Transcript Educator Evaluations - Florida Department of Education

Educator Evaluations
Education Accountability Summit
August 26-28, 2013
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Topics to be Covered
• History of educator evaluations in Florida
• Changes to district evaluation systems under
the Student Success Act
• Progress and timelines since the Student
Success Act
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History of Educator Evaluation
in Florida
• Before 1999
– Each district was responsible for implementing an evaluation
system; the department reviewed and approved each system
that applied to teachers
– Evaluations were required for each employee once per year
– Evaluations were to be designed for continuous quality
improvement of educational services
– Evaluations must be based on sound educational principles and
contemporary research in effective practices
– Parent input was included and each district had to review its
evaluation system each year to make improvements
– Evaluation criteria were applied to instructional personnel
(teachers, guidance counselors, etc.), school administrators and
supervisors
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History of Educator Evaluation
in Florida
• Before 1999, the evaluation criteria were:
– Ability to maintain discipline
– Knowledge of subject matter
– Ability to plan and deliver instruction
– Ability to evaluate instructional needs
– Ability to communicate with parents
– Other professional competencies determined by
the district or State Board rules
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History of Educator Evaluation
in Florida
• Beginning in 1999, the evaluation criteria
were:
– Performance of students
– Ability to maintain discipline
– Knowledge of subject matter
– Ability to plan and deliver instruction
– Ability to evaluate instructional needs
– Ability to communicate with parents
– Other professional competencies
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History of Educator Evaluation
in Florida
• Beginning in 1999, how was “performance of
students” defined?
– Evaluations had to primarily use data and indicators of
improvement in student performance measured by
state and local assessments
– In 1999, this requirement was introduced with a
caveat: “beginning with the full implementation of an
annual assessment of learning gains…”
– In 2002, the caveat was dropped, and the requirement
became an expectation
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Current Educator Evaluations
Beginning in 2010 with the Student Success Act:
• New purposes for evaluation:
– Designed to support student learning growth
– Results used when developing district and school level improvement
plans and to identify individual professional development
• Evaluations must differentiate among 4 levels of performance:
– Highly effective
– Effective
– Needs improvement, or for instructional personnel in first 3 years of
employment, Developing
– Unsatisfactory
– State Board of Education must establish student growth standards for each
performance level and the Commissioner must consult with experts,
instructional personnel, school administrators, and education stakeholders in
developing the criteria for the performance levels
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Current Educator Evaluations
• Beginning in 2011 with the Student Success
Act, the criteria are:
– Performance of students
– Instructional practice/instructional leadership
• Florida Educator Accomplished Practices
• Florida Principal Leadership Standards and indicators
of how well the principal ensures effective teaching in
the school
– Professional and job responsibilities
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Current Educator Evaluations
How is “performance of students” defined now?
• Based on student learning growth assessed annually and
measured by state or local assessments
– Assessments are the same ones that students take to determine their
mastery of the content standards for that course
• Should include performance data for three years of students
assigned to the teacher or principal
• Makes up at least 50% of the evaluation, but can be reduced
to 40% if a teacher has less than three years of student data
• Districts can choose to combine state and local assessment
data (based on the individual’s teaching assignment) and can
choose to measure achievement instead of growth when
more appropriate
• Districts are given until July 1, 2015, to determine which local
assessments should be used for evaluation purposes
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“Student Learning Growth”
in Educator Evaluations
Growth Formulas for Statewide Assessments
• Formulas must take into account each student’s prior performance
• Specifies other factors that must be considered in development of
formula, such as attendance, disability, and ELL status
• Commissioner approved a growth formula by June 1, 2011, to measure
individual student learning growth on FCAT and approved a formula for
Algebra I last May
• Additional growth formulas for other statewide assessments will be
developed, approved, and implemented statewide
Growth Formulas for Local Assessments
• Districts must adopt equally appropriate learning growth formulas for
local student assessments
• Example growth formulas for other standardized assessments and local
assessments will be provided by DOE that districts may choose to adopt to
meet the requirement
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“Student Learning Growth”
in Educator Evaluations
• Florida uses a value-added model as the formula to
calculate student learning growth for courses linked to
FCAT
• The value-added model is one part of a multi-faceted
teacher evaluation system
• The FCAT model was developed independently by a
committee of Florida educators (Student Growth
Implementation Committee) with assistance from
experts in student growth modeling
• The model accounts for factors outside the teacher’s
control that can influence learning and does not rely on a
single year of data or single test score
• Measuring an individual teacher’s contribution to
student learning growth in this manner is done to level
the playing field for purposes of teacher evaluation
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Factors Identified by the Student Growth Committee to
“Level the Playing Field”
Student Characteristics:
• Up to two prior years of achievement scores (the strongest predictor of
student growth in Florida’s model and in research)
• The number of subject-relevant courses in which the student is enrolled
• Students with Disabilities (SWD) status
• English Language Learner (ELL) status
• Attendance
• Gifted status
• Mobility (number of transitions)
• Difference from modal age in grade (as an indicator of retention or
acceleration)
Classroom Characteristics:
• Class size
• Homogeneity of students’ entering test scores in the class
School Characteristics:
• The model recognizes that there is a factor related to the school,
independent of the teacher’s contribution, that impacts student learning
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Current Educator Evaluations
Senate Bill 1664 (2013) clarified some aspects of
evaluations and how they relate to performance
salaries in the future:
• Teachers and principals should be evaluated on their own
students
• Non-classroom instructional personnel student outcome data
should reflect how they contribute to the performance of
students based on their job responsibilities
• For the performance salary plans that districts adopt in 201415, teachers whose evaluations are not yet based on state and
local assessments will remain on the district’s grandfathered
salary schedule
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Timelines for Evaluations and
Performance Salary Plans
• 2014-15 school year – To determine student mastery of content
standards, districts administer student assessments of their choice
for each course they offer
• 2015-16 school year – From the student assessments they
administer, districts complete their choices for student assessment
data that will be used for teacher evaluations for all teachers
• July 1, 2014 – Each district adopts a performance salary schedule to
be implemented with their grandfathered schedule
• 2014-15 school year – Teachers on the performance salary schedule
qualify for next year’s salary increases based on their district’s plan
and their evaluation results
• 2015-16 – Teachers on the performance salary schedule who
earned effective and highly effective ratings for 2014-15 are paid on
their new base salaries
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Educator Evaluations
• Understanding how our teachers are
evaluated
• Ensuring a transparent and fair process that
provides teachers and principals with
meaningful feedback on their practice
• Identifying, recognizing and rewarding our
high performing teachers, so that all students
have access to great teachers
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