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© The New Teacher Project 2009 Principles of Teacher Evaluation Design Illinois Performance Evaluation Advisory Committee June 11, 2010
2 © The New Teacher Project 2009 The New Teacher Project (TNTP) helps school districts and states fulfill the promise of public education by ensuring that all students especially those from high-need communities get excellent teachers. National nonprofit, founded by teachers in 1997 Partners with school districts, state education agencies, and charter schools Targets acute teacher quality challenges Delivers a range of customized services and solutions on a fee-for-service basis Approx. 200 employees, most embedded in school district offices; majority are former teachers Past and present clients include: Districts: Baltimore, Chicago, Denver, Memphis, New Orleans, New York, Oakland, Philadelphia, San Antonio, Washington, DC States: Alaska, Louisiana, Texas, Virginia
3 © The New Teacher Project 2009 Human capital reform requires a comprehensive effort. Talent Pipeline Create supply of effective teachers to fill all vacancies. CORE METRIC Number and percentage of new teachers who demonstrate effectiveness above a target threshold Effectiveness Management Optimize effectiveness of teacher workforce. CORE METRICS Retention rate of top-quartile teachers vs. bottom-quartile teachers Average improvement in retained teachers effectiveness over time Recruitment Selection Training / Certification Hiring / Placement On- Boarding Evaluation / Prof. Dev. Compensation Retention / Dismissal Working Conditions School- Level Perf. Mgmnt. An effective teacher in every classroom Measures of student learning District Governance
4 © The New Teacher Project 2009 Source: Student Achievement Partners, LLC And past performance in the classroom matters much more than qualifications in predicting a teachers impact on student learning. Effects of Teacher Characteristics on Student Performance
5 © The New Teacher Project 2009 Teacher Effectiveness (e.g., Value Add, Growth, PE Rating) Boost effectiveness of all teachers through effective evaluation and targeted professional development. Improve or exit persistently less effective teachers and replace with more effective teachers. Retain and leverage the most effective teachers 5 2 4 1 Optimize new teacher supply by hiring early and from preparation programs whose teachers consistently achieve higher student outcomes. Increase the concentration of effective teachers in high-need schools. 3 Current Performance Potential Performance 5 Goals for Optimizing Teacher Effectiveness Dramatic improvements in student achievement cannot occur without a sustained and strategic focus on teacher effectiveness.
6 © The New Teacher Project 2009 This type of human capital reform depends on teacher evaluation systems that provide fair, accurate and credible measures of teacher effectiveness. Set performance standards that are linked to evidence of student learning. Measure teacher effectiveness and trajectory against performance standards. Compare teacher effectiveness and trajectory ratings against minimum expectations for the teachers experience level. Determine evaluation outcomes by considering both absolute effectiveness and trajectory.
7 © The New Teacher Project 2009 Performance standards are focused on student outputs and on the teacher inputs linked most closely to student learning. Set performance standards that are linked to evidence of student learning. Measure teacher effectiveness and trajectory against performance standards. Compare teacher effectiveness and trajectory ratings against minimum expectations for the teachers experience level. Determine evaluation outcomes by considering both absolute effectiveness and trajectory. Student Growth and Performance: Demonstrates adequate student learning using objective and rigorous means of assessment Expectations/Goals: Sets high expectations for student growth; translates expectations into measurable goals for student learning that meet or exceed district and school goals Planning and Professional Engagement: Uses goals and interim assessments to drive planning and differentiation for individual student needs; supports school-wide goals through collaboration with peers and active participation in school initiatives and processes Instructional Excellence: Maximizes time on task through student engagement and behavior management; delivers excellent content through high-impact teaching techniques and differentiated instruction; makes adjustments as required by continual assessment of student learning
8 © The New Teacher Project 2009 Multiple measures of student learning are used to gauge teacher impact on student growth. State standardized tests Unit, benchmark, and end-of-year assessments Randomly selected samples of daily student work, benchmarked against a standard rubric Teacher portfolios that include videotaped lessons; an overview of an instructional unit, including student scores on pre- and post-unit assessments; documentation of student learning gains throughout the year; and 360-feedback from students and parents reflecting on overall student learning as promoted by the teacher TNTP recommends multiple measures of student learning: Set performance standards that are linked to evidence of student learning. Measure teacher effectiveness and trajectory against performance standards. Compare teacher effectiveness and trajectory ratings against minimum expectations for the teachers experience level. Determine evaluation outcomes by considering both absolute effectiveness and trajectory.
9 © The New Teacher Project 2009 Classroom observation rubrics are designed to drive accurate and meaningful differentiation of teacher performance. TNTP believes a good evaluation rubric has the follow characteristics: Aligned to excellence: The criteria for the highest performance level reflect exemplary performance, not minimum standards Low inference: The criteria require the rater to observe student behaviors and outcomes, rather than relying on teacher knowledge, behaviors, or actions alone Precise wording: The criteria are clearly defined and use non-subjective wording that require minimal interpretation on the part of the evaluator Reflect expectations: The criteria and domain ratings are tailored to years of experience: Novice (1 st and 2 nd year teachers); Intermediate (3 rd and 4 th year teachers); Effective (5 th year teachers and beyond); Highly Effective/Master; and Highly Effective/Exemplar Set performance standards that are linked to evidence of student learning. Measure teacher effectiveness and trajectory against performance standards. Compare teacher effectiveness and trajectory ratings against minimum expectations for the teachers experience level. Determine evaluation outcomes by considering both absolute effectiveness and trajectory.
10 © The New Teacher Project 2009 Effectiveness and trajectory ratings are benchmarked against minimum expectations for the teachers experience level. Effectiveness Year 1 Year 2 Year 3 Minimum expectations for first year teachers to get renewed Minimum expectations for teachers to get tenure Duration of Districts Probationary Period (e.g., 3 years) Renew Do not renew Set performance standards that are linked to evidence of student learning. Measure teacher effectiveness and trajectory against performance standards. Compare teacher effectiveness and trajectory ratings against minimum expectations for the teachers experience level. Determine evaluation outcomes by considering both absolute effectiveness and trajectory.
11 © The New Teacher Project 2009 Benchmarked effectiveness and trajectory ratings are used to determine evaluation outcomes. Trajectory Low High Effectiveness LowHigh Replace with a rigorously screened and interviewed teacher Appreciate, highlight, and reward Renew for another year, expect more Appreciate, highlight, and reward - and maximize role in influencing other teachers Evaluation Outcome Set performance standards that are linked to evidence of student learning. Measure teacher effectiveness and trajectory against performance standards. Compare teacher effectiveness and trajectory ratings against minimum expectations for the teachers experience level. Determine evaluation outcomes by considering both absolute effectiveness and trajectory.
12 © The New Teacher Project 2009 A new evaluation framework should be deemed successful if it achieves significantly improved outcomes over current systems. Nearly all teachers get the top ratings and ratings do not correlate with student outcomes. Ratings produce a bell curve that closely correlates with student outcomes. TimeEffectiveness Most current systems Ideal framework Student outcomes Teacher ratings X Ratings provide a single snapshot in time and cannot be used to drive decision making. Ratings provide a view of growth over time and are suited to driving critical decisions.
13 © The New Teacher Project 2009 For more information: www.tntp.org
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