teacher evaluation: implications for special educators leading change 2014

Teacher Evaluation: Implications for Special EducatorsLeading Change 2014

Virginia StodolaTeacher Evaluation

Audra AhumadaAlternative Assessment

Lisa AaroeProfessional Learning and Sustainability

Special Educators:A Look at Teacher EvaluationProvide information on the

implications for Special EducatorsHighlight National Trends Share concerns from the field Discuss the use of Student

Learning Objectives as one measure of growth

Four Corners ActivityWhat have you heard?What questions do you have?What concerns do you have?How are you currently evaluated?

Each group has 5 minutes to chart and share.

Choose 1 spokesperson to share out.

Teacher Effectiveness (Evaluation)Teachers face tougher evaluations than ever, according to the National Council on Teacher Quality report. "The number of states that have moved so far forward on teacher evaluation is just striking -- more than 40 states now require student achievement to be a factor in teacher evaluations is very different from where we were before," Sandi Jacobs, the group's vice president, said in an interview. "There's been a real transformation."

Review of States’ Models(Teacher Effectiveness)

Include a variety of data into the measuring of teacher effectiveness (including growth measurements)

Have varying levels of models being implemented ( i.e. pilot systems)

Trying to develop fair and rigorous measures for all teachers

Similarities and Differences Across States

http://www.nctq.org/dmsView/State_of_the_States_Teacher_Evaluation_and_Effectiveness_Policies_NCTQ_Report

National Concerns for Special Educators

1. Sensitivity of progress in models for students with the most significant disabilities

2. Ambiguity of writing SLOs for classes/subjects- not IEP goals/objectives for individuals- writing an SLO for class of very diverse students for use in effectiveness models

National Concerns for Special Educators

3. Trained observers who recognize the knowledge and skills of a special educator as research based practice

4. Limited research base for how to link academic growth to teacher evaluation and the consequences of doing so

5. Implications and impact of service delivery models (co-teaching)

CEC’s Position

4 General Characteristics of Teacher Evaluation Systems

One evaluation system.

Identify appropriate professional learning opportunities.

Support continuous improvement.

Open and transparent

Recognize the Complex Roles and Professionalism of Special Education Teachers

Based on a special education teacher’s specific roles and responsibilities

Considers the population of children and youth and their range of exceptionalities

Evaluations must be conducted by evaluators with expertise in special education.

Evaluations must respect special education teachers’ professional practice and have reasonable case loads and paperwork responsibilities; competitive salaries; benefits; access to resources; and positive working conditions.

Rules of Evaluations

Must be based on multiple reliable measures

Should never be based solely on student growth.

Should not use a student’s progress on their goals, objectives, and benchmarks in the IEP as a measure of a special education teacher’s contribution to student growth.

Continually Incorporate Findings From Research

Leaders of evaluation systems reforms must collaborate to ensure that the development and implementation of evaluation systems are carried out in a systematic, coordinated, and efficient manner.

Research should identify reliable measures and indicators of student growth that can be validly used to evaluate special education teachers.

Policy makers and leaders should consider the intended and unintended consequences of wide-scale implementation of teacher evaluation systems.

ADE’s Educator Evaluation Model

The Effective Teachers and Leaders Unit &

The Research and Development Section2013-2014

http://www.azed.gov/teacherprincipal-evaluation/

Holistic View of Teacher Effectiveness and Use of Multiple Measures:

ADE Teacher Evaluation Model

50%

33%

17%

Teaching Performance: • Planning and Preparation• The Classroom

Environment• Instruction• Professional

Responsibilities

Student Academic Progress• Achievement• Growth• College and Career

Ready

Surveys• Student

Survey• Parent Survey• Peer Review• Self-Reflection

Pre-Conference ConsiderationsExample Role Play:

Danielson Framework, 2013Indicator 3c Student Engagement

Self Contained- Alternate Assessment (Audra)

Resource Classroom (Lisa)

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Student Academic Progress

Performance& Surveys

67%

Achieve-ment 13%

Growth20%

College and Career ReadyAchieveme

nt

Growth

STATE ASSESSMENT PRIOR YEAR

DATA

Student Efficacy: Attendance and Graduation Rates-Lag Data

Current Year Data for Achievement and

Growth

Student Academic Progress Data-Multiple Measures

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Group A Teachers Arizona Framework For Measuring Educator Effectiveness – April 2011

Elementary Teachers Grades 2-6Special Education TeachersMath & English Grades 9-10

Science Teachers Grades 4, 8, & 10Reading and Math Interventionists

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Group B Teachers Arizona Framework For Measuring Educator Effectiveness – April 2011

CTE Performing Arts Computers P.E. Gr. K-1 Elementary Gr. 7-10 Social

Studies Gr. 7 & 9 Science Gr. 11-12 All Subjects

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So why use SLOs?SLOs are one way to assess teacher impact on student performance that involves the teacher in the process of goal setting, monitoring, and assessing of student progress within the expertise of their own content area.

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What is a Student Learning Objective?

What They AreClassroom level measures of student growth and/or achievementOver the entire courseStandards based contentSpecific & Measurable

What They Are NotIndividual lesson objectivesUnits of studyTeaching to the test

Planning a system of support to measure growth

Prior Year Data

Assessments

Setting SLO Targets

Interventions

Collecting Data

SLO Process-ADE ModelDetermining

Students’ Preparedness

Choosing Quality

Assessments

Setting SLO

Targets

Monitoring and Adjusting

Instruction

Establishing Summative

Score

What do we expect students to learn?

How will we know if students have learned it?

What will we do if they don’t learn it?

What will we do if they already know it?

75%

SLO Achievement StatementIncludes ALL Students

in the class, including SPED & ELL

Student Learning Objective Process

SLO Achievement Statement Example

80% of the students will score a minimum of 75% on the end of course final by May 2015.

80% of the students will score a 3 in the proficiency range on the performance assessment by May 2015.

45%55%65%

GROWTH

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Option #1: Levels of Preparedness Growth Approach

Preparedness of Students

Low

Adequate

High

? Growth

? Growth

? Growth

Option #1: Levels of Preparedness Growth Approach

High Level of Preparedness◦All students will increase their

potential growth score by at least ? %Adequate Level of Preparedness

◦All students will increase their potential growth score by at least ? %

Low Level of Preparedness◦All students will increase their

potential growth score by at least ? %

Differentiates for each individual student based on a

prescribed rubric

Option #2: Individualized Growth Statements

Example of Individualized SLO Growth Statements

Each student will reach their individual growth cut score on AimsWeb by moving over at least one category’s growth on the performance rubric by May 2015.

Each student will reach their individual growth cut score on the final general science exam calculated by using the prescribed formula by May 2015.

3-2-1-Wrap-Up

3 actions I will take immediately2 actions I will plan to have in place 2-3 months from now1 action I will have in place in 6 months

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Interest CardsI am interested in receiving technical assistance for:Teacher Evaluation System (All Components)______Teacher Performance Component_______Student Academic Progress Component______Student Learning Objectives -SLOs_______ESS Support for effective teacher evaluations____

Contact Information

Lisa AaroeDirector of Recruitment and Retention

Exceptional Student Services602.542.4831

Lisa.aaroe@azed.gov

Audra AhumadaDirector of Alternative Assessment

Assessment602.542.4061

Audra.ahumada@azed.gov

Virginia StodolaEducation Program Specialist

Effective Teachers and Leaders 602-364-3552

Virginia.stodola@azed.gov