Oklahoma’s Teacher and Leader Evaluation System and Great Expectations: Putting the Pieces Together

1. Oklahoma’s Teacher and Leader Evaluation System and Great Expectations:Putting the Pieces Together Alicia Currin-Moore Executive Director , TLE Oklahoma State Department of Education PresenterMedia.com

2. Overview WHAT? WHAT?– What is TLE? WHERE?- Where is Oklahoma in the TLE Process? HOW?-How do each of the three teacher evaluation frameworks fit with Great Expectations? WHERE HOW?

3. Overview WHAT? WHAT?– What is TLE?

4. Oklahoma Teacher and Leader Evaluation System (TLE) During the 2010 Regular Session, the Oklahoma Legislature passed SB 2033. The Legislature mandated some elements of the TLE and required that the Oklahoma State Board of Education adopt additional guidelines of the TLE by December 15, 2011. By the 2013-2014 school year, each school district in the State must adopt a teacher and principal evaluation policy based on the statewide TLE System.

5. The TLE will have a five-tier rating system. Superior Highly effective Effective Needs improvement Ineffective 70 O.S. § 6-101.16

6. Oklahoma TLE Components 50% Qualitative Component 50% Quantitative Component • 35% Student Achievement • 15% Other Academic Measures

7. Oklahoma’s TLE System Qualitative Components

8. Qualitative Components 50% of the evaluation ratings based on rigorous and fair qualitative components 70 O.S. §6-101.16

9. Qualitative Components Qualitative assessment must be evidence-based and include observable and measureable characteristics that are correlated to student performance. 70 O.S. §6-101.16

10. Qualitative Components Teacher Characteristics Organizational and classroom management skills, ability to provide effective instruction, focus on continuous improvement and professional growth, interpersonal skills, and leadership skills. 70 O.S. §6-101.16

11. Qualitative Components Leader Characteristics Organizational and school management skills, instructional leadership, professional growth and responsibility, interpersonal skills, leadership skills, and stakeholder perceptions. 70 O.S. §6-101.16

12. Qualitative Components Teacher Frameworks • Tulsa TLE Observation and Evaluation System • Marzano Causal Teacher Evaluation Model • Danielson’s Framework for Teaching

13. Qualitative Components Leader Framework • McREL Principal Evaluation • Reeves’ Leadership Performance Matrix

14. Oklahoma’s TLE System Quantitative Components

15. Quantitative Components 50% of ratings based on quantitative components • 35% student academic growth using multiple years of standardized test data • 15% based on other academic measurements 70 O.S. §6-101.16

16. Quantitative Components The State Board voted to use a Value Added Model to measure student academic growth for teachers and leaders in grades and subjects for which multiple years of standardized test data exist.

17. Quantitative Components Teachers in grades and subjects for which there is no state-mandated testing measure • An assessment using objective measures of teacher effectiveness including student performance on unit or end-of-year tests

18. Quantitative Components Teachers in grades and subjects for which there is no state-mandated testing measure • Emphasis shall be placed on the observed qualitative assessment as well as contribution to the overall school academic growth. 70 O.S. § 6-101.16

19. Oklahoma’s TLE System Quantitative Components

20. Quantitative Components Other Academic Measures (15%) The State Board voted to conduct further study of best practices to develop a list of appropriate measures for Oklahoma.

21. WHERE WHERE?- Where is Oklahoma in the TLE Process?

22. Oklahoma’s Progress • All Oklahoma districts are to notify the State Department of the district’s teacher and leader framework selections by April 16, 2012. • Training on each teacher and leader framework will begin in late spring and continue throughout the summer.

23. Oklahoma’s Progress • The 2012-2013 school year will be the Qualitative TLE Pilot Year. • Currently, the Oklahoma TLE Commission is reviewing a variety of Value-Added Models to determine which Model best fits Oklahoma.

24. HOW? HOW ?-How do each of the three teacher evaluation models fit with Great Expectations?

25. How does TLE fit with GE? Great Expectations

26. Practice #1: The teacher models desired behaviors and attitudes such as those set forth in the Life Principals and the 8 Expectations for Living.

27. Great Expectations Danielson • Teacher arrives early to prepare classroom atmosphere and lessons Organizing Physical Space (2e) • pleasing, inviting atmosphere • Effective use of physical resources

28. Great Expectations Marzano • Teacher arrives early to prepare classroom atmosphere and lessons • Planning and Preparing for Use of Resources and Technology (Domain 2) • The teacher identifies the available traditional resources for upcoming lessons.

29. Great Expectations Tulsa • Teacher arrives early to prepare classroom atmosphere and lessons • Teacher plans for delivery of the lesson repetitive to the short-term and long-term objectives (Domain 1) • Materials and equipment are ready at the start of the lesson.

30. Practice # 5: Critical thinking skills are taught.

31. Great Expectations Danielson • Teacher accommodates different learning styles • Demonstrating Flexibility and Responsiveness (3e) • Incorporation of student interests • Seek alternate approaches

32. Great Expectations Marzano • Teacher accommodates different learning styles • Managing Response Rates • Teacher uses wait time • Students can describe their thinking

33. Great Expectations Tulsa • Teacher accommodates different learning styles • Teacher teaches the objectives through a variety of methods • Utilizes the knowledge of student skills and interests to determine appropriate activities

34. Practice # 11: Word identification skills are used as a foundation for expanding the use of the English language.

35. Great Expectations Danielson • Teacher provides the decoding skills needed for students to read and comprehend rich vocabulary drawn from wisdom literature. • Knowledge of Content and Pedagogy • Lessons and unit plans reflect important concepts

36. Great Expectations Marzano • Teacher provides the decoding skills needed for students to read and comprehend rich vocabulary drawn from wisdom literature. • Identifying Critical Information (1CS1) • Teacher begins lesson by explaining why the content is important

37. Great Expectations Tulsa • Teacher provides the decoding skills needed for students to read and comprehend rich vocabulary drawn from wisdom literature. • Teacher teaches the objectives through a variety of methods. • Teacher uses differentiated tasks to teach the objectives that are research-based.

38. Practice # 14: All students experience success. The teacher guarantees it by comparing students to their own past performance, not the performance of others. Students are showcased and past failures are disregarded.

39. Great Expectations Danielson • Teacher encourages and affirms students throughout the learning process. • Establishing a Culture for Learning • High expectations, supported through both verbal and nonverbal behaviors.

40. Great Expectations Marzano • Teacher encourages and affirms students throughout the learning process. • Establishing a Culture for Learning (2a) • High expectations, supported through both verbal and nonverbal behaviors.

41. Great Expectations Tulsa • Teacher encourages and affirms students throughout the learning process. • Use of common/varied assessments, tracking of student progress, use of data from various assessment, etc. • Teacher informs student and parent of student progress

42. QUESTIONS???? Visit the Oklahoma State Department’s website at • http://sde.ok.gov/Teacher/Commission • Or contact: • Alicia Currin-Moore • 405.522.0282 • Alicia.Currin-Moore@sde.ok.gov • OklahomaTLE@sde.ok.gov