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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
The Need for a Better Appraisal and Development System
Overview of the Design Process
The Proposed New System
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
The Need for a Better Appraisal and Development System
Overview of the Design Process
The Proposed New System
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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