Triangulated Standards-based Evaluation Framework

1. Triangulated Standards-based Evaluation Framework TURN Northeast Meeting Philadelphia 20 January 2011 Kathie Skinner & Paul Toner

2. Teachers High Expectations Curriculum & Instruction Assessment Reflective Practice Professional Responsibility Administrators Instructional Leadership Management and Operations Family and Community Relations Reflective Practice Professional Responsibility Standards of Professional Practice

3. Teacher & Administrator Evaluation Framework

4. + Judgments about Practice Observations of Practice & Examination of Artifacts Such as… Self-Assessment Formal Observations Informal Observations Walk-throughs Instructional Rounds Such as… Lesson Plans Assignments Assessments IEPs/504 Plans School Improvement Plans

5. Validate Judgments about Practice Measures of Student Learning and Outcomes Such as… Teacher-created assessments Projects, reports, performances District-developed assessments Growth trends on state assessments Graduation & promotion rates

6. Validate Judgments about Practitioner Evidence of Contributions to School or Profession Such as… Curriculum Development Committee Work Grade level team work Conference attendance Student teacher supervision Staff developer

7. Significance • The Massachusetts Race to the Top application uses the word significant without definition. • The Merriam-Webster Online Dictionary defines significant as • having meaning; • having or likely to have influence or effect :important • probably caused by something other than mere chance • The use of multiple measures of performance to validate the judgments made by supervisors and peers through observations of practice and examination of artifacts is significant.

8. Student Growth Percentile • Attempts to answer the questions: • How much have individual students learned over time? • Compared with whom?

9. Class A

10. 228 230 Student A Grade 5 score Grade 6 score

11. 228 228 228 228 228 228 230 230 230 230 230 230 228 228 230 228 228 230 228 230 230 230 Students “like” Student A 228 230 230

12. 228 228 228 228 228 228 230 230 230 230 230 230 232 228 230 234 220 224 228 228 230 228 228 230 228 230 230 230 238 226 240 242 236 Grade 7 scores & growth percentiles 80th 99th 90th 70th 60th 50th 30th 1st 40th 20th 10th 228 230

13. 80th 90th 40th 10th 90th 30th 20th 40th 85th 25th 80th 238 226 228 222 210 200 232 236 234 230 220 220 222 232 230 214 224 210 226 244 232 234 240 214 238 216 228 234 218 226 234 224 248 Growth Percentiles & Median for Class A

14. Student Growth Percentile • How much have individual students learned over time? • Increase in MCAS scores compared to past two years. • Class A = 40th percentile as median. • Range = 10th to 90th percentile for individual students. • Compared with whom? • Academic peers – students with similar MCAS scores in the past two years.

15. Four Performance Categories

16. Application

17. Evaluation Rating Needs Improvement Proficient Exemplary Unsatisfactory 1-Year Improvement Plan 2-Year Self-Determined Growth Plan Eligible for Additional Roles & Responsibilities: e.g. Teacher Leader, Administrator, Promotional Positions 1-Year Directed Growth Plan Improves Does Not Improve Recommended for Professional Teacher Status Does Not Improve Dismissed or Demoted Evaluation Cycle

18. Observer Preparation • All observers must earn a DESE approved endorsement to their license that certifies the completion of • A professional development program to • Learn how to observe practice • Develop and monitor Professional Growth or Improvement Plan • Coach adult learners effectively • Difficult conversation skills • Two demonstrations of learning • Pass an inter-rater reliability test observing videotaped practice • Develop personal 2-year Professional Growth Plan

19. Any Questions??