1. Reframing Teacher Evaluation Leadership Day April 13, 2016

2. What are the first three words that come to mind when you think of teacher evaluation? www.govote.at 70 37 69

4. Supervision, Evaluation, or Teacher Effectiveness? Enhancing Professional Practice 1996 Teacher Evaluation to Enhance Professional Practice 2000 The Framework for Teaching Evaluation Instrument 2011 -Danielson

5. Supervision, Evaluation, or Teacher Effectiveness? The Art and Science of Teaching 2007 Effective Supervision to Support the Art and Science of Teaching 2011 Teacher Evaluation that Makes a Difference: A New Model for Teacher Growth and Student Achievement 2013 -Marzano

6. Supervision, Evaluation, or Teacher Effectiveness? Faculty and staff demonstrate and continuously improve knowledge and skills necessary for effective instruction Faculty set goals for improvement The effectiveness of professional development is measured by student learning growth National Standards and Benchmarks 2012

7. The Widget Effect 2009 “The authors found that, in most districts, less then 1% of teachers were rated as unsatisfactory, but 81% of administrators and 57% of teachers could identify a teacher in their school who was ineffective.”

9. Revisiting The Widget Effect 2016 “Today, almost every state has designed and adopted new teacher evaluation systems focusing on performance measures and the effect evaluation systems have had on student achievement.”

10. Educator Effectiveness Systems The Wisconsin Educator Effectiveness System is a performance-based evaluation system designed to improve the education of all students in the state of Wisconsin by supporting guided, individualized, self- determined professional growth and development of educators.

11. Headline: The Washington Post Very few teachers receive poor job ratings, and new evaluations haven’t changed that February 26, 2016

12. And yet… “Research shows that principals are capable of distinguishing between low and high performing teachers but they do not always do so…” Why?

13. In your opinion, what percent of teachers at your school perform at an Unsatisfactory, Basic, Proficient, or Distinguished level? Unsatisfactory ______% Basic ______% Proficient ______% Distinguished ______% Total (100%) ______% Based on your best guess what percent of teachers at your school will/would receive summative performance ratings of Unsatisfactory, Basic, Proficient, or Distinguished at the end of the academic year? Unsatisfactory ______% Basic ______% Proficient ______% Distinguished ______% Total (100%) ______%

14. Why do so few teachers receive below proficient ratings? Time constraints Teacher’s potential and motivation Personal discomfort Racial tensions Concerns about finding replacements Burden of the dismissal process Exchanging higher ratings for voluntary departures Other?

15. The impact on students of ineffective teachers is staggering.

16. Quiz: The Impact of Ineffective Teachers When children with comparable achievement histories starting in 3 rd grade were placed with three high performing teachers through grade 5 their average on the same mathematics assessment was at the _________ percentile. Note: Learning gains were sustained over later years and compounded by additional years with effective teachers. When children with comparable achievement histories starting in 3 rd grade were placed with three low performing teachers through grade 5 their average on the same mathematics assessment was at the ________ percentile. Note: Depressed achievement results resisted improvement even after a student was placed with an effective teacher, and the negative impact was discernible statistically for approximately three subsequent years. 96th 44th

17. Quiz: The Impact of Ineffective Teachers As teacher skill increases, the predicted rank for students ____________ Teacher Skill Percentile RankPredicted Percentile Rank for Student 50 th 70 th 58 th 90 th 68 th 98 th 77 th increases

18. Why is current practice generally ineffective in evaluating teachers? Can be artificial by nature Suggests an inspection approach Has limited validity based on the skill of the observer Is narrow in scope Involves a small sample of teachers actual work with students Other?

19. Highly Qualified Versus Highly Effective We hire highly qualified teachers. What do we do to make sure they are highly effective?

21. Teacher Evaluation Framework Performance Improvement The act of teaching (classroom instruction) Teachers learn about, reflect on, and improve their practice Formative: Continuous professional growth and development Accountability The results of teaching (learning gains of students) A commitment to the important professional goals of competence and quality performance Summative: Judging effectiveness

22. The Performance vs. Accountability Debate Positive results of focusing on teacher support systems Positive results of focusing on teacher accountability Mastery takes 4-6 years Apprenticeship model Encourages collaborative atmosphere In line with other professions Credibility Identifies, rewards, and leverages talent of high performers Negative results of over-focus on support to the neglect of accountability Negative results of over-focus on accountability to the neglect of support Not all teachers should be rated effective and some should leave Without accountability what is the incentive for growth? New practices don’t get tied to results What can be measured is not always what is important Decrease in teacher creativity and devaluing of professional wisdom Focus on removing teachers rather than on developing excellence

23. Components of Developing Teacher Effectiveness

24. 1. Common Language and Expectations for Effective Teaching Domain 1: Classroom Community Domain 2: Planning and Preparation Domain 3: Instructional Effectiveness Domain 4: Professional Life of a Catholic Educator

25. Evaluation and Professional Growth Cycle Evidence of Professional Practice Planning and Preparation Evidence of Professional Responsibilities Professional Life Classroom Community Evidence of student learning and growth Instructional Effectiveness

26. 2. Focused Feedback and Practice “In the absence of feedback, efficient learning is impossible and improvement only minimal even for highly motivated subjects.” “Teacher evaluation should recognize different stages of development progressing toward expertise.”

27. 3. Opportunities to Observe and Discuss Expertise “True pedagogical development comes from teacher self- reflection that results in clear goals for improvement.” “Isolation and insulation are the expected conditions in too many schools. These conditions do not foster individual teacher growth and school improvement.”

28. 4. Clear Criteria and a Plan for Success “Two major categories of criteria should be used to determine success: (1) classroom strategies and behaviors and (2) value-added student achievement in the classroom.” “…teachers must be honored as professionals and as learners if the evaluation process is to help them develop their expertise.”

29. Teacher Effectiveness Framework Goal Setting Formative Evaluation Self Reflection Summative Evaluation AccountabilityEffectiveness Student learning and growth goals Continuous professional growth and development

30. Evaluation Task Force Sue Nelson, Office for Schools Tom Kiely, Institute for Catholic Leadership Kelly Fyfe, Lumen Christi – Mequon/Thiensville Jill Fischer, St. Dominic - Brookfield Kerstin Santarelli, St. Joseph Catholic Academy - Kenosha Karen Earle, St. Joseph Catholic Academy - Kenosha Lisa Kovaleski, Waukesha Catholic - Waukesha Bill Hughes, Seton Catholic Schools John Soper, Office for Schools Brenda White, Office for Schools

31. Timeline Summative Evaluation Tool Draft Spring 2016 Pilot 2016-17 Implementation 2017-18 Formative Evaluation Tools Development of supporting documents 2016-17 Teacher input and implementation 2017-19 Professional Development PD focus for school leaders 2016-18 Policy Revision 2017-18

32. What are the first three words that come to mind when you think of teacher evaluation? www.govote.at 37 22 47