IL Superintendent Turnover 2004-2009
The Benefits of Taking a Systematic, Strategic, Collaborative
Approach to the Incorporation of Growth Models into Teacher
Evaluation Documents and Procedures
American Association of School Administrators-NashvilleDr. David
[email protected]. Nick [email protected] Dr. John
[email protected]. Marleis [email protected]
February 12, 2014
*Dr. John [email protected]
1OverviewIntroduction District EffortsJoint
CommitteesProfessional PracticeGrowth ModelLessons Learned to
DateEIU EDL EffortsQuestionsIllinois General Assembly Performance
Evaluation Reform Act (PERA) SB 315 January 13, 2010
Public Act 096-0861 was signed into law by Governor Quinn on
January 15, 2010. To Be Eligible for Race To The TopSenate Bill 7
June 23, 2011Incorporated PERA student growth requirements into
various personnel processes(Tenure, RIF, Remediation, Termination)
Rules and regulations finally established in May 2012
High Stakes Teacher Evaluations70% Professional Practice30%
Student Growth *(50% State Default)Tenure, RIF and Recall,
Remediation, Revocation, SuspensionIllinois Framework for Teacher
Performance Evaluation
6Consortia for Educational Change 2012What are the Requirements
for School Districts and How are they Responding?
2010 PERA LAW MANDATES MAJOR CHANGESThe PERA Law requires all
school districts to design and implement a new performance
evaluation system or default to a state developed performance
evaluation system.
The new system must assess professional practice as well as
incorporate significant measures of student growth.
The new system must incorporate consistent standards and provide
clearer more objective feedback. PERA EVALUATION SYSTEM STATE
DEFAULTDISTRICT DESIGNEDORPERA EVALUATION SYSTEM PRACTICESTUDENT
GROWTH75% - 70% - DISTRICT 50% - STATE DEFAULT25% - 30% - DISTRICT
50% - STATE DEFAULT2010 PERA LAW MANDATES MAJOR CHANGESThe new
system must lead to improved professional development.
The new system must incorporate multiple metrics to measure
student growth.
The main focus of the PERA Law is to create a new system focused
on improving student learning. The PERA Law also requires the
development of a Joint Committee.2010 PERA LAW : JOINT
COMMITTEEPERA LAW requires that the new comprehensive performance
evaluation system must be designed and developed by a Joint
Committee of the school administration and the teacher union.
The Joint Committee must reach an agreement on the design of the
new performance evaluation plan incorporating a means to measure
both teacher practice and student growth.
PERA LAW defines Student Growth as a demonstrable change in a
students or group of students knowledge or skill, as evidenced by
gain and/or attainment on two or more assessments, between two of
more points in time. .
2010 PERA LAW : JOINT COMMITTEEThe Joint Committee is a
committee composed of equal representation selected by the district
and its teachers or, where applicable, the exclusive bargaining
representative of its teachers.
The Joint Committee shall have the duties regarding the
establishment of a performance evaluation plan that incorporates
data and indicators of student growth as a significant factor in
rating teacher performance and addresses professional practice.
2010 PERA LAW : JOINT COMMITTEEUnder statute, this committee has
one major job: Determine the student growth component to
incorporate into the teacher evaluation plan for the school
district for each subject area pursuant to the District
Requirements as listed previously.However in doing so, the
committee will need to examine: What data is the District
collecting?What data does the District need to collect? Where is
the data being stored? What growth measures are to be used? What
percentages should be utilized in calculating the performance
rating ?Other statutory and regulatory requirementsThe PERA Joint
Committee must come to a consensus of incorporating student growth
within 180 days of their first formal meeting.
If the Formal Joint Committee fails to reach an agreement on the
design and development of the Performance Evaluation Model within
the 180 day time frame they will be required to default to the
portion of the State Model for Performance Evaluation that they
were unable to reach agreement.
School districts are presently engaging in Informal Joint
Committee Meetings to avoid triggering the 180 day time frame.
2010 PERA LAW : JOINT COMMITTEE2010 PERA LAW : JOINT
COMMITTEE
Teachers : Student GrowthDetermine the categories of teachers
who have neither a Type I nor a Type II assessment available.
For teachers without a Type I or II assessment, the evaluation
plan must include a minimum of two Type III assessments.
Set student growth expectations that are consistent with the
assessment and model selected.
Develop a uniform process for collective formative student
learning data at the midpoint of the evaluation cycle that will
assess progress and inform instructional adjustments but will not
be included in the student growth scores.
Discuss how student characteristics are used in the measurement
model.
Teachers : Student GrowthSelect a measurement model for each
assessment that includes multiple data points.
Identify at least one Type III assessment that will be used to
measure student growth for each category of teacher
State the general nature of any Type III assessment that will be
used to measure student growth for each category of teacher.
Describe the process and criteria that the qualified evaluator
and teacher will use to identify or develop the specific Type III
assessment to be used.
Teachers : Student GrowthDemonstrable change in a students
learning between two or more points in time
Need data from at least 2 assessments:
At least one Type III assessment
And at least one Type I or II assessment (PREFERABLY not ISAT or
PSAE)
Or two Type III assessments if no Type I or II are available
District PERA joint committee decides metrics and targets,
including for different student groups (ELL, etc.)2010 PERA LAW :
JOINT COMMITTEEIdentify at least one Type III assessment that will
be used to measure student growth for each category of teacher
State the general nature of any Type III assessment that will be
used to measure student growth for each category of teacher.
Describe the process and criteria that the qualified evaluator
and teacher will use to identify or develop the specific Type III
assessment to be used.
District Plan/Joint CommitteeUnder PERA and Illinois
Administrative Code Part 50, school districts and teachers unions
must develop comprehensive teacher evaluation plans which include
data and measures of student growth as a significant part. The
incorporation of student growth as a significant factor should be
done in cooperation with the Districts SB 315 Joint
Committee.Student Growth is defined as a demonstrable change in a
students or group of students knowledge or skill, as evidenced by
gain and/or attainment on two or more assessments, between two of
more points in time. Significant Part is determined to be 25% for
the first two years and 30% thereafter.
Stage I: Educator system design
Design an educator practice model (evaluation tool and
processes).
Design a plan to support professional growth of all educators
and ensure that the professional development design is aligned with
the educator evaluation system.
Train evaluators on educator practice model.
Determine plan to ensure inter-rater reliability and a mechanism
for educators to challenge ratings.
Train certified staff on educator practice model.
Provide implementation support.
PERA and the Joint Committee DesignStage II: Student growth
measures and implementation of evaluation systemFacilitate early
implementation of educator practice model (evaluation tool and
processes).Identify, design, and/or develop student growth measures
aligned with curriculum and standards. If assessments need to be
developed create an assessment committee comprised of educators in
every non-tested grade and subject. These may be multiple
committees. The Joint Committee may oversee the work of these
committees.Design student growth measures.Train evaluators on
student growth measures.Train certified staff on student growth
measures.Plan for and provide implementation support.
PERA and the Joint Committee DesignStage III: Full
implementationCreate an implementation plan. The elements of this
plan should address the: design, implementation, and operation of
the system across all schools.Facilitate full implementation of the
educator evaluation system with student growth measuresthis should
include:monitoring school progress in implementing the evaluation
system.Provide implementation support and resources to schools as
they operate the evaluation system.
PERA and the Joint Committee DesignBy no later than the
applicable implementation date, each school district shall, in good
faith cooperation with its teachers or, where applicable, the
exclusive bargaining representatives of its teachers incorporate
the use of data and indicators on student growth as a significant
factor in rating teaching performance into its evaluation plan for
all teachers. 105 ILCS 5/24A-4b.
25Do a Legal Handout from PERA Senate Bill from ITED25Timeline
of Implementation
26The Joint Committee must identify two assessment types to
measure student growth for each category of teachers as well as one
or more measurement models that use multiple data points to
determine student growth using the selected assessments.
Measurement Model is defined as the process in which two or more
assessment scores are analyzed to identify a change in a students
knowledge or skills over time.
District Plan/Joint CommitteePERA and Regulations Requirements
:Select a measurement model for each assessment that includes
multiple data points. Identify at least one Type III assessment
that will be used to measure student growth for each category of
teacherState the general nature of any Type III assessment that
will be used to measure student growth for each category of
teacher. Describe the process and criteria that the qualified
evaluator and teacher will use to identify or develop the specific
Type III assessment to be used.
District Plan/Joint CommitteeTypes of Growth What are ways to
measure growth? (ITED Chapter 2B)29Growth Model DescriptionBenefits
Drawbacks District Implementation Requirements Value-Tables
Compares attainment each year, examining whether a student met or
exceeded standards from one grade level to the nextEasy to
calculate with certain assessments Easy to communicate to
teachersDoes not separate teachers effect on student growth from
other factorsCan focus on bubble kidsDoes not account for growth
within proficiency levelsMaintain data from two sets of timeMay
require creation of categories Can be used with Type I , Type II,
or Type III (with proficiency levels)Simple Growth Compares
post-test performance to pre-test performance to measure growthEasy
to calculateEasy to communicate to teachers and other stakeholders
Does not separate teachers effect on student growth from
student-level factorsEasy to draw incorrect conclusions based on
test scale instability Maintain data from two points in time,
subtract post from pre testAny Type I , Type II, or Type III Best
for Type II or IIIAdjusted Growth Sets an expected growth target
based upon pre-test performance and measures growth based upon that
targetTakes a students starting point into account when calculating
growth over a year More comprehensive than simple growthDoes not
separate teachers effect on student growth from factors (e.g.
SES)Requires large student populationsOften requires certain
assessments (NWEA MAP, Scantron Performance Series)Statistical
reference group dataSome Type I or Type II (need comparison data),
such as Scantron Performance Series, NWEA MAP, EPASValue-Added
Compares students attainment over time, controlling for selected
factorsComprehensive measureAccurately separates effect of educator
on student growth from other factors Apples to apples
comparisonRequires the most data and most complex modeling Requires
data team or outside entity to collect and analyze dataRequires
several years of data Research team/statistical capacityStatistical
reference group score and demographic dataSome Type I or Type II
(with statistical model)Student Learning Objectives A process for
using baseline data to set growth targets for studentsCan be used
with any assessment typeCan be used with any measurement modelCan
be uniquely tailored to each educators goals Can be easy to game
without certain parametersResults are not comparable if
individually createdTime-consuming to develop the systemDistrict
should set parameters for educators to follow when designing SLOs
to ensure consistency and fairnessAny Type I, Type II, or Type III
There are multiple ways to measure growth, but certain measures are
more complex and consistent. We will now explore value-tables,
simple growth, adjusted growth, value-added, and Student Learning
Objectives in more detail. 29 District Plan Requirements
PERA and Regulations Requirements: Determine the categories of
teachers who have neither a Type I nor a Type II assessment
available. For teachers without a Type I or II assessment, the
evaluation plan must include a minimum of two Type III assessments.
Set student growth expectations that are consistent with the
assessment and model selected. Develop a uniform process for
collective formative student learning data at the midpoint of the
evaluation cycle that will assess progress and inform instructional
adjustments but will not be included in the student growth scores.
Discuss how student characteristics are used in the measurement
model.
Student Growth Metric Types District Plan Requirements
Assessment Type DefinitionType I A reliable assessment that
measures a certain group or subset of students in the same manner
with the same potential assessment items, is scored by a
non-district entity, and is administered either statewide or beyond
Illinois. Examples include assessments available from NWEA,
Scantron, Star Reading, the College Boards SAT, Advanced Placement
or International Baccalaureate exams, or ACTs EPAS (Educational
Planning and Assessment System)
District Plan Requirements
Assessment Type DefinitionType II Any assessment developed or
adopted and approved for use by the school district and used on a
district-wide basis by all teachers in a given grade or subject
area. Examples include collaboratively developed common
assessments, curriculum tests and assessments designed by textbook
publishers. District Plan Requirements
Assessment Type DefinitionType III Any assessment that is
rigorous, that is aligned to the course curriculum, and that the
qualified evaluator and teacher determine measures student learning
in that course. Examples include teacher-created assessments,
assessments designed by textbook publishers, student work samples
or portfolios, assessments of student performance, and assessments
designed by staff who are subject or grade-level experts that are
administered commonly across a given grade or subjects. Type I and
II assessments also may be considered Type III if they align to the
curriculum and are capable of measuring student learning in the
subject. Grade and/or SubjectAssessment AAssessment BMiddle School
Science- Grade 7 and 8District-developed testType III,
teacher-selected, with SLOMiddle School Social Studies- Grade 7 and
8District- developed testType III, teacher-selected, with SLOMiddle
School Physical EducationType III, teacher-selected, with SLOType
III, teacher-selected, with SLOMiddle School MusicType III,
teacher-selected, with SLOType III, teacher-selected, with SLOOther
Middle School SpecialsType III, teacher-selected, with SLOType III,
teacher-selected, with SLOSpecial Education TeachersGeneral
education assessmentType III, teacher-selected, with SLOSpecial
Education Teachers of Students who do not take traditional
assessmentsSee the additional guidance for Special Education
Teachers section in this documentType III, teacher-selected, with
SLOEnglish as a Second Language TeachersMODEL AssessmentType III,
teacher-selected, with SLOLibrary CoordinatorSRI- 20%Type III,
teacher-selected, with SLO- 10%LibrariansSRI- 20%Type III,
teacher-selected, with SLO- 10%MAPS CoordinatorSRI/SMI- 10%Type
III, teacher-selected, with SLO- 20%Curriculum Coordinator- English
Language Arts, Mathematics, Science and Social Studies, Inquiry
ScienceSRI/SMI- 20%Type III, teacher-selected, with SLO-
10%Instructional Technology CoachesSRI/SMI- 10%Type III,
teacher-selected, with SLO- 20%Instructional CoachesType III,
teacher-selected, with SLOType III, teacher-selected, with
SLOSchool Improvement CoordinatorSRI/SMIType III, teacher-selected,
with SLO based on district assessments- mathematics and English
Language ArtsGifted CoordinatorType III, teacher-selected, with
SLOType III, teacher-selected, with SLOTitle I ReadingGates-
15%Type III, teacher-selected, with SLO- 15%35
Sandoval CUSD 501 Student Learning Objective FrameworkTargeted
GrowthHow has EIU EDL Responded?Dr. Trover
What did we do to prepare our candidates for changes in
evaluation mandates?
Four Action StepsReviewed the ResearchTrained and Sought
Evaluation CertificationReviewed (ITED) Illinois Teacher Evaluation
Development PlanReviewed Course Syllabi, Content, Activities and
Assessments and Refined Courses to Incorporate Professional
Practice and Growth Model Content, Activities and Assessments.
38The first step that the Faculty of EIU took was to broaden its
awareness of the research in the areas of outcomes based teacher
and principal evaluation. In addition to readings in the area of
evaluation research, the EIU Faculty attended workshops by the
Illinois Performance Evaluation Advisory Committee (PEAC). This
advisory group offered meetings across the state. Additional
awareness and understanding opportunities were provided during the
meetings of the Illinois Council of Professors of Educational
Administration (ICPEA), the Illinois Association of School
Administrators (IASA), the Illinois Principals Association (IPA),
the Illinois Association of School Boards (IASB) and the Illinois
State Board of Education (ISBE).
39The second step was to complete the Teacher and Principal
State Training and Tests to be certified as Teacher and Principal
Evaluators. Mandated Teacher Evaluation TrainingUnderstand Teacher
Performance Aligned to Professional Practice in the teacher
evaluation process and evaluator qualifications (Module 1-Teacher
Evaluator Training)Validate Knowledge and Skills when using
professional standards to collect and measure evidence of teaching
practice (Module 2)Collaborate using observation and conversation
to provide feedback to teachers on their planning, classroom
environment, and instructional teaching practices (Module
3)Measure, Evaluate and Reflect in order to determine ratings for
all teachers and when appropriate, develop improvement plans that
address teaching at the needs improvement or unsatisfactory levels
(Module 4)Understand Teacher Performance Aligned to Student Growth
in the teacher evaluation process and evaluator qualifications
(requirement to take Module 5 dependent upon PERA Implementation
Date)40Mandated Teacher Evaluation Training
Understand Teacher Performance Aligned to Professional Practice
in the teacher evaluation process and evaluator qualifications
(Module 1-Teacher Evaluator Training)Validate Knowledge and Skills
when using professional standards to collect and measure evidence
of teaching practice (Module 2)Collaborate using observation and
conversation to provide feedback to teachers on their planning,
classroom environment, and instructional teaching practices (Module
3)Measure, Evaluate and Reflect in order to determine ratings for
all teachers and when appropriate, develop improvement plans that
address teaching at the needs improvement or unsatisfactory levels
(Module 4)Understand Teacher Performance Aligned to Student Growth
in the teacher evaluation process and evaluator qualifications
(requirement to take Module 5 dependent upon PERA Implementation
Date)41The third step was the review the Illinois Teacher
Evaluation Development (ITED) Practices and Procedures for
districts to use to incorporate professional practice and growth
models into their teacher evaluation documents. ITED Document
Chapter 1-Critical First Steps, Chapter 2-Developing an Educator
Practice System and a Student Growth Plan Chapter 3-Preparing your
System for the New Evaluation PlanChapter 4-Support the
Professional Learning of Educators Chapter 5-Providing Meaningful
Information for Human Resources Decision-making. 42The fourth step
in the plan was to review our course materials, activities and
refine our courses to incorporate professional practice and growth
model content.Supervision, Principalship, Superintendency and
Planning and Evaluation Courses were reviewed and refined to
incorporate professional practice and growth model content a into
our activities and assessments. EDL Department sponsored an
Administrator Academy Workshop for our Regional Leadership Teams of
Administrators and Teachers. The Workshop highlighted Professional
Practice and Growth Model Incorporation into district teacher
evaluation documents. The workshop was delivered by the Consortia
for Educational Change in Partnership with our Leadership
Department and the Area Regional Offices of Education. Our service
will continue as we assist district teams through the preparation
of future administrators and staff.
43Questions
44