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Teacher Effectiveness: What Does it Mean for Language Educators? Gregory Fulkerson Delaware Department of Education Helga Fasciano North Carolina Department.

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Presentation on theme: "Teacher Effectiveness: What Does it Mean for Language Educators? Gregory Fulkerson Delaware Department of Education Helga Fasciano North Carolina Department."— Presentation transcript:

1 Teacher Effectiveness: What Does it Mean for Language Educators? Gregory Fulkerson Delaware Department of Education Helga Fasciano North Carolina Department of Public Instruction ACTFL Denver, CO Thursday, November 17, 2011

2 Race to the Top  Aims to fundamentally redefine the education landscape in America  Gives states the incentive to lead reform in a comprehensive and collaborative way  $4.35 Billion Budget

3  To be eligible to compete, states must have their second round State Fiscal Stabilization applications approved by the U.S. Department of Education and not have any legal, statutory or regulatory barriers to linking data on student achievement or student growth to teachers and principals for evaluation purposes.

4 Four Assurance Areas  Designing and implementing rigorous standards and high-quality assessments  Attracting and keeping great teachers and leaders in America’s classrooms  Supporting data systems that inform decisions and improve instruction  Using innovation and effective approaches to turn-around struggling schools  (STEM Priority Points)

5 Race to the Top Winners

6 Delaware Example  World Languages not directly mentioned in the State’s Race to the Top application  Impacted by linking data on student achievement or student growth to teachers and principals for evaluation purposes  Assurance 2: Attracting and keeping great teachers and leaders in America’s classrooms

7 DPAS II—Teacher Evaluation  5 Components  1—Planning and Preparation  2—Classoom Environment  3—Instruction  4—Professional Responsibilities  5—Student Growth : Teacher’s students collectively demonstrate appropriate levels of Student Growth as benchmarked against standards to be set by the Secretary based on input from stakeholder groups.

8 Performance Levels Three Levels Effective Satisfactory on 4 of 5 Components Needs Improvement Satisfactory on 3 of 5 Components Ineffective 2 or fewer Satisfactory Ratings Four Levels Highly Effective Satisfactory on 4 of 5 Components Students on average achieve Highest Rates of Growth Effective Satisfactory on at least 3 Components Satisfactory Student Growth Needs Improvement Satisfactory in 1 or 2 Components including Student Growth OR Satisfactory on 3 or 4 Components with Unsatisfactory Student Growth Ineffective 2 or Fewer Satisfactory Ratings with Unsatisfactory Student Growth

9 DPAS II Component 5  Three Parts  Part 1: School-Wide Assessment Measure (30%)  Part 2: Student-Cohort Assessment Measure (20%)  Part 3: Content-Specific Assessment Measures (50%)

10 Teacher Effectiveness S-Box  New data system connected to existing student and teacher data systems that allow for Component 5 data entry and analysis  Pilot  Full implementation

11 World Languages Plan  Pre/Post Integrated Performance Assessments  Interpretive Mode (Reading)—Multiple Choice  Interpersonal (Speaking and Listening)—Rubric  Presentational Mode (Writing)—Rubric  Administered within 90 minutes  Teacher-Scored  State-Verified

12 Proposed Rubric Mid-Range Proficiency Targets Language Level Interpretive (Reading) Interpersonal (Speaking and Listening) Presentational (Writing) RomanNon- Roman RomanNon- Roman RomanNon- Roman Middle School NMNL-NMNM NL Level 1NM Level 2NHNM-NHNH NM-NH Level 3ILNH-ILIL NH-IL Level 4IMIL-IMIM IL-IM Level 5IHIM-IHIH IM-IH

13 North Carolina Example  World Languages not directly mentioned in the State’s Race to the Top application  Impacted by:  Attracting and keeping great teachers and leaders in America’s classrooms (Assurance 2)  Linking data on student achievement or student growth to teachers and principals for evaluation purposes  Designing and implementing rigorous standards and high-quality assessments (Assurance 1)  Supporting data systems that inform decisions and improve instruction (Assurance 3)

14 Teacher Effectiveness: Evaluation  Incorporates original 5 Professional Teacher Standards  Teachers Demonstrate Leadership  Teachers Establish a Respectful Environment for a Diverse Population of Students  Teachers Know the Content They Teach  Teachers Facilitate Learning for Their Students  Teachers Reflect on Their Practice

15 Teacher Effectiveness: Evaluation  Developing  Proficient  Accomplished  Distinguished  Not Demonstrated

16 Teacher Effectiveness: Evaluation RttT Edition  Standard Six – Student Achievement  Annual Evaluation – Standards 1, 4, 6 & a minimum of 2 visits

17 NC Teacher Effectiveness Model: Under Construction  RFP for Student Survey  Select Value Add Model and Develop Process  Measures of Student Learning

18 NC Measures of Student Learning  Four Groups of Measures –  EOGs (3-8)  EOCs ( High School Credit Courses)  Performance-Based  Locally Developed Courses  Selected Teacher Participants  Selecting Vendor Participants (RFPs)  Working on guidance for principals who will determine growth for local courses

19 NC Measures of Student Learning  World Language MSL Working Group  Looked at proficiency based standards  Filtered through their program model, language and program instructional time  Rated NCES on Revised Bloom’s Taxonomy: Cognitive Process Dimension –Factual, Conceptual, Procedural, Meta-Cognitive Cognitive Process –Remember, Understand, Apply, Analyze, Evaluate, Create  Assign an appropriate assessment item type Single Response, Constructed Response, Performance- Based, Portfolio

20 NC Instructional Improvement System (IIS)  Single sign-on access to:  Student Information and Data  Standards and Assessments  Lesson Planning and Resources  Professional Development  Single sign-on portals for:  Teachers  Administrators  Students  Parents

21 For Additional Information  USED Race to the Top sites:  Purpose  Applicant Information  FAQs

22 For Additional Information  Gregory Fulkerson, Ph.D. Education Associate World Languages and International Education Delaware Department of Education  DPAS II Website:  RTTT Information:

23 For Additional Information  Helga Fasciano Section Chief K-12 Program Areas North Carolina Department of Public Instruction  NC Teacher Professional Standards and Evaluation  RttT Information : NC Education Cloud Instructional Improvement System NC RttT Plan

24 Alyssa Villarreal, World Language Coordinator Memphis City Schools World Language Pilot First to the Top

25 3 Part Program Student Assessment Teacher Language Development Teacher Pedagogical Development

26 Student Assessment Common Quarterly Assessments Common End of Course Assessments External Proficiency Assessment

27 Teacher Language Development Program OPIc Teachers grouped by language and proficiency Retested after a year of instruction

28 Teacher Pedagogical Development

29 Teacher Effectiveness for Language Learning (TELL) The Teacher Effectiveness for Language Learning (TELL) Project is a collection of products and processes that foreign language educators can use to enhance their effectiveness as teachers and leaders.

30 Check it out online!


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