Transcript Document

Iowa’s Statewide Approach to
Performance Evaluation &
Compensation
Judy Jeffrey, Director
Iowa’s Approach to Evaluation,
Professional Development, &
Compensation
The Iowa Context
Infrastructure in place
Intent of the Legislation
The Iowa Student Achievement and Teacher
Quality Program
Components that provide support and accountability
Cross-walk of essential elements
Going to scale state-wide
Lessons learned
Next steps
The Iowa Context
Infrastructure
Well functioning Area Education Agencies
(AEAs)
Strong pre-service programs
State initiatives in content already underway
Cooperative atmosphere between teacher
unions, administrator organizations, DE, and
AEAs
The Iowa Context
Iowa Student Achievement and Teacher
Quality Program (2001)
Establishes structure for Mentoring and
Induction, Professional Development,
Evaluation, and Career Levels
Intent of the Iowa Legislation
To create a student
achievement and teacher
quality program that
acknowledges that outstanding
teachers are a key component
in student success.
Senate File 476
The program's goals are to:
enhance student achievement
and to redesign compensation
strategies and teachers'
professional development.
Senate File 476
Student Achievement and Teacher Quality Program
Senate file 476
Teaching Standards and Criteria
Beginning
Teacher 2 year
Mentoring/
Induction
Career
Teacher I
District
Comprehensive
Evaluation
Career
Teacher II
Performance
Review
Advanced
Performance
Review
Professional Development
Professional Development Standards
Quality
Instruction
Leading to
Student
Achievement
Gains
Teacher Quality Program Supports:
are designed to increase student achievement by
increasing teacher quality
offer teachers opportunities to improve their
instructional practices
attract and retain high performing teachers
reward teachers for improving their skills and
knowledge in a manner that translates into better
student learning
establish increased accountability for quality teaching
build on already existing supports
Iowa Teaching Standards
Iowa Teaching
Standards in Iowa Code: Criteria established by stakeholder
group and adopted by State Board
•Provide a set of knowledge and skills that reflects the best
evidence available regarding effective teaching.
•Provide teachers and administrators consistent criteria for
determining what constitutes effective teaching in Iowa schools.
•Foster ongoing dialogue about effective practices.
•Teachers and the evaluator use the standards and criteria for
determining what evidence to collect for the comprehensive
evaluation for beginning teachers and the performance reviews
for career teachers.
Eight Iowa Teaching
Standards
1.
2.
3.
Demonstrates ability to enhance academic
performance and support for implementation
of the school districts’ student achievement
goals.
Demonstrates competence in content
knowledge appropriate to the teaching
position.
Demonstrates competence in planning and
preparing for instruction.
Senate File 476
4. Uses strategies to deliver instruction that meets the
multiple learning needs of students.
5. Uses a variety of methods to monitor student learning.
6. Demonstrates competence in classroom management.
7. Engages in professional growth.
8. Fulfills professional responsibilities established by the
school district.
Senate File 476
Beginning Teachers
Salary minimum
Initial License (2 year)
Evaluation (Comprehensive Evaluation)
Must meet teaching standards
Evaluation determines eligibility for
standard license
Mentoring and Induction
Provided for all 1st and 2nd year beginning
teachers
Funds are appropriated for districts/AEAs based
on the number of 1st and 2nd year teachers
($1,300 per mentee)
AEAs provide technical assistance and training for
mentors
A model plan has been developed to assist
districts in their work
Mentoring
and
Induction
th
4 year of program – 100% of districts have
a mentoring plan
At the end of the 2nd year the beginning
teacher’s evaluator makes a decision to move
the teacher from an initial license to a
standard license
A 3rd year of mentoring is available to
beginning teacher who needs additional
assistance to move to a standard license.
The district must pay for the program. (Title
II)
Career Teachers
Salary
Evaluation (Performance Reviews)
Classroom observation
Implementation of individual career plan
Documentation from other evaluators, peers,
students, parents
Not meeting Iowa Teaching Standards
Intensive Assistance
5th year in career level ineligible for pay increases
Iowa
Professional Development Model
Student learning At the Center
of School Improvement and Staff Development
Operating Principles:
• Focus on Curriculum, Instruction and Assessment
• Participative Decision Making (School & District)
• Leadership
• Simultaneity
Collecting / Analyzing
Student Data
Program
Evaluation
(Summative)
Goal Setting &
Student Learning
District Career Development Plan
Ongoing Data Collection
(Formative Evaluation)
Professional
Development
Iowa Professional
Development Model
District Career
Development Plans
Selecting Content
Iowa Content Networks
Collaboration /
Implementation
Designing Process
for Professional
Development
Training /
Learning
Opportunities
Individual Teacher Career
Development Plans
Key Elements of the Model
Focus on curriculum and instruction
Study of implementation
All site personnel
Specific student learning goals
Intensive professional development
Collaboration
Ongoing follow-up, support, & technical
assistance
Formative and summative evaluation
Iowa Professional Development Standards
District Career Development Plans address:
• Iowa Teaching Standards
• Research-based instructional strategies
• District student achievement goals
• Training and learning opportunities that target
instruction and design that includes:
Theory, demonstration, practice, observation
Collaboration and study of implementation
Integration of instructional technology
• Evaluation (instructional practice & student learning)
• All staff responsible for instruction
Individual Teacher Career
Development Plan
Based on Iowa Teaching Standards and
district/building student achievement goals
Annual meeting with teacher and evaluator to
review goal(s) and refine plan
Individual Plans should be a direct fit with
District Career Development Plans
Professional Development
Resources
Iowa Content Networks
Source for reviews of research studies for
use by local districts
Iowa PD Model Training Materials
Set of print resources for local districts
Case studies of Iowa Districts
http://www.state.ia.us/educate/eces
e/tqt/tc/prodev.html
Content Network
About This Project • Selecting Content • Definitions • Upcoming Additions • How to Get Studies • Help
What you will find on the Content Network website is an
initial organization of research in the areas of reading,
mathematics, and science.
The Research Continuum
The Content
Network Teams
reviewed the
research articles
based on a
continuum that
measured the
research according
to specific criteria.
Evaluation System
Evaluation processes locally driven
Evaluations are required at the end of year two
for beginning teachers and every three years for
career level teachers
Includes an intensive assistance component
Statewide adoption of standards and criteria for
teachers
Uniform summative evaluation tool for beginning
teachers
Preparing Evaluators
Extensive evaluator training provided
$1,000 awarded for completion of training
The Evaluator Training process developed
skills in the following areas:
Support for Teaching Standards
Data Collection Skills
Feedback Techniques
Data-driven Leadership
Evaluator Training Process:
Train administrators to make license
recommendations at the end of a 2 year
induction program.
Integrates with district career development
planning efforts.
Is an interagency effort. Higher education
programs are certified to provide training.
Going to Scale
DE provided:
State-wide capacity building efforts to
support PD, MI and Evaluation
Rules/procedures to create structures and
accountability for PD, MI, & Evaluation
Models of quality professional development in
Reading and Math (Science to be added)
Legislative Proposal
2007
Revamp Career
II/Advanced
Focus on strengths
of professional
development
Establish Regional
Academies
Establish “teacher
leaders”
Establish
Administrator
Quality Program
Mentoring/Induction
Iowa Leadership
Standards
Evaluation
Professional
Development
Implementation Timeline
02-03 Districts volunteered to
implement – over 95%
Mentoring and Induction
Salary increases for beginning and
career teachers (year 3)
Team-based variable pay pilots
implemented
Content networks formed
Implementation Timeline…
03-04 All districts implementing
10 days of training for evaluators
Stakeholder group develops Iowa
professional development model
Content networks release initial
information
Team-based variable pay evaluation
Implementation Timeline…
04-05 Salary increases
$24,500 (1st & 2nd year teachers)
$25,500 (3rd year teachers)
$26,000 (4th year teachers)
TBVP Pilot continues
School districts implement district career
plans as approved in their Comprehensive
School Improvement Plan
Regional Academies implemented/summer ’05
Addition of equivalent of 1 PD day to teacher
contracts
Evaluation
TBVP pilots did not reveal any conclusive
results
Mentoring and Induction are viewed as a
retention factor and supportive of new
teachers
Salary rankings in US have not improved
(budget shortfalls, etc. have not provided
additional increases as expected)
Comprehensive evaluation of program due in
2007
Professional Development
Evaluation
Examining District PD Plans
Iowa Teacher Development Academies
Studying teacher implementation and
student results
Preliminary input shows students are
responding to changes in instruction
When Quality PD is provided positive
things happen…
Kids are excited about the books from which they can choose.
Kids like coming to this class!
A student who refused to pick a book to read, so I picked for him,
hated the book, dislikes reading, told me last Friday, “Hey, this is
really a good book!”
I’m surprised about the number of my students who have finished
books and gone on to the second or third. Also, the smiles on their
faces when they proudly show me how much they have read.
Several students have said they are really happy they can read their
book.
04-05 Costs
$1,300 per new teacher for 2 years =
$4.2M
One day of PD = $10M
District allocation for teacher salaries =
$46.3M
Department costs for staffing, technical
assistance = state funds $400,000 and
is supplemented with federal funds
For Additional Information
http://www.state.ia.us/educate/ec
ese/tqt/tc/index.html