Transcript www.cnpschools.org

The Tulsa Model
TLE Observation and Evaluation System / Process
OVERVIEW
©Copyright
2012, Tulsa
PublicPublic
Schools
© Tulsa
Schools 2011
Why did Oklahoma adopt a new teacher
evaluation system?
(a) We needed a better method of identifying
and describing effective
teaching.
(b) We needed a better method of identifying
and describing ineffective
teaching.
2
Why Teacher Effectiveness Matters
3
Facts…
1. Effective Teachers impact student
performance.
2. TPS TLE…
• was “home grown”, tested and revised by
Oklahoma’s best… Oklahoma Teachers.
• is research-based and externally
validated.
• measures what matters.
4
The Tulsa Model Evaluation System
5
A CAUTION…
The Tulsa Model was approved by the OSDE
and must be followed as written. Specifically,
material or substantive alteration to the
Model is not permitted.
6
Switching
Gears
Tulsa Model’s Focus for
Accomplishment
• Create a common framework and language for
evaluation.
• Provide educators with clear expectations
about what is being assessed, as well as
standards that should be met.
• Send messages about what is most
meaningful.
• Increase the consistency and objectivity in
evaluating professional performances.
7
Tulsa Model’s Focus for Accomplishment
• Provide educators with information about
where they are in relation to where they need
to be for success.
• Identify instructional practices that drive
student achievement.
• Give educators guidance for evaluating and
improving their work.
8
Statutory Requirements
The Tulsa Model has a five (5) tier rating system:
• Ineffective
• Needs Improvement
• Effective
• Highly Effective
• Superior
70 S.O. § 6-101.16 (SB 2033)
9
Statutory Requirements – Qualitative
Characteristics – 50% of total rating*
• Organizational and classroom management skills
• Ability to provide effective instruction
• Focus on continuous improvement and professional
growth
• Interpersonal skills
• Leadership skills
*No final decision on 50% QUANTATIVE MEASURES as of yet.
70 S.O. § 6-101.16 (SB 2033)
10
Statutory Requirements
• Qualitative assessment must be evidence-
based and include observable and
measureable characteristics that are
correlated to student performance.
70 S.O. § 6-101.16 (SB 2033)
11
Statutory Requirements
Local board policies regarding evaluations must be
based on TLE by 2013-2014 school year.
Data generated from the TLE will be used to drive
educational decisions that include:
• Career teacher status
• Mandatory exiting of ineffective teachers
12
Statutory Requirements
Comprehensive remediation plan / instructional
coaching are required for teachers rated 1 - Ineffective
or 2 - Needs Improvement.
Reduction in Force policies will use teacher
effectiveness as the primary basis for releasing
teachers.
13
What We Have Learned… and a Fact
1. The Tulsa Model is a performancebased evaluation SYSTEM and has
an adherence PROCESS.
2. The Tulsa Model is controlled by
Statutory provisions.
3. The evaluation data from the Tulsa
Model will NOT be used for
employment decisions… unless the
local Board adopts the relevant
model as its official teacher
evaluation policy for the district.
CURRENT
TULSA
MODEL
TULSA
MODEL
14
Tulsa Model Evaluation System
Description
Switching
Gears
Rubric
Provides the narrative definitions of professional
proficiency (effectiveness) for all 5 rankings. A matrix
structure provides clarity and specificity for the 20
Indicators that impact student performance.
1
2
3
4
5
Ineffective
Needs
Improvement
Effective
Highly Effective
Superior
>>>
Efficacy in
Effectiveness
Achieved
NOT in Evidence
>>>
>>>
15
TLE Evaluation System Description
Observation+ Process
The Observation scores reflect the Evaluator's intentional
study of the teacher’s classroom performance plus an
assessment of other factors specified in the Rubric up
to a given point in time.
Observations and the Observation Form serve as the
precursors (foundations) to the Evaluation.
Is guided by the rubric.
• A minimum of two (2) observations are required
before every evaluation.
16
TLE Evaluation System Description (cont.)
Evaluation Form
Web-based or paper-based. Your choice.
Conferences
Follow every observation and evaluation.
Customized Feedback and Support
Focusing the most intensive supports for 1 (“Ineffective”)
and 2 (“Needs Improvement”).
17
The Tulsa Model System - Structure
Teachers
• Classroom Management
• Instructional Effectiveness
• Professional Growth &
Continuous Improvement
• Interpersonal Skills
• Leadership
18
TLE Evaluation System – Indicators, etc.
Teachers
(20 Indicators within 5 Domains, and Domains have assigned weights)
• Classroom Management (6) @ 30%
• Instructional Effectiveness (10) @ 50%
• Professional Growth & Continuous
Improvement (2) @ 10%
• Interpersonal Skills (1) @ 5%
• Leadership (1) @ 5%
19
The RUBRIC… Definitions
Establishing a Common Language…
“Domains” are the Performance Measures taken from SB
2033.
“Dimensions” are the TITLES of the specific components that
establish the parameters of the Domain, e.g., the branches off
the main truck of a tree.
“Indicators” are those observable and measurable
characteristics and practices that are correlated to student
performance success.
20
Switching
Gears
Teacher Rubric
21
Full Rubric for Indicator 2…
22
Rubric, Observation and Evaluation
•
•
•
•
•
•
•
•
Teachers
Counselors
Deans
Librarians
School Development Teachers
School Nurses
School Psychologists
Speech-Language Pathologists
23
Switching
Gears
Rubrics and the Horse’s Tale
Which direction is the
horse’s head facing?
24
Perception
Perception is a unique interpretation of the
situation, not an exact recording of it.
Perception is a very complex cognitive process
that yields a unique picture of a person, event or
even the world.
25
Perception
The process of attaining
awareness or
understanding of
information.
26
Perception
27
Perception
28
An Administrative Goal for the Evaluation
Process
To move from subjectivity to higher and
higher levels of objectivity and insight.
How?
Information, information,
information, and more information.
29
Determining an Indicator’s Rating
Each Indicator often
has several
definitional narratives
for each level of
proficiency. However,
Evaluators must enter
only one (1) score as
to each Indicator (1,
2, 3, 4, 5, NO, NA).
Use the “BEST FIT.”
3
30
Observation+ Process
Observation+ Process
It is the sum
total of the
instructional
value that a
Teacher
brings to
his/her
students.
The Observation scores reflect
the principal's intentional study
of the teacher’s classroom
performance plus an
assessment of all inclusive
factors specified in the Rubric up
to a given point in time.
31
Observation+ Process
13 of the 20 Indicators are commonly apparent in a classroom observation:
From the Domain of Classroom Management:
1 Teacher plans for delivery of the lesson relative to short-term
and long-term objectives.
2 Teacher clearly defines expected behavior.
5 Teacher acknowledges student progress and uses assessment
practices that are fair and based on identified criteria.
6 Teacher optimizes the learning environment through
respectful and appropriate interactions with students,
conveying high expectations for students and an enthusiasm
for the curriculum.
32
Observation+ Process
13 of the 20 Indicators are commonly apparent in a classroom observation:
From the Domain of Instructional Effectiveness:
7
9
10
11
12
13
14
15
16
Teacher embeds the components of literacy into all instructional content.
Teacher uses active learning, questioning techniques and/or guided
practices to involve all students.
Teacher teaches the objectives through a variety of methods.
Teacher gives directions that are clearly stated and relate to the learning
objectives.
Teacher demonstrates / models the desired skill or process.
Teacher checks to determine if students are progressing toward stated
objectives.
Teacher changes instruction based on the results of monitoring.
Teacher summarizes and fits into context what has been taught.
Effective development and use of modified assessments and curriculum
for special education students and other students experiencing
difficulties in learning.
33
Teacher Observation Form
TLE Observation Form
2012 -2013
34
Rubric Converted to Observation Form
Observation Form retains the Effectiveness Level of 3, but uses
(-) if less than effective or (+) if exceeds effectiveness.
35
Teacher Observation Form
36
Completing the Form… a CONVERSATION
On the Observation Form, Tulsa uses a coding system of “-” for
Ineffective or Needs Improvement; “3” for Effective; “+” for
Highly Effective or Superior; “NO” for Not Observed; “NA” for
Not Applicable. Plus comments.
Districts can opt to use ALL rankings, e.g., 1, 2, 3, 4, 5, NO, or
NA. Plus comments.
What advantages and/or disadvantages can you see in using
one option or the other on the Observation Form?
37
Teacher’s Observation Form
Bottom of
page 1
1
2
Top of
page 2
38
Observation+ to the Evaluation
Observations and the Observation
Form serve as the precursors
(foundations) to the Evaluation.
Is guided by the Rubric.
• A minimum of two (2)
observations are required before
every evaluation.
39
Switching
Gears
Evaluation Form
40
Evaluation Form
Ranges were needed to
define the Rankings.
41
Evaluation Form Calculations
Domain: C’room Management
Rating
Domain Average
Indicator 1 narrative sentence
3
2.33
Indicator 2 narrative sentence
2
Indicator 3 narrative sentence
1
Indicator 4 narrative sentence
4
Indicator 5 narrative sentence
2
Indicator 6 narrative sentence
2
42
Evaluation Form Calculations
Domain
Average Domain
Weight by %
Classroom Management
2.33
30%
Instructional Effectiveness
3.20
50%
Prof Growth / Cont. Impro.
2.50
10%
Interpersonal Skills
4.00
5%
Leadership
2.00
5%
The single number that “potentially is high stakes” is the Composite Weighted
Average and it is arrived at via an Excel formula. In the above hypothetical case it
would be:
=((2.33*30)+(3.20*50)+(2.50*10)+(4.00*5)+(2.00*5))/100
43
Evaluation Form Calculations
The Composite Weighted Average (CWA) would be 2.89.
Next the Ranges determine the Rating Classification:
Less than 1.8 = Ineffective
Equal to or greater than 1.8, but less than 2.8 = Needs Improvement
Equal to or greater than 2.8, but less than 3.8 = Effective
Equal to or greater than 3.8, but less than 4.8 = Highly Effective
Equal to or greater than 4.8 = Superior
In the above hypothetical, the CWA is 2.89; therefore, the Teacher is EFFECTIVE.
However, if any Indicator reflects a 1 or a 2, then a PDP must be written.
44
Requirements of the Evaluation Form
1. Any ranking of 1 or 2 on any component
(an individual Indicator) of this Evaluation
requires a Personal Development Plan
(PDP), following the prescribed format and
conferencing on same.
2. Any ranking of 4 or 5 on any component
(an individual Indicator) requires “summary”
narrative comments under Evaluator
Comments on the Evaluation Form.
45
Observation / Evaluation Process Fidelity
If an Evaluator BEGINS the process,
then that SAME Evaluator conducts
all steps along the way including the
summative Evaluation.
There is no hand-off between
Observations or between the
Observations and the Evaluation.
If that occurs the entire process must
begin again.
46
What We Have Learned…
1. The Rubric drives all subsequent actions…
Observations, Evaluations, Feedback and
Support Opportunities and Conferences.
2. The Tulsa Model Process cannot be
interrupted by a change in Evaluator.
47
Switching
Gears
Does not lend itself to “catch-up”
The Tulsa Model scheduling
requires INTENSE and FOCUSED
Time Management.
Use Outlook, an electronic
scheduler, a whiteboard or a
calendar… BUT, begin planning
the year by the 1st week in
August.
Aug
Sept
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
48
49
The Conference Process
Observations shall NOT be conducted on the
day immediately following any extended break
in the instructional calendar (whether scheduled or
unexpected).
50
Artifact File or Portfolio
On a voluntary basis, an Educator may wish to
provide additional evidence of effectiveness in the
form of a portfolio or artifact file / binder for
purposes of INFORMING the Evaluator of
additional involvements, contributions and
activities in support of improving student
performance and achievement.
51
Switching
Gears
Feedback and Support-Focused
• Rubrics are detailed roadmaps for
improvement for all teachers.
• Observation conferences are a status check
prior to formal evaluation.
• Requires customized teacher training
and responses w/re to teachers ranked in
bottom two tiers.
52
Feedback and Support-Focused
Language from SB 2033…
“Annual evaluations that provide feedback to
improve student learning and outcomes;
Comprehensive remediation plans and
instructional coaching for all teachers rated as
needs improvement or ineffective;”
53
Customized Feedback and Supports
for Teacher Improvement
1.
“Push Pins” (less formal, yet
documented) approaches to remedy
area(s) of ineffectiveness or needing
improvement
2. Personal Development Plans (PDPs)
54
Feedback / Support – Push Pin Approach
“Push Pins” (less formal, yet documented)
approaches to remedy area(s) of ineffectiveness or
needing improvement.
Approaches could include:
• In passing, a brief conversation in hallway,
classroom, etc.
• Requested brief conversation in office.
• Written note in mailbox.
• Email to staff member.
55
Feedback / Support – Push Pin Approach
It is a professional “judgment” call deciding
upon the use of a “Push Pin” or a PDP.
Example 1: A 60 second verbal tirade to a fellow staff member (in a closed
door faculty room) regarding the loss of a planning period because of
actions of that staff member. Push Pin or PDP?
Example 2: Outdated bulletin boards. Push Pin or PDP?
Example 3: Leaving a class of AP students unsupervised for 15 minutes while
talking on a cell phone in the hallway. Or, special needs students. Push Pin
or PDP?
56
Feedback and Support - PDPs
A Personal Development Plan…
1. Cites / Summarizes the situation and/or
Observation / Evaluation details
(referencing Indicator(s))
2. Provides a List of Expectations
3. Provides an Action Plan using a SMART format
(specific, measurable, attainable, resources attached, timeline included)
4. Provides a Follow-Up Progress Reporting
(within a maximum of a two month window)
NOTE: ALL PDPs require a CONFERENCE.
57
Feedback and Support - PDPs
A Personal Development Plan…
• MAY be created based upon any Observation that results in a
1 – Ineffective or 2 – Needs Improvement determination
• MUST be created based upon an Evaluation that results in a
1 – Ineffective or 2 – Needs Improvement ranking
• OR, could be generated as a Stand-Alone document that
illustrates behavior(s) at Levels 1 or 2
58
What We Have Learned…
1. Time management is CRITICAL to the success of
the TLE Process.
2. The statutory requirement for “feedback and
support” can be achieved via Push Pin and
Personal Development Plan (PDP) approaches.
3. A PDP has a prescribed format, with clear, focused,
descriptive narrative writing being a requirement.
59
Transparency and Understanding
Either as paper or electronic copies…
ALL staff members MUST have access to the
following:
• Evaluator’s Handbook
• Rubric
• Observation Form
• Evaluation Form
• Structure for the Personal Development Plan
60
For more information:
www.tulsaschools.org
Office of Teacher and Leader
Effectiveness
918-746-6800
Tulsa Framework:
; left column: Teacher and Leader
Effectiveness; Scroll to Frameworks; Tulsa Framework
Tulsa Model via Portal:
left column: Teacher and
Leader Effectiveness Portal; Scroll to tabs of interest
Talia Shaull – [email protected]
Jana Burk – [email protected]
Katy Ackley – [email protected]
Gene S. Kleindienst - [email protected]
61