TLE - Teacher and Leader Effectiveness

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Transcript TLE - Teacher and Leader Effectiveness

Teacher and Leader
An Overview for Counselors
Laura McGee, Executive Director of TLE
Office of Educational Support
“The residual effects of both very effective
and ineffective teachers were
measurable two years later,
regardless of the effectiveness
of teachers in later grades.”
– William Sanders,
University of Tennessee
Value-Added Research & Assessment Center
Rivers, W. L. (1996). Retrieved May 7, 2012,
Fundamental Beliefs
▫ Teachers must be treated as professionals
▫ Even the most effective teacher must be given the
opportunity to learn and grow
▫ Positive, constructive feedback leads to the betterment
of the teacher, the student, the school, and the
▫ High expectations of teachers leads to high
expectations of students
▫ The teacher is the single most important factor in
creating student success
▫ Every student deserves to be educated by effective
Which states are implementing new
evaluation systems?
• Arizona
• Colorado
• Florida
• Indiana
• Maryland
• New York
• Rhode Island
• Tennessee
To date, 37 states use some form of a
new evaluation system.
Who’s Evaluated Under the
Oklahoma TLE System
“’Teacher’ means a duly
certified or licensed person
who is employed to serve as
a counselor, librarian or
school nurse or in any
instructional capacity. An
administrator shall be
considered a teacher only
with regard to service in an
instructional, nonadministrative capacity.
O.S. § 70-6-101.3
• Definition: “’Leader’
means a principal,
assistant principal or any
other school
administrator who is
responsible for
supervising classroom
O.S. § 70-6-101.6
Statutory Requirements
The TLE will have a five-tier rating system.
Highly effective
Needs improvement
70 O.S. § 6-101.16
Statutory Requirements
50% of the evaluation ratings based on
rigorous and fair qualitative components
70 O.S. §6-101.16
Statutory Requirements
Qualitative assessment must be evidencebased and include observable and
measureable characteristics that are
correlated to student performance.
(Marzano/Tulsa TLE)
70 O.S. §6-101.16
Statutory Requirements
Teacher Characteristics:
Organizational and classroom management
ability to provide effective instruction,
focus on continuous improvement and
professional growth,
interpersonal skills, and
leadership skills.
70 O.S. §6-101.16
Approved TLE Frameworks being
Utilized in Oklahoma
• Tulsa TLE
• Marzano
• Marzano
Statutory Requirements
50% of ratings based on quantitative
 35% student academic growth using
multiple years of standardized test data
 15% based on other academic
70 O.S. §6-101.16
Statutory Requirements
Teachers in grades and subjects for which
there is no state-mandated testing
An assessment using objective measures
of teacher effectiveness including
student performance on unit or end-ofyear tests
Components of the TLE System
Evaluation Tool
Quantitative: Student
Achievement Value Added Model
Academic Measures
First-Year Teachers will be evaluated
on qualitative data only.
A Professional Growth Tool
Other Academic Measures
15% of Evaluation
Other Academic Measures:
15% of Total Evaluation
• Additional alternative instruments
ensuring a robust evaluation
• Capture unique facets of effective teaching
• Reflect student academic performance
impacted by the teacher
• Specific to job assignments
Approved OAMs
• Working Group
• See hand-out
• Local board policies will be adopted
• Collection of OAMs data will occur in
2013-2014 to be used on the 2014-2015
teacher evaluation
Value Added/Student Growth
35% of Evaluation
Simple Growth Model
“A method for measuring the amount of academic
progress each student makes between two points in
time. For example, Johnny showed a fifty point
growth by improving his math score from three
hundred last year in the fourth grade to three
hundred fifty on this year's fifth grade exam (Hull,
Jim, 2007).”
Value Added Model
“A method of measuring the degree in which
teachers, schools, or education programs
improve student performance (Hull, Jim,
Understanding Value Added
Value Added Analogy - VARC
Value Added/Student Growth Model
• Working Group #2 – Value Added/Student
Growth Calculations for Teachers of Non-Tested
Grades and Subjects/Teachers without a
Teaching Assignment: Jan. 22, Feb. 5, Feb. 12 –
200 participants
Purpose of Working Group #2
• To determine the best way to accurately measure
student growth for the value added portion of the
TLE for teachers of non-tested grades/subjects
and teachers without a teaching assignment
• To develop value added/student growth
calculation suggestions for teachers who uniquely
impact student learning
• To draft suggestions for consideration by the TLE
Guiding Questions
For teachers of non-tested grades &
subjects/teachers without teaching assignments:
• Should value added be used for the 35%
quantitative component of the TLE?
• Do additional state assessments need to be
created for non-tested subject areas?
• Should other growth measures be used?
• Should percentages be adjusted for
qualitative/quantitative measures?
If Value Added is Used
• How?
▫ Should school-wide value added be
▫ Should teachers claim their individual
▫ Should reading/math value added
scores be attributed to other subject
Possible Considerations
For those teachers in grades and subjects for
which there is no state-mandated testing
measure to create a quantitative assessment
for the quantitative portion of the TLE:
The State Board of Education may adopt
alternative percentages from those set forth
in subsection (B)(4)
Emphasis shall be placed on the observed
qualitative assessment as well as
contribution to the overall school academic
Roster Verification
•Voluntary yet valuable!!
•See hand-out
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Contact Information
• Ginger DiFalco, TLE Coordinator
▫ [email protected]
▫ 405-522-8298
• Laura McGee, Executive Director of TLE
▫ [email protected]
▫ 405-522-8298