Background • Legislated by Act 166 • Federal push: part of ESEA flexibility waiver • Fully functional performance-based evaluation system in place for 2014-15 • 50% on process/practice and 50% on product • Equivalency option for process/practice • CESA 6/Dr. James Stronge • 6 Performance Standards
Educator Evaluation Process Product • Teachers • InTASC standards; • Danielson’s 4 domains and 22 components • Principals • ISLLC standards • -------------------------------- • CESA 6 Model • 6 performance standards for teachers, ed specialists, and principals • Aligned to Danielson & national standards • Potential Data Sources: • Statewide assessments • Districtwide assessments • Student Learning Objectives (SLOs) • Graduation data • Other 50% 50% DPI Framework Models of Practice Student Outcomes
The Research Research on effective vs. ineffective teachers and leaders clearly indicates there is a great cost to student learning as a result of having ineffective teachers and leaders in our school.
Dallas Research: Teacher Quality 4th Grade Math Achievement Dallas, Texas data: 2800-3200 students per cohort Comparison of 3 “highly effective” & 3 “ineffective” teachers (Jordan, Mendro, & Weerasinghe, 1997)
Dallas Research: Teacher Quality 4th Grade Reading Achievement Dallas, Texas data: 2800-3200 students per cohort Comparison of 3 “highly effective” & 3 “ineffective” teachers (Jordan, Mendro, & Weerasinghe, 1997)
Sequence of Effective Teachers 52-54 percentile points difference over 3 years Low Low Low High High High Sanders & Rivers (1996)
Sequence of Effective Teachers High Low Low 13 percentile points difference High High High Sanders & Rivers (1996)
Residual Effect Two years of effective teachers could not remediate the achievement loss caused by one year with a poor teacher. Mendro, Jordan, Gomez, Anderson, & Bembry (1998)
Time in the School Year Neededto Achieve the Same Amount of Learning 75th Percentile Teacher 25th Percentile Teacher 0 1/4 1/2 3/4 1 Years Needed Leigh, Economics of Education Review (2010)
Time in the School Year Neededto Achieve the Same Amount of Learning 90th Percentile Teacher 10th Percentile Teacher 0 1/4 1/2 3/4 1 Years Needed Leigh, Economics of Education Review (2010)
Annual Student Achievement Gains Class Size Reduction: 24:1 to 15:1 Teacher Quality Improvement: 25th vs. 75th percentile Barber, M., & Mourshed, M. (2007). How the world’s best-performing school systems come out on top. London: McKinsey & Company; Stronge, J.H., Ward, T.J., Tucker, P.D., & Grant, L.W.; Retrieved from: http://www.mckinsey.com/locations/ukireland/publications/pdf/ Education_report.pdf
Spillover Effect Student achievement rises across a grade when a high-quality teacher comes on board: one-tenth to one-fifth the impact of replacing the students’ own teacher! Jackon & Bruegmann, American Economic Journal: Applied Economics (2009)
Effectiveness is the goal. Evaluation is merely the means. Effectiveness Project
Teachers Educational Specialists School Administrators (principals) Who Will Be Involved?
Effectiveness Project • What is the basis of the evaluation? • How will performance be documented? • How will performance be rated?
Performance Standards Teacher Educational Specialist Professional Knowledge Communication & Collaboration Assessment Program Planning & Management Program Delivery Professionalism • Professional Knowledge • Instructional Planning • Instructional Delivery • Assessment for/of Learning • Learning Environment • Professionalism
Multiple Data Sources at-a-glance Everything is housed in an electronic database: OASYS
Observations • May take a variety of forms • Formal observation • Informal observation • Walk-through observation • Announced or unannounced • May occur in a variety of settings • Classroom environment • Non-classroom settings
Formal Observations • Directly focused on teacher performance standards • Announced or unannounced • at least 20 minutes in duration • Teachers observed at least twice per year • Additional observations at evaluator’s discretion • At least one pre-observation conference for teachers during their first year in district • Evaluator feedback during post-observation conference • Observation forms kept in OASYS database
Documentation Log • Evidence of performance related to specific standards • Educator’s voice in the process • Complements classroom observation • Includes both specific required artifacts and teacher-selected artifacts • Emphasis is on quality, not quantity • Collected throughout the year • Reviewed by evaluator by mid-year for probationary teachers; by early May for all teachers • Artifacts uploaded into OASYS database
Teacher Artifact Examples • Professionalism • Transcript • PD certificate • Instructional Planning • Differentiation in lesson plan • Instructional Delivery • Video/audio of instructional unit • Sample work • Assessment • Sample of baseline and periodic assessments* • Learning Environment • Student survey information* • Schedule of daily routine • Professionalism • PD log* • Parent communication log* * Required artifact
Student Surveys • Provide students’ perceptions of how teacher is performing -- direct knowledge of classroom practices • All teachers survey students twice per year • Age considerations for survey • Surveys are anonymous • Actual responses seen only by individual teacher • Teachers fill out Student Survey Growth Plan and Student Survey Analysis and include in documentation log
Self-Assessment of Professional Practice • Reflect on effectiveness and adequacy of practice • Based on each performance standard • Consider performance indicators for examples of behaviors exemplifying each standard • One area of strength per standard • One area of growth, along with strategies for growth, per standard
Student Learning Objectives • Detailed, measureable goals for student academic growth • Set at the beginning of the year • Based on SMART goal format • Individual teacher or group goals • Classroom or subsets of students • Approved by principal/supervisor • Mid-year check point • End-of-year evaluation – how did we do?
Look Fors & Red Flags • “Look Fors” • What do we WANT to see in each standard? • Exemplary behaviors • “Red Flags” • What should we NOT see? • What is cause for alarm or concern?
ACTIVITY • Groups of 6 – one group per standard • Identify a recorder • 2 minutes at each standard • Document look forsAND red flags • Rotate to the next standard • Last reporter at each standard will report out to the large group
Additional Questions? Thank you!