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When students succeed, we all win
2013-20142012-20132011-20122010-2011
Working together for meaningful change
School Board Union
Superintendent
Helping students achieve byhelping teachers excel
Goals of the Initiative
• Empowering Effective Teachers initiative aims to:– Improve student achievement by focusing on
excellence in teaching
Helping students achieve by helping teachers excel
– Ensure every classroom has a highly effective teacher
– Especially high-needs students
– Increase the percentage of students who graduate ready for college/career
Elevating the teaching profession by supporting teacher development
Induction for New Teachers• Provide more mentoring support to new teachers
– Goal: keep promising new teachers in the district and help them accelerate their professional development. 86% of last year’s first year teachers returned compared to 72% the year before!
• Mentors are being selected from among the district’s most effective teachers– More than 600 teachers applied– Selected mentors will receive
intensive training• Mentors will work with and guide new
teachers on a weekly basis for theirfirst two years– Focus on building teachers’
instructional skills
Supporting teachers as professionals
Empowering Effective Teachers: Overview
Supporting teachers as professionals
• Human resource capabilities
Talentmanagement
Student Outcome Goals
Foundational infrastructure
Recruitment and placement
Induction
EvaluationProfessionalDevelopment
Career ladder&
compensation
• Define postsecondary readiness
• Set bold yet attainable 7-year goals
• Intensive 2-year induction program
• Fully released mentor / evaluators
• Significant hurdles to tenure• Redesigned evaluation instrument
– 40% determined by student gains
• Roving, fully released expert evaluators
• Curricula tied to state standards• Aligned pacing guides, lesson plans, and formative assessments
• Robust pre- and post-tests
• School scorecards• Performance dashboards for principals and teachers
• Bolster recruiting personnel
• Provide high-quality staffing support to principals
• Close link to evaluation and identified developmental needs
• Performance-based career ladder and salary supplements
• Incentives to teach high-needs students
• Realign strategy around high-quality applicant pools
• Tailor strategies to key shortage areas (eg, early hiring in math)
• Principal evaluation and compensation tied to student gains
Leadership and working conditions
• Priority: Employee communications
• Performance management system
• Instructional supports & assessments
Expanded Renaissance Schools Program to include additional
middle schools and three high schools
Will launch Lawson Talent Acquisition
Module in Late 2011
Expanded Recruitment
More Pre-Contract binders, especially ESE
New Teacher Center
Mentor Evaluators for first year teachers
PrincipalPeerVAM
Trained Peer Evaluators
Over 30,000 observations
Adjusted timelines
New Principal Evaluation
Val-Ed
Aligned Catalog with Danielson Rubric
Video training in rubric
Summer PD aligned with observation data
Extensive PD for evaluators in the form
of PLCs
“Next Steps” as a part of the post conference
process
IBM has begun the creation of a data
dashboard scorecord Performance
Management System
Expanded Assessment Department to improve
our processes
Communication of change in many ways
partnering with Hill and Knowlton
GreatteachersTeacher Forums
Pop-upsPodcastsWebsite
To ensure that communication is two
way:Surveys
Focus GroupsBiweekly meetings
Teacher Evaluations: More Input, More Balance
Teacher evaluations more balanced, meaningful
Principal's Written Evaluation Based Upon Charlotte Danielson’s Frameworks
Gains in Student Achievement Based Upon the Calculation of an Experienced Consultant
Mentor/Peer Evaluator's Written Evaluation Based Upon Charlotte Danielson’s Frameworks
30%
30%
Before0%
30%
40%
100%
Principal’s WrittenEvaluation
After
A Look at the Rubric
Helping students achieve by helping teachers excel
UPDATED (8/12/11) OBSERVATION CHART
TEACHERS ASSIGNED A PEER:
Prior Year
Evaluation Score
Administrative Formal
Observations
Administrative Informal
Observations
Peer Formal Observations
Peer Informal Observations
(minimum requirement)
Supervisor Formal
Observations
36.0 – 60.0
1
1
1
2
0
23.0 – 35.99
2
2
1
2
0
18.0 – 22.99
(or designated a “NI”)
2
2
3
2
0
0 – 17.99
(or designated a “U”)
2
2
4
2
1
***Teachers with experience who are new
to district
1
1
1
2
0
**Reminder: All teachers must have 1 formal observation conducted by the principal.
TEACHERS ASSIGNED A MENTOR:
Administrative Formal Observations
Mentor (Swap) Formal Observations
2 3
An observation cycle….
When students succeed, we all win
2013-20142012-20132011-20122010-2011
• Teacher completes a short questionnaire on his/her lesson, then conferences with the observer
• Full lesson observation (usually including conversations with students)
• Post-conference between teacher and observer to review things that went well, things that could have gone better, and next steps to greater success
When students succeed, we all win
2013-20142012-20132011-20122010-2011
Domain Weight
Component Weight
Sample Peer/Mentor
Multiplier for Peer/Mentor
Adjusted Pts
Sample Principal
Multiplier for Principal
Adjusted Pts
Domain 1 20%1a 20% 0.5 0.31b 20% 0.5 0.31c 10% 0.25 0.151d 10% 0.25 0.151e 20% 0.5 0.31f 20% 0.5 0.3
Domain 2 20%2a 25% 0.625 0.3752b 25% 0.625 0.3752c 12.50% 0.3125 0.18752d 25.00% 0.625 0.3752e 12.50% 0.3125 0.1875
Domain 3 40%3a 22.50% 1.125 0.6753b 22.50% 1.125 0.6753c 22.50% 1.125 0.6753d 22.50% 1.125 0.6753e 10% 0.5 0.3
Domain 4 20%4a 15% 0.64b 15% 0.64c 20% 0.84d 15% 0.64e 15% 0.64f 20% 0.8
How observations become an evaluation score
Assessing student learning: Value-added measures
When students succeed, we all win
2013-20142012-20132011-20122010-2011
For each student we ask……
What score was made on the pretest(s)?What is the previous level of reading/math achievement?Is the student an ESE student? If so, what category?Is the student an ELL student? Is the home language English?Is the student younger/older than the grade level cohort?How often did the student change schools?What did last year’s attendance look like?What are the characteristics of the student’s neighborhood?
Multiple measures increase validity
When students succeed, we all win
2013-20142012-20132011-20122010-2011
Pre-measures can include a variety of scores:• Final exams from a previous course• Stand alone pretest• PSAT• Previous Achievement in reading and math
Post-measures are a combination of:• FCAT• Final district course exams• AP and IB exams• ESE specific measures• Stanford 10 or similar standardized achievement tests
For Principals, Too – a New Evaluation Approach
Principal evaluations also more balanced
Gains in Schoolwide Student Achievement Based on the Calculation of an Experienced Consultant
Other Factors
Attendance & Discipline
Facilities & Audits
Retention of Effective Teachers
Evaluation of Teachers
Gains by Level 1 & 2 Students
30%
30%
10%
Input from Teachers and Area Director in 360-degree Val-Ed Principal Effectiveness Survey
30% 100%
Evaluation from Area Director
Before After
Professional Development is at the Heart of EET
• No district can fire its way to excellence. HCPS believes that it is a district responsibility to support struggling teachers and help them achieve.
• The new evaluation system provides rich data that allow schools and individuals to plan a professional development calendar to address the indicated needs.
• Trainings in Higher Order Thinking Skills, Differentiated Instruction, and a new series based on the book Teach Like a Champion, are examples of programs designed to help teachers achieve.
• Teacher evaluators undergo the most extensive training to ensure accurate, consistent, fair evaluations.
Supporting teachers as professionals
Supporting effective teaching with information technology
ALIGNING THE PERCEIVED NEEDS WITH PROFESSIONAL DEVELOPMENT
Teacher Survey:Feedback regarding peer evaluators
Feedback from peers
Respect: Did the peer evaluator treat you with respect?
Professionalism: Was the observation cycle conducted ina professional manner?
Relevance: Did you receive feedback?
Relevance: Did you receive it in a timely manner?
Reliability: Was the peer evaluator on time?
Communication: Did the peer evaluator contact you at least a week prior to schedule your observation?
Teacher Survey Regarding Peer Observations
Communication
Reliability
Relevance (Timely)
Relevance (Feedback)
Professionalism
Respect
0 10 20 30 40 50 60 70 80 90 100
NoYes
No: 1% Yes: 99%
2%
1%
4%
3%
Survey respondents: 6,079 teachers
98%
99%
96%
97%
2% 98%
Email us at: [email protected]
Or visit us on the website:empoweringteachers.mysdhc.org
When students succeed, we all win