ESEA on Teacher Quality Pros Requires licensure, BA/BS, subject area knowledge Provides funding to states for PD Requires annual, measurable objectives for improving teacher quality Cons Does not require demonstrated effectiveness Does not provide guidelines for PD or evaluation Does not connect student outcomes to teacher quality Does not provide universal standards /definitions.

Current Administration on Teacher Effectiveness Statewide definitions of effective teachers Definition based on student growth and classroom observation High quality evaluation and PD systems supported by formula grants to states/districts Equitable distribution of effective teachers Competitive grants with flexible guidelines

Teacher effectiveness should be based on student growth and classroom observation. Formula grants should support effective PD and evaluation. All schools should have access to effective teachers. We Agree.... There should be a national definition of teacher effectiveness. Formula grants should include specific guidelines/ requirements for PD and evaluations. We should work on improving ineffective teachers, rather than redistributing effective teachers. But....

Our Theory of Change: Defining Teacher Effectiveness School-Based Professional Development Evaluation

Our Proposal 1.Target low-performing, Title I schools (based on teacher-effectiveness data & AYP) to receive extra funding and technical support 2.Incentivize states to adopt school-based PD and rigorous and frequent teacher evaluation via Title II funds 3.Implement 2,4,6,8 plan to evaluate schools’ progress

Timeline Year 2: Develop a concrete plan Year 4: Demonstrate implementation Year 6: Pilot Year 8: Federal evaluation

2009 State Teacher Policy Yearbook ABCDF

Our Proposal 4.Establish a National Research Center for Teacher Effectiveness (NRCTE) —To design PD programs and teacher evaluations and support schools in implementation —To expand capacity via online tools —To create and support district level teacher evaluation teams —To promote research on effective teaching —To consolidate current research and make it accessible to practitioners

Expanding the Definition of Teacher Effectiveness Highly Qualified Based on Documentation Bachelor’s degree State licensure Content knowledge Highly Effective Based on Measurement Student achievement & engagement Teacher quality

Have high expectations for all students and help students learn. Contribute to positive academic, attitudinal, and social outcomes for students. 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. Contribute to the development of classrooms and schools that value diversity and civic-mindedness. Collaborate with other teachers, administrators, parents, and education professionals to ensure student success. What is an Effective Teacher?

PD in Practice Most teachers receive fewer than 2 days of PD Less than half of teachers are involved in mentoring or coaching Fewer than 1/3 of teachers received even one day of PD over the last 3 years on how to teach ELL student and students w/ disabilities

What is Effective PD? PD Internal Accountability School- Based On-going Assessment Driven Collaborative Data/ Research Driven

Current Status: Evaluation Only 15 states require annual evaluations of teachers 47 states allow tenure to be awarded virtually automatically Most districts use binary evaluation system, with 98% of teachers being found satisfactory Study found that professionally trained evaluators CAN identify effective teaching practices.

What is effective evaluation? Fair, Flexible, and FocusedBased on classroom observation and student achievementBased on a clear, objective rubricProvides feedback for teachersConducted by multiple trained evaluatorsConducted annually, plus informal evaluations

Our Theory of Change: Defining Teacher Effectiveness School-Based Professional Development Evaluation

Thank you.