TI Three Year HiringTI Three Year HiringResultsResults

Three year TI ProgressThree year TI ProgressBy LevelBy Level

School YearSchool Year 2010-20112010-2011 2009-20102009-2010 2008-20092008-2009

New Hire TeachersNew Hire Teachers 385385 305305 526526

Elementary SchoolsElementary Schools Average TI Average TI Percent Below Percent Below 6868

NH=172 NH=172 72 72 14% 14%

NH=147NH=147 70 70

29% 29%

NH=263NH=263 69 69

47%47%

Middle Schools Middle Schools Average TI Average TI Percent Below 68 Percent Below 68

NH=92 NH=92 70 70

15%15%

NH=66 NH=66 67 67

42% 42%

NH=114NH=114 67 67

58% 58%

High SchoolsHigh Schools Average TI Average TI Percent Below 68Percent Below 68

NH=77 NH=77 68 68

60% 60%

NH=57 NH=57 65 65 80% 80%

NH=77 NH=77

64 64 100% 100%

Senior High SchoolsSenior High Schools Average TI Average TI Percent Below 68 Percent Below 68

NH=34 NH=34

65 65

67% 67%

NH=28 NH=28 64 64 100% 100%

NH=61NH=61 65 65

100% 100%

Sp. ProgramsSp. Programs Average TI Average TI Percent Below 68 Percent Below 68

NH=10 NH=10 70 70

0% 0%

NH=7 NH=7 65 65

75%75%

NH=11 NH=11 63 63 100% 100%

Three year TI Progress Three year TI Progress By ClusterBy Cluster

School YearSchool Year 2010-20112010-2011 2009-20102009-2010 2008-20092008-2009

New Hire TeachersNew Hire Teachers 385385 305305 526526

District Average TI District Average TI Percent Below 68 Percent Below 68

70 70 35%35%

68 68 47%47%

67 67

56%56%

East Cluster Average TI East Cluster Average TI Percent Below 68 Percent Below 68

70 70 31% 31%

69 69 47%47%

66 66 58% 58%

Central Cluster Average TI Central Cluster Average TI Percent Below 68 Percent Below 68

69 69 46% 46%

68 68 48%48%

68 68 45% 45%

West Cluster Average TI West Cluster Average TI Percent Below 68 Percent Below 68

70 70 33% 33%

67 67 49%49%

67 67 61% 61%

Sp. Programs Average TI Sp. Programs Average TI Percent Below 68 Percent Below 68

69 69 50%50%

65 65 57%57%

63 63 73%73%

GallupGallupTeacherInsightTeacherInsight™™

2.02.0

TeacherInsightTeacherInsight™™ 2.0 2.0

► A new interview which builds on a proven A new interview which builds on a proven knowledge baseknowledge base

►The original TI used the standards of The original TI used the standards of teacher ratings by principals and teacher ratings by principals and studentsstudents

►2.0 2.0 is based on a study of teachers (1,000 is based on a study of teachers (1,000 and 13,000 candidates) whose students and 13,000 candidates) whose students have grown academically, regardless of have grown academically, regardless of the beginning level of the studentthe beginning level of the student

TeacherInsightTeacherInsight™™ 2.0 2.0

►2.0 2.0 measures a different set of measures a different set of attributes than TI, thus it can be attributes than TI, thus it can be expected that the applicants score expected that the applicants score will will differdiffer if they complete both if they complete both assessments.assessments.

►February 1, 2011 launch of February 1, 2011 launch of 2.02.0. . ►Candidate may re-take within one year.Candidate may re-take within one year.►Need 40 minutes of uninterrupted timeNeed 40 minutes of uninterrupted time

TeacherInsightTeacherInsight™™ Assessment Assessment ScoreScore

As of the end of March, 40,000 applicants As of the end of March, 40,000 applicants have completed the 2.0 TI have completed the 2.0 TI

Median Score = 72Median Score = 72Mean Score= 72.6Mean Score= 72.6Top Quartile Score= 78Top Quartile Score= 78

72 will be the reference point for PISD72 will be the reference point for PISD

Approvals by your supervisor will be required Approvals by your supervisor will be required for scores less than 72for scores less than 72

TeacherInsightTeacherInsight™™ Assessment Assessment ScoreScore

►Starting with the highest-scoring Starting with the highest-scoring candidates and “drilling down” in the pool candidates and “drilling down” in the pool will provide the best return on principals' will provide the best return on principals' interview time investment.interview time investment.

►Apply the PISD Rubric for knowledge and Apply the PISD Rubric for knowledge and skill.skill.

►Complete the FIT on your finalists. FIT Complete the FIT on your finalists. FIT allows opportunity to hear candidates’ allows opportunity to hear candidates’ responses to questions that sample responses to questions that sample information assessed in the TI.information assessed in the TI.

2.0 new Talent Dimension 2.0 new Talent Dimension ReportReport

►The TDR provides a wealth of The TDR provides a wealth of information that is descriptive of information that is descriptive of candidates’ talentcandidates’ talent

►TDR provides bar graphs that compare TDR provides bar graphs that compare an individual candidate to the an individual candidate to the comparison group across 3 domainscomparison group across 3 domains

Interpreting the Interpreting the TeacherInsightTeacherInsight™™ Assessment Assessment

ScoreScore1.1. Achievement Drive, Student and Parent Achievement Drive, Student and Parent

Relationships, Classroom Structure and Relationships, Classroom Structure and Planning Planning

2.2. The The Talent DimensionalTalent Dimensional Report (TDR) will Report (TDR) will indicate potential at the elementary and indicate potential at the elementary and secondary levels. secondary levels. PP or or HPHP

3.3. An An Engagement Creation IndexEngagement Creation Index will indicate a will indicate a candidate’s potential for involving and candidate’s potential for involving and engaging others among team or co-workers. engaging others among team or co-workers. PP or or HPHP

Interpreting the Talent Interpreting the Talent Assessment ScoreAssessment Score

Talent Dimensional Report (TDR) Talent Dimensional Report (TDR) components provide greater insight components provide greater insight into a candidate’s relative talents and into a candidate’s relative talents and indicate how two candidates, sharing indicate how two candidates, sharing the same overall score, differ in their the same overall score, differ in their talent areastalent areas

TeacherInsightTeacherInsight™™ Domains DomainsAchievement DriveAchievement Drive

Describes the individual’s motivation to enable Describes the individual’s motivation to enable students to succeed in the classroomstudents to succeed in the classroom

► Inner drive to succeedInner drive to succeed► History of successHistory of success► Push themselves and studentsPush themselves and students► Confident of creating student successConfident of creating student success► Use measurement systems, goals, monitor Use measurement systems, goals, monitor

progressprogress► Focus and take ownership on student successFocus and take ownership on student success

TeacherInsightTeacherInsight™™ Domains DomainsClassroom Structure and Classroom Structure and

PlanningPlanningThese teachers are thoughtful and creative while These teachers are thoughtful and creative while

establishing a sense of order in the classroomestablishing a sense of order in the classroom

► Seek what works think about new approaches Seek what works think about new approaches to teaching, learning, and discoveryto teaching, learning, and discovery

► Create structureCreate structure► Own classroom inputs and outputsOwn classroom inputs and outputs► Search for new ideas, strategiesSearch for new ideas, strategies► Are busy, active, well preparedAre busy, active, well prepared► Sought for skills, knowledgeSought for skills, knowledge

TeacherInsightTeacherInsight™™ Domains DomainsStudent and Parent Student and Parent

RelationshipsRelationshipsStrong relationships are the foundation for creating a Strong relationships are the foundation for creating a

successful learning environmentsuccessful learning environment

► Need to contributeNeed to contribute

► See an individual student- make a commitment to See an individual student- make a commitment to understanding and developing every studentunderstanding and developing every student

► Satisfaction from student growthSatisfaction from student growth

► Communicate caringCommunicate caring

► Create excitement around learning, energetic, generate Create excitement around learning, energetic, generate positive feelingspositive feelings

► Relationships outside the classroom with parents and Relationships outside the classroom with parents and peers are equally importantpeers are equally important

Sample and “live” Sample and “live” datadata

Elementary IndicatorElementary Indicator

HPHP

Sample and “live” Sample and “live” datadata

Secondary IndicatorSecondary Indicator

HPHP

Sample and “live” Sample and “live” datadata

Engagement Creation IndexEngagement Creation Index

HPHP

Teacher Further Teacher Further Insight into Talent Insight into Talent

20112011