icw business leads institute | september 2010 dan weisberg the new teacher project
DESCRIPTION
Understanding the Teacher Union Contract and How Business Can Support the Superintendent in Making Improvements. ICW Business LEADs Institute | September 2010 Dan Weisberg The New Teacher Project. - PowerPoint PPT PresentationTRANSCRIPT
Understanding the Teacher Union Contract and How Business Can Support the Superintendent in Making ImprovementsICW Business LEADs Institute | September 2010Dan Weisberg The New Teacher Project
2© The New Teacher Project 2009
A significant achievement gap separates white and minority students. By high school, minority students are four years behind white students.
Notes: *Accommodations for students with disabilities and English language learners not permitted; Trends similar for Math.Source: Original analysis of the Education Trust based on Long-Term Trends NAEP ; National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde, NAEP 2004 Trends in Academic Progress
203194
204
223
230
192
198
191
199
199
192
201
223
227 228
170
180
190
200
210
220
230
240
1992* 1994* 1998 2000 2002 2003 2005 2007
African American Latino White
NAEP Grade 4 Reading
0%
20%
40%
60%
80%
100%
150 200 250 300 350
Scale Score
White 13 Year-Olds
African American 17 Year-Olds
Latino 17 Year-Olds
NAEP Reading
Aver
age
Scal
e Sc
ore At age 17,
African American and Latino students read at the same levels as 13 year-old white students. Pe
rcen
t of S
tude
nts
3© The New Teacher Project 2009
Research has shown that effective teachers are the solution.
Dallas students who start 2nd grade at about the same level of math achievement…
57
55
0 20 40 60 80 100
Group 2
Group 1
Average Percentile Rank
Beginning of 2nd Grade
27
77
0 20 40 60 80 100
Group 2
Group 1
Average Percentile Rank
End of 5th Grade
After 3 EFFECTIVE
Teachers
After 3 INEFFECTIVE
Teachers
…finish 5th grade math at dramatically different levels depending on the quality of their teachers.
Original analysis by the Education Trust.
Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997.
50
4© The New Teacher Project 2009
Certification Has a One-Point Impact on Achievement
Source: Gordon, Kane, Staiger, Identifying Effective Teachers Using Performance on the Job, The Hamilton Project, Brookings Institution, April 2006.
5© The New Teacher Project 2009
Two Years of Experience Has a Four-Point Impact
6© The New Teacher Project 2009
Impact of Effective Teachers is Ten Points
7© The New Teacher Project 2009
0
0.02
0.04
0.06
0.08
0.1
0.12
New York, Math, Grades 4 - 6Source: Thomas Kame, Jonah Rockoff, and Douglas Staiger, “What Does Certification Tell Us About Teacher Effectiveness: Evidence from New York City (2006)
Cha
nge
in P
erce
ntile
R
ank
Original: Uncert. 1st Year Bottom 25%
Replaced With: Cert. 3rd Year Average
Replacing Low Performers Can Drive Up Student Achievement
Replacing the typical bottom-quartile teacher with the median teacher would have a larger impact on student achievement than replacing the typical uncertified teacher with the typical certified
teacher or replacing the typical novice teacher with the typical third-year teacher
8© The New Teacher Project 2009
Teacher Effectiveness in Improving Student Achievement
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 most effective teachers.
5
2
4
1 Optimize new teacher supply by hiring from preparation programs whose teachers consistently achieve better student outcomes.
Prioritize effective teachers for high-need students.
3
Current teacher performance
Potential teacher performance
Dramatic improvements in student achievement cannot occur without a sustained and strategic focus on maximizing teacher effectiveness.
5Goals for Optimizing Teacher Effectiveness
9© The New Teacher Project 2009
Years of Growth
What would it take to get breakthrough performance improvement?
0.75
Hypothetical Situation• A district uses “years of growth” as
its primary measure of student learning.
• Currently, the district’s teachers average 0.75 years of growth.o 75th percentile: 0.9 yearso 25th percentile: 0.6 years
• The district wants to boost average effectiveness so that at least 4 out of 5 teacher get 1.0 years of growth.
1.0
10© The New Teacher Project 2009
Achieving breakthrough results requires movement in all three levers (performance improvement, retention of more effective teachers, and improvement or replacement of less effective teachers).
Scenario 1• Incentives to boost retention of top-
quartile and performance of lower-quartiles
• Tailored and effective PD for lower quartiles
• Performance management policies to drive outplacement of teachers who do not improve
• Tenure for those who repeatedly generate 1 year growth
1 85% 10%
1.1 years2 80% 25%
3 33% 50%
4 20% 60%
Teachers’ Starting Quartile
Retention Rate
Improvement of Those Who are
Retained
Average Performance of New Hires
1 85% 5%
1.1 years2 80% 15%
3 66% 30%
4 66% 40%
30% Improvement 1.0 years
40% Improvement 1.1 years20%tile=1.0 years
Scenario 2All the above, plus:• More attractive incentives • More ambitious performance
management policies
11© The New Teacher Project 2009
To realize sustainable improvement, effective teaching must be the guiding concern behind all elements of a district’s human capital system.
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 METRICSRetention
rate of top-quartile
teachers:
Retention rate of
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-Level
Human Cap.Mgmnt.
An effective teacherin every
classroom
Measures of student learning
12© The New Teacher Project 2009
When is teacher effectiveness taken into account?
13© The New Teacher Project 2009
Teacher Evaluation/Tenure/Due Process
14© The New Teacher Project 2009
The Widget Effect
“When it comes to measuring instructional performance, current policies and systems overlook significant differences between teachers. There is little or no differentiation of excellent teaching from good, good from fair, or fair from poor. This is the Widget Effect: a tendency to treat all teachers as roughly interchangeable, even when their teaching is quite variable. Consequently, teachers are not developed as professionals with individual strengths and capabilities, and poor performance is rarely identified or addressed.”
The New Teacher Project, 2009
15© The New Teacher Project 2009
The Widget Effect in Teacher Evaluation: Summary of Findings
Treating teachers as interchangeable parts
All teachers are rated “good” or “great.”
Although teachers and principals report that poor performance is common, less than 1 percent of teachers are identified as “unsatisfactory” on performance evaluations.
Excellence goes unrecognized.
When excellent ratings are the norm, truly exceptional teachers cannot be formally identified. Nor can they be compensated, promoted or retained.
Professional development is inadequate.
Almost 3 in 4 teachers did not receive any specific feedback on improving their performance in their last evaluation.
Novice teachers are neglected.
Low expectations for beginning teachers translate into benign neglect in the classroom and a toothless tenure process.
Poor performance goes unaddressed.
Half of the 12 districts studied have not dismissed a single non-probationary teacher for poor performance in the past five years. None dismisses more than a few each year.
16© The New Teacher Project 2009
When multiple ratings are available, teachers tend to be assigned the highest ratings and are very rarely assigned poor ratings.
17© The New Teacher Project 2009
In districts that use binary “Satisfactory/Unsatisfactory” rating systems, the “Unsatisfactory” rating is almost never used.
Evaluation Ratings for Tenured Teachers in Districts with Binary Rating Systems
18© The New Teacher Project 2009
64% 63%
40%
72% 78% 75%
46%58%
Akron Chicago Little Rock Springdale
Teachers Principals
Teacher Evaluation – Teacher/Principal ViewsTeachers and principals agree that poor instruction is pervasive.
Source: TNTP survey of 7,318 teachers across 4 sites conducted February to April 2009
“Are there tenured/non-probationary teachers in your school who deliver poor instruction?”
(Percent responding “Yes”)
0% 0.4% n/a 0%
Percent of All Ratings that Indicated “Unsatisfactory” Performance
19© The New Teacher Project 2009
Teacher Evaluation – Dismissal DataDismissal for poor instructional performance virtually
never occurs.Frequency of Teacher Dismissals for Performance (Non-Probationary Teachers)
20© The New Teacher Project 2009
Teachers report not enough is being done to recognize and retain top performers as measured by their impact on student learning.
59%of teachers report their district is not doing enoughto identify, recognize, compensate, promote and retain the most effective teachers as measured by their impacton student learning.
“All the good quality teachers leave the district after just a few years. They need more incentive to stay.”
“Some sort of recognition or praise would be nice. Those doing a good or great job are never told so.”
“If you pay the shining stars the same as the slackers, you will dim the shining stars and reinforce the sloth of the slackers.”
“I, and others, work hard because we have a conscience, but I don't think [the district] sees us as any different than the lower performing teachers. Teachers who work hard receive very little praise or notice.”TNTP survey of 7,318 teachers across four sites conducted May 2008 to April 2009
21© The New Teacher Project 2009
Percent of teachers who had development areas identified on their most recent evaluation.
Tenured/non-probationary
teachersProbationary
teachers
Most likely (Denver) 32% 55%
Average 22% 37%
Least likely (Springdale) 2% 4%
Source1: TNTP survey of 15,176 teachers across 12 sites conducted May 2008 to April 2009Source2: TNTP survey of 1,863 Denver Public School teachers conducted November to December 2008
Weak evaluation practices and systems mean that many teachers receive little meaningful feedback.
of Denver teachers who had
a development area identified on their most recent evaluation “do
not know” which
performance standard they failed to meet.
39%
22© The New Teacher Project 2009
RECOMMENDATIONS
Our recommendations are a call to action for school districts to move beyond treating teachers like widgets.
ADOPT a comprehensive performance evaluation system that fairly, accurately and credibly differentiates teachers based on their effectiveness in promoting student achievement and provides targeted professional development to help them improve.
TRAIN administrators and other evaluators in the teacher performance evaluation system and hold them accountable for using it effectively.
INTEGRATE the performance evaluation system with critical human capital policies and functions such as teacher assignment, professional development, compensation, retention and dismissal.
ADDRESS consistently ineffective teaching through dismissal policies that provide lower-stakes options for ineffective teachers to exit the district and a system of due process that is fair but efficient.
1
2
3
4
“Education reform will go nowhere until the states are forced
to revamp corrupt teacher evaluation systems that rate a
vast majority of teachers as
‘excellent,’ even in schools where children learn
nothing.”
Editorial (6.10.09)
23© The New Teacher Project 2009
Teacher Excessing/Layoff
24© The New Teacher Project 2009 DRAFT
Teacher Excessing and Layoff: Teacher/Principal ViewsThough excessing and layoff are nearly always done based on seniority, teachers and principals support additional factors
being used.“In [District Name], length of service teaching (seniority) in the district determines who should be laid off during a Reduction in Force (RIF).
Should additional factors be considered?”
Teachers Principals
Yes
74% 98%
*Answer choices: Yes or NoSource: TNTP survey conducted in February 2009 of 1,673 teachers and 61 principals.
25© The New Teacher Project 2009
Roles for Business Community in Contract Reform
• Funding Research in Advance of Negotiationso Teacher Impact on Student Achievemento Differential Retention Rateso Alignment of District Investments with Teacher Effectiveness
• Spotlighting Key Issues in Advance of Negotiations
• Lobbying for State Statutory/Regulatory Reform to Promote Contract Reform Goalso Impact on Student Achievement as Preponderant Criterion in Teacher
Evaluation
• Public Accountability During and After Negotiationso Providing Alternative Views to Parentso Strategic Support for School Funding
26© The New Teacher Project 2009
The Obama administration and Secretary Duncan have made teacher evaluation and support top priorities.
“These policies were created over the past century to protect the rights of teachers but they have produced an industrial factory model of education that treats all teachers like interchangeable widgets.
“A recent report from The New Teacher Project found that almost all teachers are rated the same. Who in their right mind really believes that? We need to work together to change this….
“It’s time we all admit that just as our testing system is deeply flawed – so is our teacher evaluation system – and the losers are not just the children. When great teachers are unrecognized and unrewarded – when struggling teachers are unsupported -- and when failing teachers are unaddressed – the teaching profession is damaged.”
- Secretary of Education Arne Duncan, address to the National Education Association, July 2009
27© The New Teacher Project 2009
“W
“We will integrate Race to the Top (R2T) resources and requirements with our efforts to raise standards and assessments, refine and enhance the use of data and tools, revamp human capitalpractices, and expand our robust turnaround approach to ensure that an effective teacher is in every classroom and an effective principal leads every school..” Louisiana Phase II Application
“The RIDE Strategic Plan is based on the following theory of action:• All students will achieve at high levels when we have an effective teacher in every classroom and an effective leader in every school; and• Our teachers and school leaders will be most effective when they receive consistent and effective support, and work within a system of policies and resources that is based on student needs.” Rhode Island Phase II Application
Race to the Top applications reflect a focus on teacher effectiveness
Race to the Top
28© The New Teacher Project 2009
Secretary Duncan personally advances the cause of reform of teacher evaluation systems and states begin to take action.
“Many existing district performance evaluation systems fail to adequately distinguish between effective and ineffective teachers and principals.A recent study of evaluation systems in 3 of the largest Illinois districts found that …92.6% of teachers were rated ‘superior’ or ‘excellent.’ Performance evaluation systems must assess professional competencies as well as student growth. [They must] contribute to the development of staff and improved student achievement outcomes.”
Illinois General Assembly
Performance Evaluation Reform Act (SB 315)Passed January 2010
“No area of the teaching profession is more plainly broken today than that of teacher evaluation and professional development...In district after district, more than 95% of teachers are rated as good or superior, even in schools that are chronically under-performing…Worse yet, evaluations typically fail to take any account of a teacher's impact on student learning. As a result, great teachers don't get recognized, don't get rewarded, and don't help their peers grow.”
Sec. Arne Duncan NEA Today Action & AFT's American Educator December 2009
29© The New Teacher Project 2009
So far, 12 states have responded to Race to the Top by passing legislation to improve teacher evaluations and reverse the widget effect.
1 in 4 U.S.
students stand to benefit
from the changes.
DE
States passing legislation substantially improving their teacher evaluation systems:
CT
30© The New Teacher Project 2009
In August 2009, just four states required that a teacher’s evaluation be based primarily on student achievement—the most important indicator of a teacher’s impact.
Source: NCTQ 2009 State Policy Yearbook.
States requiring student achievement to be the “preponderant criteria” in a teacher’s evaluation (2009):
31© The New Teacher Project 2009
Today, 11 states require that student achievement count for at least 50 percent of teachers’ evaluations.
D.C.
States submitting R2T applications requiring student growth to make up 50% of a teacher’s evaluation:
32© The New Teacher Project 2009
In 2009, five states had data firewalls – CA, IN, NV, NY, WI – making it illegal to link student achievement data and teacher evaluations.
1 in 5teachers
could not legally be evaluated
on their ability to advance the core
mission of our public schools:
helping students learn.
States prohibiting the use of student data in teacher evolutions (2009):
33© The New Teacher Project 2009
Today, all firewalls have been eliminated or allowed to expire.
14.3million
studentsstand to benefit
from the changes.
States prohibiting the use of student data in teacher evolutions:
34© The New Teacher Project 2009
Today, 13 states and most of the largest school districts still use outdated, quality-blind rules to make decisions about teacher layoffs.
75%of the 100
largest districts
use seniority to determine whether a
teacher should be laid off.
Source: Teacher Layoffs: Rethinking “Last-Hired, First-Fired” Policies, NCTQ, 2010
35© The New Teacher Project 2009
But as more and more teacher layoffs become necessary, states and districts are starting to change their rules to make teacher effectiveness a factor.
D.C.Indianapolis
Rules changed
Action pending