teacher and leader effectiveness (tle) observation and evaluation system
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Teacher and Leader Effectiveness (TLE) Observation and Evaluation System. Driving Gains in Student Achievement. 41,000. SB 2033 + TLE + TPS = Increased student achievement and performance. Effective Teaching / Student Achievement. - PowerPoint PPT PresentationTRANSCRIPT
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© 2011, Tulsa Public SchoolsCopyright © Tulsa Public Schools 2011© 2011, Tulsa Public Schools
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© 2011, Tulsa Public Schools
Teacher and Leader Effectiveness (TLE) OBSERVATION AND EVALUATION SYSTEM
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© 2011, Tulsa Public Schools
Driving Gains in Student Achievement3
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© 2011, Tulsa Public Schools
Effective Teaching / Student Achievement
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“Truly effective teaching…
could overcome student
indifference, parental
disengagement, and poverty
--- and, in fact, is the key to
enabling children to rise
above those circumstances.”
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“Demography will no longer be destiny.”
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“Successful teaching is
grueling work. It requires
more talent, more
preparation, more daily re-
evaluation and retooling,
more hours in the class day,
and just plain more
perseverance.”
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© 2011, Tulsa Public Schools
Tulsa Public Schools’ TLE Evaluation System
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Observations
Evaluations
Conferences
Feedback / Support
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© 2011, Tulsa Public Schools
TLE Evaluation System Description
RubricThe support document that provides the definitions of professional proficiency (effectiveness) for all 5 rankings.
•Based on research and best practices•Developed and improved hand-in-hand with teachers•Contains 20 indicators (down from 37 in first year of implementation)
Observation Process and FormThe principal's intentional study and analysis of the teacher’s classroom performance – guided by the detailed descriptions of the rubric and recorded in the observation form, which simplifies the rubric. A minimum of two (2) observations are required before every evaluation.
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TLE Evaluation System Description, continued
ConferencesFollow every observation and evaluation and provide teachers with a status check and road map to improve effectiveness.
A 5-Tiered Approach to Feedback and SupportFocuses on 1 (“Ineffective”) and 2 (“Needs Improvement”) performance levels AND increases in all Effectiveness areas.
Evaluation FormA technology-enhanced tool that documents / logs patterns of effectiveness according to the rubric’s definition of professional proficiency.
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© 2011, Tulsa Public Schools
STRUCTURE (FROM SB 2033)
WITH ADDED SPECIFICITY (DESIGNED WITHIN TPS)
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© 2011, Tulsa Public Schools
TLE – Structure, Indicators, Weight
Teachers (20)• Classroom Management (6/30%)
• Instructional Effectiveness (10/50%)
• Professional Growth & Continuous Improvement (2/10%)
• Interpersonal Skills (1/5%)
• Leadership (1/5%)
Principals (19)• Organization & School
Management (6/35%)
• Instructional Leadership (2/13%)
• Professional Growth & Responsibility (1/13%)
• Interpersonal Skills (4/13%)
• Leadership (5/13%)
• Stakeholder Perceptions (1/13%)
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© 2011, Tulsa Public Schools
TLE System’s Alignment with SB 2033
• Five tiers of effectiveness
• Domains mirror SB 2033’s requirements
• Evaluation time frames
• Supports for improvement
• Applies to ALL Teachers and Leaders
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© 2011, Tulsa Public Schools
HANDBOOK, RUBRICS AND FORMS
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© 2011, Tulsa Public Schools
TLE Handbook for Principals
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© 2011, Tulsa Public Schools
Teacher Rubric14
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© 2011, Tulsa Public Schools
Teacher Observation Form15
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© 2011, Tulsa Public Schools
Teacher Evaluation Form16
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© 2011, Tulsa Public Schools
Instructional Supports for Teacher & Leader Improvement: 5 Tier-Approach
1. “Push Pin” (less formal, yet documented) approaches to remedy ineffectiveness
2. Personal Development Plans (PDP)
3. Quality Experiences Supporting Teachers (QUEST)
4. “9-Week Cohort” focusing on application, reflection and critical teaching tools that will support teachers to move to the next level of consistently impacting student learning.
5. “PDP Training Support Cycles” 2-hour specific topic PD to address issues identified in PDPs. October through April.
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© 2011, Tulsa Public Schools
Research-Based & Measures What Matters
• Rubrics were developed and based upon an extensive review of best practices associated with higher student achievement.
• Indicators within the TLE rubric are empirically associated with student achievement. (The Journal of Human Resources, September 2010, 46:3).
• MET Validation Project, Fall 2011.
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© 2011, Tulsa Public Schools
IMPACT AND LESSONS LEARNED
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© 2011, Tulsa Public Schools
The Impact
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• Student achievement gains• Great improvements in identifying and distinguishing levels of
professional performance:– Teacher evaluation: rankings guided and defined by 185
performance descriptions in 2010-2011 (‘09-’10: 0)
– Principals: rankings guided and defined by 95 performance descriptions in 2010-2011 (‘09-’10: 0)
• More support for less than effective Teachers/Leaders:– 136 Teacher PDPs in 2010-2011 (‘09-’10: 5)
– 29 Teachers placed in intensive mentoring program– 31 (35%) of Principals rec’d PDPs in 2010-2011 (‘09-’10: 2)
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© 2011, Tulsa Public Schools
The Impact, continued
• Exit of ineffective Teachers/Principals57 Teachers exited from District for performance in
2010-2011 (v. 0 in ‘09-’10)
12 Principals exited from District for performance in 2010-2011 (v. 0 ‘09-’10)
7 Principals removed (demoted) from Principal positions in 2010-2011 (v. 0 in ‘09-’10)
• Alignment of professional development plans and evaluation findings
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© 2011, Tulsa Public Schools
Lessons Learned
Following one year of full implementation…• Leverage teacher and administrator input• Improve the system based on real-world
implementation– Simplicity is best
• Train evaluators, and train them again• Ensure inter-rater reliability– Certification and re-certification process
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© 2011, Tulsa Public Schools
Lessons Learned, continued
• Importance of collaboration and ownership: seek, embrace and respond to teacher and administrator input, especially regarding the decisions that impact them.
• Importance of fortitude.• Importance of developing, listening to and
engaging the help of community and outside resources.
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© 2011, Tulsa Public Schools
Evidence of Teamwork…
SB 2033: “In those school
districts in which there exists a
professional negotiations
agreement … the procedure for
evaluating members of the
negotiations unit and any
standards of performance and
conduct proposed for adoption …
shall be negotiable items.”
• Every process and document of TLE has been incorporated into the TPS / Assoc. Master Agreement. (October ’11)
• Assoc. members have ratified the contract by an affirmative vote of 98%.
• A performance-based RIF policy / procedure is in place not only for this school year but next school year.
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© 2011, Tulsa Public Schools
Teamwork within Tulsa Public Schools…
“… is the ability to work together toward a common vision…
It is the fuel that allows common people to attain uncommon results.”
– Henry Ford
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THANK YOU!
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© 2011, Tulsa Public Schools
For more information: www.tulsaschools.orgOffice of Teacher and Leader Effectiveness
918-746-6800
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