Transcript Slide 1

Trends in Teacher Evaluation Systems in Public Education

CEC’S POSITION ON SPECIAL EDUCATION TEACHER EVALUATION

Danielle Kovach- 2014 CEC Teacher of the Year Barbara Messinger –Elementary Principal- Fairfax County School District Kerri Larkin-Director, Academic Programs, Office of Specialized Instruction , District of Columbia Public Schools © Council for Exceptional Children, 2013

How Did We Get Here?

We Are Here!

International Comparisons Political Context Uneven Teacher Evaluation Systems © Council for Exceptional Children, 2013

Where Are We Now?

New Teacher Evaluation Systems Include:

 35 States + Washington, DC use student achievement as a significant factor;  27 States + Washington, DC require annual evaluation ;  19 States use evaluation to drive tenure decisions;  17 States require parent, student, peer surveys ;  8 States are linking student performance to teachers and back to teacher preparation programs Source: National Council on Teacher Quality:

State of the States 2013

http://www.nctq.org/dmsView/State_of_the_States_2013_Using_Teacher _Evaluations_NCTQ_Report © Council for Exceptional Children, 2013

Where Are We Now?

(cont.) Measures of Teaching Practice Measures of Student Growth Outcome of Teacher Evaluation • Observation(s) • Student, Parent, Peer Surveys • Review of artifacts/work samples • IEP facilitation • Whole school climate/achievement • Standardized test scores • Locally designed assessments • Measuring growth • Student learning objectives • Examples of student work • More than binary evaluation system • Personnel decisions • Compensation • Professional development • Impact on preparation programs Source: Center on Great Teachers & Leaders:

Building Education Evaluation Systems that Support Students with Disabilities

© Council for Exceptional Children, 2013

Where Are We Going?

“…States must carefully analyze instruments and results to make sure special education teachers are getting a fair deal .” National Council on Teacher Quality

State of the States 2013 Connect the Dots: Using evaluations of teacher effectiveness to inform policy and practice

© Council for Exceptional Children, 2013

Danielle Kovach

2014 CEC Teacher of the Year

© Council for Exceptional Children, 2013

Barbara Messinger

Elementary Principal Fairfax County School District

© Council for Exceptional Children, 2013

Kerri Larkin

Director, Academic Programs Office of Specialized Instruction District of Columbia Public Schools

© Council for Exceptional Children, 2013

System Components Complex Role Measure Evidence Based Practice Recognize Professionalism Incorporate Research Dissemination

CEC’s Position on Special Education Teacher Evaluation

Teacher Evaluation Systems Shall:

Include Fundamental System-Wide Components • All educators must be included in

one evaluation system

.

• Evaluation systems must

identify appropriate professional development opportunities

for teachers based on the results of their evaluations.

• Evaluations must

support continuous improvement

.

• Evaluation processes and all measures of teacher effectiveness must be

open and transparent

to the teacher being evaluated.

© Council for Exceptional Children, 2013

Teacher Evaluation Systems Shall:

Identify the Complex Role of the Special Education Teacher • Evaluations must

clearly identify

and be based on a special education teacher’s

specific role and responsibilities

during a given school year. • Evaluations must take into account the

population of children and youth and their range of exceptionalities

that special education teachers instruct.

• Evaluations must be conducted by education.

evaluators with expertise

related to evidence-based service delivery models and individualized teaching practices and interventions in special © Council for Exceptional Children, 2013

Teacher Evaluation Systems Shall:

Measure the Use of Evidence-Based Practices • Evaluations

must be based on multiple reliable measures

teacher effectiveness.

and indicators that support valid measurement of special education • Evaluations should

never be based solely

on student growth.

• Statistical models that estimate a teacher’s contribution to student growth, such as value-added models,

should not be applied to any teacher until there is a general consensus

teacher’s contribution to student growth. among researchers that the model provides a valid estimate of a © Council for Exceptional Children, 2013

Use of IEP

• Multiple indicators of special education teacher effectiveness

may include

… IEP development and implementation. • Evaluations

should not use

a student’s progress on their goals, objectives, and benchmarks in the IEP as a measure of a special education teacher’s contribution to student growth.

© Council for Exceptional Children, 2013

Teacher Evaluation Systems Shall:

Recognize the Professionalism of Special Education Teachers • Evaluations must

respect special education teachers’ professional practice

and provide them with constructive and actionable feedback, resources, and opportunities to assist in addressing any areas for professional development and lead to well-grounded personnel decisions.

Special education teachers must have

reasonable case loads and paperwork responsibilities; competitive salaries; benefits; access to resources; and positive working conditions.

© Council for Exceptional Children, 2013

Teacher Evaluation Systems Shall:

Continually Incorporate Findings From Research • Leaders of evaluation systems reforms manner.

must collaborate

to ensure that the development and implementation of evaluation systems are carried out in a systematic, coordinated, and efficient •

Research should identify

education teachers.

reliable measures and indicators of student growth that can be validly used to evaluate special • Policy makers and leaders should

consider the intended and unintended consequences

of wide-scale implementation of teacher evaluation systems.

© Council for Exceptional Children, 2013

“If you don't like the road you're walking, start paving another one.”

- Dolly Parton © Council for Exceptional Children, 2013

CEC Tools For you!

CEC Position on Special Education Teacher Evaluation Visit: www.cec.sped.org

Policy & Advocacy Teacher Evaluation Toolkit for Special Educators! © Council for Exceptional Children, 2013

CEC Tools For you!

Learn, Understand, Navigate New Teacher Evaluation Systems with the Help of your CEC Colleagues Through this Online Dialog!

Visit: www.cec.sped.org

© Council for Exceptional Children, 2013

Discussion Topic:

How is the implementation of your new evaluation system going? Does your system address special education?

What tools/resources do you need to ensure a fair system?

© Council for Exceptional Children, 2013