america’s promise powerpoint
TRANSCRIPT
America’s Promise
Great teachers, weak
teachers: What is quality
teaching?
National Council on Teacher Quality
1
3 big teacher quality
levers:
1. Pipeline
2. Policies
3. Pay
2
The challenge
3
4
The stubborn achievement gap
Source: B.D. Rampey, G.S. Dion, and P.L. Donahue, NAEP 2008 Trends in Academic Progress (NCES 2009-479), National Center for Education Statistics, Institute of Educational Sciences, U.S. Department of Education, Washington, D.C.
5
The stubborn achievement gap
Source: B.D. Rampey, G.S. Dion, and P.L. Donahue, NAEP 2008 Trends in Academic Progress (NCES 2009-479), National Center for Education Statistics, Institute of Educational Sciences, U.S. Department of Education, Washington, D.C.
Teachers offer our best hope.
6
6
Odds of random assignment of great teacher — 1 in 7 in 17,000
Odds of random assignment of great teacher 5 years in a row — 1 in 17,000 in 17,000
8
9
1. Pipeline
Who is being admitted?
Are new teachers classroom-
ready?
10
Average SAT scores by subject area
It’s getting harder to attract talent
Source: Bacolod, Marigee, “Do alternative opportunities matter?” Review of Economic and Statistics, 2007. 11
GPAs of education majors
12 Source: Cory Koedel, Grading Standards in Education Departments at Universities, April 2011
Value added by a college education
13 Source: Richard Arum and Jospa Roksa, Academically Adrift (2011)
Co
lle
gia
te L
ea
rnin
g A
ss
es
sm
en
t
Sc
ore
s (
sca
le 8
00
-16
00)
Findings from our teacher prep pilot studies
Training in how to teach reading
15%
Elementary mathematics
13%
Student teaching
7%
14
Teacher prep isn’t adding enough value
Source: Gordon, Kane, Staiger, Identifying Effective Teachers Using Performance on the Job,
The Hamilton Project, Brookings Institution, April 2006. 16
2. Policies
• State laws and regulations
• Teacher contracts and school board policies
16
12
22
4
15
0 5 10 15 20 25
Student achievement is the preponderant
criterion in teacher evaluations
State requires annual evaluation of all teachers
2009
2011
Source: NCTQ 2011 State Teacher Policy Yearbook
We’re seeing big changes at state levels,
prompted by Race to the Top
17
Source: NCTQ 2011 State Teacher Policy Yearbook 18
We’re seeing big changes at state levels,
prompted by Race to the Top
Where states stand now on evaluations
12
57
27
0
5
10
15
20
25
30
Student achievement is
preponderant criterion
Evaluations "significantly
informed" by student achievement
Evaluations include
objective measures of student achievement
Student achievement data
not required
19 Source: NCTQ 2011 State Teacher Policy Yearbook
3. Pay
What do we value?
20
21
Experience doesn’t matter as much as we think…or pay for.
21
Salary trajectories often penalize younger
teachers.
22
$35,000
$40,000
$45,000
$50,000
$55,000
$60,000
$65,000
$70,000
$75,000
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
Miami-Dade Salary Schedule
It takes too long to get to the top.
23
$$$ for advanced degrees
Source: NCTQ TR3 database, www.nctq.org/tr3 24
District Masters degree equivalent
Baltimore
Boston
Hartford
Kansas City
Los Angeles
Miami
Seattle
Springfield
How many MA’s to get to the top?
One shining example from Harrison, CO
26
Harrison’s new salary schedule
Novice Progressing Proficient Exemplary Master
I I II I II III I II I
$35,000 $38,000 $44,000 $48,000 $54,000 $60,000 $70,000 $80,000 $90,000
Each year, teachers are evaluated and assigned to one of nine effectiveness levels:
27
Top salary
• Before: $68,000
• Now: $90,000
Slide not included in original presentation
How teachers are rated:
50/50
Student
Achievement
Six traditional metrics
1.Quality of instruction
2. Student engagement
3. Effective strategies and
practices
4. Curriculum alignment
5. Classroom management
6. Other criteria
A combination of 8
measures that involve:
1.Classroom scores on
both the state test and
district ssessments
2.School-wide scores on
the state test
3. A student achievement
goal set by the teacher
Slide not included in original presentation
Classroom observations
• Frequent “spot observations” of all teachers (10 to 15 minute walk throughs).
– Non-tenured teachers 8 times each semester.
– Tenured teachers 4 times each semester.
• All teachers are formally observed 2 times a year.
• All teachers receive 1 summative evaluation each year, summarizing the spot and formal evals, and determining annual rating and salary.
Slide not included in original presentation
State tests
• As federal law requires, all students in grades 3 through 10 are tested by the state in language arts, mathematics and science.
Slide not included in original presentation
District tests
• Every grade and subject administers “progress monitoring assessments”
– 4 common assessments during the year • 2 assessments administered at the end of semester
• In non-tested subjects and grades, the district’s teachers have agreed upon a set of performance measures. – Retired teachers evaluate teachers each year on a set of
standard performance metrics
Slide not included in original presentation
Teachers must meet an objective standard of performance to progress from one level to another.
– District established a “target distribution” range for each of the 8 effectiveness levels
• District intentionally established a positively skewed distribution (meaning the majority of current teachers would be found proficient and progressing)
– District set “cut scores” for each level that was based on past student achievement data, so that the actual distribution would approximate our target distribution.
Slide not included in original presentation
The student learning measures for a 4th grade teacher
The specific measures vary grade to grade, subject to subject.
Weight Type Tested subjects
25% Classroom score on STATE test Reading, writing, math
25% Classroom performance on DISTRICT summative test (2x/yr)
Reading, writing, math, science
25% Classroom performance on DISTRICT progress monitoring test
Reading, math and writing
12.5% School-wide score on STATE test Reading, writing, math
12.5% Teacher’s own selection of a goal for student achievement
--
Slide not included in original presentation
Multiple measures brought to life
State Tests
District (Performance)
District (Summative)
District (Progress monitoring
Individual goal set by teacher
Slide not included in original presentation
The student learning measures for a 10th grade English teacher
The specific measures vary grade to grade, subject to subject.
Weight Type Tested subjects
25% Classroom score on STATE test Reading, writing, English
25% DISTRICT tests (summative; administered 2x year)
Reading, writing, communicating
25% DISTRICT test (Progress monitoring and timed constructed response)
Reading, writing, communicating
12.5% School-wide score on STATE test Reading, writing, math
12.5% Teacher’s own selection of a goal for student achievement
--
Slide not included in original presentation
The student learning measures for a high school AP English teacher
The specific measures vary grade to grade, subject to subject.
Weight Type Tested subjects
12.5% Classroom score on STATE test Reading, writing, English
37.5% AP Exams English
25% DISTRICT tests (summative; administered 2x year)
English
12.5% Schoolwide score on state tests Reading, writing, math
12.5% Teacher’s own selection of a goal for student achievement
--
Slide not included in original presentation
The student learning measures for a high school art teacher
The specific measures vary grade to grade, subject to subject.
Weight Type Tested subjects
25% DISTRICT performance test (end of year performance; external scoring)
Art
25% DISTRICT summative test Art
25% DISTRICT TESTS (Progress monitoring and timed constructed response)
Art
12.5% Schoolwide score on state tests Reading, writing, math
12.5% Teacher’s own selection of a goal for student achievement
--
Slide not included in original presentation
Art Grade 3
In the space below, create an abstract or realistic drawing of
an animal.
Use at least two different shapes.
Use at least one type of line.
Show balance in the drawing.
Your drawing will be scored on:
Are all parts of the drawing neat and finished?
How well were shapes, line, and balance used?
A sample of performance measures for non-tested teachers
Slide not included in original presentation
A before picture
Slide not included in original presentation
0
13
23
47
11
4 2
0
5
10
15
20
25
30
35
40
45
50
Unsatisfactory Progressing I Progressing II Proficient I Proficient II Proficient III Exemplary
Where teachers fall on the scale: 2010-2011 Results
And after: The results produce a standard bell
curve, reflecting true performance.
Slide not included in original presentation
What happened in the first year (2010-2011)
• Modest achievement gains in most areas: – Significant growth at high school level
• 25% of the teacher workforce left: – Includes retirements, non-renewals, and resignations
– Majority of teachers leaving were not rated proficient or higher.
• Actual distribution came close to the target distribution.
• Overall percentage of money spent on salaries remained the same.
Slide not included in original presentation
How often are teachers eligible for a raise?
• Teachers are eligible for advancement each year.
• The fastest a current teacher can make it to the top “Master” level is 6 years
– A novice teacher can make it in 8 years.
• A teacher can stay at the same level indefinitely.
– However, ineffective teachers will eventually be moved out
• A teacher can be downgraded but only after receiving low marks three years in a row.
• Its easier to get promotions at the lower levels than higher.
• An exceptionally distinguished teacher can skip a level one time in a career.
Slide not included in original presentation
How Harrison pays for its plan:
• It is not an incentive pay plan. – It uses the same percentage of general fund dollars as before that
went to teacher salaries
• Teachers receive no raises associated with experience or advanced degrees.
• Teachers are not paid to attend professional development. • District eliminated extra pay for mentoring or department
chairs. • MOST IMPORTANT: Teachers don’t get raises every year. • Every three years, the district will decide if a Cost of Living
raise is in order.
Slide not included in original presentation
How it is manageable:
• Only the district can decide if a teacher qualifies for the four top levels of effectiveness. District staff evaluates these teachers.
• All school levels have assistant principals who also evaluate teachers and are trained to be instructional leaders.
• If rate of promotions is not financially sustainable, cut scores can be adjusted.
Slide not included in original presentation
Teacher satisfaction:
• In a survey conducted in the fall of 2010:
– 69% of staff agreed that compensation should be based on performance and student achievement results
• Only 13% disagreed
– 55% of staff agreed that a pay for performance plan would be good for students’ academic success
• Only 14% disagreed
Slide not included in original presentation
47
Question: Tell us about how you were hired as a teacher?
48 0
Question: How do you want to be measured?
49 2
Inserting student feedback into the process
50
51
Question: When layoffs must occur, who should go?
52 1
Balancing teacher loyalty with student
learning.
53
Question: What impact do ineffective teachers have on other
teachers?
54
4
Do states view ineffectiveness as grounds for
dismissal?
9
13
38
0
5
10
15
20
25
30
35
40
Yes, through dismissal policy
Yes, through evaluation policy
No
55
The euphemisms we’ve found instead:
56
Do states allow teachers to appeal
dismissal decisions beyond the district
level?
57
Rubber Room Woes
58
3 years = The average time teachers spend in the rubber room
2 to 5 years = Time it takes for arbitrators to hear cases
40-45 days = How long one teacher’s case might last, which is
8 times the average US criminal trial.
5 days = Amount of time a principal might be on the stand
during a case of 40-45 days (a disincentive to have principals
go through the hard work of bringing cases to arbitration)
$1,400/day = Amount arbitrators are paid for each day they
work -- not an incentive for cases to get wrapped up quickly
Question: How do we attract more talent into the profession?
59 0
Question: What should districts look for when they hire?
60
0