Alaska Staff Development Network – 2013 Spring Leadership Retreat

Alaska Staff Development Network – 2013 Spring Leadership RetreatEmerging Trends and issues in Teacher Evaluation: Implications for AlaskaApril 10, 20138:30 – 4:00 p.m.Mat-Su School District - Palmer, AlaskaSession Leader: Al Bertani, RAPPS Senior Design Consultant

Emerging Trends and Issues in Teacher Evaluation: Implications for AlaskaASDN Leadership Retreat; April 2013

WelcomeKelly Tonsmiere

DirectorAlaska Staff Development Network


GreetingsGene Stone

Assistant SuperintendentMatanuska-Sustina

Borough School District


Workshop Purposes and

Agenda OverviewAl Bertani

RAPPS Senior Design Consultant

Emerging Trends and Issues in Teacher Evaluation: Implications for AlaskaASDN Leadership Retreat; April 2013; Facilitated by Al Bertani, RAPPS Senior Design Consultant

1. Examine the regulations and requirements of the recent Alaskan legislation regarding educator evaluations.

2. Explore learnings emerging from policy an procedural changes regarding educator evaluation across the U.S.

3. Understand how states and districts have organized their processes for revising educator evaluation systems.

4. Engage in a deep dive about different educator evaluation models.

5. Consider the implications of these trends and issues for Alaska districts while implementing the new State of Alaska policies and procedures for educator evaluations.

Session Objectives

DESIGNFOR

LEARNING FRAMETASKS

KEEPTIME

PROMOTEENGAGEMENT

CONNECT

MAINTAINENERGY

Session Design


1. The LEARNING belongs to you, and it rests largely with you.

2. Enter into the discussions ENTHUSIASTICALLY!!!

3. Give FREELY of your experience, but don’t dominate the discussion.

4. CONFINE your discussions to the task assigned.

5. Say what you THINK… be honest!

6. Only ONE PERSON should talk at a time… avoid private conversations while someone else is talking…

7. Listen ATTENTIVELY to the presentations and discussions.

8. BE PATIENT with other participants… appreciate their point of view…

9. Be PROMPT and REGULAR in attendance.

10. Place your cell phones on SILENT or VIBRATE to minimize interruptions.

Session Norms

Framing the Day:Teacher Evaluation Trends and Issues


Desired Outcomes1. Help participants see their work in a

larger context.

1. Connect local issues across district and state contexts.

1. Connect policy change with moral purpose for leaders.

The Widget Effect: Our National Failure to Acknowledge and Act on Differences in Teacher Effectiveness; Weinberg, Saxton, Mulhelm, and Keeling; 2009

The Widget Effect

The Widget Effect: Our National Failure to Acknowledge and Act on Differences in Teacher Effectiveness; Weinberg, Saxton, Mulhelm, and Keeling; 2009

➔ Nearly all teachers received high ratings (good or great)

➔ Districts failed to recognize and reward excellence

➔ Professional development was rarely tied to results and when it was, little support was offered to teachers

➔ New teachers generally were rated above satisfactory, and tenure was seldom denied to teachers based on observation results

➔ Poor performance rarely led to teacher dismissal

The Widget Effect

Evaluations That Help Teachers Learn by Charlotte DanielsonEducational Leadership – December 2010ASCD

“Before, I had no idea what my principal was looking for – I had to be a mind reader! So I just played it safe, taught a familiar lesson, one I knew would go well – but did the process improve my teaching?”

Evaluations That Help Teachers Learn

The Evaluation Review

SEE LINK BELOW TO YOUTUBE VIDEO

http://www.youtube.com/watch?v=_p8cxmZLgsA

Recent State Action on Teacher Effectiveness: What’s in State Law and RegulationsSara Mead; Bellwether Education Partners; August 2012

➔ Mandated annual evaluations➔ Use of student learning results➔ Linking evaluation results to key personnel decisions (Tenure, RIF, Dismissal, Retention)Twenty-One States Represented in the Study: AZ, AR, CO, CT, DE, FL, ID, IL, IN, LA, MD, MI, MN, NV, NJ, NY, OH, OK, RI, TN, WA.

RTTand

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NewlyElected

Governors

Legislative Majorities

Unprecedented Waves of Legislation2010 to 2012

Recent State Action on Teacher Effectiveness: What’s in State Law and RegulationsSara Mead; Bellwether Education Partners; August 2012

Evidence of Student Learning Required in Teacher Evaluation Systems

All states in the study require the inclusion of some evidence of student learning… Ten (10) states - 50% of Evaluation Four (4) states - Less that 50% Four (4) states - Links highly effective ratings to threshold student learning gains Two (2) states - No prescribed percentage or threshold

“Parents, practitioners, and policy makers agree that the key to improving public education in America is placing highly skilled and effective teachers in all classrooms.”Evaluating Teacher EffectivenessHow Teacher Performance Assessments Can Measure and Improve TeachingLinda Darling Hammond for the Center for American ProgressOctober 2010

State of the States: Trends and Early Lessons on Teacher Evaluation and Effectiveness Policies; National Council on Teacher Quality; October 2011

1. What is the frequency and timing of required evaluations?

2. Who is responsible for the development of the system?

3. What measures are required?

4. How is student growth factored in?

5. Is student achievement the preponderant criteria?

6. What are the evaluation categories?

7. Who is responsible for conducting evaluations?

8. What observation procedures are specified?

9. What are the required uses of evaluation results?

10. What employment consequences are tied to evaluations?

Teacher Evaluation Policy Issues

Excited – Unlined Side of the Card Concerned – Lined Side of the Card

As you consider the focus of today’s Leadership Retreat and this Opening Session, what’s on your mind?

As a table group, respond to these prompts: What are you excited about… What are you concerned about…

Top of Mind

Susan McCauley, Director of Teaching and Learning - EEDSondra Meredith, Administrator Teacher Education and Certification - EED

EED AlaskaRequirements forEducatorEvaluations


Desired Outcomes1. Build clarity around legislative regulations

and requirements.

1. Help leaders develop a greater comfort with the changes.

1. Minimize fears and anxieties.

Emerging Trends and Issues:Designing NewEducator EvaluationSystems


Desired Outcomes1. Promote learning from early adopters.

1. Anticipate issues and concerns.

1. Develop readiness for building new systems.

Measuring Effectiveness: What Will It Take? By Stumbo and McWaltersEducational Leadership – December 2010ASCD

A clear message has taken shape following Race to the Top, Investing in Innovation, and School Improvement Grants as part of the stimulus package…

“ Federal policy now focuses on teacher ‘effectiveness’ rather than teacher ‘quality’.”


The Race to the Top applications asked states to: “design and implement rigorous, transparent, and fair evaluation systems for teachers and principals that … differentiate effectiveness using multiple rating categories that take into account DATA ON STUDENT GROWTH AS A SIGNIFICANT FACTOR.”

(Page 34 – Application Process)

Race to the Top


The focus on teacher effectiveness is also reflected in the Blueprint for Reform in the ESEA Reauthorization…

Blueprint for Reform

“We are calling on states and districts to develop and implement systems of teacher and principal evaluation and support and to identify effective and highly effective teachers and principals on the basis of student growth and other factors.”

Standardized --------------------------------------------- More Flexible

Different State Models for Evaluation Systems

A Practical Guide to Designing Comprehensive Teacher Evaluation Systems;National Comprehensive Center for Teacher Quality; May 2012

Strengths and Weakness of Elective ModelStrengths The system allows for some local flexibility. Data collection can still be standardized for certain components. Districts can be directly compared in certain areas. Reliability is strong in required components. The system allows for continuance of locally developed models.

Weaknesses Local flexibility in certain areas is diminished. The system presents more challenges for state oversight. Data aggregation of teacher results may be more difficult.


Possess these common characteristics…

➲ A consistent definition of good teaching

➲ A shared understanding of this definition

➲ Skilled evaluators

High Quality Teacher Evaluation Systems


“Before, I had no idea what my principal was looking for – I had to be a mind reader! So I just played it safe, taught a familiar lesson, one I knew would go well – but did the process improve my teaching? Not at all! In my old school, the principal just came in with a checklist, but we never really talked. But this time, we had a great conversation about how to help my students want to write. It really made me think. As a result, I’ve got a new approach: I’m going to engage some students around the things they’re passionate about and have them try to convince their classmates about the value of such interests.”


Teacher Evaluation FeedbackSEE LINK BELOW TO YOUTUBE VIDEO

http://www.youtube.com/watch?v=HFLpgWDrQ-E

Approaches to Evaluating Teacher Effectiveness – June 2008Goe, Bell, and LittleNational Comprehensive Center on Teacher Quality

➤ Inputs are what a teacher brings to his or her position, generally measured as teacher background, beliefs, expectations, experience, pedagogical and content knowledge, certification and licensure, and educational attainment.

➤ Processes refers to the interaction that occurs in a classroom between teachers and students. It also may include a teacher’s professional activities within the larger school and community.

➤ Outputs represent the results of classroom processes, such as impact on student achievement, graduation rates, student behavior, engagement, attitudes, and social-emotional well-being.

Evaluating Teachers – Three Ways


A good system of teacher evaluation must answer four basic questions:

How good is good enough? Good enough at what? How do we know? Who should decide?

How well does your local teacher evaluation system answer these questions?







Emerging Trends and Issues in Teacher Evaluation: Implications for Alaska; ASDN Leadership Retreat; April 2013; Facilitated by Al Bertani, RAPPS Senior Design Consultant

Comparing Teacher Evaluation SystemsExamine examples of Teacher Evaluation Systems from Colorado, Tennessee, and Washington.

Take your yellow packet and something to write with - Form a trio with leaders from other tables. Decide who will read about each state – CO, TN, WA. Read quietly highlighting specific elements of the text. Be prepared to share your learnings with your colleagues.

Use the Venn Diagram sheet to compare and contrast the elements of each example reviewed – CO, TN, WA. What’s the same – What’s different…You have the next fifteen minutes to complete your task.


Comparing Teacher Evaluation Systems

Colorado

Tennessee Washington

MET Project Ensuring Fair and Reliable Measures of Effective Teaching January 2013

Question 1 Can measures of effective teaching identify teachers who better help students learn?

Question 2 How much weight should be placed on each measure of effective teaching?

Question 3 How can teachers be assured trustworthy results from classroom observations?

Research Study Questions

MET Project Ensuring Fair and Reliable Measures of Effective Teaching January 2013

1. Effective teaching can be measured. Teachers previously identified as more effective caused students to learn more. Groups of teachers identified as less effective caused students to learn less.

Major Research Findings

2. Balanced weights indicate multiple aspects of effective teaching. Teaching is too complex for any single measure of performance to capture it accurately. Trade off’s to using different models.

3. Adding a second observer increases reliability significantly more than having the same observer score an additional lesson.

Adding outside observers can provide an on-going check against in-school bias.

MET Working with Teachers to Develop Fair and Reliable Measures of Effective Teaching June 2010

TODAY… FUTURE SCENARIO…High Level Principal Evaluations Only

Rigorous Classroom Observations

Input Observations Student Feedback

Seniority Pedagogical Content Knowledge

Degrees Earned School Working Conditions

Moving From and To…

Emerging Learnings: Trends and Issues:ImplementingNew EducatorEvaluationSystems


Desired Outcomes1. Promote learning from implementation

examples.

1. Help leaders understand how others have managed implementation issues.

1. Transfer learnings to local implementation efforts.












How Do We Know…Research Informed

How would you weight the different aspects of effective teaching?


How Do We Know…

Add lines and percentages for each component.

Good Enough at What – How Do We Know…

Developed by Patrick Dolan and Al Bertani; Sample Teacher Evaluation Components; GE Foundation Conference; Orlando, Florida; June 2010

Student Achievement

Results

ClassroomObservations

ProfessionalDevelopment

SchoolLeadership


Classroom… School…

District/Profession… Community-At-Large…

What Is Highly Effective…


Good Enough at What… – How Do We Know…Working with your Table Group, identify what you think makes a teacher “highly effective” for each of the categories listed on the poster…

You have the next twelve minutes to complete your task.

Frame your responses as phrases and/or clauses. Consider your experiences as a teacher and leader. Think about the expectations of your school and district. Try to reach agreement on what should be recorded. Have the person wearing the most black serve as recorder.


How Do We Know Examples…

Examples from Denver, Hillsborough, Pittsburg, and Prince George’s County. Level 1 Items – Danielson’s Domains Level 2 Items – Danielson’s Components Level 3 Items – Danielson’s Elements Levels of Performance Source Unique Features

The Framework for TeachingCharlotte Danielson

The Danielson FrameworkDomain 1: Planning and Preparation•Demonstrating Knowledge of Content and Pedagogy•Demonstrating Knowledge of Students•Selecting Instructional Goals•Demonstrating Knowledge of Resources•Designing Coherent Instruction•Assessing Student Learning

Domain 2: The Classroom Environment•Creating an Environment of Respect

and Rapport•Establishing a Culture for Learning•Managing Classroom Procedures•Managing Student Behavior•Organizing Physical Space

Domain 3: Instruction•Communicating Clearly and Accurately•Using Questioning and Discussion Techniques•Engaging Students in Learning•Providing Feedback to Students•Demonstrating Flexibility and Responsiveness

Domain 4: Professional Responsibilities•Reflecting on Teaching•Maintaining Accurate Records•Communicating with Families•Contributing to the School and District•Growing and Developing Professionally•Showing Professionalism

The Framework for TeachingCharlotte Danielson

The Danielson Framework Example Elements

L E V E L O F P E R F O R M A N C E

ELEMENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

Teacher Interaction with Students

Teacher interaction with at least some students is negative, demeaning, sarcastic, or inappropriate to the age or culture of the students. Students exhibit disrespect for teacher.

Teacher-student interactions are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for students’ cultures. Students exhibit only minimal respect for teacher.

Teacher-student interactions are friendly and demonstrate general warmth, caring, and respect. Such interactions are appropriate to developmental and cultural norms. Students exhibit respect for teacher.

Teacher demonstrates genuine caring and respect for individual students. Students exhibit respect for teacher as an individual, beyond that for the role.

Student Interaction

Student interactions are characterized by conflict, sarcasm, or put-downs.

Students do not demonstrate negative behavior toward one another.

Student interactions are generally polite and respectful.

Students demonstrate genuine caring for one another as individuals and as students.

DOMAIN 2: THE CLASSROOM ENVIRONMENT COMPONENT 2A: CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT

Elements: Teacher interaction with students Student interaction

Figure 6.7


Processing Tool – How Do We Know…Examples NotesDenverPublicSchools

HillsboroughCountyPublic Schools

PittsburghPublicSchools

Prince George’sCountyPublic Schools


How Do We Know…Take your pink packet, blue sheet, and something to write with and form a quartet with leaders from other tables – Find a place to work in the room…

You have the next twelve minutes to complete your task.

➽ Once you have your quartet - Count off by four.

➽ Each person will have a primary assignment to review.

➽ Take a few minutes to analyze your assigned reading.

➽ Use the advance organizer to take notes.

➽ Be prepared to discuss your findings with your colleagues.

Deep Dive:DifferentEducatorEvaluationModels


Desired Outcomes1. Provide multiple models for learning

purposes.

1. Help leaders expand their mental models for educator evaluations.

1. Offer choice to meet individual learning needs.


Deep Dive Break-Out SessionsDanielson’s Framework for Teaching – Main RoomSteve Atwater, Superintendent Sean Dusek, Melissa Linton, and Tim PetersonKenai Peninsula Borough School District

Marzano’s iObservation Process - RoomSue Johnson, Coordinator of School Improvement, BSSD

5d+ Teacher Evaluation Rubric – Room Sandra Austin, University of Washington - Center for Educational Leadership

Bill and Melinda Gates Foundation MET Project – Room Findings and RecommendationsAl Bertani, Senior Design Consultant, RAPPS Project

Local Implications:Designing andImplementingA New EducatorEvaluation System


Desired Outcomes1. Engage in school or district level action

planning.

1. Use reflection to consolidate learnings.

1. Help determine next steps.


Component Steps1. Specifying evaluation system goals2. Securing and sustaining stakeholder investment and

cultivating a strategic communication plan3. Selecting measures4. Determining the structure of the evaluation system5. Selecting and training evaluators6. Ensuring data integrity and transparency7. Using teacher evaluation results8. Evaluating the system

Designing Comprehensive Teacher Evaluation Systems


Designing Comprehensive Teacher Evaluation Systems


What type of impact do you want the evaluation system to achieve? Will evaluation results be used for personnel and compensation decisions? Will supports be available for teachers in need? What human and financial resources are available? How will the teacher evaluation efforts affect other district initiatives?

EvaluationSystemGoals


Are there existing standards that can be used to guide the development of a teacher evaluation system?

Do the standards explicitly define desired teaching competencies?

Have levels of teaching performance been established for the standards?

Will the district move beyond improving student learning to define an effective teacher?

Will evidence based teaching practices be a factor in identifying an effective teacher?

Establishing Standards


Who are the crucial stakeholders that need to be involved in designing the teacher evaluation system?

What skills, experience, and knowledge do stakeholders bring to the table?

Will the group have authority to make decisions or serve in an advisory capacity?

Is there a communication plan including strategies to maintain communication throughout the process?

How does the planning group seek feedback from others?

Stakeholder Involvement


➩ Do the measures match the goals and purposes of the evaluation?

➩ Do the measures provide data on effective teacher practices and professional development needs?

➩ Are the measures research-based?

➩ Are the measures fair and accurate indicators?

➩ Can the measures be implemented with limited human and financial resource capacity?

SelectingMeasures


Who will be eligible to conduct evaluations?

Will there be examples and explicit guidance in determining levels of proficiency and approval?

To what extent will training provide opportunities for guided practice paired with specific feedback to improve reliability?

Will evaluators be monitored regularly for reliability checks?

How will implementation fidelity be ensured?

SelectingAnd Training Evaluators


Planning and Implementation Template

ACTION RESPONSIBILITY OUTCOME TIMELINE

Goal: To design or implement a teacher evaluation system consistent with the EED Alaska Requirements concerning educator effectiveness.

Green Sheet

New Teacher Project; Teacher Evaluation 2.0October 2010

Teacher Evaluation 2.0 Report Recommendations1. Should be annual - Every other year for "performing teachers”.

2. Should include clear and rigorous expectations based primarily on evidence of student learning.

3. Should consider multiple measures - classroom observations, teacher-generated tests, and district-wide assessments.

4. Should include rating scales based on four or five categories (ie. highly effective, effective, needs improvement, and ineffective).

5. Should provide regular feedback to teachers on their progress.

6. Should impact employment decisions based on the outcomes of evaluation.

Approaches to Evaluating Teacher Effectiveness; Goe, Bell, and Little;National Comprehensive Center for Teacher Quality; June 2008

1. Have high expectations for all students and help students learn, as measured by value-added or other test-based growth measures or by alternative measures.

Definition of Effective Teachers

2. Contribute to positive academic, attitudinal, and social outcomes for students such as regular attendance, on-time promotion to the next grade, on-time graduation, self-efficacy, and cooperative behavior.

5. Collaborate with other teachers, administrators, parents, and education professionals to ensure student success, particularly the success of students with special needs and those at high risk for failure.

3. Use diverse resources to plan and structure engaging learning opportunities; monitor student progress formatively; adapting instruction as needed; and evaluate learning using multiple sources of evidence.

4. Contribute to the development of classrooms and schools that value diversity and civic-mindedness.

“One of the few areas of consensus among education policy makers, practitioners, and the general public today is that improving teacher quality is one of the most direct and promising strategies for improving public education outcomes in the United States especially for children who have historically been taught by the least qualified teachers.”Evaluating Teacher EffectivenessHow Teacher Performance Assessments Can Measure and Improve TeachingLinda Darling Hammond for the Center for American ProgressOctober 2010

An Alternative - Walk-Throughs…SEE LINK BELOW TO YOUTUBE VIDEO

http://www.youtube.com/watch?v=yFX_Q8TQmRw

Thank You for Your Participation

If you would like additional information, please feel free to contact:

Al Bertani, RAPPS Senior Design Leader225 N. Columbus Drive – Suite 6808Chicago, Illinois 60601Phone: 312-505-1450E-Mail: [email protected]

mailto:[email protected]

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Alaska Staff Development Network – 2013 Spring Leadership Retreat

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