20110404_hisd_appraisal_system_april 7 board workshop presentation final clean

8/7/2019 20110404_hisd_appraisal_system_April 7 Board Workshop Presentation FINAL Clean

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Effective Teachers Initiative: Designing aNew Teacher Appraisal & DevelopmentSystem

Board WorkshopApril 7, 2011

HISD Executive Sponsors:Julie Baker, Chief Major Projects Officer

Ann Best, Chief Human Resources Officer


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Our teachers and principals have made it clear that PDAS does notmeet their needs.

44%

of t ea che r s say

that PDAS allows

ap p ra ise r s to

a ccu rat e ly

a s s e s s t e a c h e r s instruct ional

pe r fo rmance .

Source: Surveys of HISD teachers and principals.

28%

of principals say thatPDAS/MPDAS allows

them to accuratelyassess teachers

instructionalperformance.

51% 43%

of teachers say thatthe PDAS process

helps themimprove their

instructionalperformance.

Results: 2010 Survey of 6,279 HISD Teachers and 144 HISD Principals

*The response rate for teachers surveyed was 55%, and the response rate for principals surveyed was 56%.


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Ensuring that there is an effective teacher in every classroom is acritical part of HISDs Strategic Direction.

Board of EducationGoals for HISD from the

Declaration of Beliefs and Visions

Effective Teacher

in Every Classroom

Ef

fective Principal

in Every SchoolRigorous Instr

uctional Standards &SupportsData D

riven Account-ability

Culture

of Tr

ust through Action

1 2 3 4 5


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Effective Teachers Initiative Vision: An effective teacher in everyclassroom, delivering high-quality instruction to all students.

Smart recruitment Useful appraisals Individualized teacher support

New career pathways

Four Key Strategies

Effective Instruction In All Classrooms

Improved Student Learning Outcomes


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Agenda

The Need for a Better Appraisal and Development SystemOverview of the Design ProcessThe Proposed New SystemPlanning for Implementation


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Texas State Education Code gives specific guidance for local schooldistricts developing their own appraisal systems.

DNA (LOCAL) is the districts policy on its teacher appraisal and development system. It

requires the adoption of a revised policy on the appraisal process and criteria. Texas StateEducation Code requires that:

From Texas State Education Code Chapter 21, Sub-Chapter H, Sections 351(a)(1)(2), 352(a) and 352(b).

Teacher performance appraisal criteria must be based on observable, job-relatedbehavior, including:

1.teachers' implementation of discipline management procedures; and2.the performance of teachers' students.

If a district does not utilize the states recommended system, it must use anappraisal process and performance criteria that:

1.Is developed by the district- and campus-level committees establishedunder state code;

2.Contains teachers implementation of discipline management proceduresand the performance of teachers students; and

3.Is adopted by the board of trustees.

The board of trustees may reject an appraisal process and performance criteriadeveloped by the district- and campus-level committees but may not modify theprocess or criteria.


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Teachers, principals and other stakeholders have led a six-montheffort to design a new appraisal and development system.

School-based SharedDecision-MakingCommittees (SDMCs)

District AdvisoryCommittee (DAC)

Working Groups(Teachers, Principals,

Parents, HISD Staff)

Submitted recommendations on appraisal criteriaand process; More than 250 SDMCs participated inthe design process

Developed final proposal for appraisal process andcriteria based on recommendations from SDMCs andWorking Groups

Built rubrics and other tools needed to implement the

new system

HISD Community andStakeholders

Provided input on SDMC, DAC and working grouprecommendations throughout the design process


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Collaboration and transparency were top priorities in the designprocess. HISD actively sought feedback from the entire community.

HISD posted all materials from thedesign process on a dedicated websitethat has logged more than 14,000visits.

HISD sent biweekly email updates onthe process to all teachers andprincipals.

HISD read, logged and responded to1,100 questions and commentsreceived by email and via the website.

HISD held three public meetings togather feedback on the draft proposal.

2,655 teachers and 282 appraisers

completed an online survey on thedraft proposal.

40 teachers and 18 principalsparticipated in focus groups to helpshape specific aspects of the draftproposal.

Community Engagement During the Design Process


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Timeline of the Design Process

Feb. - Mar.

Public commentperiod on the draft

proposal

SDMCs and DACrevise

recommendations

based on feedback

Working groupscontinue developing

tools/instruments

Dec. - Jan.

Working groupsbegin developingtools/instruments

SDMCs submitadditional

recommendations

DAC completes thedraft proposal

Sept. - Dec.

SDMCs submitrecommendationson the appraisal

criteria and process

DAC begins buildingthe draft proposal

based on theSDMCsrecommendations

Apr. - May

Proposal for the newsystem presented to

theBoard of Education

for approval

Tools/instruments

continually refinedbased onstakeholder input

2600+ Teachers

500+ School administrators500+ Parents

500+ Other communitymembers

In all, the final proposal represents input from


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Agenda



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The proposed system will paint a complete picture of each teachersperformance based on multiple measures in three performance criteria.

Three Major Performance Criteria

Student Performance: Teachersimpact on student learning

Instructional Practice: Teachersskills and knowledge that help promote

student learning

Professional Expectations: Teachersefforts to meet objective, measurablestandards of professionalism

Teachers will be evaluated based on multiple measures in each performancecriterion. The scores in the three criteria will combine into an overall rating ofIneffective, Needs Improvement, Effective, or Highly Effective.

StudentPerformance

InstructionalPractice

ProfessionalExpectations


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The proposed system is designed to give all teachers the regularfeedback and individualized support they deserve as professionals.

ConferencesFormal meetings withappraiser to discuss

performance, set goals,create and update

development plan

Ongoing FeedbackObservations andwalkthroughs followed by

formal and informalfeedback on teaching

IndividualizedDevelopment

Learning activitiesinformed by

development plan

Self-ReflectionReflect onperformance, student

progress, andprofessional goals

Appraisal and Development Cycle

Focus on Feedback and Development

Three teacher/appraiser conferenceseach year will provide teachers withcomprehensive feedback on theirperformance.

Appraisers will conduct at least 2classroom observations and at least 2

walkthroughs throughout the year,each followed by in-person/writtenfeedback.

Teachers will work with appraisers tocreate an individualized developmentplan that identifies specific areas forprofessional growth and targetedlearning activities to address them.

Appraisers will be held accountable forhelping teachers meet their professionalgoals.


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Proposed Appraisal and Development Timeline

Sept: Beginning-of-Year Conference

Discuss prior years outcomes

Set student learning measures andprofessional goals

Create an individualized developmentplan

Dec Jan: Mid-Year ConferenceComprehensive feedback on

performance, to date

Adjust goals and update developmentplan as necessary

Apr May: End-of-Year Conference

Comprehensive feedback onperformance, to date

Final performance rating, to date

Set preliminary goals for next year

Between Conferences:

Continuous Feedback andIndividualized Development

Multiple required classroom

observations (unannounced) ofvarying lengths, followed by formalfeedback

Individualized professional developmentactivities based on the developmentplan

Ongoing, informal feedback based onadditional observations and review ofstudent data

Self-reflection


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The proposed new system makes major improvements over PDAS.

Current System (PDAS/MPDAS) Proposed New System

Some teachers go years between observations All teachers observed and appraised every year

Appraisals dont include evidence of individualteachers contribution to student learning

Appraisals include multiple measures of studentlearning, along with ratings in two other majorcategories

Requires at least one observation, but a waiverunder MPDAS allows teachers to go several yearswithout a formal observation; Feedback not requiredafter all observations

Teachers receive at least two observations and atleast two shorter walkthroughs each yearallfollowed by feedback

One conference between teachers and appraiserseach year (to discuss summative rating)

Three conferences between teachers andappraisers each yearto discuss teacherperformance and plan for development

Professional development is not directly aligned with

the outcomes of a teachers appraisal

All teachers receive an individualized professional

development plan based on specific needsidentified by the appraisal process

Limited accountability and support for appraisers forconducting accurate evaluations or helping teachersimprove

Appraisers held accountable for accuracy ofevaluations and success in helping teachers growprofessionally; Intensive training and additionalsupport for principals throughout the year


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Criteria in Focus: Instructional Practice

Instructional

Practice1

Reflects a teachers skills andknowledge that help drive student

learning in the classroom.

Types of Criteria

Instruction (such as, checks for student understanding and responds to studentmisunderstanding, maximizes instructional time)

Planning (such as, develops student learning goals, designs effective lesson plans, units,

and assessments)

Sources of Evidence

Such as classroom observations, planning documents, daily interactions with the teacher,and reviews of certain documents and artifacts (such as, lesson plans, classroommanagement plans, grade books, portfolio of student work, etc.). Appraisers will have the

flexibility to use any sources of evidence collected throughout the course of the year thatreflect the criteria. Teachers can also provide additional sources of evidence that theywant to inform their appraisal.


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Criteria in Focus: Professional Expectations

Professional

Expectations2

Reflects a core set of objective,measurable professional expectations

for teachers.

Types of Criteria

Professionalism (such as, complies with policies and procedures at school, collaborateswith colleagues)

Sources of Evidence

Such as classroom observations, planning documents, daily interactions with the teacher,and reviews of certain documents and artifacts (such as parent communication logs, sign-in sheets for PLCs, agendas and minutes from team meetings, teacher attendancerecords).


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Criteria in Focus: Student Performance

StudentPerformance3

Reflects a teachers impact on student

learning.

Guiding Principles (Selected)

Multiple measures of student learning for all teachers; all teachers will have at least twomeasures of student learning included in their appraisal

No teachers measures of student learning will be based solely on value-added dataSpecific measures will vary based on the teachers subject and grade, with the most

accurate and fair measures used for each subject and grade

Wherever possible and reasonable, measures will be growth- or progress-based measuresof student learning

All measures will be based on end-of-course or end-of-year assessments; formative

assessment will not be used for appraisal purposesAll assessments used to measure student learning for the purposes of appraisal must meet

specific standards around sufficient stretch and alignment to curriculum


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Criteria in Focus: Student Performance (continued)

Measure Description

1) Value-added growth (e.g.,EVAAS)

A district-rated measure of the extent to which students averagegrowth meets, exceeds, or falls short of average growth. TheDistrict has contracted with SAS EVAAS to calculate Value-addedgrowth.

2) Comparative growth on district-wide EOC/EOY assessments

A district-rated measure of the extent to which students achieve anambitious but feasible amount of growth as determined bybenchmark scores for similar students.

3) Students progress on district-wide or appraiser-approved

EOC/EOY assessments

An appraiser-rated measure of the extent to which students learnedan ambitious and feasible amount of content and skills, taking into

account students starting points.4) Students progress usingculminating, EOC/EOYperformance tasks/work products

An appraiser-rated measure of the extent to which students learnedan ambitious and feasible amount of content and skills, taking intoaccount students starting points.

5) Students attainment on anappraiser-approved or district-wideEOC/EOY assessment

An appraiser-rated measure of the proportion of students whoperformed at a target level, regardless of their starting points.

Five Types of Student Learning Measures


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Appraisers will use a simple lookup table to combine scores in thethree categories into a single overall rating.

Student Performance

1 2 3 4

Instructi

onalPracticeXProfessionalExpectations

1 I I NI NI

2 I NI E E

3 NI NI E HE

4 NI E E HE

Determining Summative Ratings

Teachers will earn one of four summativeratings: Ineffective, Needs Improvement,Effective or Highly Effective.

The proposed system uses a lookup table

instead of a one-size-fits-all formula todetermine summative ratings.

The lookup table makes the systemmoretransparent and accessible than usingpercentage weights, since teachers caneasily see what their rating would bebased on a particular combination of

scores in the three criteria categories.


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Under the proposed system, each teacher will have one individualresponsible for his/her appraisal and development.

Appraiser Role and Responsibilities:

Individuals currently permitted to appraise in HISD

Conducts all required observations and conferences

Provides written and verbal feedback

Responsible for ensuring access to development opportunities

Reviews all available sources of evidence to determine a summativerating for each teacher

All appraisers must be trained and receive certification by HISD inimplementing the new system.

HISD is currently designing a new appraisal system for school leaders(appraisers) that will align to this new proposed system for teachers.


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The collaborative design process has resulted in a proposed newsystem that is good for students, teachers, and taxpayers.

Benefits of the Proposed New Appraisal and Development System

The proposed system will help ensure that all students learnfrom effective teachers every daywhich will significantlyraise student achievement.

The proposed system will give teachers the regular, accuratefeedback they deserve as professionals, and will connectthem with individualized support that helps them do theirbest work in the classroom.

The proposed system will help HISD identify and hold ontoits best teachers and raise the quality of all teachingwhich is more important than ever at a time when HISD isgoing to have to do more with fewer resources.

For students

For teachers

For taxpayers


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Agenda



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HISD has laid the groundwork in planning for successful, district-wide implementation of the new system.

Training and Support

Intensive summer training and credentialing of appraisersRegular, structured support for appraisers throughout the school year

Standardized protocols and forms

Professional Development office reorganization, including creation of the TeacherDevelopment Specialist role

Training for teachers

Continuous Improvement of the System

Ongoing feedback from key stakeholders for system improvements

Continued outreach to SDMCs and DAC for feedback

Continued use of e-mail updates and dedicated website to collect teachers andappraisers questions and feedback on the new system

Teacher and principal surveys

Integrated Data and Technology Platform

New performance management tools integrated into PeopleSoft

Electronic data collection for monitoring and analysis


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For more information, visitwww.HISDeffectiveteachers.org.
http://www.hisdeffectiveteachers.org/http://www.hisdeffectiveteachers.org/

20110404_hisd_appraisal_system_april 7 board workshop presentation final clean

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