DEVELOPING MODEL TEACHER AND PRINCIPAL EVALUATIONS: ORIENTATION TO THE PROJECT

2. DEVELOPING MODEL TEACHER AND PRINCIPAL EVALUATIONS: ORIENTATION TO THE PROJECT DESIGN/PILOT COMMITTEE OCTOBER 24, 2012

3. Special Guests: Dr. Laura Goe, Center for Great Teachers and Leaders Kim Malenoski, North Central Comprehensive Center Pamela Coleman, Educational Testing Service WELCOME: DESIGN/PILOT COMMITTEE

4. Consider Educator Effectiveness trends. • Review development of the Nebraska Teacher and Principal Performance Framework. • Orientation to the Nebraska Teacher and Principal Model Evaluation Project and your role in it. • Workshop with Dr. Laura Goe on best practices in teacher and principal evaluation. • Review proposed components of teacher and principal evaluation models. • Consider the Leadership Committee Recommendations. • Review Design/Pilot Schools Memorandum of Understanding. Tasks for Today

5. 9:00—Welcome and introductions; overview. 9:15—Orientation to the Design/Pilot Committee’s work. 10:00—Dr. Laura Goe workshop. 12:00—Working lunch. 1:00—Continue Dr. Laura Goe workshop. 2:30—Break. 2:45—Continue orientation to Design/Pilot Phase. **Proposed components of the models. **Discuss Leadership Recommendations **Review of Memorandum of Understanding 4:00—Closing activities. Today’s Agenda

6. In recent years, national, state, and local educational leaders have come to realize that improving teacher and principal effectiveness is the key to increasing student achievement and developing better school systems. Educator Effectiveness Trends Put another way-- “The quality of an education system cannot exceed the quality of its teachers.” --Michael Barber and Mona Mourshed, How the World’s Best Performing School Systems Come Out on Top (2007)

7. Eric Hanushek (2010): “The magnitude of the differences is truly large, with some teachers producing 1½ years of gain in achievement in an academic year while others with equivalent students produce only ½ year of gain.” How important are effective teachers and principals to student achievement? Robert Marzano (2005): Nearly 60 percent of a school’s impact on achievement is attributable to principal and teacher effectiveness. About 35 percent can be credited to teacher effectiveness alone.

8. Shape a vision of academic success... Create a learning climate... Cultivate leadership... Focus on instruction... Manage people, data, and processes... Meanwhile, effective principals… “Education research shows that most school variables, considered separately, have at most small effects on learning. The real payoff comes when individual variables combine to reach critical mass. Creating the conditions under which that can occur is the job of the Principal.” --Wallace Foundation (2012) .

9. Statewide performance standards for educators – beginning with teachers and principals. • Standards-based accountability for educator preparation programs and initial certification. • Statewide induction and mentoring programs. • Targeted professional development policies. • Standards-based evaluation systems for teachers and principals. • Compensation and incentives policies. • Working conditions for teachers and principalsthat impact recruitment and retention. State policies to enhance educator effectiveness

11. State Board of Education authorized the drafting of teacher and principal performance standards in January, 2011. • Stakeholder drafting and editing committees developed drafts of effective practices which were refined by the Board’s Accountability Subcommittee. • Board adopted in November, 2011, as the Nebraska Teacher and Principal Performance Framework and defined it as a voluntary guide for local districts. Nebraska’s Performance Framework

12. Foundational Knowledge • Planning and Preparation • The Learning Environment • Instructional Strategies • Assessment • Professionalism • Vision and Collaboration Teacher Effective Practice Topics

13. Vision for Learning • Continuous School Improvement • Instructional Leadership • Culture for Learning • Systems Management • Staff Leadership • Developing Relationships • Professional Ethics and Advocacy Principal Effective Practice Topics

14. High expectations for student learning. • A commitment to teacher and principal accountability for results. • Awareness of the individual circumstances of each student in light of the increasing diversity of our state’s population. • The integration of technology. Integrated themes in the Framework

15. In February, 2012, NDE staff presented options to the State Board for developing model teacher and principal evaluation systems for Nebraska districts to adopt or adapt. The next step for Nebraska

16. New Teacher Project studied 15,000 teachers across the U.S. and found what they termed “the widget effect”: • Nearly all teachers received high ratings. • Districts failed to recognize and reward excellence. • Professional development was not tied to evaluation. • New teachers routinely were rated above satisfactory and seldom denied tenure. • Poor performance rarely led to dismissal. --The Widget Effect, 2009 Problems with current evaluation practices

17. Follow-up report, “Teacher Evaluation 2.0” (2010) noted: Infrequent—Annual evaluations often not required. Unfocused—Student achievement often not included. Undifferentiated—Evaluations don’t distinguish great teachers and principals from mediocre ones. Unhelpful—Useful feedback is not provided. Inconsequential—Not used for important decisions. Problems with current evaluation practices

18. Administration’s NCLB waiver requirements: • Teacher and principal evaluations designed for improvement of instruction. • Meaningful differentiation of performance, not just “Satisfactory/Unsatisfactory”. • Multiple measures of performance including significant use of data on student growth. • Evaluation of teachers and principals on a regular basis. • Clear, timely and useful feedback. • Use of evaluation to inform personnel decisions. (Proposed House ESEA requirements very similar.) Improving evaluation: the federal view

19. Gates Foundation’s Measures of Teacher Effectiveness Study (MET) found a combination of three evaluation components that are key to predicting teacher effectiveness: • Multiple observations by trained observers based on an instructional framework with clear expectations. • Student perceptions of teacher effectiveness (surveys). • Multiple measures of student achievement. Gates Foundation MET Study

20. Thirty-two states have significantly changed teacher evaluation policies in last three years. • Twenty-four states now require annual evaluation of all teachers. • Twenty-three states require teacher evaluations to include objective measures of student learning in the form of growth or value-added data. • Seventeen states require student achievement or growth data to be a significant factor or the preponderant factor in teacher evaluation. State evaluation trends

21. Sec. 79-828 requires probationary certificated employees to be evaluated each semester based on a full period observation. No requirement for tenured employees. • NDE’s Rule 10 requires school districts to develop a Board policy for evaluating certificated staff on instructional performance, classroom organization and management, and personal and professional conduct. Rule also includes some procedural requirements. • Nebraska Teacher and Principal Performance Framework provides effective practices as voluntary guidelines for districts. Nebraska’s current evaluation requirements

22. Frequent evaluations of tenured staff. Clear, rigorous expectations for teachers and principals. Multiple measures of teacher and principal performance. Differentiation in performance ratings. Regular feedback other than to probationary staff. Use of evaluation data in employment decisions other than dismissal. What Nebraska doesn’t require

23. Develop teacher and principal evaluation models based on the Nebraska Teacher and Principal Performance Framework for voluntary use by local districts. State Board February charge to NDE

24. Stressed key purpose of evaluation is instructional improvement. Include student learning component, multiple measures of student growth, multiple observations, student/staff/parent perceptions. Build on what schools already have in place. Bring in local and outside expertise (vendors) February State Board guidance

26. Leadership Committee (April to October)—Build consensus on best practices for evaluation models; make recommendations to State Board. • Design/Pilot Committee (October-August)—Develop evaluation models, conduct training, prepare for piloting. • Pilot Phase (2013-14 school year)—Implement models in pilot districts and make necessary adjustments. • Implementation Phase (2014-15 school year and beyond)—Make models available for voluntary adoption by districts and assist with implementation. Phases of the Project

27. ESU Coordinating Council ESU Staff Developers Design/Pilot Schools Greater Nebraska Superintendents Omaha and Lincoln Public Schools Nebraska Association of Personnel Administrators Nebraska Association of School Boards Nebraska Council of School Administrators Nebraska Council on Teacher Education/Nebraska Association of Colleges of Teacher Education. Nebraska Department of Education Nebraska Rural Community Schools Association Nebraska State Board of Education Nebraska State Education Association Federal regional laboratory (REL Central) University of Nebraska (Lincoln) Leadership Committee Representation

28. The purpose of the Nebraska Teacher and Principal Evaluation Models is to foster improved student learning by providing multiple measures of professional practice designed to assess and develop instruction and leadership as defined in the Nebraska Teacher and Principal Performance Framework. Leadership Committee purpose statement

29. Outline the “design principles” for the evaluation models. • Create recommendations that encapsulate what we’ve learned about “best practices” for teacher and principal evaluation. • Focus on multiple measures of teacher and principal effectiveness. • Develop recommendations that are reasonable for Nebraska schools to implement. Leadership Committee Tasks

30. General recommendations: Overall design principles for both models. Teacher model recommendations: Proposed components and procedures for teacher evaluation. Principal model recommendations: Proposed components and procedures for principal evaluation. Procedural recommendations: Cover training, technology, and piloting issues. Leadership Committee Recommendations

31. **Ashland-Greenwood **Ainsworth **Bellevue **Central City **Centura **Dorchester **Dundy County/Stratton **Falls City **Fort Calhoun **Fremont **Hitchcock County **Lakeview **Leyton **McCool Junction **Paxton **Perkins County **Scottsbluff **South Sioux City **Valentine **Wisner-Pilger **West Point Design/Pilot Districts

32. Design it Build it Pilot it Fix it Share it Design/Pilot Committee Tasks

33. Knowledge-building activities: • Orientation to best practices (Dr. Laura Goe) • Evaluation webinars (Lincoln, Wahoo, Millard) • Danielson and Marzano frameworks • Observation technology • Assessing student learning/student perception • Principal evaluation Design/Pilot Phase activities

34. Developing model components: guidelines, forms, procedures. • Planning training for evaluators and staff development for teachers. • Implementing fully or partially in pilot districts in 2013-14. Design/Pilot Phase activities

35. Participate on the Design/Pilot Committee Develop a local district evaluation committee to help with implementation Attend meetings and trainings Engage in full or partial pilot implementation during 2013-14 Implement all required components of the teacher and principal evaluation models. Adhere to Memorandum of Understanding Design/Pilot District Commitments

36. Structure of the teacher and principal models Leadership Committee recommendations Memorandum of Understanding Tentative schedule of activities To discuss this afternoon

37. What are the most important ideas you heard Laura Goe address this morning? • How has this morning’s presentation affected your thinking about the Nebraska teacher and principal evaluation models? Lunch Discussion Questions

39. Measures of instructional/leadership quality. --Observation based on instructional/leadership frameworks. -- Gathering artifacts such as lesson plans, student work. --Perception surveys such as Tripod, Gallup. Components of the evaluation models Measures of growth in student learning and school performance. --Student learning objectives; multiple assessments --Schoolwide performance measures Measures of professional responsibility. --Self-assessment (reflection) procedures. --Annual goal-setting. --Individual professional development plans.

40. Guiding Principles: The assessment of multiple measures of teacher performance based on data gathered through a variety of means. The primary purpose of the model should be improvement of instruction. Components: • Evaluation of teacher practice based on Nebraska Framework • Classroom observation based on Danielson or Marzano models • Impact on student learning assessed through learning objectives • A measure of student perception • Professional goals/individual professional development plan • Summative evaluation with ratings at four levels of performance: **Seven Effective Practices in Nebraska Framework **Effectiveness in achieving learning objectives **Effectiveness in achieving professional goals **Performance of job description duties **Holistic overall performance rating (not numerical calculation) Teacher Model Components

41. Guiding Principles: The assessment of multiple measures of principal performance based on data gathered through a variety of means. The primary purpose of the model should be improvement of school leadership. Components: • Evaluation of principal practice based on Nebraska Framework • Observation of leadership based on national framework • Impact on student learning and school performance based on multiple measures, including stakeholder perception • Professional goals/individual professional development plan • Summative evaluation with ratings at four levels of performance: **Eight Effective Practices in Nebraska Framework. **Effectiveness in impacting learning and school performance **Effectiveness in achieving professional goals **Performance of job description duties **Holistic overall performance rating (not numerical calculation) Principal Model Components

42. Discuss in your small group: • Identify one or more recommendations your group strongly agrees with. • Identify one or more recommendations your group has concerns about. • Identify one or more recommendations you think is unclear or confusing. Reviewing the Recommendations

43. Agree to participate in Design and Pilot Phases of the Model Evaluation Project. Attend meetings and trainings. Participate in the development of model components. Agree to implement models fully or with an approved partial pilot plan. Use required components of the model. Provide feedback during the pilot year. Final MOU due back to NDE by Dec. 15. Memorandum of Understanding

44. Thursday, Nov. 29, 1:30 p.m.—Teacher Model Webinar Tuesday, Dec. 4, 1:30 p.m.—Nebraska Principal Model Webinar Tuesday, Dec. 11, 9:00-4:00—Rubric-Writing Committee Thursday, Jan. 10, 9:00-4:00—Marzano Orientation/Alignment Friday, Jan. 11, 9:00-4:00—Danielson Orientation/Alignment Tuesday, Jan. 29, 1:00-4:00—Teachscape Technology Wednesday, Jan. 30—9:00-1:00—Learning Sciences Tech Wednesday, Feb. 20-Thursday, Feb. 21—Student achievement/perception measures. Time TBA Tuesday, Mar. 12-Wednesday, Mar. 13—Principal evaluation subcommittee. Time TBA Wednesday, April 3-Thursday, April 4—Committee Design Work. Time TBA Design/Pilot Tentative Schedule

46. Please offer your comments to us at: Donlynn Rice: donlynn.rice@nebraska.gov Jim Havelka: jhavelka@gpcom.net THANKS for joining us today. And have a safe trip home.