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Measuring Teacher Impact on Student Learning. PEAC Discussion Document| August 20, 2010.
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Measuring Teacher Impact on Student Learning PEAC Discussion Document|August 20, 2010
To ensure the most accurate and complete understanding of each teacher’s performance and development needs, an evaluation system should draw from a wide range of evidence. Potential components of an evaluation system can include:
Given the current availability of data in the state, Illinois must rely on an evaluator’s assessment of student learning until new standardized measures are built. There are two main alternatives to consider. Option A – Goal Attainment Process • Teachers measure student growth by setting student academic goals, aligned to meaningful standards. • Evaluators confer with teachers to establish each goal’s degree of ambition and select the appropriate assessments for measuring progress against the goals. • Teacher evaluation is based on students’ progress on the established goals, as determined by an end-of-the-year evaluator review of the pre-determined assessments and their results. Option B – Review of Student Progress • Student learning is measured through the evaluator’s assessment of the extent to which a teacher’s students have mastered or made growth toward specific standards, as indicated by performance on multiple assessments. • Teachers track student performance over time, and evaluators review ongoing student work and make judgments using a rubric.
In Option A, teachers work with evaluators to set ambitious goals surrounding selected student assessments. • At the beginning of the year, teachers, in collaboration with their evaluator, decide the appropriate number of goals to set for their particular classes, as well as to ensure that the goals set are “acceptable” (aligned to standards, challenging but attainable, and measureable). Some sample goals can include: • Some sample goals can include:
At the end of the year, teachers are evaluated based on goal ambition and achievement using the rubric below to assign a student learning rating for each goal.
In Option B, evaluators review student progress on an ongoing basis using multiple sources of information and assess progress relative to standards. Beginning of Year During Year End of Year • Teacher and evaluator choose a set of priority standards against which student outcomes will be measured • Teacher articulates a plan including assessments for tracking student progress toward mastery of the chosen standards • Evaluator reviews the assessment instrument(s) using a rubric and offers feedback until the assessment(s) meets expectations • Teacher tracks ongoing progress • Evaluator monitors student progress during classroom observations and through ongoing reviews of student work. • Evaluator flags any tracking and assessment issues, and helps the teacher overcome these issues • Evaluator assesses the quality of the assessment instrument(s) used as well as the student learning outcomes to assign a rating.
At the end of the year, evaluators use a rubric to evaluate teachers and assign a rating. * Note: Missing data is counted as no mastery.
Regardless of the option chosen, the process must align with the overall evaluation system and should promote discussions between the teacher and evaluator on student performance and teacher professional growth. Situational feedback conversations; student data reviews and data team meetings Evaluation Instructional Rounds (drop-ins) and/or full-period classroom observations Mid-year check-in conference, informed by all available data Beginning of year conference to develop evaluation plan End of year summative evaluation conference Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Self-assessment and discuss next year’s professional focus areas Self-assessment and develop professional focus areas Self-assessment and revisit professional focus areas Development Targeted development activities (i.e., coaching, co-teaching, etc.) Professional learning community meetings and feedback sessions Note: Additional evaluation and development activities for non-tenured teachers, developing teachers, and/or teachers in need of improvement (such as mentoring from coaches, progress check-ins with instructional managers, additional conferences, etc) are proposed in greater frequency but do not appear in the timeline above.
PEAC can consider the following discussion questions when selecting a process for measuring student learning outcomes. • Discussion Questions: • What are the strengths of each of the options? What concerns or challenges does each of these options raise? • What are the implications for school-level capacity between the two options? For the kinds of support that districts will need to implement the process with fidelity? • How should this align to the overall process and outcomes of the evaluation system? • How might these two options differ in practice for an elementary vs. secondary level? • Is there another way to go?
