Transcript Teacher Evaluation: Lesson Learned Teaneck Public Schools

Teacher Evaluation:
Lessons Learned
Teaneck Public Schools
Dr. Marisa M. King
Dr. Deirdre Spollen-LaRaia
Teaneck Public Schools
 Diverse Suburban/Urban Community
 6 miles from the George Washington
Bridge
 3,741 Total Students
 1 – High School 9-12
 2 – Middle Schools 5-8
 3 – Elementary Schools 1-4
 1 – Early Childhood School Pre-K/K
Student Demographics
African-American
44%
Hispanic/Latino
27%
White
15%
Asian
13%
Other
1%
Introduction
 Grant – Excellent Educators for New Jersey Program
(EE4NJ)
 Pilot District General Requirements- Cohort 2
 Pilot and Implement
 Provide Feedback to NJDOE
 Collaborate - District Evaluation Advisory
Committee (DEAC)
 Communicate with stakeholders, share common
language
 FAQ’s, addressed concerns
Teacher Evaluation
System
 Selection Process
 Framework for Teaching (FFT) – Charlotte
Danielson
 Aligned to existing evaluation rubric
 Online videos – Professional Development
Excellent Educators for
New Jersey
 EE4NJ Grant $104,000
 Teachscape software to manage the FFT
 Teachscape Proficiency System (per user cost)
 Teachscape Learn
 Digital Cameras
 Danielson Group Professional Development for
Administrators
Training of Administrators
 iPads
 30 hours – Online Professional Development
Summer 2012
 Collaboration among colleagues
 Make-a- Meeting
 Small Study Groups
 Demonstrate Proficiency -2-Stage Assessment
Domain 2
The Classroom Environment
2a: Creating an Environment of Respect & Rapport
2b: Establishing a Culture for Learning
2c: Managing Classroom Procedures
2d: Managing Student Behavior
Domain 3
Instruction
3a: Communicating with Students
3b: Using Questioning/Prompts & Discussion Techniques
3c: Engaging Students in Learning
3d: Using Assessment in Instruction
Teacher Training
 September 2012 – High level Overview
 Rubric for Domain 2 and Domain 3
 Discussion of Frequency of Observations
 Discussion of Type of Observations
 Faculty Meetings
 Teachscape Online Modules
Preparing for Observations
 Requirements for Cohort 2 Pilot Districts
 Tenured and Non-Tenured
 Core and Non-Core
Tested/Non-tested
 Double-Scored, External Evaluator, 30 min, 15 min
 Observations commenced in October 2012
 Oct- Dec observations focused on Domain 2 only
(to allot time for teachers to acclimate to the
framework)
1,240 Observations
24 Administrators
Average of 51.6 Observations per Administrator
Action-Research
 Permission from Superintendent
 Consulted with Board Attorney
 Rutgers University - External Evaluator
Preparedness to Implement
the FFT
Percentage of teachers who indicated administrators were
49% (35/72)
prepared to implement the FFT Proficiency System
Percentage of administrators who indicated they were
70% (14/20)
prepared to implement the FFT Proficiency System
 Varying Perceptions
 Both groups noted that additional time was needed to learn the
tool before beginning observations
Preparedness to Implement
the FFT
Pre
Post
Percentage of teachers who indicated administrators
49%
84%
were prepared to implement the FFT Proficiency
(35/72)
(21/25)
Percentage of administrators who indicated they were
70%
100%
prepared to implement the FFT Proficiency System
(14/20)
(8/8)
System
 Post survey results indicate agreement that both
groups are prepared to implement the FFT
following 8 months of observations
Understanding the Domains
Administrator
Respondents who indicate having an in-depth
Teacher
85% (17/20)
66% (48/72)
65% (13/20)
40% (29/72)
understanding of Domain 2 (Classroom
Environment)
Respondents who indicate having an in-depth
understanding of Domain 3 (Instruction)
Respondents indicated a higher understanding of Domain 2 over
Domain 3
Could be result of observations focused on Domain 2 for first trimester
Understanding the Domains
Pre
Post
Administrator
Teacher Administrator Teacher
Respondents who indicate
having an in-depth
understanding of Domain 2
(Classroom Environment)
85%
(17/20)
66%
100%
(48/72) (8/8)
72%
(18/25)
Respondents who indicate
having an in-depth
understanding of Domain 3
(Instruction)
65%
(13/20)
40%
100%
(29/72) (8/8)
60%
(15/25)
 Respondents in both groups indicate an increase in
their understanding of the Domains
The Power of Two
Percentage of teachers who indicate they are confident in 36% (25/69*)
the model of double-scored observations
Percentage of administrators who indicate they are
60% (12/20)
prepared to double-score classroom observations
Pilot required one double-scored observation for most teachers
Final regulations double-scored observation are not required for
teachers. They are required for administrators to calibrate scoring on
the FFT
* Several respondents left this question blank
The Power of Two
Pre
Post
Percentage of teachers who indicate they are
36%
62.5%
confident in the model of double-scored
(25/69)
(15/24)
Percentage of administrators who indicate they are
60%
100%
confident in the model of double-scored
(12/20)
(8/8)
observations
observations
Consistent Ratings
Percentage of teachers who indicate the FFT will provide
52% (30/57*)
consistent ratings between administrators
Percentage of administrators who indicate the FFT will
65% (13/20)
provide consistent ratings between administrators
This finding indicates that administrators and teachers do agree that
FFT will provide consistent ratings between administrators
Research based tool provides agreement by those who are involved
* Several respondents left this question blank
Consistent Ratings
Pre
Post
Percentage of teachers who indicate the FFT will
52%
56.5%
provide consistent ratings between administrators.
(30/57)
(13/23)
Percentage of administrators who indicate the FFT
65%
100%
will provide consistent ratings between
(13/20)
(8/8)
administrators.
Effective Feedback
Percentage of teachers who indicate they have received
50% (34/67*)
effective feedback about teaching and learning
Percentage of administrators who indicate the FFT will
72% (13/18*)
enable effective feedback about teaching and learning
Feedback (pre and post) using a common rubric helped to create
common dialogue related to the critical attributes and evidence for
each domain
Subjectivity is reduced
* Several respondents left this question blank
Effective Feedback
Pre
Post
Percentage of teachers who indicate they have
50%
75%
received effective feedback about teaching and
(34/67)
(18/24)
Percentage of administrators who indicate the FFT
72%
100%
will enable effective feedback about teaching and
(13/18)
(8/8)
learning.
learning
Next Steps/Lessons Learned
Next Steps/Lessons Learned
Next Steps/Lessons Learned
 Technology
 Wireless network
 Additional technology has been purchased
 User difficulty navigating the platform for the
Danielson Framework
Next Steps/Lessons Learned
Continue to develop a Common Understanding and Language
Inspire
Questions?
Thank You
Marisa M. King, Ed.D.
[email protected]
Deirdre Spollen-LaRaia, Ed.D.
[email protected]