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Teacher Effectiveness Project
The Teacher Effectiveness Action Research Project DEVELOP Create an integrated development and evaluation system by: 1. Assessing each teacher’s performance level fairly and accurately. Teacher Effectiveness EVALUATE 2. Designing effective development to help each teacher grow. 3. Making strategic retention, promotion and dismissal decisions based on teacher performance. Both the evaluation and development processes are iterative. Evaluation is not always formal or summative, and development is an on-going cycle for all teachers that is individualized by evaluation information and aims to support professional growth. 2
Overview of the Pilot • What: An initiative to design, test and roll out a new, integrated teacher evaluation and development system that will inform NYC/NY State approach in future years. Our main goals are to identify, recognize and retain great teachers and help all teachers reach their full potential. • Why: Teachers matter more than any other school factor in student success. A better teacher evaluation and development system will give teachers the knowledge and support they need to grow as professionals and help schools build stronger instructional teams. • How: Teachers and principals at a set of pilot schools will field-test the new system and offer ongoing feedback that shapes its design. • When: This year, we will test the model and its tools to see what works and what doesn’t. Next year, we will begin putting the information to use, for example by finding ways to recognize top teachers. Eventually the system will be rolled out to all schools. 3
Teachers make all the difference! • If we’re going to give all students great teachers, we need to better understand each teacher’s strengths and weaknesses and how we can help them reach their peak. • To do this, we have to be able to assess each teacher’s effectiveness in the classroom fairly and accurately. • An improved evaluation and development system will allow us to give teachers better feedback and support. • NY State legislation will soon require use of a 4 point teacher rating system and inclusion of student growth measures in teacher evaluation. By piloting this work now, we have an opportunity to co-design a system that is fair, transparent and rigorous.
Teacher input is critical • This is a collaborative process. We know an evaluation system can’t work unless it actually helps teachers do their jobs better. • Teachers will be involved in developing the system through surveys, feedback opportunities, and participation in crossschool working groups; our approach will evolve based on their input. This is our chance to shape the system! • It’s essential that the pilot reflect the needs of our unique circumstances and structures at Cascades and other transfer high schools. 5
When is teacher development provided and performance evaluated? The model is based around three explicit conversations between a teacher and her/his primary evaluator, focused on development and evaluation: 1. Beginning of year: Planning meeting to set student learning targets, expectations for the year, and individual learning plans. 2. Mid-year: Progress evaluation conference to review all evidence of teacher effectiveness collected to-date, including available student outcome measures, and to revise learning plans for development. 3. End of year: Summative evaluation conference to review cumulative evidence of teacher effectiveness over the course of the year, including all available student outcome measures. 6
The new teacher effectiveness evaluation and development system incorporates teacher competencies, student learning and other measures. Measures of Teacher Competencies Measures of Student Learning School-Defined Elements 50% 40% 10% • Evaluates professional skills, behavior, and knowledge that have the greatest impact on student learning. • Accounts for multiple measures of positive, meaningful impact on student learning for all teachers. • Leads to summative ratings on a four-point scale. • Where tests are available and yield reliable measures of student growth, this is the predominant element. • Includes opportunities for observations, progress checks, lesson plan checks, long-term planning sessions, inquiry team meetings, teacher reflection and selfevaluation, etc. • Can include end-of-year and ongoing assessments to enable both formative and summative feedback. Potential options include: • Student and parent feedback; • Participation in Inquiry Teams or PLCs; • Positive contribution to school and/or community; • Progress Report scores; • Points reassigned to Teacher Competency measures; • Alternate options as defined by individual schools. 7
Measures of Teacher Competencies: Danielson’s Framework for Teaching provides a rubric for assessing teacher competencies. The Framework for Teaching, developed by Charlotte Danielson and used by schools and districts across the country, is “a research-based set of components of instruction, aligned to the INTASC standards, and grounded in a constructivist view of learning and teaching… The Framework may be used for many purposes, but its full value is realized as the foundation for professional conversations among practitioners as they seek to enhance their skill in the complex task of teaching. ” The Framework is divided into 22 components (and 76 smaller elements) clustered into four domains of teaching responsibility: Domain 1: Planning and preparation Domain 2: Classroom environment Domain 3: Instruction Domain 4: Professional responsibilities * Source: www. danielsongroup. org
Measures of Teacher Competencies: The Framework for Teaching Domain 1: Planning and Preparation • Demonstrating Knowledge of Content and Pedagogy • Demonstrating Knowledge of Students • Setting Instructional Outcomes • Demonstrating Knowledge of Resources • Designing Coherent Instruction • Designing Student Assessments Domain 3: Instruction • Communicating With Students • Using Questioning and Discussion Techniques • Engaging Students in Learning • Using Assessment in Instruction • Demonstrating Flexibility and Responsiveness The Framework for Teaching Charlotte Danielson Domain 2: The Classroom Environment • Creating an Environment of Respect and Rapport • Establishing a Culture for Learning • Managing Classroom Procedures • Managing Student Behavior • Organizing Physical Space Domain 4: Professional Responsibilities • Reflecting on Teaching • Maintaining Accurate Records • Communicating with Families • Participating in a Professional Community • Growing and Developing Professionally • Showing Professionalism 9
Measures of Student Learning: Overview All teachers, regardless of grade or subject-area, will be assessed using at least two of the below Measures of Student Learning. • For teachers eligible to receive value-added scores (TDI), grades 4 -8 1. Value Math/ELA, 3 Math/ELA, 4 and 8 science*, and Regents Living Added/State Environment*, Integrated Algebra* and English*, an assessment of Assessments* contributions to student learning relative to other teachers with similar * students. 2. Local • Some teachers, based on grade and subject area, will be provided with Assessments* Performance-based task assessments and possibly DOE selected standardized assessments. * 3. Teacher • An evaluation of the extent to which students have mastered specific standards, measured using a variety of teacher and principal selected Created assessments. Assessments 4. Group Measure** • Group Achievement Data attaches teachers to existing measures of student growth at a school-, grade-, or subject-level to encourage collaboration and shared accountability for school outcomes. *In 2010 the DOE is developing teacher value-added data for this expanded list of state assessments. Exactly which teachers will be provided data will be finalized in the coming months. 10 **Data for #1, 2 and 4 will not be available in time for final assessment conferences and will become 10 so during the following fall.
Reflection & Questions • What have you learned about the pilot that you think will be beneficial for Cascades? • What questions do you still have? 11