connecting teacher performance to academic progress
DESCRIPTION
Connecting Teacher Performance to Academic Progress. Why Connect Academic Progress to Teacher Performance?. Teacher quality is the greatest in-school factor affecting student achievement. One of the ultimate outcome of the educational enterprise is student achievement . - PowerPoint PPT PresentationTRANSCRIPT
May 2011
Connecting Connecting Teacher Performance to Teacher Performance to
Academic ProgressAcademic Progress
Connecting Connecting Teacher Performance to Teacher Performance to
Academic ProgressAcademic Progress
May 2011
Why Connect Academic Progress Why Connect Academic Progress to Teacher Performance?to Teacher Performance?
Why Connect Academic Progress Why Connect Academic Progress to Teacher Performance?to Teacher Performance?
• Teacher quality is the greatest in-school factor affecting student achievement.
• One of the ultimate outcome of the educational enterprise is student achievement.
• The variance in student achievement gains explained by teacher effects is greater in low socio-economic status schools than in high socio-economic status schools.
• Teacher quality is the greatest in-school factor affecting student achievement.
• One of the ultimate outcome of the educational enterprise is student achievement.
• The variance in student achievement gains explained by teacher effects is greater in low socio-economic status schools than in high socio-economic status schools.
May 2011
Requirement by the Requirement by the Code of VirginiaCode of Virginia
Requirement by the Requirement by the Code of VirginiaCode of Virginia
School boards shall develop a procedure for use by division superintendents and principals in evaluating instructional personnel that is appropriate to the tasks performed and addresses, among other things, student academic progress [emphasis added] and the skills and knowledge of instructional personnel, including, but not limited to, instructional methodology, classroom management, and subject matter knowledge.
Article 2, §22.1-295
School boards shall develop a procedure for use by division superintendents and principals in evaluating instructional personnel that is appropriate to the tasks performed and addresses, among other things, student academic progress [emphasis added] and the skills and knowledge of instructional personnel, including, but not limited to, instructional methodology, classroom management, and subject matter knowledge.
Article 2, §22.1-295
May 2011
What are the Methods to Use for Connecting What are the Methods to Use for Connecting Teacher Performance to Teacher Performance to
Academic Progress? Academic Progress?
What are the Methods to Use for Connecting What are the Methods to Use for Connecting Teacher Performance to Teacher Performance to
Academic Progress? Academic Progress?
Student academic progress should be a significant component of the evaluation.
The Guidelines recommend that student academic progress account for 40 percent of an individual’s summative evaluation.
Student academic progress should be a significant component of the evaluation.
The Guidelines recommend that student academic progress account for 40 percent of an individual’s summative evaluation.
May 2011
What are the Methods to Use for Connecting What are the Methods to Use for Connecting Teacher Performance to Teacher Performance to
Academic Progress? Academic Progress?
What are the Methods to Use for Connecting What are the Methods to Use for Connecting Teacher Performance to Teacher Performance to
Academic Progress? Academic Progress?
Student learning, as determined by multiple measures of student academic progress, accounts for a total of 40 percent of the evaluation.
Student learning, as determined by multiple measures of student academic progress, accounts for a total of 40 percent of the evaluation.
Teachers % of Evaluation Based on Student Growth Percentiles (SGPs)
% of Evaluation Based on Other Student
Academic Progress Measures
Reading and Math for whom SGPs are available
20 20
Support reading and math for whom SGPs are available
No more than 20 20 to 40
No direct or indirect role in teaching reading or mathematics in grades where SGPs are available
N/A 40
May 2011
Incorporating Multiple Measures into Incorporating Multiple Measures into Teacher Evaluation:Teacher Evaluation:
Teachers of Math and Reading for Whom Student Growth Teachers of Math and Reading for Whom Student Growth Percentiles Are AvailablePercentiles Are Available
Incorporating Multiple Measures into Incorporating Multiple Measures into Teacher Evaluation:Teacher Evaluation:
Teachers of Math and Reading for Whom Student Growth Teachers of Math and Reading for Whom Student Growth Percentiles Are AvailablePercentiles Are Available
May 2011
Incorporating Multiple Measures into Incorporating Multiple Measures into Teacher Evaluation:Teacher Evaluation:
Teachers who Support Math and Reading Instruction for Teachers who Support Math and Reading Instruction for Whom Student Growth Percentiles Are AvailableWhom Student Growth Percentiles Are Available
Incorporating Multiple Measures into Incorporating Multiple Measures into Teacher Evaluation:Teacher Evaluation:
Teachers who Support Math and Reading Instruction for Teachers who Support Math and Reading Instruction for Whom Student Growth Percentiles Are AvailableWhom Student Growth Percentiles Are Available
May 2011
Incorporating Multiple Measures into Incorporating Multiple Measures into Teacher Evaluation:Teacher Evaluation:
Teachers for Whom Student Growth Percentiles are Not Teachers for Whom Student Growth Percentiles are Not AvailableAvailable
Incorporating Multiple Measures into Incorporating Multiple Measures into Teacher Evaluation:Teacher Evaluation:
Teachers for Whom Student Growth Percentiles are Not Teachers for Whom Student Growth Percentiles are Not AvailableAvailable
May 2011
Samples of Samples of Other Measures of Student Academic Other Measures of Student Academic
Progress/Achievement Progress/Achievement
Samples of Samples of Other Measures of Student Academic Other Measures of Student Academic
Progress/Achievement Progress/Achievement
• Individualized Education Plan (IEP) goals• Phonological Awareness Literacy Screening (PALS)• Performance Assessments for Skill Development• STAR – Reading and Mathematics• MAP – Measures of Academic Progress• IB and AP examinations• Industry certification examinations
• Individualized Education Plan (IEP) goals• Phonological Awareness Literacy Screening (PALS)• Performance Assessments for Skill Development• STAR – Reading and Mathematics• MAP – Measures of Academic Progress• IB and AP examinations• Industry certification examinations
May 2011
Guidance on Measures of Guidance on Measures of Student Academic ProgressStudent Academic ProgressGuidance on Measures of Guidance on Measures of
Student Academic ProgressStudent Academic Progress
Give priority to quantitative measures already available in the school that are validated and provide valid measures of growth (as opposed to absolute achievement)
Use student achievement goal setting or other measures that incorporate data from validated achievement measures whenever possible
Have at least two valid measures of student academic progress included in the evaluation.
Give priority to quantitative measures already available in the school that are validated and provide valid measures of growth (as opposed to absolute achievement)
Use student achievement goal setting or other measures that incorporate data from validated achievement measures whenever possible
Have at least two valid measures of student academic progress included in the evaluation.