection of the evidence-based instructional practice used prior to the observation.
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Practice Consideration 3: Integrate Special Education Content Into Evaluator Training, and Incorporate the Use of Peer Evaluators
  • High-quality training for evaluators and the use of peer reviewers can strengthen teachers’ trust in the evaluators’ feedback and the validity of their evaluation results.
  • The use of peer observers may positively impact evaluator credibility among teachers and is likely to have a positive impact on both the teacher’s and peer observer’s instructional practice.
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Practice Consideration 4: Modify Rubrics to Reflect the Roles and Responsibilities of Specialized Instructional Support Personnel
  • Evaluation models should reflect the respective roles and responsibilities of that discipline and represent a fair and appropriate assessment of performance.
  • Guided by the professional association standards
  • Modification of indicator language within existing teacher performance rubrics by representative stakeholders
practice considerations impact on teacher and leader preparation
Practice Considerations: Impact on Teacher and Leader Preparation

Promote coherent and aligned professional learning opportunities, beginning with preservice preparation and throughout the career continuum, to build teacher and leader capacity.

Provide multiple opportunities for application coupled with quality and timely feedback so that teacher and leader candidates exit with the knowledge, skills, and confidence to implement instructional strategies and professional responsibilities with fidelity.

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Student Growth Consideration 1: Include Students With Disabilities in Growth Measures and Review Data

Although students with disabilities present unique challenges in measuring growth, it is important that students with disabilities be included in growth measures. Doing so ensures accountability for growth of students with disabilities within educator evaluation.

student growth consideration 2 ensure that multiple and appropriate measures of growth are used
Student Growth Consideration 2: Ensure That Multiple and Appropriate Measures of Growth Are Used

Combine multiple measures (both student growth and measures of teacher practice).

Select measures that can accurately measure growth of students with disabilities.

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Student Growth Consideration 3: Account for Students With Disabilities in the Student Learning Objective Process

Provide guidance concerning student learning objective (SLO) development, implementation, and accountability across the various service delivery models.

Provide guidance in how to differentiate learning targets established through the SLO process that take into account past learning trajectories and students’ current levels of performance.

student growth consideration 5 specify that ieps are not measures of growth
Student Growth Consideration 5: Specify That IEPs Are Not Measures of Growth

Inform educatorsthat an IEP should not be used to measure student growth for the purpose of teacher and leader evaluation.

The IEP could be used as a source of evidence to develop SLOs and/or appropriate learning targets.

student growth considerations impact on teacher and leader preparation
Student Growth Considerations: Impact on Teacher and Leader Preparation
  • Assessment Literacy
    • Selection/Development
    • Accommodation Use
  • Data Literacy
    • Interpretation
    • Target Setting
    • Goal Attainment
gtl center contact information
GTL Center Contact Information
  • Website: www.gtlcenter.org
  • E-Mail: lholdheide@air.org

“Advancing state efforts to grow, respect, and retain great teachers and leaders for all students”

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Pennsylvania’s Educator Effectiveness System:Use of the Danielson Framework with Instructionally Certified Personnel, Educational Specialists and Licensed Professionals

pattan s mission
The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services.PaTTAN’s Mission
pde s commitment to least restrictive environment lre
Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment.PDE’s Commitment to Least Restrictive Environment (LRE)
instructionally certified personnel with unique roles and functions
Instructionally Certified Personnel with Unique Roles and Functions
  • Career and Technical Education (CTE) Teacher
  • ESL Teacher
  • Reading Specialist
  • School Librarian
  • Special Education Teacher (e.g., Deaf/Hard of Hearing; Autism, Gifted, Learning, Life Skills, Multiple Disabilities and Vision Support)
  • Speech-Language Pathologist
  • Instructional Coach
instructionally certified personnel with unique roles and functions1
Instructionally Certified Personnel with Unique Roles and Functions

Under Act 82, all instructionally certified teaching professionals who provide direct instruction to students will be evaluated with Pennsylvania’s Educator Effectiveness System in 2013-2014.

  • General Examples related to specific role and function
  • Specific Examples related to professional practice
slide24
Instructionally Certified Personnel with Unique Roles and Functions General and Specific Examples (Domain 3)
slide25
Instructionally Certified Personnel with Unique Roles and Functions General and Specific Examples – (Domain 1)
educational specialists licensed professionals
Educational Specialists & Licensed Professionals
  • Behavior Specialist
  • Dental Hygienist
  • Home-School Visitor
  • Instructional Technology Specialist
  • Occupational/Physical Therapy Specialist
  • School Counselor (Elementary & Secondary)
  • School Nurse
  • School Psychologist
  • School Social Worker
pde american institutes for research air partnership
PDE & American Institutes for Research (AIR) Partnership

Validation Efforts

  • Technical Report
  • Independent Reviews of Rubrics
  • Small and Large Scale Pilots using Modified Rubrics (January – June 2013/45 LEA’s and September 2013-May 2014)
  • Survey Development and Completion
  • Ongoing Analyses
contact information www pattan net
Angela Kirby-Wehr

akirbywehr@pattan.net

Jennifer Lillenstein

jlillenstein@pattan.net

Contact Information www.pattan.net

Commonwealth of Pennsylvania

Tom Corbett, Governor

Pennsylvania Department of Education

William E. Harner, Ph.D., Acting Secretary

Carolyn C. Dumaresq, Ed.D., Deputy Secretary

Office of Elementary and Secondary Education

John J. Tommasini, Director

Bureau of Special Education

challenge charge institutes of higher education teacher preparation programs

“CHALLENGE & CHARGE”Institutes of Higher Education & Teacher Preparation Programs

Kharon Grimmet, Associate Instructor

OSEP Conference – Washington DC

July 16, 2013

the council for exceptional children s position on special education teacher evaluation
"The Council for Exceptional Children's Position on Special Education Teacher Evaluation.”
  • 1.  Include fundamental system wide components2.  Identify the complex role of the special education teacher3.  Measure the use of evidence-based practices4.  Recognize the professionalism of special education teachers5.  Continuallyincorporate findings from research
our challenge our charge
Our Challenge, Our Charge…

To Ensure:

  • RESEARCHis Connected to Practice
  • RESEARCHGuides Policy & Practice
  • PARTNERSHIPS with Districts and State
  • PROGRAM DEVELOPMENT
four corners
Four Corners

SA

SD

In our state, teacher and leadership preparation programs have been extensively involved in the retooling of teacher and leader evaluation.

A

D

four corners1
Four Corners

SD

SA

In our state, there is a common understanding of the role that teacher and leadership preparation programs need to play in teacher and leader performance evaluation.

A

D

four corners cont d
Four Corners (cont’d)

SA

SD

In our state, there is a shared belief that teacher and leadership preparation play a major role in teacher and leader quality and are an essential element to the recruitment, support, and retention of highly effective teachers and leaders. 

A

D

discussion questions
Discussion Questions
  • What level of involvement have teacher preparation programs had in the design and implementation of teacher evaluation systems?
  • What skills would teachers and leaders need in order to perform well on evaluation models that incorporate these considerations?
  • What role can teacher preparation programs play to ensure that evidenced-based practices are reinforced and supported within teacher evaluation systems?