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Teacher and Leader Effectiveness: An Overview for Counselors Laura McGee, Executive Director of TLE Office of Educational Support.

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Presentation on theme: "Teacher and Leader Effectiveness: An Overview for Counselors Laura McGee, Executive Director of TLE Office of Educational Support."— Presentation transcript:

1 Teacher and Leader Effectiveness: An Overview for Counselors Laura McGee, Executive Director of TLE Office of Educational Support

2 “ The residual effects of both very effective and ineffective teachers were measurable two years later, regardless of the effectiveness of teachers in later grades.” – William Sanders, University of Tennessee Value-Added Research & Assessment Center Rivers, W. L. (1996). Retrieved May 7, 2012, from

3 Fundamental Beliefs ▫Teachers must be treated as professionals ▫Even the most effective teacher must be given the opportunity to learn and grow ▫Positive, constructive feedback leads to the betterment of the teacher, the student, the school, and the profession ▫High expectations of teachers leads to high expectations of students ▫The teacher is the single most important factor in creating student success ▫Every student deserves to be educated by effective teachers

4 To date, 37 states use some form of a new evaluation system. Arizona Colorado Florida Indiana Maryland New York Rhode Island Tennessee Which states are implementing new evaluation systems?

5 Who’s Evaluated Under the Oklahoma TLE System TeachersLeaders “’Teacher’ means a duly certified or licensed person who is employed to serve as a counselor, librarian or school nurse or in any instructional capacity. An administrator shall be considered a teacher only with regard to service in an instructional, non- administrative capacity. O.S. § 70-6-101.3 Definition: “’Leader’ means a principal, assistant principal or any other school administrator who is responsible for supervising classroom teachers.” O.S. § 70-6-101.6

6 Statutory Requirements The TLE will have a five-tier rating system.  Superior  Highly effective  Effective  Needs improvement  Ineffective 70 O.S. § 6-101.16

7 Statutory Requirements 50% of the evaluation ratings based on rigorous and fair qualitative components 70 O.S. §6-101.16

8 Statutory Requirements Qualitative assessment must be evidence- based and include observable and measureable characteristics that are correlated to student performance. (Marzano/Tulsa TLE) 70 O.S. §6-101.16

9 Statutory Requirements Teacher Characteristics:  Organizational and classroom management skills,  ability to provide effective instruction,  focus on continuous improvement and professional growth,  interpersonal skills, and  leadership skills. 70 O.S. §6-101.16

10 Approved TLE Frameworks being Utilized in Oklahoma TeacherLeader Tulsa TLE Marzano McREL

11 Statutory Requirements  50% of ratings based on quantitative components  35% student academic growth using multiple years of standardized test data  15% based on other academic measurements 70 O.S. §6-101.16

12 Statutory Requirements  Teachers in grades and subjects for which there is no state-mandated testing measure  An assessment using objective measures of teacher effectiveness including student performance on unit or end-of- year tests

13 Components of the TLE System

14 Recommendation: First-Year Teachers will be evaluated on qualitative data only.

15 A Professional Growth Tool

16 Other Academic Measures 15% of Evaluation

17 Other Academic Measures: 15% of Total Evaluation Additional alternative instruments ensuring a robust evaluation Capture unique facets of effective teaching Reflect student academic performance impacted by the teacher Specific to job assignments

18 Approved OAMs Working Group See hand-out Local board policies will be adopted Collection of OAMs data will occur in 2013-2014 to be used on the 2014-2015 teacher evaluation

19 Value Added/Student Growth Model 35% of Evaluation

20 Simple Growth Model “A method for measuring the amount of academic progress each student makes between two points in time. For example, Johnny showed a fifty point growth by improving his math score from three hundred last year in the fourth grade to three hundred fifty on this year's fifth grade exam (Hull, Jim, 2007).”


22 Value Added Model “A method of measuring the degree in which teachers, schools, or education programs improve student performance (Hull, Jim, 2007).”

23 Understanding Value Added Value Added Analogy - VARC

24 Value Added/Student Growth Model Working Group #2 – Value Added/Student Growth Calculations for Teachers of Non-Tested Grades and Subjects/Teachers without a Teaching Assignment: Jan. 22, Feb. 5, Feb. 12 – 200 participants

25 Purpose of Working Group #2 To determine the best way to accurately measure student growth for the value added portion of the TLE for teachers of non-tested grades/subjects and teachers without a teaching assignment To develop value added/student growth calculation suggestions for teachers who uniquely impact student learning To draft suggestions for consideration by the TLE Commission

26 Guiding Questions For teachers of non-tested grades & subjects/teachers without teaching assignments: Should value added be used for the 35% quantitative component of the TLE? Do additional state assessments need to be created for non-tested subject areas? Should other growth measures be used? Should percentages be adjusted for qualitative/quantitative measures?

27 If Value Added is Used How? ▫Should school-wide value added be used? ▫Should teachers claim their individual students? ▫Should reading/math value added scores be attributed to other subject areas?

28 Possible Considerations  For those teachers in grades and subjects for which there is no state-mandated testing measure to create a quantitative assessment for the quantitative portion of the TLE:  The State Board of Education may adopt alternative percentages from those set forth in subsection (B)(4)  Emphasis shall be placed on the observed qualitative assessment as well as contribution to the overall school academic growth

29 Training Opportunities

30 Roster Verification Voluntary yet valuable!! See hand-out


32 Search TLE or Click on Resources/Click on iTunes U

33 Sign Up to Receive TLE Newsletters! Scroll down on home page to “Follow Us” Click on the red envelope All communication from the OSDE comes through


35 Contact Information Ginger DiFalco, TLE Coordinator ▫ ▫405-522-8298 Laura McGee, Executive Director of TLE ▫ ▫405-522-8298

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