Transcript Document

Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Ronald Tomalis, Secretary of Education
www.education.state.pa.us
Measuring Educator Effectiveness
May 11, 2012 revision
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Ronald Tomalis, Secretary of Education
www.education.state.pa.us
Project Goal
• To develop educator effectiveness models that will reform
the way we evaluate school professionals as well as the
critical components of training and professional growth.
The term “educator” includes teachers,
education specialists, and principals.
2
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Ronald Tomalis, Secretary of Education
www.education.state.pa.us
Teacher Effectiveness System
Observation/Evidence
Danielson Framework Domains
1. Planning and Preparation
2. Classroom Environment
3. Instruction
4. Professional Responsibilities
See Attached Rubric
Building Level
Data, 15%
Building Level Data
PSSA Achievement
PVAAS Growth
Graduation Rate
Promotion Rate
Attendance
AP Course Participation
SAT/PSAT
Teacher Specific
Data, 15%
Observation/
Evidence,
50%
Elective
Data,
20%
Teacher Specific Data
PVAAS Growth
Elective Data/SLOs
District Designed
National Tests
District Rubrics
IEP Growth
Projects
Portfolios
Surveys
PDE Standards for Review and Approval
3
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Ronald Tomalis, Secretary of Education
www.education.state.pa.us
Educator Effectiveness:
Our Work So Far
3
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Ronald Tomalis, Secretary of Education
www.education.state.pa.us
Our Work So Far
•
•
•
•
•
Race to the Top Phase I and Phase II applications
Pittsburgh Public Schools $40 million Gates Foundation
$800,000 Gates Foundation Momentum Grant
Phase 1 Pilot
Phase 2 Pilot
5
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Ronald Tomalis, Secretary of Education
www.education.state.pa.us
2010-2011 Phase I
Sites:
•
•
•
•
Allentown School District
Cornell School District
Mohawk School District
IU 5 – Northwest Tri-County
Phase 1 Activities:
• Pilot of teacher rubric
• Pilot of principal rubric
• Evaluator training
6
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Ronald Tomalis, Secretary of Education
www.education.state.pa.us
2011-2012 Phase II
Sites:
• 119 Local Education Agencies, including School Districts,
CTCs, Charter Schools and IUs
• 363 Buildings
• 658 Supervisors
• 2,348 Teachers in PSSA tested subjects
• 2,586 Teachers in non-PSSA tested subjects
Phase II Activities:
• Danielson teacher rubric
• Evaluator training
7
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Ronald Tomalis, Secretary of Education
www.education.state.pa.us
Educator Effectiveness:
What We Now Have
What We Now Know
3
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Ronald Tomalis, Secretary of Education
www.education.state.pa.us
What We Now Have
Classroom Teacher Observation Tool:
Danielson Framework
9
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Ronald Tomalis, Secretary of Education
www.education.state.pa.us
Multiple Measures of Teacher Effectiveness –
Observation/Evidence
• Classroom observations by Principal/supervisor, including
evidence that demonstrates behaviors associated with
improving student achievement:
– Planning and preparation, including selecting standards-based
lesson goals and designing effective instruction and assessment;
– Classroom environment, including establishing a culture for
learning and appropriate classroom management techniques
that maximize instructional time;
– Instruction, including the use of research-based strategies which
engage students in meaningful learning and utilize assessment
results to make decisions abut student needs; and
– Professional responsibilities, including using systems for
managing student data and communicating with student families
10
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Ronald Tomalis, Secretary of Education
www.education.state.pa.us
Danielson Framework, Domain 3: Instruction
Component
1. Unsatisfactory
3a:
Communicating
with students
Expectations for
learning, directions and
procedures, and
explanations of content
are unclear or
confusing to students.
Teacher’s use of
language contains
errors or is
inappropriate to
students’ cultures or
levels of development
Expectations for learning,
directions and procedures, and
explanations of content are
Teacher’s questions are
Some of the teacher’s questions
elicit a thoughtful response, but
3b: Using
questioning
and discussion
techniques
low-level or
inappropriate,
eliciting limited
student
participation, and
recitation rather than
discussion.
2. Needs Improvement
or Progressing
clarified after initial
confusion; teacher’s use of
language is correct but may
not be completely
appropriate to students’
cultures or levels of
development.
most are low-level, posed in
rapid succession. Teacher’s
attempts to engage all
students in the discussions are
only partially successful.
3. Proficient
Expectations for
learning, directions and
procedures, and
explanations of content
are clear to students.
Communications are
appropriate to
students’ cultures and
levels of development.
Most of the teacher’s
questions elicit a
thoughtful response,
and the teacher allows
sufficient time for
students to answer.
The students are
engaged and
participate in the
discussion, with the
teacher stepping aside
when appropriate.
4. Distinguished
Expectations for
learning, directions and
procedures, and
explanations of content
are clear to students.
Teacher’s oral and
written communication is
clear and expressive,
appropriate to
students’ cultures and
levels of development,
and anticipates
possible student
misconceptions.
Questions reflect high
expectations and are
culturally and
developmentally
appropriate.
Students formulate
many of the highlevel questions and
ensure that all voices
are heard.
11
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Ronald Tomalis, Secretary of Education
www.education.state.pa.us
What We Now Know
Dr. Suzanne Lane Study:
1) High-quality training is critical for those observing and evaluating teacher
performance as well as for the teachers who are being evaluated.
2) An effective evaluation system must inform and provide a foundation for the
ongoing professional development of teachers and administrators.
3) Multiple measures of student learning provide a richer understanding of
teacher effectiveness and should be an integral part of the evaluation system.
4) Pennsylvania’s teacher evaluation system must incorporate local flexibility.
5) Pennsylvania must continue to consider ways to effectively determine how
students can be attributed to individual teachers.
6) Charlotte Danielson’s Framework for Teaching is the appropriate observation
tool for Pennsylvania’s teacher evaluation system but should allow for local
flexibility.
7) An effective teacher evaluation system must be designed and implemented
based on the goal to improve teacher performance and student achievement
by increasing student access to effective instruction.
8) We need to start over and design a new principal observation instrument.
12
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Ronald Tomalis, Secretary of Education
www.education.state.pa.us
What We Now Know, Continued
Mathematica Study:
1) There are sizable differences in teacher
effectiveness across the state.
2) Teachers at all levels of effectiveness exist within
all types of schools and districts.
3) Incorporating data on the students a teacher has
taught over multiple years allows for more precise
evaluations of teacher effectiveness.
13
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Ronald Tomalis, Secretary of Education
www.education.state.pa.us
Training
• High-quality training is critical for evaluators to effectively
distinguish teacher performance and support instructional
improvement.
– In Phase I, teaching practices were observed to be proficient for 73% of
teachers, distinguished for 23% of teachers, needing improvement for
3% of teachers, and unsatisfactory for 1% of teachers.
– The distribution of observation results partly reflects how teachers with
a previous low performance rating were not included in Phase I.
– Some administrators also appear to have had challenges applying the
rating rubric.
– With additional training, and rater certification, there would likely be
better alignment between this distribution and teachers’ estimated
contributions to student outcome growth for at least some rubric
element.
14
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Ronald Tomalis, Secretary of Education
www.education.state.pa.us
Educator Effectiveness:
What’s Next?
3
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Ronald Tomalis, Secretary of Education
www.education.state.pa.us
What’s Next?
•
•
•
•
•
Phase III
Educational Specialists
Principals
Multiple Measures of Student Achievement
Statewide Implementation
16
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Ronald Tomalis, Secretary of Education
www.education.state.pa.us
Phase III
• Danielson’s Framework for Teaching 2011
• PDE will identify research components that
will be required of all participants
• Participants may choose to rate additional
components
• Professional development linked to Danielson
components is available on SAS
17
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Ronald Tomalis, Secretary of Education
www.education.state.pa.us
Phase III Teacher Effectiveness Expectations
• Participating buildings and teachers are your choice
• Principals/Evaluators attend IU provided training
• Complete one formal observation cycle using the Danielson
Framework for Teaching, 2011: pre-observation
conference, observation, post-observation conference
• Complete one walkthrough using the form provided in
training
• Rate each observed on the PDE research components and
any additional district component
• Submit all requested data using the data collection tool(s)
provided by PDE
18
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Ronald Tomalis, Secretary of Education
www.education.state.pa.us
Educational Specialist and Licensed
Professional Effectiveness
Who:
• Dental Hygienist
• Elementary School Counselor
• Home and School Visitor
• Instructional Technology Specialist
• Secondary School Counselor
• School Nurse
• School Psychologist
• Occupational Therapist
• Physical Therapist
• Social Workers
• Behavior Analysts
• Educational Interpreters
What: revise the Danielson Framework for Teaching to reflect the
specific roles and functions of the identified specialist groups
When:
Implementation in January 2013
19
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Ronald Tomalis, Secretary of Education
www.education.state.pa.us
Principal Effectiveness
Principal Effectiveness Phase II
Registration deadline June 15, 2012
https://www.surveymonkey.com/s/PrincipalEffectiveness
Phase II Expectations:
• Use a detailed practice rubric based on feedback from Phase I and research
collected from multiple practice models.
• On-going study and refinement of measurable evidence and its correlation
with the Principal practice rubric.
• Accept detailed guidance on the effectiveness process, its components and
the evidence to be considered for evaluation.
• The development of a formula for determining the summative evaluation
rating.
• Participation in a training network.
• External evaluators will analyze the second phase of the project.
• Utilization of an online evaluator training system to address inter-rater
reliability
20
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Ronald Tomalis, Secretary of Education
www.education.state.pa.us
Principal Effectiveness
Domain 1 - Strategic/Cultural Leadership : The school leader will
systematically and collaboratively develop a positive culture to promote
continuous student growth and staff development. The leader
articulates and models a clear vision of the school’s culture that
involves students, families, and staff.
Domain 2- Managerial Leadership: The school leader will ensure
that the school has processes and systems in place for budgeting,
staffing, problem solving, communicating expectations and scheduling
that result in organizing the work routines in the building. The school
leader must efficiently, effectively, and safely manage the building to
foster staff accountability and student achievement.
21
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Ronald Tomalis, Secretary of Education
www.education.state.pa.us
Principal Effectiveness
Domain 3 – Leadership for Learning: The school leader assures
school-wide conversations occur regarding standards for curriculum,
instruction, assessment, and data on student learning based on
research and best practices, and ensures that the ideas developed are
integrated into the school’s curriculum and instructional approaches.
Domain 4 – School and Community Leadership: The school
leader will promote the success of all students, the positive interactions
among building stakeholders, and the professional growth of staff by
acting with integrity, fairness and in an ethical manner.
22
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Ronald Tomalis, Secretary of Education
www.education.state.pa.us
Multiple Measures of Student
Achievement
Observation/Evidence
Danielson Framework
Domains
1. Planning and Preparation
2. Classroom Environment
Observation/
Evidence,
50%
Building Level Data
PSSA Achievement
PVAAS Growth
Graduation Rate
Promotion Rate
Building Level
Attendance
Data, 15%
AP Course Participation
SAT/PSAT
Teacher Specific
Data, 15%
Elective Data,
20%
Teacher Specific Data
PVAAS Growth
Elective Data/SLOs
District Designed
National Tests
District Rubrics
IEP Growth
Projects
Portfolios
23
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Ronald Tomalis, Secretary of Education
www.education.state.pa.us
Multiple Measures of Student
Achievement
Elective Data/SLOs
District Designed
National Tests
District Rubrics
IEP Growth
Projects
Portfolios
Surveys
• A Student Learning Objective is an academic goal that
teachers and evaluators set for groups of students. It
must be:
–
–
–
–
Specific and measureable
Based on available prior student learning data
Aligned to state standards
Based on growth or achievement
24
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Ronald Tomalis, Secretary of Education
www.education.state.pa.us
Additional Items
•
•
•
•
Inter-Rater Reliability
Professional Development
Alternative Educator Effectiveness System
Implementation Guidelines
– Formula
– Differentiated Supervision
– Other
25
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Ronald Tomalis, Secretary of Education
www.education.state.pa.us
The deadline for everyone to commit to
PHASE III
is May 31, 2012.
https://www.surveymonkey.com/s/S5K8RYR
31
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Ronald Tomalis, Secretary of Education
www.education.state.pa.us
This PowerPoint Presentation can be
found at
www.papartnerships.org
and
www.paiu.org
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Ronald Tomalis, Secretary of Education
www.education.state.pa.us
28