Update on Teacher Effectiveness July 25, 2011 Dr. Rebecca Garland Chief Academic Officer

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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.