© the new teacher project 2009 principles of teacher evaluation design illinois performance...
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© The New Teacher Project 2009
Principles of Teacher Evaluation Design
Illinois Performance Evaluation Advisory Committee
June 11, 2010
2© The New Teacher Project 2009
The New Teacher
Project (TNTP) helps
school districts and
states fulfill the
promise of public
education by ensuring
that all students—
especially those from
high-need
communities—get
excellent teachers.
• National nonprofit, founded by teachers in 1997
• Partners with school districts, state education agencies, and charter schools
• Targets acute teacher quality challenges
• Delivers a range of customized services and solutions on a fee-for-service basis
• Approx. 200 employees, most embedded in school district offices; majority are former teachers
• Past and present clients include:
Districts: Baltimore, Chicago, Denver, Memphis, New Orleans, New York, Oakland, Philadelphia, San Antonio, Washington, DC
States: Alaska, Louisiana, Texas, Virginia
3© The New Teacher Project 2009
Human capital reform requires a comprehensive effort.
Talent PipelineCreate supply of
effective teachers to fill all vacancies.
CORE METRIC
•Number and percentage of new teachers who demonstrate effectiveness above a target threshold
Effectiveness Management
Optimize effectiveness of teacher workforce.
CORE METRICS Retention rate of top-quartile teachers vs. bottom-quartile teachers
Average improvement in retained teachers’ effectiveness over time
Recruitment
Selection
Training /Certification
Hiring / Placement
On-Boarding
Evaluation /Prof. Dev.
Compensation
Retention / Dismissal
WorkingConditions
School-LevelPerf.
Mgmnt.
An effective teacherin every
classroom
Measures of student learning
District Governance
4© The New Teacher Project 2009
Source: Student Achievement Partners, LLC
And past performance in the classroom matters much more than qualifications in predicting a teacher’s impact on student learning.
Effects of Teacher Characteristics on Student Performance
5© The New Teacher Project 2009
Teacher Effectiveness (e.g., Value Add, Growth, PE Rating)
Boost effectiveness of all teachers through effective evaluation and targeted professional development.
Improve or exit persistently less effective teachers and replace with more effective
teachers.
Retain and leverage the most effective teachers
5
2
4
1 Optimize new teacher supply by hiring early and from preparation programs whose teachers consistently achieve higher student outcomes.
Increase the concentration of effective teachers in high-need
schools.
3
Current Performance
Potential Performance
5Goals for Optimizing Teacher Effectiveness
Dramatic improvements in student achievement cannot occur without a sustained and strategic focus on teacher effectiveness.
6© The New Teacher Project 2009
This type of human capital reform depends on teacher evaluation systems that provide fair, accurate and credible measures of teacher effectiveness.
Set performance standards that are linked to evidence of student learning.
Measure teacher effectiveness and trajectory against performance standards.
Compare teacher effectiveness and trajectory ratings against minimum expectations for the teacher’s experience level.
Determine evaluation outcomes by considering both absolute effectiveness and trajectory.
7© The New Teacher Project 2009
Performance standards are focused on student outputs and on the teacher inputs linked most closely to student learning.
Set performance standards that are linked to evidence of student
learning.
Measure teacher effectiveness and trajectory against performance
standards.
Compare teacher effectiveness and trajectory ratings against minimum
expectations for the teacher’s experience level.
Determine evaluation outcomes by considering both absolute effectiveness
and trajectory.
Student Growth and Performance: Demonstrates adequate student learning using objective and rigorous means of assessment
Expectations/Goals: Sets high expectations for student growth; translates expectations into measurable goals for student learning that meet or exceed district and school goals
Planning and Professional Engagement: Uses goals and interim assessments to drive planning and differentiation for individual student needs; supports school-wide goals through collaboration with peers and active participation in school initiatives and processes
Instructional Excellence: Maximizes time on task through student engagement and behavior management; delivers excellent content through high-impact teaching techniques and differentiated instruction; makes adjustments as required by continual assessment of student learning
8© The New Teacher Project 2009
Multiple measures of student learning are used to gauge teacher impact on student growth.
State standardized tests
Unit, benchmark, and end-of-year assessments
Randomly selected samples of daily student work, benchmarked against a standard rubric
Teacher portfolios that include videotaped lessons; an overview of an instructional unit, including student scores on pre- and post-unit assessments; documentation of student learning gains throughout the year; and 360-feedback from students and parents reflecting on overall student learning as promoted by the teacher
TNTP recommends multiple measures of student learning:
Set performance standards that are linked to evidence of student
learning.
Measure teacher effectiveness and trajectory against performance
standards.
Compare teacher effectiveness and trajectory ratings against minimum
expectations for the teacher’s experience level.
Determine evaluation outcomes by considering both absolute effectiveness
and trajectory.
9© The New Teacher Project 2009
Classroom observation rubrics are designed to drive accurate and meaningful differentiation of teacher performance.
TNTP believes a good evaluation rubric has the follow characteristics:
Aligned to excellence: The criteria for the highest performance level reflect exemplary performance, not minimum standards
Low inference: The criteria require the rater to observe student behaviors and outcomes, rather than relying on teacher knowledge, behaviors, or actions alone
Precise wording: The criteria are clearly defined and use non-subjective wording that require minimal interpretation on the part of the evaluator
Reflect expectations: The criteria and domain ratings are tailored to years of experience: Novice (1st and 2nd year teachers); Intermediate (3rd and 4th year teachers); Effective (5th year teachers and beyond); Highly Effective/Master; and Highly Effective/Exemplar
Set performance standards that are linked to evidence of student
learning.
Measure teacher effectiveness and trajectory against performance
standards.
Compare teacher effectiveness and trajectory ratings against minimum
expectations for the teacher’s experience level.
Determine evaluation outcomes by considering both absolute effectiveness
and trajectory.
10© The New Teacher Project 2009
Effectiveness and trajectory ratings are benchmarked against minimum expectations for the teacher’s experience level.
Eff
ecti
ven
ess
Year 1 Year 2 Year 3
Minimum expectations for first year teachers to get renewed
Minimum expectation
s for teachers to get tenure
Duration of District’s Probationary Period (e.g., 3
years)
RenewDo not renew
Set performance standards that are linked to evidence of student
learning.
Measure teacher effectiveness and trajectory against performance
standards.
Compare teacher effectiveness and trajectory ratings against minimum
expectations for the teacher’s experience level.
Determine evaluation outcomes by considering both absolute effectiveness
and trajectory.
11© The New Teacher Project 2009
Benchmarked effectiveness and trajectory ratings are used to determine evaluation outcomes.
Tra
jecto
ryLow
Hig
h
EffectivenessLow High
Replace with a rigorously
screened and
interviewed teacher
Appreciate, highlight,
and reward
Renew for another
year, expect more
Appreciate, highlight, and reward - and
maximize role in influencing other
teachers
Evaluation Outcome
Set performance standards that are linked to evidence of student
learning.
Measure teacher effectiveness and trajectory against performance
standards.
Compare teacher effectiveness and trajectory ratings against minimum
expectations for the teacher’s experience level.
Determine evaluation outcomes by considering both absolute effectiveness
and trajectory.
12© The New Teacher Project 2009
A new evaluation framework should be deemed successful if it achieves significantly improved outcomes over current systems.
Nearly all teachers get the top ratings and ratings do not correlate with student outcomes.
Ratings produce a bell curve that closely correlates with student outcomes.
Time
Eff
ecti
ven
ess
Most current systems Ideal framework
Student outcomes
Teacher ratings
XRatings provide a single snapshot in time and cannot be used to drive decision making.
Ratings provide a view of growth over time and are suited to driving critical decisions.
13© The New Teacher Project 2009
For more information:www.tntp.org
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