Developing Great CTE Teachers - Association for Career and

Transcript Developing Great CTE Teachers - Association for Career and

Developing Great Career and Technical Education Teachers

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. 2

High-Quality Career and Technical Education (CTE)

Why Teachers Matter 3

The Influence of Teacher Quality on Student Outcomes  Teacher quality has the greatest influence on student achievement, more than any other in-school factor.

 It is important that we can meaningfully measure and support CTE teacher performance in order to promote student success.

Buddin, R., & Zamarro, G. (2009). Teacher qualifications and student achievement in urban elementary schools.

Journal of Urban Economics

(2),103 –115.

The Power and Potential of High-Quality CTE

Improving Educational Outcomes for All Students

 Job projections for the next decade  College

and

career readiness, not college

readiness career  Better educational opportunities for students in college-preparatory programs, too 5

What Would High-Quality CTE Look Like?

State District School CTE Teacher Core Academic Teacher Student 1 Student 2 Student 3 6

Aligned Human Capital Management Systems To achieve high-quality CTE and promote student success, it is

critical

that states and districts support and develop a high-quality CTE teacher workforce.

21st Century Educators  • The GTL Center recently published a brief on how human capital management policies can either support or undermine high-quality CTE.

Available at gtlcenter.org

 This presentation will focus and expand on aligned professional learning.

Evaluation Policies for CTE Teachers

Alignment With Professional Learning 9

What Do We Know About Evaluation Policies for CTE Teachers?

 Most states (42) allow districts to make many, if not most, decisions regarding the overall design of the evaluation system, although states play a key role in providing guidance and resources.

 CTE teachers are usually categorized as teachers of “nontested subjects and grades.”  Policies, measures, and training are rarely specific or differentiated for CTE teachers.

What Do We Know About Evaluation Policies for CTE Teachers?

What Is the Purpose of Evaluation?

Effective Professional Learning Focused Active

Ongoing and embedded

Collaborative Adapted from

High-Quality Professional Development for All Teachers: Effectively Allocating Resources,

http://www.gtlcenter.org/sites/default/files/docs/HighQualityProfessionalDevelopment.pdf

Professional Learning That Makes a Difference

Less Effective to Develop Practice

One-size-fits-all Sit ‘n’ get Once ‘n’ done Removed from practice Sky Mall catalog

More Effective to Develop Practice

Differentiated (focused) Promotes engagement (active) Continuous reflection and adjustment (focused, active, and collaborative) Learning from actual practice (job-embedded) Planned scope and sequence with clear goals and carefully constructed learning progressions (focused) 15

A Developmental Evaluation Cycle Reflection and goal setting Summative evaluation Gathering evidence Formative evaluation 16

Linking Educator Evaluation and Professional Learning

It Is Not Just About…

Including student data in the evaluation system

It I s Really About…

Analyzing the results in relation to specific teaching and leadership practices Conducting frequent, reliable observations Rating teachers with a summative rating label Meaningful, actionable feedback and conversations about how to grow Linking evaluation results to career paths, opportunities, and systems of support 17

Focus on Feedback  Feedback is the link between the evidence gathered and a change in practice.

• • Requires the ability to diagnose instruction or leadership Allows evaluators to ask the right questions and hold professional conversations •  Linked professional learning opportunities may include: • • • • Connects educators to appropriate professional learning opportunities Individual coaching and feedback Participation in professional learning communities Observation of or consultation with master educators Targeted small-group professional development 18

The Link Between Measures and Feedback

Practice or Observation Measures

 Provide direct feedback on instructional practices based on teaching standards and subject matter.

 Provide feedback on additional resources, strategies, and opportunities for improvement.

The Link Between Measures and Feedback

States and Districts Can:

 Provide guidance on evidence and indicators for CTE courses and fields.

 Ensure that evaluators have the training, time, and resources to provide quality instructional feedback.

 Train peer observers to provide quality, content-specific instructional feedback and reduce administrator burden.

The Link Between Measures and Feedback

Student Growth Measures

 Formative student growth data can provide feedback on the success of various instructional strategies or approaches.

 Summative student growth data can provide feedback on the success of instruction overall and the success of instruction for specific subgroups of students.

The Link Between Measures and Feedback

States and Districts Can:

 Use end-of-course exams to provide summative, content based growth data.

 Support teachers in gathering other student growth and achievement data through rubrics and formative assessments.

 Include growth models for CTE teachers who incorporate significant academic instruction.

 Use student learning objectives (SLOs).

SLOs as a Measure of Student Growth An SLO is a measurable, long-term, academic goal informed by available data that a teacher or teacher team sets at the beginning of the year for all students or for subgroups of students.

Types of Measures That Can Be Included in SLOs  Industry certification attainment  Running records of skill attainment and student performance  Likert scales of performance  Rubrics  Portfolios  Career and Technical Student Organization competition results

SLOs must also be based on valid and reliable measures, such as end-of-course exams or standardized assessments.

For More Information on SLOs See the GTL Center’s SLO Resource Library: http://www.gtlcenter.org/learning-hub/student-learning objectives The SLO Resource Library includes:  Overview information  Sample SLOs  Briefs  Presentations and handouts 25

The Link Between Measures and Feedback

Student Survey Measures

 Provide information on student engagement, classroom norms and culture, and teacher-student relationships.

 When combined with observation and student growth measures, student survey measures can provide more valid and meaningful evaluation results (MET Project, 2013).

The Link Between Measures and Feedback

States and Districts Can:

 Provide guidance on using student surveys for all teachers as one of multiple measures of effectiveness.

 Provide guidance on using student surveys as one possible source of evidence for a standard in a professional practice rubric.

Evaluation Systems as Baseline for Professional Growth and Practice Implications for…  Advocates  State agency staff  District administrators  School-based administrators  Teachers 28

A Practical Model

Aligned Evaluation and Professional Learning for CTE Teachers 29

One Possibility  School District A • It is a mid-size suburban district that has CTE courses taught in three large high schools.

• The evaluation cycle is based on a cycle of continuous improvement and feedback.

• • The district uses SLOs, student surveys, and practice measures.

The district establishes peer observers to ensure reliability and quality of feedback. • It convenes teachers and administrators to help vertically and horizontally align CTE and core academic curriculum.

One Possibility  High School A • School culture emphasizes collaboration and communication between teachers.

• Administrators support teacher leaders who work to support connections between courses and improved teacher practice.

• Administrators allow for periodic common planning time between core academic teachers and CTE teachers.

• Administrators work with other schools with CTE courses to allow for periodic peer observation and informal feedback on practice.

• Administrators meet with teachers periodically to discuss performance goals, student data, and formative performance data.

One Possibility  Teacher A • Teaches architecture and construction courses.

• Is aware of when relevant mathematics concepts are introduced in core academic classes (such as Algebra 1 and geometry).

• Communicates semiregularly with core academic mathematics teachers through e-mail and in person.

• • • Collaborates with core academic teacher to check student understanding on academic mathematical concepts and addresses misunderstandings.

Sets goals based on previous year’s performance data and personal focus.

Regularly analyzes student data to assess impact of instruction, and works with teacher leaders to adjust instruction accordingly.

• Works with observers and evaluator to identify professional development based on performance.

Summary Meaningful Evaluation Measures District and School Support Structures Meaningful Feedback Teacher Collaboration Improved Instruction as Part of High-Quality CTE Improved Student Outcomes, Student Learning, and Student Success 33

Questions?

References Buddin, R., & Zamarro, G. (2009). Teacher qualifications and student achievement in urban elementary schools.

Journal of Urban Economics

(2),103 –115.

Center on Great Teachers and Leaders. (2013). Database of teacher and principal evaluation policies. Washington, DC: Author. Retrieved from http://resource.tqsource.org/stateevaldb/ Jacques, C., & Potemski, A. (2013). 21 st Century Educators: Developing and Supporting Great Career and Technical Education Teachers. Washington, DC: Center on Great Teachers and Leaders. Retrieved from http://www.gtlcenter.org/sites/default/files/21CenturyEducators.pdf

Catherine Jacques 202-403-6323 [email protected]

Amy Potemski 212-420-0420 [email protected]

1000 Thomas Jefferson Street NW Washington, DC 20007-3835 877-322-8700 www.gtlcenter.org

[email protected]

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