1. © 2011, Tulsa Public Schools Copyright © Tulsa Public Schools 2011 © 2011, Tulsa Public Schools

2. Tulsa Model for Teacher Observation and Evaluation 2

3. © 2011, Tulsa Public Schools Why implement a new teacher evaluation system? (a)We need a better method of identifying and describing effective teaching. (b)We need a better method of identifying and describing ineffective teaching. (c)They’re making me do it! 3 3

4. © 2011, Tulsa Public Schools Why Teacher Effectiveness Matters 4 4

5. © 2011, Tulsa Public Schools Tulsa Model’s Alignment with Oklahoma Law, including SB 2033 Five tiers of effectiveness  Evidence-based  Measures observable characteristics that are correlated with student performance  Time frames reflect state law  Multiple supports for improvement  5

6. © 2011, Tulsa Public Schools What’s Important To Know? Teacher involvement is key. Teachers are our talent...use the evaluation system to support them. Principals’ time is precious. Keep it simple…. Measure what matters (the characteristics that impact student achievement). 6 6

7. © 2011, Tulsa Public Schools Key Features of the Tulsa Model Developed with and by Oklahoma teachers Research-based Independently validated Support-focused Rich, but workable 7

8. © 2011, Tulsa Public Schools Teamwork and Collaboration… “… the fuel that allows common people to attain uncommon results.” – Henry Ford 8

9. © 2011, Tulsa Public Schools Research-Based and Validated Rubrics incorporate best practices associated with higher student achievement. – Kathleen Cotton of NWREL (Northwest Regional Educational Lab) – Harvard researcher Thomas Kane The Tulsa Model and its indicators are empirically associated with student achievement. (It measures what matters.) – MET Validation Engine Project – University of Wisconsin findings 9

10. © 2011, Tulsa Public Schools Support-Focused Rubrics are detailed roadmaps for improvement for all teachers Observation conferences are a status check prior to formal evaluation. Requires customized teacher training and responses w/re to teachers ranked in bottom two tiers 10

11. © 2011, Tulsa Public Schools Rich, But Workable, System Rubric The definitions of professional proficiency (effectiveness) for all 5 rankings. Contains 20 indicators (down from 37 in first year of implementation) Observation Process Principal's intentional study and analysis of the teacher’s classroom performance – guided by the rubric. a minimum of 2 observations per evaluation 11

12. © 2011, Tulsa Public Schools More indicators?…It’s a fine balance. “Each additional [indicator] included in an instrument adds costs….training time and scoring time for observers.” “Adding an indicator risks lowering the quality of data on all other indicators if observers have already reached their ability to keep track.” “When observers are overtaxed by…tracking many different competencies at once, their powers of discernment decline.” “…it may be useful to economize by combining or dropping competencies that commonly occur together, that prove to be too difficult to measure reliably, or that are unrelated to other outcomes.” MET Policy and Practice Brief January 2012 Page 28

13. © 2011, Tulsa Public Schools Tulsa Model Evaluation System Description Evaluation Form Web-based or paper-based. Your choice. Conferences Follow every observation and evaluation Customized Feedback and Support Focusing the most intensive supports for 1 (“Ineffective”) and 2 (“Needs Improvement”). 13

14. © 2011, Tulsa Public Schools Customized Supports for Teacher Improvement 1. “Push Pins” (less formal, yet documented) approaches 2.Personal Development Plans ( PDPs ) 3.PD aligned with evaluation findings (optional outside of TPS) 14

15. © 2011, Tulsa Public Schools Customized Teacher Supports, continued 4. PDP Support : address issues identified in PDPs (optional outside of TPS) 5.Quality Experiences Supporting Teachers ( QUEST ) (optional outside of TPS) 15

16. © 2011, Tulsa Public Schools STRUCTURE 16

17. © 2011, Tulsa Public Schools Tulsa Model - Structure Domains (5) Classroom Management Instructional Effectiveness Professional Growth & Continuous Improvement Interpersonal Skills Leadership 17

18. © 2011, Tulsa Public Schools Tulsa Model - Indicators Indicators (20) Classroom Management (6) Instructional Effectiveness (10) Professional Growth & Continuous Improvement (2) Interpersonal Skills (1) Leadership (1) 18

19. © 2011, Tulsa Public Schools Tulsa Model - Weight Classroom Management (30%) Instructional Effectiveness (50%) Professional Growth & Continuous Improvement (10%) Interpersonal Skills (5%) Leadership (5%) 19

20. © 2011, Tulsa Public Schools RUBRICS AND FORMS 20

21. © 2011, Tulsa Public Schools Teacher Rubric 21 The Foundation for Defining Effectiveness

22. © 2011, Tulsa Public Schools A Teacher Rubric in Detail Like a dictionary, the rubric provides definitional clarity as to each level of effectiveness. 22

23. © 2011, Tulsa Public Schools Teacher Observation Form 23 The tool to operationalize the rubric

24. © 2011, Tulsa Public Schools Teacher Observation Form 24

25. © 2011, Tulsa Public Schools Teacher Evaluation Form 25

26. © 2011, Tulsa Public Schools THE IMPACT & LESSONS LEARNED 26

27. © 2011, Tulsa Public Schools The Impact Identification of teachers’ strengths Clear and actionable direction on how to improve Customized, tiered support PLC tool Performance-based exits of ineffective teachers/principals 27

28. © 2011, Tulsa Public Schools Lessons Learned Communicate! Leverage research and teacher and principal feedback to continuously improve the system Train evaluators, and train them again – Ensure inter-rater reliability and accuracy 28

29. © 2011, Tulsa Public Schools Questions? 29

30. © 2011, Tulsa Public Schools For more information: www.tulsaschools.org Talia Shaull shaulta@tulsaschools.org Jana Burk burkja@tulsaschools.org 918-746-6800 30