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Update on Teacher Effectiveness
July 25, 2011Dr. Rebecca Garland
Chief Academic Officer
Policy Agenda1. Aggregation of Standards for Federal
Reporting2. Sixth and Eighth Standards3. Annual Evaluation Requirement and
Abbreviated Evaluation Option4. Student Surveys
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Aggregation of Standards for Federal Reporting
U.S. Department of Education Requirement:
States must report on the percentage of teachers and principals that fall into each category of their evaluation instruments.
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NC Department of Public Instruction Response:
Can North Carolina report on the percentage of teachers/principals that fall into each category on each standard of their respective evaluation instruments?
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Outcome:
North Carolina must aggregate ratings on individual standards to report one rating per teacher or principal.
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Decision:For the 2010 – 2011 school year, the NCDPI will use the median to aggregate standards for teachers and principals.
This information will be linked to the school report cards. Data will be reported in the aggregate, not at the individual level.
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Sixth and Eighth Standards
Federal Shift in Focus
• Highly Qualified• Effective Teaching• AYP Waivers
– Teacher Evaluations Reported– Support to Low Performing Schools– College Ready Standards
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Teacher Evaluation Standards:
•Teachers demonstrate leadershipStandard One
•Teachers establish a respectful environmentStandard
Two•Teachers know the content they
teachStandard Three
•Teachers facilitate learning for their studentsStandard
Four
•Teachers reflect on their practiceStandard Five
How to Capture Student Performance
• Delaware – 50%• Tennessee – 35%?• North Carolina – Proficient in all standards
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New Teacher Evaluation Process
•Teachers demonstrate leadershipStandard One
•Teachers establish a respectful environmentStandard Two
•Teachers know the content they teachStandard Three
•Teachers facilitate learning for their studentsStandard Four•Teachers reflect on their practiceStandard Five
• Teachers contribute to the academic success of students
Standard Six
Sixth Standard for Teachers:
TEACHERS CONTRIBUTE TO THE ACADEMIC SUCCESS OF STUDENTS.
The work of the teacher results in acceptable, measurable progress for students based on established performance expectations using appropriate data to demonstrate growth.
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Principal Evaluation Standards:
•Strategic LeadershipStandard One
•Instructional LeadershipStandard Two
•Cultural LeadershipStandard Three•Human Resource LeadershipStandard Four•Managerial LeadershipStandard Five
•External Development LeadershipStandard Six
•Micropolitical LeadershipStandard Seven
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Principal Evaluation Standards:
•Strategic LeadershipStandard One
•Instructional LeadershipStandard Two
•Cultural LeadershipStandard Three•Human Resource LeadershipStandard Four•Managerial LeadershipStandard Five
•External Development LeadershipStandard Six
•Micropolitical LeadershipStandard Seven
Eighth Standard for Principals:
ACADEMIC ACHIEVEMENT LEADERSHIP
Summary: School executives will contribute to the academic success of students. The work of the school executive will result in acceptable, measurable progress for students based on established performance expectations using appropriate data to demonstrate growth.
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Issues for Consideration:
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The measures of growth used to rank a teacher on the sixth standard.
Under Consideration: combination of team, individual, and school value-added measures.
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Annual Evaluation Requirement and
Abbreviated Evaluation
Reasons for Annual Evaluation:
Required for school districts that accepted funding through the American Recovery and Reinvestment Act (all districts in NC).
Required for all school districts and charter schools that accepted funding from Race to the Top (all districts and group of charters).
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Annual Evaluation:
Each local board shall require career teachers to be evaluated annually. The annual evaluation requirements shall be met by either: (1) Using the Teacher Evaluation Process as set forth in 16 NCAC 6C.0503; or (2) Using an abbreviated evaluation consisting of Standards (One), Four, and Six of the Teacher Evaluation Process.
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Concerns about Annual Evaluation:
The new evaluation instrument is more thorough and specific, and, therefore, takes longer for evaluators to complete.
The budget reduced the number of assistant principals.
Principals may not have time to complete the entire evaluation process for all staff members.
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Annual Abbreviated Evaluation:
• Teachers contribute to the academic success of students.
Standard Six
• Teachers facilitate learning for their studentsStandard
Four
• Teachers demonstrate leadership.Standard
One
Student Surveys:
Student surveys can play a role in professional development for teachers, teacher evaluation, and school improvement.
These surveys also capture specific teacher behaviors that lead to student success, which can be useful formative information for the professional development process.
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Assessments for Non-Tested Areas:
Work groups of teachers will vet potential assessment items for inclusion on measures of growth for all non-tested subjects and grades.
Work groups will be created and receive initial training this summer.
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Technical Assistance:
The NCDPI will release a request for proposals for technical assistance on
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• Selecting a growth model, • Combining individual, team, and school-wide value-added measures in the sixth standard, and
• Entering data from new assessments in non-tested subjects into the growth model
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The Work Ahead:
Professional DevelopmentDeveloping a Model
Implementing a Model
Preparing our Teachers
• Professional development for current teachers
• Collaboration with Teacher Education programs
• Collaboration with partners– Teach for America– UNC-GA
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Tools and training, blending online and face-to-face learning experiences to help educators increase effectiveness and transition to new standards and assessments. Included are the creation of instructional toolkits, NC Falcon formative assessment training modules, new standards roll-out, using data to make decisions and Response to Instruction.
Professional Development
D5RttT
Components of Preparation
• Professional Development on Common Core and Essential Standards
• Professional Development on Pedagogy• Professional Development on How to
Improve on Performance on Teaching Standards
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Agenda- Summer Institutes
CONTENT(K-5, 6-12, and K-12
areas)
PROCESS(Team Planning, Implementation
Guidance, Developing Local
Curricula)
RESOURCES(Best Practices and
Implementation Guide, Online
Modules, Integrating Technology, Instructional Toolkits, etc.)
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Additional ModulesUnderstanding the Standards
NC FALCON
Developing Local Curricula
NC Professional Teaching Standards
Revised Bloom’s Taxonomy
June 24
July 6
July 19
Fall
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LEAPD Lead
LEAPD Lead
LEAPD Lead
LEAPD Lead
LEAPD Lead
LEAPD Lead
LEAPD Lead
LEAPD Lead
LEAPD Lead
LEAPD Lead
LEAPD Lead
LEAPD Lead
RttTProfessionalDevelopment
Lead
KenanFellow
Regional Lead
RESADirector
DPI InstructionalTechnology
Coach
DPI Curriculum
Staff
Regional EducationFacilitator(Teacheron Loan)
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Coaching Structure Key Partners
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Additional Support• wikis• chats• forums• blogs
Level 1:Reaction to
Learning Experience
Level 2:Demonstration
of Learning
Level 4:Evolved
Practices and
Behaviors on Site Level 5:
New Leader and Student
Outcomes
Level 3:Organizational Support
(Behaviors, Practices, Policies)
The Work
Adapted from Guskey, 2000, pp. 79-81
Guskey’s Framework: Five Levels
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Evaluating Professional Development
Immediately Following Participation
30 – 60 Days AfterParticipation
1-2 Years AfterParticipation
• Participant Reaction to Learning (Guskey Level 1) • Leadership Competency (Guskey Level 2) • Knowledge (Guskey Level 2)
• Impact of Climate on Implementation (Guskey Level 3)
• Action Plan Progress (Guskey Level 4) • Level of Use (Guskey Level 4)
• Impact on Conditions for Teaching & Learning (Guskey Level 5A)
• Impact on Student Performance (Guskey Level 5B)
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Current Work on Teacher Effectiveness funded by Gates
The Met Project - including Student Surveys
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Student perspectives can help guide:teachers as they work to improve;leaders as they set professional
development priorities for teachers;coaches and mentors in supporting
teachers;higher education institutions as
they develop teacher training programs.