Human Resources: Teacher Evaluation Presentation at U of M Dearborn May 30, 2013 BY GLENN MALEYKO, Ph.D Executive Director Staff and Student Services A few of the slides are based on a presentation by Jim Gullen Oakland Schools at the MIEM conference in Lansing on February 29th, 2012. The video protocol is based on work by Wendy Zdeb-Roper MASSP. Wendy Zdeb-Roper MASSP. Some of the Slides are also based on the Danielson iobservation training (Pam Rosa) from WCRESA on April 3rd and 4th.
Transcript
Human Resources: Teacher Evaluation
Presentation at U of M Dearborn
Human Resources: Teacher Evaluation
Presentation at U of M DearbornMay 30, 2013
BY GLENN MALEYKO, Ph.DExecutive Director Staff and Student Services
May 30, 2013
BY GLENN MALEYKO, Ph.DExecutive Director Staff and Student Services
A few of the slides are based on a presentation by Jim Gullen Oakland Schools at the MIEM conference in Lansing on February 29th, 2012. The video protocol is based on work by Wendy Wendy Zdeb-Roper MASSP.Zdeb-Roper MASSP. Some of the Slides are also based on the Danielson iobservation training (Pam Rosa) from WCRESA on April 3rd and 4th.
Collaboration and Committee Work in Dearborn
Collaboration and Committee Work in Dearborn
Committee Work: I implemented a committee of teachers and administrators to create the modified tool for teacher evaluations
Presented before all faculty in November 2011 Presented and approved by the board of
education December 2011 We also implemented a committee to modify
administrator evaluations.
Committee Work: I implemented a committee of teachers and administrators to create the modified tool for teacher evaluations
Presented before all faculty in November 2011 Presented and approved by the board of
education December 2011 We also implemented a committee to modify
administrator evaluations.
Teacher Evaluation Committee
Teacher Evaluation Committee
Rose Bruno Mark PaliseJill Chochol Shannon PetersonAndrew Denison Linda SalameyFatme Faraj Robert SeeterlinHassane Jaafar Gail ShenkmanJulia Maconochie Chris SipperleyGlenn Maleyko Marc Zigterman
Rose Bruno Mark PaliseJill Chochol Shannon PetersonAndrew Denison Linda SalameyFatme Faraj Robert SeeterlinHassane Jaafar Gail ShenkmanJulia Maconochie Chris SipperleyGlenn Maleyko Marc Zigterman
Legislation RequiresLegislation Requires Rigorous, transparent, and fair performance
evaluation systems Evaluations based on multiple rating
categories (ineffective, minimally effective, effective and highly effective ).
Evaluation based in part on student growth: as determined by multiple measures of student learning including national, state or local assessments or other objective criteria as a significant factor.
Rigorous, transparent, and fair performance evaluation systems
Evaluations based on multiple rating categories (ineffective, minimally effective, effective and highly effective ).
Evaluation based in part on student growth: as determined by multiple measures of student learning including national, state or local assessments or other objective criteria as a significant factor.
Evaluation ComponentsObservation Protocol
Evaluation ComponentsObservation Protocol
1. The measurement of practice (what an educator does) based on a definition of practice that is clear, observable, commonly accepted, and supported by transparent measurement methods and instruments that are technically sound and validated against desired outcomes.
1. The measurement of practice (what an educator does) based on a definition of practice that is clear, observable, commonly accepted, and supported by transparent measurement methods and instruments that are technically sound and validated against desired outcomes.
Evaluation ComponentsStudent Outcomes
Evaluation ComponentsStudent Outcomes
2. The measurement of student outcomes based on a definition of desired student outcomes that is clear commonly accepted, and supported by transparent measurement methods and instruments that are technically sound and validated against desired outcomes.
2. The measurement of student outcomes based on a definition of desired student outcomes that is clear commonly accepted, and supported by transparent measurement methods and instruments that are technically sound and validated against desired outcomes.
Assessing Teacher Effectiveness, Charlotte Danielson
Teacher practices, that is, what teachers do, how well they do the work of teaching
Results, that is, what teachers accomplish, typically how well their students learn
Two basic approaches:
Teacher practices, that is, what teachers do, how well they do the work of teaching
Results, that is, what teachers accomplish, typically how well their students learn
Observation Protocol has been the predominant focus, however that will shift soon
Observation Protocol has been the predominant focus, however that will shift soon
Currently calls for a significant portion based on student growth and assessment.
What does that mean?
Currently calls for a significant portion based on student growth and assessment.
What does that mean?
Evaluation Focus Shift: What does this mean?
Evaluation Focus Shift: What does this mean?
0%10%20%30%
40%50%60%70%
80%
2013-14
2014-15
2015-16
Observation
Growth Data
EvaluationEvaluation Evaluation must include student growth data by
2013-2014 25%,
2014-15 40%,
2015-16 50%.
Use 3 Years of Data where available
Evaluation must include student growth data by
2013-2014 25%,
2014-15 40%,
2015-16 50%.
Use 3 Years of Data where available
Sec 1249 1cSec 1249 1c
Evaluates a teacher's or school administrator's job performance, using multiple rating categories that take into account data on student growth as a significant factor. For these purposes, student growth shall be measured by national, state, or local assessments and other objective criteria.
Evaluates a teacher's or school administrator's job performance, using multiple rating categories that take into account data on student growth as a significant factor. For these purposes, student growth shall be measured by national, state, or local assessments and other objective criteria.
Winston ChurchillWinston Churchill
True genius resides in the capacity for evaluation of uncertain, hazardous, and conflicting information.
True genius resides in the capacity for evaluation of uncertain, hazardous, and conflicting information.
Governor’s Council Will: Governor’s Council Will: Make specific recommendations to the
Governor and Legislature regarding this by April 30, 2012
They Shall submit a growth and assessment tool (MCL) 380.1249(5)(a)
(Governor’s Council Renamed the Michigan
Council for Educator Effectiveness MCEE)
Make specific recommendations to the Governor and Legislature regarding this by April 30, 2012
They Shall submit a growth and assessment tool (MCL) 380.1249(5)(a)
(Governor’s Council Renamed the Michigan
Council for Educator Effectiveness MCEE)
They Shall submit a growth and assessment tool (MCL)
380.1249(5)(a)
They Shall submit a growth and assessment tool (MCL)
380.1249(5)(a) That is value-added (MCL) 380.1249(5)(a)
(I) Has at least a pre and post test
(MCL) 380.1249(5)(a) (IV) It must be based on 3 years of
data if the data is available. (MCL) 380.1249(2)(a) (II)
That is value-added (MCL) 380.1249(5)(a) (I)
Has at least a pre and post test (MCL) 380.1249(5)(a) (IV)
It must be based on 3 years of data if the data is available. (MCL) 380.1249(2)(a) (II)
Dearborn Admin TrainingDearborn Admin Training Training in Dearborn as the Primary
Area: Observation Protocol
Attempting to comply on the student growth piece which is in our model
What do the percentages really mean?
Training in Dearborn as the Primary Area: Observation Protocol
Attempting to comply on the student growth piece which is in our model
What do the percentages really mean?
MCEE updateMCEE update Interim Report Came out in May:
Link on the HR Website and MCEE website http://www.mcede.org/
They will pilot models in 12 districts. Dearborn applied and was selected
but we opted out after consulting with the State
Interim Report Came out in May: Link on the HR Website and MCEE website http://www.mcede.org/
They will pilot models in 12 districts. Dearborn applied and was selected
“After 30 years of doing such work, I have concluded that classroom teaching … is perhaps the most complex, most challenging, and most demanding, subtle, nuanced, and frightening activity that our species has ever invented. ..The only time a physician could possibly encounter a situation of comparable complexity would be in the emergency room of a hospital during or after a natural disaster”
Lee Shulman, The Wisdom of Practice
“After 30 years of doing such work, I have concluded that classroom teaching … is perhaps the most complex, most challenging, and most demanding, subtle, nuanced, and frightening activity that our species has ever invented. ..The only time a physician could possibly encounter a situation of comparable complexity would be in the emergency room of a hospital during or after a natural disaster”
Lee Shulman, The Wisdom of Practice
The Complexity of TeachingThe Complexity of Teaching
Features of The Framework for Teaching
Features of The Framework for Teaching
Comprehensive Grounded in research
Public
Generic
Coherent in structure
Independent of any particular teaching methodology
Comprehensive Grounded in research
Public
Generic
Coherent in structure
Independent of any particular teaching methodology
Benefits of Any Framework for Teaching
Benefits of Any Framework for Teaching
Common language Development of shared understandings Self-assessment and reflection on practice
Structured professional conversation
Common language Development of shared understandings Self-assessment and reflection on practice
Structured professional conversation
The Framework for Teaching Charlotte Danielson
Why Assess Teacher Effectiveness?
Why Assess Teacher Effectiveness?
Quality Assurance
Professional Learning
Quality Assurance
Professional Learning
Summary of The Framework for Teaching
and the Dearborn Model
Summary of The Framework for Teaching
and the Dearborn Model A research-based definition of good
teaching
A roadmap to, and for navigating through, the complex territory of teaching
A framework for novice-level practitioners, through accomplished teaching
A research-based definition of good teaching
A roadmap to, and for navigating through, the complex territory of teaching
A framework for novice-level practitioners, through accomplished teaching
Plan I: Probationary Teachers Plan I: Probationary Teachers
Prior to 10-1, IDP Goals, and expectations. 1st year probationary teachers need to have an
IDP ASAP Prior to 12-15 1st formal observation Observation Times have changed (no less than
40 minutes) Prior to 3-15 2nd formal observation Prior to 4-30 Year End Evaluation to be
completed and include multiple observations Please note that all timelines are
recommended
Prior to 10-1, IDP Goals, and expectations. 1st year probationary teachers need to have an
IDP ASAP Prior to 12-15 1st formal observation Observation Times have changed (no less than
40 minutes) Prior to 3-15 2nd formal observation Prior to 4-30 Year End Evaluation to be
completed and include multiple observations Please note that all timelines are
recommended
Plan II: Tenured TeachersPlan II: Tenured Teachers
Prior to 10-1, Distribute forms and review expectations.
Prior to 11-15 Initial Meeting to set goals Prior to 4-30 Multiple Formal Observations
(minimum of 2) Prior to 5-31 Year End Evaluation to be
completed and include multiple observations
Prior to 10-1, Distribute forms and review expectations.
Prior to 11-15 Initial Meeting to set goals Prior to 4-30 Multiple Formal Observations
(minimum of 2) Prior to 5-31 Year End Evaluation to be
completed and include multiple observations
Plan II Year End EvaluationPlan II Year End Evaluation If a teacher is rated minimally effective or ineffective
on the Year End Evaluation, then an IDP must be initiated.
If a teacher is rated minimally effective at the Year End Evaluation they will enter an awareness phase for the upcoming year. The Year End Evaluation evaluator will complete the awareness phase documents to begin at the start of the upcoming school year.
If a teacher is rated minimally effective or ineffective on the Year End Evaluation, then an IDP must be initiated.
If a teacher is rated minimally effective at the Year End Evaluation they will enter an awareness phase for the upcoming year. The Year End Evaluation evaluator will complete the awareness phase documents to begin at the start of the upcoming school year.
Plan II Year End EvaluationPlan II Year End Evaluation
If a teacher is rated ineffective on the Year End Evaluation, a Plan III awareness phase document must have occurred prior to April 30.
If a teacher is rated ineffective on the Year End Evaluation, a Plan III awareness phase document must have occurred prior to April 30.
Plan III: IDP: Tenured Teachers with Concerns
Plan III: IDP: Tenured Teachers with Concerns
3 Phases (no major changes to the process. Awareness Assistance (3 reporting stages
recommended Disciplinary
The recommended timeline is 30 calendar days between each phase and report
3 Phases (no major changes to the process. Awareness Assistance (3 reporting stages
recommended Disciplinary
The recommended timeline is 30 calendar days between each phase and report
Overall ChangesOverall Changes Attendance will be reported on the evaluation
template for informational purposes.
Student Growth Must be a significant Part of the Evaluation
Thus Standard IV. Assessment, and Element 5. Student Growth and Achievement must be referenced on the Year-End Evaluation
Attendance will be reported on the evaluation template for informational purposes.
Student Growth Must be a significant Part of the Evaluation
Thus Standard IV. Assessment, and Element 5. Student Growth and Achievement must be referenced on the Year-End Evaluation
Training and Resources for Administrators/Teachers
Training and Resources for Administrators/Teachers
General Administrator meetings. Principal Forum Meetings Other training sessions Growth Data Training Teachscape Training Stages Software HR technology infrastructure.
General Administrator meetings. Principal Forum Meetings Other training sessions Growth Data Training Teachscape Training Stages Software HR technology infrastructure.
Training and Resources for Administrators/Teachers
Training and Resources for Administrators/Teachers
State Waiver Applied for on November 1st, 2011State Waiver Applied for on November 1st, 2011
What is your definition of Effective Instruction?
What is your definition of Effective Instruction?
The Dearborn
Model
The Dearborn
Model Standard 1: Classroom Environment
Standard 2: Preparation and Planning
Standard 3: Instruction Standard 4: Assessment Standard 5: Communication and
Professional Responsibilities
Standard 1: Classroom Environment
Standard 2: Preparation and Planning
Standard 3: Instruction Standard 4: Assessment Standard 5: Communication and
Professional Responsibilities
http://www.flickr.com/photos/dave_mcmt/187432/
Common ThemesCommon Themes
Equity
Cultural sensitivity
High expectations
Developmental appropriateness
Accommodating individual needs
Appropriate use of technology
Student Assumption of responsibility
Equity
Cultural sensitivity
High expectations
Developmental appropriateness
Accommodating individual needs
Appropriate use of technology
Student Assumption of responsibility
The Wisdom of PracticeThe Wisdom of Practice
If you were to walk into a classroom, what might you see or hear there (from the students as well as the teacher) that would cause you to think that you were in the presence of an expert?
What would make you think: “Oh, this is good; if I had a child this age, this is the class I would hope for.”
If you were to walk into a classroom, what might you see or hear there (from the students as well as the teacher) that would cause you to think that you were in the presence of an expert?
What would make you think: “Oh, this is good; if I had a child this age, this is the class I would hope for.”
What is your definition of Effective Instruction?
What is your definition of Effective Instruction?
Please take an index card and write down your definition.
Pass the definition throughout the table, and circle or underline the important terms. Circulate the cards until you receive your original card.
Next, as a group, please come to a consensus and write down your key words/definition on chart paper. We will then display the chart paper.
Please take an index card and write down your definition.
Pass the definition throughout the table, and circle or underline the important terms. Circulate the cards until you receive your original card.
Next, as a group, please come to a consensus and write down your key words/definition on chart paper. We will then display the chart paper.
A Memorable TeacherA Memorable Teacher
Consider your long life as a student. Recall an occasion (or a pattern of occasions) that you still remember. The memory can be either positive or negative.
What makes this so memorable?
Consider your long life as a student. Recall an occasion (or a pattern of occasions) that you still remember. The memory can be either positive or negative.
What makes this so memorable?
A Quote from Maya Angelou
A Quote from Maya Angelou“People will forget what you said.
People will forget what you did. But they will never forget how you made them feel”
Commencement Address, 2002
“People will forget what you said. People will forget what you did.
But they will never forget how you made them feel”
Commencement Address, 2002
Maria MontessoriMaria Montessori
One test of the correctness of educational procedure is the happiness of the child.
One test of the correctness of educational procedure is the happiness of the child.
General Evaluation Procedures
• Observations of practice
• Conferences
• Samples of student work, with analysis
• Teacher artifacts
Superintendent’s commentsSuperintendent’s comments Treat staff as you want to be treated Would you want your children in this class Share some positive comments Share opportunities to improve No surprises Have a real conversation Set the time – not rushed Do not just put in mailbox and ask
them to review and sign This is important – treat with respect
Treat staff as you want to be treated Would you want your children in this class Share some positive comments Share opportunities to improve No surprises Have a real conversation Set the time – not rushed Do not just put in mailbox and ask
them to review and sign This is important – treat with respect
Danielson I-observation technique
Danielson I-observation technique
1. Verbatim, scripting of teacher or student comments
2. non-evaluative statements of observed teacher and student behavior.
3. Quantitative Data, time on task, assessment etc.
4. Environmental observations
1. Verbatim, scripting of teacher or student comments
2. non-evaluative statements of observed teacher and student behavior.
3. Quantitative Data, time on task, assessment etc.
4. Environmental observations
Evaluator Rater ReliabilityI am providing Training In
Dearborn
Evaluator Rater ReliabilityI am providing Training In
Dearborn With the administrators We view
one or two clips from teachers and then rate the lesson. A table and then a whole group discussion will follow.
We will vote using poll everywhere.com
With the administrators We view one or two clips from teachers and then rate the lesson. A table and then a whole group discussion will follow.
We will vote using poll everywhere.com
Rate the LessonRate the Lesson Based on what you observed of the lesson,
how would your rate the teacher? (understanding that this is just a snapshot
What are the strengths? What are the weaknesses? What do you still wonder after
viewing a snapshot of the lesson? What questions?
What recommendations might you have?
What are the strengths? What are the weaknesses? What do you still wonder after
viewing a snapshot of the lesson? What questions?
What recommendations might you have?
Tenure Act Amendments Tenure Act Amendments
Rating scale, ineffective, minimally effective, effective and highly effective by September 19, 2011
Changes tenure to 5 years unless a probationary teacher receives highly effective on 3 annual evaluations, then it is 4 years of probation
Tenure only granted after receiving effective or highly effective rating 3 years in a row.
Rating scale, ineffective, minimally effective, effective and highly effective by September 19, 2011
Changes tenure to 5 years unless a probationary teacher receives highly effective on 3 annual evaluations, then it is 4 years of probation
Tenure only granted after receiving effective or highly effective rating 3 years in a row.
EvaluationsEvaluations
Must have been in place by September 1st, 2011. All Administrators and Teachers must receive a year-end evaluation.
The Dearborn Model was in compliance with that provision.
Must have been in place by September 1st, 2011. All Administrators and Teachers must receive a year-end evaluation.
The Dearborn Model was in compliance with that provision.
Evaluation ContinuedEvaluation Continued- By 2013-14: IDP goals developed for all first year
probationary teachers or any teacher rated minimally effective or ineffective on most recent evaluation
By 2013-14: Mid year progress report required for a first year teacher or for a teacher rated minimally effective or ineffective on his/her most recent year end evaluation
- By 2013-14: IDP goals developed for all first year probationary teachers or any teacher rated minimally effective or ineffective on most recent evaluation
By 2013-14: Mid year progress report required for a first year teacher or for a teacher rated minimally effective or ineffective on his/her most recent year end evaluation
ObservationsObservations Performance evaluations must
include classroom observations. MCL 380.1249
The observer must review 1. Lesson Plans 2. State Curriculum Used 3. Pupil Engagement
Performance evaluations must include classroom observations. MCL 380.1249
The observer must review 1. Lesson Plans 2. State Curriculum Used 3. Pupil Engagement
ObservationsObservations
-The observation does not have to be for a full period
-There is a formal template titled “Conference Observation Form”
-Multiple (minimum of two) observations are needed.
-Administrators can still conduct informational/walkthrough observations and use the information gathered for the evaluation document
-The observation does not have to be for a full period
-There is a formal template titled “Conference Observation Form”
-Multiple (minimum of two) observations are needed.
-Administrators can still conduct informational/walkthrough observations and use the information gathered for the evaluation document
ObservationsObservations
-Multiple observations are needed for teachers unless they received a rating of effective or highly effective on the 2 most recent year-end evaluations.
-Multiple observations are needed for teachers unless they received a rating of effective or highly effective on the 2 most recent year-end evaluations.
Tenure 4625 ContinuedTenure 4625 Continued
Tenured Teachers rated minimally effective or ineffective have 180 days to improve via an IDP
Tenured teachers rated minimally effective or ineffective on three most recent year end evaluations must be dismissed.
Probationary Teachers are notified 15 days rather than 60 for non-renewal of a contract
Tenure hearing must be concluded 75 days after a claim vs. 90 days.
Tenured Teachers rated minimally effective or ineffective have 180 days to improve via an IDP
Tenured teachers rated minimally effective or ineffective on three most recent year end evaluations must be dismissed.
Probationary Teachers are notified 15 days rather than 60 for non-renewal of a contract
Tenure hearing must be concluded 75 days after a claim vs. 90 days.
4626 Tenure Act Amendments
4626 Tenure Act Amendments
Changes the dismissal standard for tenure teachers from reasonable and just cause……….. To not arbitrary and capricious.
Demote is now defined as 15 or more consecutive days of suspension (unpaid) vs. the previous standard of 3 days.
No more than 30 days of lost compensation in total during the year.
Changes the dismissal standard for tenure teachers from reasonable and just cause……….. To not arbitrary and capricious.
Demote is now defined as 15 or more consecutive days of suspension (unpaid) vs. the previous standard of 3 days.
No more than 30 days of lost compensation in total during the year.
AdministratorsAdministrators
Administrator includes building level school administrators and central office-level administrators who are regularly involved in instructional matters
Administrator Evaluations must include how administrators evaluate teachers or other administrators.
Administrator includes building level school administrators and central office-level administrators who are regularly involved in instructional matters
Administrator Evaluations must include how administrators evaluate teachers or other administrators.
Effective after the current CBA expires in June 30, 2013 In Dearborn
Prohibited areas for bargaining include: Teacher placement, decisions on reduction in
work force and/or layoff The standard for any decisions on Teacher
Discipline or Discharge All of this depends on what happens with Ballot
Proposal 2
Effective after the current CBA expires in June 30, 2013 In Dearborn
Prohibited areas for bargaining include: Teacher placement, decisions on reduction in
work force and/or layoff The standard for any decisions on Teacher
Discipline or Discharge All of this depends on what happens with Ballot
Proposal 2
4628 Other Prohibited areas of Collective Bargaining
4628 Other Prohibited areas of Collective Bargaining
Number of Classroom Observations Merit Pay How parents are to be notified
about ineffective teachers. Teacher Evaluation Tool
Number of Classroom Observations Merit Pay How parents are to be notified
about ineffective teachers. Teacher Evaluation Tool
Presentation TopicsPresentation Topics Legislative Changes July 19, 2011 Teacher Evaluation Changes Mandated by
the State Dearborn Evaluation Training Administrators and other resources Teachscape HR website and service orientation“The Covey model”HR Blog and Websitehttp://blog.dearbornschools.org/humanresources/
Legislative Changes July 19, 2011 Teacher Evaluation Changes Mandated by
the State Dearborn Evaluation Training Administrators and other resources Teachscape HR website and service orientation“The Covey model”HR Blog and Websitehttp://blog.dearbornschools.org/humanresources/
