The mission of the Center on Great Teachers and Leaders (GTL Center) is to foster the capacity of vibrant networks of practitioners, researchers, innovators, and experts to build and sustain a seamless system of support for great teachers and leaders for every school in every state in the nation. Mission 2
High-Quality Career and Technical Education (CTE) Why Teachers Matter 3
Teacher quality has the greatest influence on student achievement, more than any other in-school factor. It is important that we can meaningfully measure and support CTE teacher performance in order to promote student success. Buddin, R., & Zamarro, G. (2009). Teacher qualifications and student achievement in urban elementary schools. Journal of Urban Economics, 66(2),103–115. The Influence of Teacher Quality on Student Outcomes 4
Improving Educational Outcomes for All Students Job projections for the next decade College and career readiness, not college or career readiness Better educational opportunities for students in college-preparatory programs, too The Power and Potential of High-Quality CTE 5
What Would High-Quality CTE Look Like? 6 State District School Student 1 Student 2 CTE Teacher Core Academic Teacher Student 3
Aligned Human Capital Management Systems 7 To achieve high-quality CTE and promote student success, it is critical that states and districts support and develop a high-quality CTE teacher workforce.
21st Century Educators 8 The GTL Center recently published a brief on how human capital management policies can either support or undermine high-quality CTE.brief Available at gtlcenter.org This presentation will focus and expand on aligned professional learning.
Evaluation Policies for CTE Teachers Alignment With Professional Learning 9
What Do We Know About Evaluation Policies for CTE Teachers? 10 Most states (42) allow districts to make many, if not most, decisions regarding the overall design of the evaluation system, although states play a key role in providing guidance and resources. CTE teachers are usually categorized as teachers of “nontested subjects and grades.” Policies, measures, and training are rarely specific or differentiated for CTE teachers.
What Do We Know About Evaluation Policies for CTE Teachers? 11
What Is the Purpose of Evaluation? 12
What Is the Purpose of Evaluation? 13
Effective Professional Learning 14 Adapted from High-Quality Professional Development for All Teachers: Effectively Allocating Resources, Focused Active Collaborative Ongoing and embedded
Less Effective to Develop Practice More Effective to Develop Practice One-size-fits-allDifferentiated (focused) Sit ‘n’ getPromotes engagement (active) Once ‘n’ doneContinuous reflection and adjustment (focused, active, and collaborative) Removed from practiceLearning from actual practice (job-embedded) Sky Mall catalogPlanned scope and sequence with clear goals and carefully constructed learning progressions (focused) Professional Learning That Makes a Difference 15
Reflection and goal setting Gathering evidence Formative evaluation Summative evaluation A Developmental Evaluation Cycle 16
It Is Not Just About…It Is Really About… Including student data in the evaluation system Analyzing the results in relation to specific teaching and leadership practices Conducting frequent, reliable observations Meaningful, actionable feedback and conversations about how to grow Rating teachers with a summative rating label Linking evaluation results to career paths, opportunities, and systems of support Linking Educator Evaluation and Professional Learning 17
Feedback is the link between the evidence gathered and a change in practice. Requires the ability to diagnose instruction or leadership Allows evaluators to ask the right questions and hold professional conversations Connects educators to appropriate professional learning opportunities Linked professional learning opportunities may include: Individual coaching and feedback Participation in professional learning communities Observation of or consultation with master educators Targeted small-group professional development Focus on Feedback 18
Practice or Observation Measures Provide direct feedback on instructional practices based on teaching standards and subject matter. Provide feedback on additional resources, strategies, and opportunities for improvement. The Link Between Measures and Feedback 19
States and Districts Can: Provide guidance on evidence and indicators for CTE courses and fields. Ensure that evaluators have the training, time, and resources to provide quality instructional feedback. Train peer observers to provide quality, content-specific instructional feedback and reduce administrator burden. The Link Between Measures and Feedback 20
Student Growth Measures Formative student growth data can provide feedback on the success of various instructional strategies or approaches. Summative student growth data can provide feedback on the success of instruction overall and the success of instruction for specific subgroups of students. The Link Between Measures and Feedback 21
States and Districts Can: Use end-of-course exams to provide summative, content- based growth data. Support teachers in gathering other student growth and achievement data through rubrics and formative assessments. Include growth models for CTE teachers who incorporate significant academic instruction. Use student learning objectives (SLOs). The Link Between Measures and Feedback 22
An SLO is a measurable, long-term, academic goal informed by available data that a teacher or teacher team sets at the beginning of the year for all students or for subgroups of students. SLOs as a Measure of Student Growth 23
Industry certification attainment Running records of skill attainment and student performance Likert scales of performance Rubrics Portfolios Career and Technical Student Organization competition results SLOs must also be based on valid and reliable measures, such as end-of-course exams or standardized assessments. Types of Measures That Can Be Included in SLOs 24
See the GTL Center’s SLO Resource Library: objectives The SLO Resource Library includes: Overview information Sample SLOs Briefs Presentations and handouts For More Information on SLOs 25
Student Survey Measures Provide information on student engagement, classroom norms and culture, and teacher-student relationships. When combined with observation and student growth measures, student survey measures can provide more valid and meaningful evaluation results (MET Project, 2013). The Link Between Measures and Feedback 26
States and Districts Can: Provide guidance on using student surveys for all teachers as one of multiple measures of effectiveness. Provide guidance on using student surveys as one possible source of evidence for a standard in a professional practice rubric. The Link Between Measures and Feedback 27
Evaluation Systems as Baseline for Professional Growth and Practice 28 Implications for… Advocates State agency staff District administrators School-based administrators Teachers
A Practical Model Aligned Evaluation and Professional Learning for CTE Teachers 29
One Possibility 30 School District A It is a mid-size suburban district that has CTE courses taught in three large high schools. The evaluation cycle is based on a cycle of continuous improvement and feedback. The district uses SLOs, student surveys, and practice measures. The district establishes peer observers to ensure reliability and quality of feedback. It convenes teachers and administrators to help vertically and horizontally align CTE and core academic curriculum.
One Possibility 31 High School A School culture emphasizes collaboration and communication between teachers. Administrators support teacher leaders who work to support connections between courses and improved teacher practice. Administrators allow for periodic common planning time between core academic teachers and CTE teachers. Administrators work with other schools with CTE courses to allow for periodic peer observation and informal feedback on practice. Administrators meet with teachers periodically to discuss performance goals, student data, and formative performance data.
One Possibility 32 Teacher A Teaches architecture and construction courses. Is aware of when relevant mathematics concepts are introduced in core academic classes (such as Algebra 1 and geometry). Communicates semiregularly with core academic mathematics teachers through and in person. Collaborates with core academic teacher to check student understanding on academic mathematical concepts and addresses misunderstandings. Sets goals based on previous year’s performance data and personal focus. Regularly analyzes student data to assess impact of instruction, and works with teacher leaders to adjust instruction accordingly. Works with observers and evaluator to identify professional development based on performance.
Summary 33 Meaningful Evaluation Measures Meaningful Feedback District and School Support Structures Teacher Collaboration Improved Instruction as Part of High-Quality CTE Improved Student Outcomes, Student Learning, and Student Success
Buddin, R., & Zamarro, G. (2009). Teacher qualifications and student achievement in urban elementary schools. Journal of Urban Economics, 66(2),103–115. Center on Great Teachers and Leaders. (2013). Database of teacher and principal evaluation policies. Washington, DC: Author. Retrieved from Jacques, C., & Potemski, A. (2013). 21 st Century Educators: Developing and Supporting Great Career and Technical Education Teachers. Washington, DC: Center on Great Teachers and Leaders. Retrieved from References 35
Advancing state efforts to grow, respect, and retain great teachers and leaders for all students Catherine JacquesAmy Potemski Thomas Jefferson Street NW Washington, DC