Rule 1 • Do not ask any questions, not even an easy one!
Rule 2 • During the presentation, if I say something that is unclear or confusing, just pretend to understand.
Rule 3 • If you find a mistake in spelling or grammar, keep it to yourself.
Rule 4 • Smile, sit quietly, act interested, and no one will get hurt.
Rule 5 • Remember, with just a little bad luck, you could be standing here next year!
THE CINCINNATI PAY PLAN: ADJUSTING THE PACE SETTER PROGRAM Presented by Kathleen T. Ware, Associate Superintendent, and Harry Barnes, Intervention Principal November 29-30, 2001 Cincinnati Public Schools & Cincinnati Federation of Teachers
Status of Teacher Evaluation and Compensation SystemOctober 2001 • Teacher Evaluation System - second year of implementation • Teacher Compensation System - to go into effect August 2002 unless voted out in May 2002 by CFT or Board by 70% majority
What Cincinnati Had in Place • Peer Assistance & Evaluation Program • Career-in-Teaching Program • School Incentive Award • School Accountability Plan • Salary Increments based on Evaluations • 6-year commitment for new system
Structure of the Work Committee of Whole Evaluation Committee 5 teachers 5 administrators Compensation Committee 12 teachers 3 administrators Professional Development (LPDC) 5 teachers 5 administrators • Committee of Whole met monthly • CPRE Consultants helped facilitate meetings • Subcommittees worked in between meetings on assignments
Task of the Committee: “What is Good Teaching” • How do we measure teachers against these standards. • How do we provide opportunities for teachers to improve practice against these standards. • How do we provide financial incentives for teachers to “match” the standards.
Good Teaching! Domain 1 Planning and Preparing for Student Learning Domain 2 Creating an Environment for Learning Domain 3 Teaching for Learning Domain 4 Professionalism
Domain 1 3 Standards Domain 2 4 Standards Domain 4 4 Standards Domain 3 6 Standards
Standards are based on the common characteristics of good teaching in high-achieving classrooms as identified by current research - • National Board for Professional Teaching Standards • PRAXIS • INTASC
Four-point Rubric for each standard 4 = Distinguished 3 = Proficient 2 = Basic 1 = Unsatisfactory
Two types of evaluation • Comprehensive Evaluation • Annual Assessment
Comprehensive Evaluation • Occurs at least once every five years • Results in four scores, one per domain • Results in teacher’s placement on vertical axis of salary schedule • Correlated with student achievement gains
Evidence to support rubric statements comes from • Classroom observations • Portfolio
PORTFOLIO • Comprised of work that provides evidence of good teaching and professional growth • Organized by standards within a domain • Must be presented for Comprehensive Evaluation
ANNUAL ASSESSMENT • Occurs every year that a comprehensive evaluation is not scheduled • Focuses on professional development in one set of standards each year • Requires that at least one classroom observation be recorded and that a Classroom Observation Summary Report be given to the teacher
Who evaluates? For new teachers and teachers on intervention:Consulting Teachers For all other teachers on comprehensive evaluation: Teacher Evaluators - 3 of 5 classroom observations - Responsible for scores on Domains 2 & 3 Principals: 2 of 5 classroom observations Responsible for scores on Domains 1 & 4 Responsible for all annual assessments
Trained Evaluators • Goal: For evaluators to make consistent judgments based on evidence
Field Study Conducted during the 1999-2000 school year • Ten of Seventy-six schools participated in the year long study. • Comprehensive evaluation involved six observations and a portfolio • Annual assessment consisted of one observation and evidence of work in one standard in domains one or four.
Field StudySignificant findings • According to CPRE study, the median time estimate for each comprehensive evaluation was 18 hours per teacher (most of the time was spent gathering evidence, assigning rubrics, and writing summaries.) • The time estimate for conducting an annual assessment was 2 to 3 hours per teacher. • The surveys indicated that 100% of the evaluators believed they had a good understand of the standards rubrics, and the overall system. • On the May survey, 93% of the evaluators agreed that they would prefer to continue using the new system.
Changes After the Field Study • Principals were required to complete only 2 observations. • Teach evaluators made 4 observations. • Individual pre-conferences were replaced with a group orientation session. • Individual post-observation conferences were discontinued.
Standard 1.2 • Write clear instructional objectives Aligned with Promotion Standards Objective, activity, and evaluation Within and across disciplines
Lesson Presentation Design Standards Standards for the lesson are established. Anticipatory Students are told what is to be learned. Purpose for the learning is established. Transfer of new learning to old is made. Pre-test Informal questioning to determine level of student understanding. Teach Input provided by the teacher. Teacher models and uses examples. Guided Practice Practice is related to the learning. Post-test Closure Students provide closure statement. Independent practice
Standards Of Teaching Teach to an objective Teach to the correct level of difficulty Monitor and adjust
Standard 2.3 Safe orderly, maximizes instructional time Established routines Transition from large to small group activities
Standard 3.1 Demonstrates content knowledge, corrects misconceptions Mastery of the subject area Going in to detail
Standard 3.4 Standards based instruction, conceptual understanding, monitor, and adjust Is the lesson challenging Use of demonstrations and examples Mastery of content Check for understanding
Bloom’s Taxonomy Knowledge Comprehension Application Analysis Synthesis Evaluation
Standard 3.5 Timely constructive feedback, using a variety of methods Verbal feedback Monitor written responses Wipe off boards Self and peer assessment Individual conferences
Standard 3.6 Reflect on lesson, plan for instruction Make adjustments to instructions and activities Is evidence of reflection sheet an accurate reflection of your work
Standard 4.3 Professional relationships, instructional teams, and involvement Instructional Team Member ILT, LSDMC, PTO Sponsor after school clubs Tutoring Levy campaign Grant Writing Committee One Plan
Identify the learning objective (Promotion Standards). How did you determine the correct level of difficulty? Is this lesson part of a unit? What materials will you need? How will you clearly communicate the learning objective, directions, procedures, etc.? What will be the evidence of student achievement?
ENJOY TEACHING ORGANIZED LIFE LONG LEARNER CONTENT MASTER
TES StrengthsA Principal’s Perspective • Promotes growths as an instructional leader • A structured approach to evaluating teachers. • Creates a common language. • Evaluations are supported by evidence. • Compare findings with another trained evaluators. • Training for administrator and evaluators. • Training for teachers.
Placement on vertical axis of salary schedule based on results of comprehensive evaluation.
Accomplished Advanced Career Novice Apprentice Cincinnati Teacher Evaluation and Compensation System Career Levels
Apprentice Teacher • Beginning teachers • Must exit level in two years • Must earn 2’s in each domain to exit level • Will be nonrenewed at end of year 1 if scores in Domain 3 and one other domain are 1’s
Novice Teacher • Teacher “learning” the profession • Must exit level in 5 years, although the expectation is in 3rd year • Must get 3’s in all domains • First two years are focused on professional development
Career Teacher • Good, solid performer • Can remain at this level for the rest of career • Will get across-the-board increases only after Career 3 has been reached • Expectation that teachers will get training to move up to higher levels
Advanced Teacher • Teacher must have a 4 in “teaching” domain and a 4 in one other domain • Expectation that this is level of most veteran teachers • Eligible for lead teacher credentials • During phase-in period, may have a 3 in Domain 3 if 4 has been achieved in the other domains
Accomplished Teacher • Teacher is at highest levels of practice • Must have 4’s in all domains • Eligible for lead teacher credentials • Compensation is higher than currently available