HISD Teacher Evaluation Proposal

8/7/2019 HISD Teacher Evaluation Proposal

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Effective Teachers Initiative: Designing a NewTeacher Appraisal & Development System

Board WorkshopApril 7, 2011

HISD Executive Sponsors:Julie Baker, Chief Major Projects Officer

Ann Best, Chief Human Resources Officer


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Agenda

The Need for a Better Appraisal and Development System

Overview of the Design Process

The Proposed New System

Plan for Implementation


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Our teachers and principals have made it clear that PDAS does notmeet their needs.

44%

of teachers say thatPDAS allowsappraisers to

accurately assess

teachersinstructionalperformance.

Source: Surveys of HISD teachers and principals.

28%

of principals say thatPDAS/MPDASallows them to

accurately assess

teachersinstructionalperformance.

51% 43%

of teachers saythat the PDASprocess helpsthem improve

theirinstructionalperformance.

Results: 2010 Survey of 6,279 HISD Teachers and 144 HISD Principals

*The response rate for teachers surveyed was 55%, and the response rate for principals surveyed was 56%.


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Ensuring that there is an effective teacher in every classroom is acritical part of HISDs Strategic Direction.

Board of EducationGoals for HISD from the

Declaration of Beliefs and Visions

EffectiveTeacher

in EveryClassroom

EffectivePrincipal

in EverySchool

RigorousInstructional

Standards&Supports

DataDriven

Account-ability

Cultureof Trust

throughAction

1 2 3 4 5


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Effective Teachers Initiative Vision: An effective teacher in everyclassroom, delivering high-quality instruction to all students.

Smart recruitment Useful appraisalsIndividualizedteacher support

New careerpathways

Four Key Strategies

Effective Instruction In All Classrooms

Improved Student Learning Outcomes


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Agenda




Planning for Implementation


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Texas State Education Code gives specific guidance for local schooldistricts developing their own appraisal systems.

DNA (LOCAL) is the districts policy on its teacher appraisal and development

system. It requires the adoption of a revised policy on the appraisal process andcriteria. Texas State Education Code requires that:

From Texas State Education Code Chapter 21, Sub-Chapter H, Sections 351(a)(1)(2), 352(a) and 352(b).

Teacher performance appraisal criteria must be based on observable, job-related behavior, including:

1. Teachers' implementation of discipline management procedures;and

2. The performance of teachers' students.

If a district does not utilize the states recommended system, it must use anappraisal process and performance criteria that:

1. Is developed by the district- and campus-level committeesestablished under state code;

2. Contains teachers implementation of discipline managementprocedures and the performance of teachers students; and3. Is adopted by the board of trustees.

The board of trustees may reject an appraisal process and performancecriteria developed by the district- and campus-level committees but maynot modify the process or criteria.


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Teachers, principals and other stakeholders have led a six-montheffort to design a new appraisal and development system.

School-based SharedDecision-MakingCommittees (SDMCs)

District AdvisoryCommittee (DAC)

Working Groups(Teachers, Principals,Parents, HISD Staff)

Submitted recommendations on appraisalcriteria and process; More than 250 SDMCsparticipated in the design process

Developed final proposal for appraisal processand criteria based on recommendations fromSDMCs and Working Groups

Built rubrics and other tools needed to

implement the new system

HISD Communityand Stakeholders

Provided input on SDMC, DAC and workinggroup recommendations throughout thedesign process


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Collaboration and transparency were top priorities in the designprocess. HISD actively sought feedback from the entire community.

HISD posted all materials from thedesign process on a dedicatedwebsite that has logged more than14,000 visits.

HISD sent biweekly email updateson the process to all teachers andprincipals.

HISD read, logged, and respondedto 1,100 questions and commentsreceived by email and via thewebsite.

HISD held three public meetingsto gather feedback on the draftproposal.

2,655 teachers and 282 appraiserscompleted an online survey on thedraft proposal.

40 teachers and 18 principalsparticipated in focus groups tohelp shape specific aspects of the

draft proposal.

Community Engagement During the Design Process


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Timeline of the Design Process

Feb. - Mar.

Public commentperiod on the draft

proposal

SDMCs and DACrevise

recommendationsbased on feedback

Working groupscontinue developing

tools/instruments

Dec. - Jan.

Working groupsbegin developingtools/instruments

SDMCs submitadditional

recommendations

DAC completes thedraft proposal

Sept. - Dec.

SDMCs submitrecommendationson the appraisal

criteria and process

DAC beginsbuilding the draftproposal based on

the SDMCsrecommendations

Apr. - May

Proposal for the newsystem presented to

theBoard of Education

for approval

Tools/instrumentscontinually refined

based onstakeholder input

2600+ Teachers

500+Schooladministrators

500+ Parents

500+Other communitymembers

In all, the final proposal represents input from


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Agenda




Planning for Implementation


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The proposed system will paint a complete picture of each teachersperformance based on multiple measures in three performance criteria.

Three Major Performance Criteria

Student Performance: Teachersimpact on student learning

Instructional Practice: Teachers

skills and knowledge that helppromote student learning

Professional Expectations:Teachers efforts to meet objective,measurable standards ofprofessionalism

Teachers will be evaluated based on multiple measures in each performancecriterion. The scores in the three criteria will combine into an overall ratingofIneffective, Needs Improvement, Effective, or Highly Effective.

StudentPerformance

InstructionalPractice

ProfessionalExpectations


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The proposed system is designed to give all teachers the regularfeedback and individualized support they deserve as professionals.

ConferencesFormal meetings withappraiser to discuss

performance, set goals,create and update

development plan

Ongoing FeedbackObservations and

walkthroughs followed byformal and informalfeedback on teaching

IndividualizedDevelopment

Learning activitiesinformed by

development plan

Self-ReflectionReflect on performance,student progress, and

professional goals

Appraisal and Development Cycle

Focus on Feedback and Development

Three teacher/appraiserconferences each year will provideteachers with comprehensivefeedback on their performance.

Appraisers will conduct at least 2classroom observations and at least2 walkthroughs throughout theyear, each followed by in-person/written feedback.

Teachers will work with appraisersto create an individualizeddevelopment plan that identifiesspecific areas for professionalgrowth and targeted learningactivities to address them.

Appraisers will be heldaccountable for helping teachersmeet their professional goals.


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Proposed Appraisal and Development Timeline

Sept: Beginning-of-Year Conference

Discuss prior years outcomes

Set student learning measures andprofessional goals

Create an individualizeddevelopment plan

Dec Jan: Mid-Year Conference Comprehensive feedback on

performance, to date

Adjust goals and updatedevelopment plan as necessary

Apr May: End-of-Year Conference

Comprehensive feedback onperformance, to date

Final performance rating, to date

Set preliminary goals for next year

Between Conferences:

Continuous Feedback andIndividualized Development

Multiple required classroom

observations (unannounced) ofvarying lengths, followed byformal feedback

Individualized professionaldevelopment activities based onthe development plan

Ongoing, informal feedback basedon additional observations andreview of student data

Self-reflection


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The proposed new system makes major improvements over PDAS.

Current System (PDAS/MPDAS) Proposed New System

Some teachers go years between observations All teachers observed and appraised every year

Appraisals dont include evidence of individual

teachers contribution to student learning

Appraisals include multiple measures of student

learning, along with ratings in two other major

categories

Requires at least one observation, but a waiver

under MPDAS allows teachers to go several yearswithout a formal observation; Feedback not

required after all observations

Teachers receive at least two observations and at

least two shorter walkthroughs each yearallfollowed by feedback

One conference between teachers and appraisers

each year (to discuss summative rating)

Three conferences between teachers and

appraisers each year to discuss teacher

performance and plan for development

Professional development is not directly alignedwith the outcomes of a teachers appraisal

All teachers receive an individualized professionaldevelopment plan based on specific needs

identified by the appraisal process

Limited accountability and support for appraisers

for conducting accurate evaluations or helping

teachers improve

Appraisers held accountable for accuracy of

evaluations and success in helping teachers grow

professionally; Intensive training and additional

support for principals throughout the year


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Criteria in Focus: Professional Expectations

ProfessionalExpectations2

Reflects a core set of objective,measurable professionalexpectations for teachers.

Types of Criteria

Professionalism (such as, complies with policies and procedures at school,collaborates with colleagues)

Sources of Evidence

Such as classroom observations, planning documents, daily interactions with theteacher, and reviews of certain documents and artifacts (such as parentcommunication logs, sign-in sheets for PLCs, agendas and minutes from teammeetings, teacher attendance records).


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Criteria in Focus: Student Performance (continued)

Measure Description

1) Value-added growth (e.g.,

EVAAS)

A district-rated measure of the extent to which students

average growth meets, exceeds, or falls short of average

growth. The District has contracted with SAS EVAAS to

calculate Value-added growth.

2) Comparative growth on

district-wide EOC/EOY

assessments

A district-rated measure of the extent to which students

achieve an ambitious but feasible amount of growth as

determined by benchmark scores for similar students.

3) Students progress on district-

wide or appraiser-approved

EOC/EOY assessments

An appraiser-rated measure of the extent to which students

learned an ambitious and feasible amount of content and

skills, taking into account students starting points.

4) Students progress using

culminating, EOC/EOY

performance tasks/work

products

An appraiser-rated measure of the extent to which students

learned an ambitious and feasible amount of content and

skills, taking into account students starting points.

5) Students attainment on an

appraiser-approved or district-

wide EOC/EOY assessment

An appraiser-rated measure of the proportion of students

who performed at a target level, regardless of their starting

points.

Five Types of Student Learning Measures


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Appraisers will use a simple lookup table to combine scores in thethree categories into a single overall rating.

Student Performance

1 2 3 4

InstructionalPracticeX

P

rofessionalExpectation

s

1 I I NI NI

2 I NI E E

3 NI NI E HE

4 NI E E HE

Determining Summative Ratings

Teachers will earn one of foursummative ratings: Ineffective,Needs Improvement, Effective orHighly Effective.

The proposed system uses a lookuptable instead of a one-size-fits-allformula to determine summativeratings.

The lookup table makes the systemmore transparent and accessible

than using percentage weights, sinceteachers can easily see what theirrating would be based on a particularcombination of scores in the threecriteria categories.


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Under the proposed system, each teacher will have one individualresponsible for his/her appraisal and development.

Appraiser Role and Responsibilities:

Individuals currently permitted to appraise in HISD

Conducts all required observations and conferences

Provides written and verbal feedback

Responsible for ensuring access to development opportunities Reviews all available sources of evidence to determine a

summative rating for each teacher

All appraisers must be trained and receive certification by HISD inimplementing the new system.

HISD is currently designing a new appraisal system for schoolleaders (appraisers) that will align to this new proposed system forteachers.


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The collaborative design process has resulted in a proposed newsystem that is good for students, teachers, and taxpayers.

Benefits of the Proposed New Appraisal and Development System

The proposed system will help ensure that all studentslearn from effective teachers every daywhich willsignificantly raise student achievement.

The proposed system will give teachers the regular,accurate feedback they deserve as professionals, andwill connect them with individualized support thathelps them do their best work in the classroom.

The proposed system will help HISD identify and holdonto its best teachers and raise the quality of allteachingwhich is more important than ever at a timewhen HISD is going to have to do more with fewerresources.

For students

For teachers

For taxpayers


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HISD has laid the groundwork in planning for successful, district-wideimplementation of the new system.

Training and Support

Intensive summer training and credentialing of appraisers Regular, structured support for appraisers throughout the school year

Standardized protocols and forms

Professional Development office reorganization, including creation of theTeacher Development Specialist role

Training for teachers

Continuous Improvement of the System

Ongoing feedback from key stakeholders for system improvements

Continued outreach to SDMCs and DAC for feedback

Continued use of e-mail updates and dedicated website to collect teachers

and appraisers questions and feedback on the new system Teacher and principal surveys

Integrated Data and Technology Platform

New performance management tools integrated into PeopleSoft

Electronic data collection for monitoring and analysis


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HISD Teacher Evaluation Proposal

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