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Teacher Evalua,on Data
Exploring the Rela,onship Between Teacher Evalua,on and Student
Growth
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Exploring the Data
3322..55%% Percent of students who were not proficient on the ELA and Math End-of-Grade assessments
1199..66%% Percent of students who did not graduate from high school
6688..00%% Percent of students who were not proficient on the eighth grade NAEP Reading assessment
6677..00%% Percent of students who were not proficient on the eighth grade NAEP Reading assessment
2200..55%% Percent of schools that did not make expected growth with students
1188..99%% Percent of teachers who did not make expected growth with students
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Exploring the Data 11..66%% Percent of teachers who were less than proficient on Standard One of the NCEES
22..55%% Percent of teachers who were less than proficient on Standard Two of the NCEES
22..44%% Percent of teachers who were less than proficient on Standard Three of the NCEES
11..99%% Percent of teachers who were less than proficient on Standard Four of the NCEES
22..55%% Percent of teachers who were less than proficient on Standard Five of the NCEES
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Exploring the Data
0 10 20 30 40 50 60 70 80 90 100
Standard One
Standard Two
Standard Three
Standard Four
Standard Five
Standard Six
Consider this school in NC:
Percentage of Teachers Rated Proficient or Be?er
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0 10 20 30 40 50 60 70 80 90 100
Standard One
Standard Two
Standard Three
Standard Four
Standard Five
Standard Six
Exploring the Data Consider this school in NC:
Percentage of Teachers Rated Proficient or Be?er
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Exploring the Data
There is a disconnect between outcomes for students and
outcomes for teachers.
Why do you think this disconnect exists in many of our schools in
the state?
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Evalua,on and Growth
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Evalua,on and Growth
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Evalua,on and Growth
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Evalua,on and Growth
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Evalua,on and Growth
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Evalua,on and Growth
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Digging into the Data Large Urban District
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Standard 1 Standard 2 Standard 3 Standard 4 Standard 5
Percentage of Teachers in RaDng Categories
DisDnguished
Accomplished
Proficient
Developing
Not Demonstrated
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Standard 6
Exceeds Expected Growth
Meets Expected Growth
Does Not Meet Expected Growth
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Digging into the Data Large Mixed District
0%
20%
40%
60%
80%
100%
Standard 1 Standard 2 Standard 3 Standard 4 Standard 5
Percentage of Teachers in RaDng Categories
DisDnguished
Accomplished
Proficient
Developing
Not Demonstrated
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Standard 6
Exceeds Expected Growth
Meets Expected Growth
Does Not Meet Expected Growth
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Digging into the Data Small Mixed District
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Standard 1 Standard 2 Standard 3 Standard 4 Standard 5
Percentage of Teachers in RaDng Categories
DisDnguished
Accomplished
Proficient
Developing
Not Demonstrated
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Standard 6
Exceeds Expected Growth
Meets Expected Growth
Does Not Meet Expected Growth
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Digging into the Data Small Rural District
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Standard 1 Standard 2 Standard 3 Standard 4 Standard 5
Percentage of Teachers in RaDng Categories
DisDnguished
Accomplished
Proficient
Developing
Not Demonstrated
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Standard 6
Exceeds Expected Growth
Meets Expected Growth
Does Not Meet Expected Growth
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Understanding the Data
• Districts are very similar in how they evaluate teachers – there are few differences between Urban and Rural districts, regardless of size.
• The category of performance with the greatest percentage of teachers is Accomplished – approximately 50% of the teachers in the state fall into this category.
• Approximately 14% of teachers across the state did not meet expected growth with their students.
• On average, one percent of teachers across the state are designated as Developing.
• Approximately 15% of the teachers across the state exceeded expecta,ons for student growth.
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Inter-‐Rater Reliability
• Inter-‐rater reliability, inter-‐rater agreement, or concordance is the degree of agreement among raters.
• A lack of agreement among raters indicates that either the scale is defec,ve or that raters need addi,onal training.
• Three opera,onal defini,ons of agreement: • Reliable raters agree with each other about the exact ra,ngs
to be awarded. • Reliable raters agree with the “official” ra,ng of a
performance. • Reliable raters agree about which performance is be?er and
which is worse.
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Understanding Bias
Edward Thorndike The Halo Effect
The halo effect or halo error is a cogni,ve bias in which one's judgments of a person’s character can be influenced by one's overall impression of him or her. It can be found in a range of situa,ons from the courtroom to the classroom and in everyday interac,ons.
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Overcoming Bias
• We all carry bias into the evalua,on system. Bias is inherent in the human condi,on, it is not a character flaw.
• Understanding that we have biases is an important step in elimina,ng them from our prac,ce.
• Training is very helpful in reducing bias from the evalua,on system – the second half of this convening is targeted toward helping becoming more accurate raters.