1. Summer 2010

2.  Review research and current practices  Overview of ESEA and ARRA  Share state data  Examine evaluation systems  Discuss Oregon’s transition

3. Principal finding: Teachers matter more to student learning than anything else. And there are far bigger differences among them than we ever knew.

4. Cumulative Teacher Effects On Students’ Math Scores in Dallas (Grades 3-5) Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997. Beginning Grade 3 Percentile Rank= 55 Beginning Grade 3 Percentile Rank= 57

5. “If the effects were to accumulate, having a top-quartile teacher rather than a bottom quartile teacher four years in a row would be enough to close the black-white test score gap.” Source: Gordon, R., Kane, T.J., and Staiger, D.O. (2006). Identifying Effective teachers Using Performance on the Job. Washington, D.C.: The Brookings Institution.

6. © 2010 THE EDUCATION TRUST

7. Sourc e: Babu & Mendro, Teacher Accountability: HLM-Based Teacher Effectiveness Indices in the Investigation of Teacher Effects on Student Achievement in a State Assessment Program, Dallas TX public schools, AERA, 2003. percent passing

9.  America’s central educational challenge is to dramatically improve student performance. ◦ Teachers drive student performance. ◦ Teachers can either negatively or positively impact student achievement. ◦ How do we know which teachers are which? What We Know 9

10. Teachers are the greatest school-based influence on student achievement (Nye, Konstantopolous, & Hedges, 2004; Rockoff, 2004). Every student should have a high-quality teacher. Currently, we use “highly qualified” to define this characteristic, but is that the same thing? What We Know 10

11. Teaching Quality PracticeKnowledge Teacher Quality Qualifications CharacteristicsPractice ??? Student outcomes Teacher Effectiveness Student Learning ??? Other measures 11

12.  As established by the current reauthorization of ESEA, a “highly-qualified” teacher is one who possesses the following characteristics: ◦ A college degree ◦ Demonstration of subject matter competency ◦ State teaching certification What We Know 12

13. 13  "It's a hard nut to crack. The things that are easy to measure don't matter that much, and the things that matter aren't easy to measure." Adam Gamoran, interim dean at the University of Wisconsin School of Education, talking to Teacher Magazine in December 2008

14.  Elementary HQT Percentage ◦ High Poverty97.3% ◦ Low Poverty93.1%  Elementary Percentage Schools not making AYP ◦ High Poverty12.95% ◦ Low Poverty1.03%

15.  Secondary HQT Percentage ◦ High Poverty94.3% ◦ Low Poverty94.9%  Secondary Percentage Schools not making AYP ◦ High Poverty68.86% ◦ Low Poverty32.11%

16. Research has, at this point, shown that these “teacher inputs” (certification status, degree, subject-area major) do not greatly impact student achievement (Goldhaber & Brewer, 2000; Rice, 2003). In other words, there are weak and mixed effects of teacher qualifications on student achievement test scores (Wayne & Youngs, 2003; Wilson & Floden, 2003). 16 What We Know

17. 17  Experience matters, but only for the first five years or so as teachers learn on the job; After that, experience adds little in terms of student achievement  Teachers’ subject matter knowledge (as evidenced by course-taking) appears to contribute significantly to math achievement, particularly at the secondary level, but research has not convincingly demonstrated that it matters in other subjects

18.  Subject matter certification contributes significantly to math achievement, but is not significantly and consistently related to student achievement in other subjects

19. Most recently, there has been a shift from teacher quality to teaching quality to teacher effectiveness. As a concept, teacher effectiveness measures teaching quality through contributions to student growth and learning. This is where the research is headed. What We Know 19

20.  Stimulus funds “assurances” 1 and 4: 1.Increase effectiveness of teachers…ensure equitable distribution. 4.Turn around the lowest performing schools.  A rigorous evaluation system is a crucial component for accomplishing 1 and 4. ◦ Evaluation (with appropriate supports) can help teachers become more effective. ◦ Effective teachers can be successful anywhere! 20ARRA

21.  How do we define teacher effectiveness in Oregon?

22. In Ohio Teacher Effectiveness is defined by the Ohio Teacher Standards and measured by using multiple sources of evidence Other State examples North Carolina, Delaware, Colorado, DC

23. 1. “Have high expectations for all students and help students learn, as measured by value-added or other test-based growth measures, or by alternative measures.” 2. “Contribute to positive academic, attitudinal, and social outcomes for students such as regular attendance, on-time promotion to the next grade, on-time graduation, self-efficacy, and cooperative behavior.” A Five-Point Definition of Highly Effective Teachers 23

24. 3. “Use diverse resources to plan and structure engaging learning opportunities; monitor student progress formatively, adapting instruction as needed; and evaluate learning using multiple sources of evidence.” 4. “Contribute to the development of classrooms and schools that value diversity and civic-mindedness.” A Five-Point Definition of Highly Effective Teachers 24

25. 5. “Collaborate with other teachers, administrators, parents, and education professionals to ensure student success, particularly the success of students with special needs and those at high risk for failure.” Goe, Bell, and Little (2008, p. 8) A Five-Point Definition of Highly Effective Teachers 25

26.  What do educators in Oregon believe should be the components of a teacher and principal framework?

27.  Professional Administrator Standards  Principal Goals- Individual Learning Plans  Surveys- Staff, Parents, Students  Portfolio  Student Achievement/Growth  Teacher Reflection  Cultural Competency  Observations  Videotaping

28.  Prof. Teaching Standards  Goals: Individual Learning Plans  Surveys: Parent, Students  Portfolio  Student Achievement  Observations  Videotaping lessons  Classroom Walk Throughs  Self Reflections

29.  Teacher Rubrics  Team Goals  Peer Review  Participation: Meetings, community

30.  Other State’s Continuums

31.  Research supports that teacher evaluation can be a powerful tool in improving teacher quality  When we examine most teacher evaluation systems they do little in contributing to teacher growth and advancement in skills and knowledge  Direct observation by administrators continues to be the primary source of evidence that is used to inform evaluation decisions

33. Rendy Jantz rendy.jantz@state.or.us 503-947-5695 Bev Pratt bev.pratt@state.or.us 503-947-5806