1. Educator Evaluation: Research-Informed Practice Dr. Don Beaudette Rachel Bradshaw Richard Fournier Elizabeth Nolan

2. Boston University Slideshow Title Goes Here Educator Evaluation: Research-Informed PracticeSeptember 18, 2014 Agenda 1.Student Input in Teacher Evaluation (Rachel Bradshaw) 2.Instructional Leadership in the Context of Teacher Evaluation (Elizabeth Nolan) 3.The Evaluation of Special Educators (Richard Fournier)

3. Boston University Slideshow Title Goes Here STUDENT INPUT IN TEACHER EVALUATION Part 1 Educator Evaluation: Research-Informed PracticeSeptember 18, 2014

4. Boston University Slideshow Title Goes Here What is worth knowing? 1.In this class, we learn to correct our mistakes. 2.This teacher is nice to me when I need help. 3.We learn a lot in this class. 4.I look forward to coming to this class. 5.In this class, we stay busy and do not waste time. 6.This teacher pushes us to use our thinking skills. 7.Students do what this teacher wants them to do. 8.This teacher makes learning interesting. 9.This teacher wants us to share our ideas. 10.This is a good teacher. Educator Evaluation: Research-Informed PracticeSeptember 18, 2014

5. Boston University Slideshow Title Goes Here Are student perceptual data trustworthy?  Yes …with a well-designed survey  Witnesses to behaviors, not judges of skill  Redundant, research-based items  Reliability  Inter-rater: ten or more students  Test-retest: two or more years?  Validity  Convergent: observations, self-reports  Predictive: test scores Educator Evaluation: Research-Informed PracticeSeptember 18, 2014

6. Boston University Slideshow Title Goes Here What roles can student surveys play among multiple measures?  Monitoring implementation processes  Alignment with Danielson framework  Adding nuance to evaluation  Complementing, not just verifying  Providing “fast and frequent feedback”  Multiple administrations per year  Engaging and empowering students…  …and teachers! Educator Evaluation: Research-Informed PracticeSeptember 18, 2014

7. Boston University Slideshow Title Goes Here What are best practices for implementation?  Understanding and buy-in  For data as well as for people  Equity and protection for students  Translations, accommodations, proctors  Norming by age, subject, etc.  National data sets, anti-bias algorithms  Focus on improvement  Actionable feedback, professional development Educator Evaluation: Research-Informed PracticeSeptember 18, 2014

8. Boston University Slideshow Title Goes Here INSTRUCTIONAL LEADERSHIP IN THE CONTEXT OF TEACHER EVALUATION Part 2 Educator Evaluation: Research-Informed PracticeSeptember 18, 2014

9. Boston University Slideshow Title Goes Here Educator Evaluation: Research-Informed PracticeSeptember 18, 2014

10. Boston University Slideshow Title Goes Here Which do you emphasize more in your district? Educator Evaluation: Research-Informed PracticeSeptember 18, 2014

11. Boston University Slideshow Title Goes Here What is the purpose of teacher evaluation? Accountability  State/District Standards  Retention  Dismissal Improvement  Formative Evaluations  Feedback  Professional Development Educator Evaluation: Research-Informed PracticeSeptember 18, 2014

12. Boston University Slideshow Title Goes Here What does the research say about observation protocols as a tool for improvement?  Error Marzano (2012)  Measurement  Sampling  3 Types of Lessons  Introductory  Practice and Understanding  Application  Assumptions  Principals are content experts  Generic Instruments Educator Evaluation: Research-Informed PracticeSeptember 18, 2014

13. Boston University Slideshow Title Goes Here How can observations be more accurate and promote teacher improvement?  “Differentiating” the number of observations  Looking for content expertise  Conferring with teachers  Strategically planning observations  Conducting walk-throughs  Videotaping lessons  Peer Assistance and Review (PAR) Educator Evaluation: Research-Informed PracticeSeptember 18, 2014

14. Boston University Slideshow Title Goes Here How can a principal make this all work?  Use Technology  TeachPoint  Evernote  Excel  Limit the focus  Ask teachers to do some homework  Pre-conference worksheets  Data  Devote a day  Setting targets and goals Educator Evaluation: Research-Informed PracticeSeptember 18, 2014

15. Boston University Slideshow Title Goes Here What is instructional leadership in the context of teacher evaluation?  Traditional Idea  Focus on curriculum and instruction  Limited if any improvements in student growth  Contemporary Idea  Focus on organizational management  Growth in student achievement Educator Evaluation: Research-Informed PracticeSeptember 18, 2014

16. Boston University Slideshow Title Goes Here How can central office administrators support principals as instructional leaders?  Training  Ongoing professional development  Time with staff to focus on the evaluation  Instructional coaching  Credentialing  Provide opportunities for principal feedback on the evaluation process  Allow for flexibility with the number of observations  Allocate funding for support personnel to assist  Provide technology to facilitate observations Educator Evaluation: Research-Informed PracticeSeptember 18, 2014

17. Evaluating Special Education Teachers: Current Issues & Recommendations Richard Fournier Doctoral Fellow rfournie@bu.edu

18. Boston University Slideshow Title Goes Here Introduction: Why Special Education? 18

19. Boston University Slideshow Title Goes Here Evaluating Special Education Teachers: Major Issues  Special education has unique characteristics evaluation models rarely consider These features challenge current models of evaluating teacher effectiveness: ① Diversity in population of students with disabilities ② Intensive, individualized instruction found in SPED

20. Boston University Slideshow Title Goes Here Evaluating Special Education Teachers: Major Issues  Problems  Current mixed-method measures (e.g., VAM) are not easily transferrable to special education  Current models tend to be “one-size-fits-all”  Current teacher observations problematic

21. Boston University Slideshow Title Goes Here What does the research say? Rigorous research is limited, but growing Little understanding of what models work or of alternative solutions

22. Boston University Slideshow Title Goes Here What does the research say? Observation of Special Education Teachers Examples: Danielson’s Framework for Teaching (FFT) Meant to be comprehensive of all aspects of one’s teaching Classroom Assessment Scoring System (CLASS) Focuses on teacher-student interactions Recent Findings: observations scores tend to be unstable Raters tend to remain high or low in ratings Consistency with observation systems Not strongly correlated with VAM scores BIG ISSUE: How do we deal with issues of fairness? Dr. Nathan Jones (2013), Presentation with Office of Special Education Programs (OSEP)

23. Boston University Slideshow Title Goes Here What does the research say? Observation of Special Education Teachers Practical, Common Issues: Evaluators unfamiliar with environment Differences in ideas and definitions of effective teaching Roles & Responsibilities not captured in protocol Dr. Nathan Jones (2013), Presentation with Office of Special Education Programs (OSEP)

24. Boston University Slideshow Title Goes Here What does the research say? Observation of Special Education Teachers Johnson, E., & Semmelroth, C. L. (2014). Unique roles and responsibilities

25. Boston University Slideshow Title Goes Here What does the research say? New research emerging… What doesn’t work? What can be done to improve existing models? Practical Recommendations for Observations: Ensure that special education teachers are familiar with checklist items OR rubric (e.g., FFT) Have evaluators and teachers select specific domains to work on Encourage and allow time for teachers to explain their lesson plans or actions during evaluation Video exemplars for administrators Provide extra training for administrators evaluating special education teachers

26. Boston University Slideshow Title Goes Here What does the research say? Observation Tool in Development RESET Recognizing Effective Special Education Teachers What will it include? ① Video component ② Acknowledge unique roles and settings ③ Scoring on specific instruction strategies ④ Collecting student growth data (still in development) Johnson, E., & Semmelroth, C. L. (2014).

27. Boston University Slideshow Title Goes Here What does the research say? PEER Observation/Review of Special Education Teachers Recommendation to improve observations for special education teachers Inform general education observers/reviewers Document peer observer notes and review Peer observer and teacher identify specific areas Encourage teachers to take feedback seriously

28. Boston University Slideshow Title Goes Here What does the research say? Portfolios for Special Education Teachers May want to consider e-portfolio system Administrators should review often (with teachers) Provide model portfolios & handbook Enlist special education teacher/administrator to review portfolios with main reviewer

29. Boston University Slideshow Title Goes Here Educator Evaluation: Research-Informed PracticeSeptember 18, 2014 What does the research say? Dynamic Instructional Practices Portfolio Tool MyiLOGS My Instructional Learning Opportunities Guidance System

30. Boston University Slideshow Title Goes Here Lastly...  Recognize professionalism  Incorporate Research  Where? Educator Evaluation: Research-Informed PracticeSeptember 18, 2014 Regional Educational Laboratory (Northeast & Islands) www.relnei.org

31. Boston University Slideshow Title Goes Here Educator Evaluation: Research-Informed PracticeSeptember 18, 2014 Ask A REL is a free reference desk service providing brief responses to your education-related questions. Free Research Resources!

32. Boston University Slideshow Title Goes Here Free Research Resources! Education Resources Information Center (ERIC) Free access to > 1 million records of journal articles Often has full text!! (http://www.eric.ed.gov/)http://www.eric.ed.gov/ What Works Clearinghouse (WWC) Free, easily accessible databases and reports Provides high quality reviews of educational interventions (programs, products, practices, policies) Doing What Works (DWW) Free & Helps educators identify and use effective teaching practices Provides examples of ways educators might apply research