Teacher Effectiveness: What Does it Mean for Language Educators? Gregory Fulkerson Delaware Department of Education Helga Fasciano North Carolina Department.

Teacher Effectiveness: What Does it Mean for Language Educators?

Gregory Fulkerson

Delaware Department of Education

Helga Fasciano

North Carolina Department of Public Instruction

ACTFL

Denver, CO

Thursday, November 17, 2011

Race to the Top Aims to fundamentally redefine the education

landscape in America Gives states the incentive to lead reform in a

comprehensive and collaborative way $4.35 Billion Budget

To be eligible to compete, states must have their second round State Fiscal Stabilization applications approved by the U.S. Department of Education and not have any legal, statutory or regulatory barriers to linking data on student achievement or student growth to teachers and principals for evaluation purposes.

Four Assurance Areas Designing and implementing rigorous

standards and high-quality assessments Attracting and keeping great teachers and

leaders in America’s classrooms Supporting data systems that inform

decisions and improve instruction Using innovation and effective approaches to

turn-around struggling schools (STEM Priority Points)

Race to the Top Winners

Delaware Example World Languages not directly mentioned in

the State’s Race to the Top application Impacted by linking data on student

achievement or student growth to teachers and principals for evaluation purposes

Assurance 2: Attracting and keeping great teachers and leaders in America’s classrooms

DPAS II—Teacher Evaluation 5 Components

1—Planning and Preparation 2—Classoom Environment 3—Instruction 4—Professional Responsibilities 5—Student Growth

• 2011-2012: Teacher’s students collectively demonstrate appropriate levels of Student Growth as benchmarked against standards to be set by the Secretary based on input from stakeholder groups.

Performance Levels 2009-2010 2011-2012

Three Levels

•Effective Satisfactory on 4 of 5 Components

•Needs Improvement Satisfactory on 3 of 5 Components

•Ineffective 2 or fewer Satisfactory Ratings

Four Levels

•Highly Effective Satisfactory on 4 of 5 Components Students on average achieve Highest Rates of Growth

•Effective Satisfactory on at least 3 Components Satisfactory Student Growth

•Needs ImprovementSatisfactory in 1 or 2 Components including Student Growth ORSatisfactory on 3 or 4 Components with Unsatisfactory Student Growth

•Ineffective2 or Fewer Satisfactory Ratings with Unsatisfactory Student Growth

DPAS II Component 5 Three Parts

Part 1: School-Wide Assessment Measure (30%) Part 2: Student-Cohort Assessment Measure (20%) Part 3: Content-Specific Assessment Measures

(50%)

Teacher Effectiveness S-Box New data system connected to existing

student and teacher data systems that allow for Component 5 data entry and analysis

Pilot 2011-2012 Full implementation 2012-2013

World Languages Plan Pre/Post Integrated Performance

Assessments Interpretive Mode (Reading)—Multiple Choice Interpersonal (Speaking and Listening)—Rubric Presentational Mode (Writing)—Rubric

Administered within 90 minutes Teacher-Scored State-Verified

Proposed Rubric Mid-Range Proficiency Targets

Language Level

Interpretive(Reading)

Interpersonal(Speaking and Listening)

Presentational(Writing)

Roman Non-Roman

Roman Non-Roman

Roman Non-Roman

Middle School

NM NL-NM NM NM NM NL

Level 1 NM NM NM NM NM NM

Level 2 NH NM-NH NH NH NH NM-NH

Level 3 IL NH-IL IL IL IL NH-IL

Level 4 IM IL-IM IM IM IM IL-IM

Level 5 IH IM-IH IH IH IH IM-IH

North Carolina Example World Languages not directly mentioned in

the State’s Race to the Top application Impacted by:

Attracting and keeping great teachers and leaders in America’s classrooms (Assurance 2)

Linking data on student achievement or student growth to teachers and principals for evaluation purposes

Designing and implementing rigorous standards and high-quality assessments (Assurance 1)

Supporting data systems that inform decisions and improve instruction (Assurance 3)

Teacher Effectiveness: Evaluation

Incorporates original 5 Professional Teacher Standards Teachers Demonstrate Leadership Teachers Establish a Respectful

Environment for a Diverse Population of Students

Teachers Know the Content They Teach Teachers Facilitate Learning for Their

Students Teachers Reflect on Their Practice

Teacher Effectiveness: Evaluation

Developing Proficient Accomplished Distinguished Not Demonstrated

Teacher Effectiveness: EvaluationRttT Edition

Standard Six – Student Achievement Annual Evaluation – Standards 1, 4, 6 & a

minimum of 2 visits

NC Teacher Effectiveness Model: Under Construction

RFP for Student Survey Select Value Add Model and Develop

Process Measures of Student Learning

NC Measures of Student Learning Four Groups of Measures –

EOGs (3-8) EOCs ( High School Credit Courses) Performance-Based Locally Developed Courses

Selected Teacher Participants Selecting Vendor Participants (RFPs) Working on guidance for principals who will

determine growth for local courses

NC Measures of Student Learning World Language MSL Working Group

Looked at proficiency based standards Filtered through their program model, language

and program instructional time Rated NCES on Revised Bloom’s Taxonomy:

• Cognitive Process Dimension– Factual, Conceptual, Procedural, Meta-Cognitive

• Cognitive Process– Remember, Understand, Apply, Analyze, Evaluate, Create

Assign an appropriate assessment item type• Single Response, Constructed Response, Performance-

Based, Portfolio

NC Instructional Improvement System (IIS)

Single sign-on access to: Student Information and Data Standards and Assessments Lesson Planning and Resources Professional Development

Single sign-on portals for: Teachers Administrators Students Parents

For Additional Information USED Race to the Top sites:

Purpose

http://www2.ed.gov/programs/racetothetop/index.html

Applicant Information

http://www2.ed.gov/programs/racetothetop/applicant.html

FAQs

http://www2.ed.gov/programs/racetothetop/faq.html

For Additional Information Gregory Fulkerson, Ph.D. Education Associate

World Languages and International Education

Delaware Department of Education

gfulkerson@doe.k12.de.us DPAS II Website:

http://www.doe.k12.de.us/csa/dpasii/default.shtml RTTT Information:

http://www.doe.k12.de.us/rttt/default.shtml

For Additional Information Helga Fasciano

Section Chief K-12 Program Areas

North Carolina Department of Public Instruction

Helga.Fasciano@dpi.nc.gov NC Teacher Professional Standards and Evaluation

http://www.ncpublicschools.org/profdev/standards/ RttT Information:

http://www.ncpublicschools.org/rttt/NC Education Cloud

Instructional Improvement System

NC RttT Plan

Alyssa Villarreal, World Language Coordinator

villarreala@mcsk12.net

Memphis City SchoolsWorld Language Pilot

First to the Top

3 Part Program

• Student Assessment

• Teacher Language Development

• Teacher Pedagogical Development

Student Assessment

• Common Quarterly Assessments

• Common End of Course Assessments

• External Proficiency Assessment

Teacher Language Development Program

• OPIc

• Teachers grouped by language and proficiency

• Retested after a year of instruction

Teacher Pedagogical Development

Teacher Effectiveness for Language Learning (TELL)

• The Teacher Effectiveness for Language Learning (TELL) Project is a collection of products and processes that foreign language educators can use to enhance their effectiveness as teachers and leaders.

Check it out online!

www.tellproject.com