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Cincinnati Public Schools

Teacher Evaluation System. Cincinnati Public Schools. Where we have been and where we are headed…. Kendra Phelps Professional Issues Representative Cincinnati Federation of Teachers Wellyn Collins PAEP/TES/CIT Facilitator Cincinnati Public Schools. EXPECTATIONS.

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Cincinnati Public Schools

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  1. Teacher Evaluation System Cincinnati Public Schools Where we have been and where we are headed…

  2. Kendra Phelps Professional Issues Representative Cincinnati Federation of Teachers • Wellyn Collins PAEP/TES/CIT Facilitator Cincinnati Public Schools

  3. EXPECTATIONS • Review the components of our comprehensive evaluation system for all teachers(new hire, intervention, and career) • Share details of the Districtwide Pilot of our revised annual evaluation and Performance Review Evaluation which includes student growth

  4. What does the research say on the importance of effective teaching: A study conducted by Sanders and Horn (1994, reviewed by Marzano, 2003) reveals a 39 percentage-point difference in student achievement between students with “most effective” and “least effective” teachers. In classrooms headed by teachers characterized as “most effective,” students posted achievement gains of 53 percentage points over the course of one academic year, whereas in classrooms led by “least effective” teachers, student achievement gains averaged 14 percentage points (Marzano, 2003).

  5. “We find that evaluations based on well-executed classroom observations do identify effective teachers and teaching practices. Teachers’ scores on the classroom observation components of Cincinnati’s evaluation system reliably predict the achievement gains made by their students in both math and reading. These findings support the idea that teacher evaluation systems need not be based on test scores alone in order to provide useful information about which teachers are most effective in raising student achievement.” (Thomas J. Kane, Eric S. Taylor, John H. Tyler and Amy L. Wooten, 2011)

  6. CPS – Teacher Evaluation System • Purpose: to ensure a high quality teaching staff for every student and every school • Standards-based • Based on Charlotte Danielson’s work, “Enhancing Professional Practice: A Framework for Teaching”

  7. History • 1997 contract called for a new standards-based evaluation system • Joint committee of the CFT and BOE created • Field tested in 1999-2000 • Revised with Danielson in summer 2000 and fully implemented in 2000-2001 • Summer 2001- contract amendments which included a calibration and certification process for all who evaluated teachers using this system • Revisions made annually through 2005

  8. CPS- Evaluator Training, Calibration and Certification • To ensure reliability and validity, building administrators and teacher evaluators undergo professional development and must pass a performance exercise before they can evaluate any teacher • Certification training consists of 3 parts- 1.TES Basics 2. Evidence Collection 3. Rubric Study/Levels of Performance.

  9. Certification Process • Following PD, each administrator or teacher evaluator participates in the certification “exercises”: • View tape • Collect Evidence • Code the evidence by standard • Score the evidence • Repeat for 2nd tape • Scored against a juried tape • No matter what the outcome, all assessed are given specific feedback.

  10. TES - Structure • 4 domains • Planning and Preparing for Student Learning • Creating an Environment for Learning • Teaching for Learning • Professionalism • 15 standards within these 4 domains

  11. Who is on Comprehensive Evaluation? • Volunteers: Lead Teacher, Continuing Contract, Professional Development • Non-volunteers: 1st year (apprentice), 4th year (Novice 3), Lead Teacher re-credentialing, teachers on certain career levels(16, 21, and 26), Intervention

  12. What does Comprehensive Evaluation look like? (Veteran Teachers) • 4 classroom observations • All observations conducted by a Teacher Evaluator • No assistance from the Teacher Evaluator • Professional development around the rubric language is available, but not required • Reflections and lesson plan packets due within 5 days of the observation • Collection of Evidence for Domain 4 (Professionalism) due in January and scored by the Administrator • Final scores are due in May

  13. What does Comprehensive Evaluation look like? (New Hires) • For teachers new to the district • Required PD • Needs assessment + 4-6 formal observations as well as a demonstration lesson and visiting day prior to winter recess • All observations conducted by a Consulting Teacher • Assistance based on areas of deficiencies and continues throughout the year • Reflections and lesson plan packets due within 5 days of the observation • Collection of Evidence for Domain 4 (Professionalism) is used for formative assessment and feedback purposes only.

  14. What does Comprehensive Evaluation look like? (Intervention) • For teachers struggling with performance issues • 6 observations by a Consulting Teacher • Optional PD courses + required PD courses • If scores not met, termination or non-renewal may be an option • All observations conducted by a Consulting Teacher • Assistance based on areas of deficiencies and continues throughout the evaluation cycle. • Reflections and lesson plan packets due within 5 days of the observation • Collection of Evidence for Domain 4 (Professionalism) due in January and scored by the Administrator • Final scores are due in March

  15. TES - Benefits and Rewards • Common language for quality teaching • Increased opportunities for teacher leader roles for those teachers who have undergone a successful comprehensive evaluation

  16. School Based Factors Affecting Student Achievement Teacher Effectiveness Teachers Teachers account for nearly 40% of a school’s impact on student achievement for nearly Teachers account for nearly 40% of a school’s impact on student achievement Principal Effectiveness Adopted Curriculum Location of School School Discipline Policies Classroom Peer Effect School Size Class Size Funding Retention Schedule Length of Day/Year Indiana State Department of Education

  17. Teacher Effectiveness Discussion • Local, State, & National • CPS Teacher Evaluation System • Collective Bargaining Agreement (MOU) • Governor & State Legislature • HB 153 • Federal • Race to the Top Grant • Teacher Incentive Fund Grant

  18. OTES/HB153

  19. OTES

  20. TeacherEvaluation & Development

  21. 2011-12 Pilot • MOU guided the work • Looked ahead to Race to the Top requirements • Inclusion of student growth measures as a “significant” measure of teacher performance • New Performance Review Evaluation added • Tied pay to performance for additional stipend • Linked performance to student growth measures through goal-setting • Available to teachers at specific performance levels • 312 teachers took advantage of this opportunity

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