EDUCATOR EFFECTIVENESS: WHY IT MATTERS MORE THAN EVER Steven Means February 11, 2013
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EDUCATOR EFFECTIVENESS: WHY IT MATTERS MORE THAN EVER
Steven Means
February 11, 2013
TEACHING MATTERS AND IT MATTERS A LOT!
Large, measurable differences in the effectiveness of mathematics teachers:
• Differences in teachers account for 12 to 14% of total variability in achievement during an elementary school year.
• Effects compound dramatically if student has a series of effective or ineffective teachers.
SO THE REAL QUESTIONS BEFORE US ARE…
• What are the primary purposes/goals of educator evaluations?
• What are the implications for teachers of
STEM disciplines?
CONFUSION TO DELIBERATENESS
• Sorting/Ranking • Merit Pay/Bonuses • Value-Added/Student
Growth • Anything Different
• Subjective or Objective? • When: Annual or Other? • Focus on individual
Teacher
• Enhanced Instructional Practices
• Improved Student Performance
• Long Term and Short Term Growth
• Goal Setting Connected to Data
• Focus on the Larger Human Capital System
BEING THOUGHTFUL AND WISE
Recruitment Selection Support
Growth & Evaluation
Internal Decisions
Compensation
System of Rewards & Recognition
Mentoring, Cognitive
Coaching & Peer Support
Continued Employment
BEING THOUGHTFUL AND WISE
Recruitment Selection Support
Growth & Evaluation
Internal Decisions
Compensation
System of Rewards & Recognition
Mentoring, Cognitive
Coaching & Peer Support
Continued Employment
When used appropriately, evaluations should identify
and measure the instructional strategies, professional
behaviors, and delivery of content knowledge that
impact student learning.
(DANIELSON & MCGREAL)
EVALUATION OF PRACTICE
ESSENTIAL ATTRIBUTES
Clear and rigorous expectations Differentiates performance Based on and supported by reliable data Excellence not defined as minimally
acceptable performance.
Consideration of multiple measures Specificity on differences between and
among ratings
ESSENTIAL ATTRIBUTES (CONT.)
Clear, rigorous and aligned accountability system for instructional leaders
Inherent accountability for quality of feedback
Never “done”: Responds to changing needs of district, schools, staff, students and best practices.
Two examples of ED’s focus on highly effective teachers and leaders.
ESEA Flexibility U.S. Department of Education
ESEA FLEXIBILITY CORE POLICIES
Protect all students
Provide flexibility to move forward with reform
Set a high bar for students and schools
“This voluntary opportunity will provide educators and State and local leaders with flexibility … to improve educational outcomes for
all students, close achievement gaps, increase equity, and improve the quality of instruction.”
─ Secretary Duncan
ESEA Flexibility U.S. Department of Education
PRINCIPLES FOR IMPROVING ACHIEVEMENT AND INSTRUCTION
State-developed differentiated recognition, accountability, and support
Supporting effective instruction and leadership
College- and career-ready expectations for all students
1.
2.
3.
ESEA Flexibility U.S. Department of Education
PRINCIPLE 3: SUPPORTING EFFECTIVE INSTRUCTION & LEADERSHIP
• ESEA flexibility states required to implement teacher and principal evaluation and support systems
• Timeline for Cohort 1&2 • Timeline for Cohort 3 extended a year (2015-16)
2011-12 2012-13 2013-14 2014-15
Adopt state guidelines
Implement local systems
Develop local systems
Pilot local systems
ESEA Flexibility U.S. Department of Education
ELEMENTS OF EVALUATION AND SUPPORT SYSTEMS
SEA and each LEA must commit to develop, adopt, pilot, and implement evaluation and support systems that:
1) will be used for continual improvement of instruction;
2) meaningfully differentiate performance using at least three performance levels;
3) use multiple valid measures in determining performance levels;
ESEA Flexibility U.S. Department of Education
ELEMENTS OF EVALUATION AND SUPPORT SYSTEMS (continued)
4) evaluate teachers and principals on a regular basis;
5) provide clear, timely, and useful feedback, including feedback that identifies needs and guides professional development; and
6) will be used to inform personnel decisions.
ESEA Flexibility U.S. Department of Education
STUDENT GROWTH MEASURES States proposed multiple methods of using student growth in a significant way:
• Matrix: Professional practice rating on one axis, student growth rating on other axis
• Percent: State describes a percentage weighting (or range of percentage weighting for LEA systems) for student growth
• Trigger/Condition: Teachers or principals must meet or exceed minimum student growth expectations
TEACHER INCENTIVE FUND (4)
• Improve teacher and principal effectiveness by – attracting and retaining effective educators
– Improving professional development and support for educators
• Increase sustainability and impact by developing integrated LEA-wide human capital management systems (HCMS)
• Increase flexibility to tailor performance based compensation system to local context
• Improve the effectiveness of Science, Technology, Engineering and Mathematics (STEM) teaching and learning
TIF 4 GUIDING PRINCIPLES
A PERFORMANCE BASED COMPENSATION SYSTEM
Model 1
• Compensation for principals and teachers with an evaluation rating of effective or higher
• Compensation for effective educators who take on additional responsibilities and leadership roles
Model 2
• Compensation for effective teachers who take on career ladder positions
• Performance based compensation for principals
22
New Haven Public Schools, CT
• Letter of support from New Haven Federation of Teachers (NHFT) and School Administrators Association (SAA) to negotiate salary structure based on effectiveness
• District will tie all significant increases to effectiveness
• In collaboration with unions, will work to add to or replace the current “education level” salary column with an “effectiveness” rating column
• District will examine cost implications, impact on current employees, and voluntary methods of transfer from old to new system
AN EDUCATOR SALARY STRUCTURE BASED ON EFFECTIVENESS
TIF - STEM MASTER TEACHERS
• 6 projects funded to support STEM Master Teachers
• 5-year contract to study and develop better information on STEM career ladders and Master Teachers.
TIF STEM – APPLICATION REQUIREMENTS
25
• Financial and nonfinancial strategies and incentives for attracting and retaining effective STEM educators for high-need schools.
• Professional development opportunities that provide college-level STEM content knowledge and instructional practices that provide students increased access to rigorous and engaging grade-level STEM coursework.
• Strategies to significantly leverage STEM-related funds across other federal, state and local programs.
• Evidence of partnerships with STEM experts and resources in industry, academic institution, or associations to effectively implement the STEM plan.
Closing Thoughts
ESSENTIAL QUESTIONS TO GUIDE EVALUATION SYSTEMS
• What are students doing in response to what the teacher is doing?
• What are the teachers doing in response to what the principal is doing?
DISCUSSION QUESTIONS
• How are teachers and leaders in the districts you work with being held accountable for student achievement?
• What is the role of IHE’s in the broader human capital management system?
• What is most important for STEM in these systems?
ESEA Flexibility Package U.S. Department of Education
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