Transcript Slide 1

RAPPS – Rural Alaska Principal Preparation and Support Program
Ensuring Fidelity In the Evaluation System
May 28 – 30, 2014
Learning Groups 1, 2, and 3
Hilton Hotel - Anchorage, Alaska
Session Leader: Al Bertani, RAPPS Senior Design Consultant
WELCOME
GREAT TO SEE YOU
EDUCATOR EFFECTIVENESS: IMPLEMENTATION OF
THE EDUCATOR EFFECTIVENESS SYSTEM
Module 1
• Ensuring Fidelity in
the Evaluation System
Module 2
• Selecting and Training
Evaluators
Module 3
• Using Teacher
Evaluation Results
Al Bertani, RAPPS Senior Design Consultant
Session Objectives
➜ Establishing goals for the evaluation
system
➜ Selecting measures for the evaluation
system
➜ Structuring the evaluation system
EVALUATION
GOALS – RIGOR
AND HIGH
QUALITY
INSTRUCTION
Why Do We Evaluate Teachers?
 The Law - Public schools funded by public
money = Public has the right to expect high
quality teaching.
 To ensure teacher quality = Answer the
question
“Everyone here is good – here is how I know”.
 To promote professional development
Evaluations That Help Teachers Learn by Charlotte Danielson
Educational Leadership – December 2010
ASCD
Alaska Statute
Statutes indicate that
evaluation and
improvement of
performance are the
focus of educator
evaluation
AS14.20.149(a)
Regulations indicate that an
evaluation must provide
information and analysis that:
 Help the educator
grow professionally
 Improve the
effectiveness of
instruction
 Relate to the future
employment of the
educator
4 AAC 19.010(a)
Alaska School Leadership Institute; May 2014; Al Bertani, Senior Design Consultant
Alaska’s Legal Requirements
By July 15, 2015
•
A district will build an evaluation system to determine whether an educator’s overall
performance is exemplary, proficient, basic, or unsatisfactory.
•
A district shall include student learning data in teacher and administrator’s overall
rating according to the following schedule:
– SY 2015‐16 & SY 2016‐17, at least 20%
– SY 2017‐18 at least 35%
– SY 2018‐19 and after, at least 50%
•
A district may not give an educator an overall performance rating of proficient or
higher if the educator has been evaluated to be performing at a level of basic or lower
on one or more of the content standards or other criteria for which evaluation is
required.
Alaska School Leadership Institute; May 2014; Al Bertani, Senior Design Consultant
Designing Comprehensive Teacher Evaluation Systems
Evaluation
System Goals
Evaluating the
System
Stakeholder
Investment
Selecting
Measures
Using Results
Structure of
the System
Data Integrity
Preparing
Evaluators
A Practical Guide to Designing Comprehensive Teacher Evaluation Systems;
National Comprehensive Center for Teacher Quality; May 2012
Designing Comprehensive Teacher Evaluation Systems
Please assess you current state using the following categories: 1 = Lacing Up;
2 = Out of the Starting Gate; 3 = Gaining Speed; and 4 = Caught the Runner’s High
Category/Rating
1
2
3
4
1. Ensuring fidelity in the evaluation system
> Evaluation goals
> Selecting measures
> Structuring the evaluation system
2. Selecting and Training Evaluators
> Establishing criteria for who can evaluate
> Preparing evaluators
> Addressing issues of quality and reliability
3. Using Teacher Evaluation Results
> Using evaluation results in HR decisions
> Aligning results with PD planning
> Developing long-term, targeted PD
Adapted from A Practical Guide to Designing Comprehensive Teacher Evaluation
Systems; National Comprehensive Center for Teacher Quality; May 2012
Employee Evaluation – A Negative Examples
Downloaded from You Tube – Xtra Normal
Evaluation
System
Goals
 What type of impact do you want the evaluation
system to achieve?
 Will evaluation results be used for personnel
and compensation decisions?
 What supports be available for teachers in need?
 How will the teacher evaluation efforts affect other
district initiatives?
 What human and financial resources are needed?
A Practical Guide to Designing Comprehensive Teacher Evaluation Systems;
National Comprehensive Center for Teacher Quality; May 2012
Evaluation
System
Goals
 Form small groups will colleagues from
your district.
 Respond to the three prompts on the next
slide.
 Record your ideas on chart paper for
posting.
 Be prepared to discuss your ideas with
others.
A Practical Guide to Designing Comprehensive Teacher Evaluation Systems;
National Comprehensive Center for Teacher Quality; May 2012
Evaluation
System
Goals
 What type of impact do you want the evaluation
system to achieve?
(Identify 3 – 5 impacts)
 What supports be available for teachers in
need?
(Name 2 – 3 Supports)
 What human and financial resources are needed?
(List 2- 3 Needs)
A Practical Guide to Designing Comprehensive Teacher Evaluation Systems;
National Comprehensive Center for Teacher Quality; May 2012
Definition of Teacher Effectiveness
Effective teachers…
1.
2.
3.
4.
5.
have high expectations for all students and help students learn, as
measured by value-added or other test-based growth measures, or by
alternative measures.
contribute to positive academic, attitudinal, and social outcomes for
students such as regular attendance, on-time promotion to the next grade,
self-efficacy, and cooperative behavior.
use diverse resources to plan and structure engaging learning opportunities;
monitor student progress formatively; adapting instruction as needed; and
evaluate learning using multiple sources of evidence
contribute to the development of classrooms and schools that value diversity
and civic-mindedness
collaborate with other teachers, administrators, parents, and education
professionals to ensure student success, particularly the success of students
with special needs and those at high risk of failure.
Approaches to Evaluating Teacher Effectiveness – June 2008
Goe, Bell, and Little
National Comprehensive Center on Teacher Quality
SELECTING
MEASURES
Strategies of the Gates Foundation MET Study
If we want to change the curve of improvement, we
must…
 Identify great teachers
 Find out what makes them so effective
 Transfer those skills to others
A new approach to development and evaluation that
teachers endorse and that helps all teachers improve.
Learning about Teaching – Initial Findings from the MET Project
Published by the Bill and Melinda Gates Foundation
2010
Gates Foundation MET Study
Learning about Teaching – Initial Findings from the MET Project
Published by the Bill and Melinda Gates Foundation
2010
Gates MET Study Findings – Phase 1
1. In every grade and subject studied, a teacher’s past
successes in raising student achievement on state
tests is one of the strongest predictors of his/her ability
to do it again.
2. Teachers with the highest value-added scores on
state tests also tend to help students develop a
deeper conceptual understanding as well.
3. The average student knows effective teaching when
he/she experiences it.
4. Valid feedback need not be limited to test scores
alone.
Learning about Teaching – Initial Findings from the MET Project
Published by the Bill and Melinda Gates Foundation
2010
Major Research Findings Phase 2
1. Effective teaching can be measured.
Teachers previously identified as more effective caused students to
learn more. Groups of teachers identified as less effective caused
students to learn less.
2. Balanced weights indicate multiple aspects of effective teaching.
Teaching is too complex for any single measure of performance to
capture it accurately. Trade off’s to using different models.
3. Adding a second observer increases reliability significantly more
than having the same observer score an additional lesson.
Adding outside observers can provide an on-going check against inschool bias.
MET Project Ensuring Fair and Reliable Measures of
Effective Teaching January 2013
Data Collected-Gates Foundation MET Study
Measure 1
Measure 2
Measure 3
Measure 4
Measure 5
Student achievement gains on
different assessments.
Classroom observations and
teacher reflections.
Teacher pedagogical content
knowledge.
Student perceptions of the
classroom instructional environment.
Teacher perceptions of working
conditions and instructional support at
their school.
Learning about Teaching – Initial Findings from the MET Project
Published by the Bill and Melinda Gates Foundation
2010
MET Evaluation Areas
Student
Perceptions
Student
Achievement
Gains
Assessment of
Teacher Content
Knowledge
Formal
Observations
Teacher Reflections
Teacher
Perceptions of
Working
Conditions
Learning about Teaching – Initial Findings from the MET Project
Published by the Bill and Melinda Gates Foundation; 2010
What We Know Now
Lesson 1
Student perception surveys and classroom
observations can provide meaningful feedback to
teachers.
Lesson 2
Implementing specific procedures in evaluation
systems can increase trust in the data and the results.
Lesson 3
Each measure adds something of value.
Lesson 4
A balanced approach is most sensible when assigning
weights to form a composite measure.
Lesson 5
There is great potential in using video for teacher
feedback and for the training and assessment of
observers.
MET Project Ensuring Fair and Reliable Measures of
Effective Teaching January 2013
Alaska’s Evaluation Areas…
What measures will make up the components of the evaluation system?
Alaska’s Evaluation Areas
Student
Learning
Standards
Student,
Parent,
Administrator
Input
Formal
Observations
Plan
For
Improvement
Learning about Teaching – Initial Findings from the MET Project
Published by the Bill and Melinda Gates Foundation; 2010
STRUCTURING
THE EVALUATION
SYSTEM
The Mind Shift in Teacher Evaluation
1. Identify two partners in the room – people beyond your
usual district or home group.
2. Find a location in the room to sit down.
3. Use the Think It Through strategy to read the article over the
next 30 minutes.
 Decide how far you will read as a group
 Read to the chosen stopping point
 Fill-in your Think It Through chart
 Share-discuss your chart
 Continue reading until you finish
The Mind Shift in Teacher Evaluation: Where We Stand – and Where We Need to Go;
Angela Minnici; American Educator; Spring 2014 (Published April 8, 2014)
THE MIND SHIFT IN TEACHER EVALUATION
What I Got…
What I Question…
Something to Think About…
The Mind Shift in Teacher Evaluation: Where We Stand – and Where We Need to Go;
Angela Minnici; American Educator; Spring 2014 (Published April 8, 2014)
The Mind Shift in Teacher Evaluation
Common Missteps to Avoid
 Thinking teacher evaluation alone is the silver bullet.
 Inadvertently decoupling teacher evaluation from professional learning.
 Excluding educators from the work
 Dismissing the importance of building trust.
 Failing to communicate frequently.
 Communicating the wrong message.
 Underestimating time and resources.
 Not connecting the dots.
 Going it alone.
 Relying on principals to do all of the work.
The Mind Shift in Teacher Evaluation: Where We Stand – and Where We Need to Go;
Angela Minnici; American Educator; Spring 2014 (Published April 8, 2014)
Evaluations That Help Teachers Learn
“Before, I had no idea what my principal was looking for – I had to
be a mind reader! So I just played it safe, taught a familiar lesson,
one I knew would go well – but did the process improve my teaching?
Not at all! In my old school, the principal just came in with a checklist,
but we never really talked. But this time, we had a great conversation
about how to help my students want to write. It really made me think.
As a result, I’ve got a new approach: I’m going to engage some
students around the things they’re passionate about and have them try
to convince their classmates about the value of such interests.”
Evaluations That Help Teachers Learn by Charlotte Danielson
Educational Leadership – December 2010
ASCD