TEACHER EVALUATIONS ARE CHANGING

1. TEACHER EVALUATIONS ARE CHANGING Why? RTTT grant Ed. Reform Act of 2010

2. HIGHLIGHTS OF RTTT Maryland�s new vision for education Revise the Maryland State Curriculum PreK-12, assessments and accountability system based on the Common Core Standards to assure that all graduates are college and career ready: Adopt Common Core Standards by Summer 2010 Agree with higher education on college-ready standards Revise high school graduation requirements 4 years of mathematics, including Algebra II Develop interdisciplinary STEM curriculum Begin work on new assessments based on Common Core Standards (as part of assessment consortia)

3. HIGHLIGHTS OF RTTT Maryland�s new vision for education Build a statewide technology infrastructure that links all data elements with analytic and instructional tools to monitor and promote student achievement: Accelerate and fully implement the longitudinal data system Develop online instructional toolkit to support new standards and assessments Align data systems with higher education and workforce Provide high quality professional development on the access and use of data systems

4. HIGHLIGHTS OF RTTT Maryland�s new vision for education Redesign the model for the preparation, development, retention, and evaluation of teachers and principals: Define effective and highly effective teachers and principals Develop teacher and principal evaluation frameworks with student growth being a significant component Revise teacher preparation programs to meet the demands of the 21st century Develop programs to prepare teachers and principals for the challenges of working in low-achieving schools Expand professional development opportunities for teachers and principals Link to student achievement8 Revise tenure statutes Differentiate compensation for teachers and principals working in chronically low-achieving schools and/or critical shortage areas Provide for equitable distribution of teachers and principals to low-achieving schools

5. HIGHLIGHTS OF RTTT Maryland�s new vision for education Fully implement the innovative Breakthrough Center approach for transforming low-achieving schools and districts: Cross-divisional, statewide system of coordinating, brokering, and delivering support for low-achieving schools Builds upon Title I program success Helps maximize resources in education, business, government, and research centers Currently in a limited number of schools and districts

6. HIGHLIGHTS OF CHAPTER 189 (HOUSE BILL 1263) EDUCATION REFORM ACT OF 2010 Extends the probationary period to 3 years Requires a mentor If not on track for tenure Requires an additional PD Tenure can be awarded to teachers transferring to another system Tenured in LEA they left Tenured after 1 year by new LEA provisions No break of longer than 1 year LEA can extend if not meeting satisfactory evaluation LEA�s shall establish performance evaluation criteria for contributed teachers as principals Must be mutually agreed on by LEA and exclusive employee representative or Implement state model

7. HIGHLIGHTS OF CHAPTER 189 (HOUSE BILL 1263) EDUCATION REFORM ACT OF 2010 Evaluation criteria shall include Data on student growth as a significant component and as one of multiple measures May not be based solely on an existing or newly created single examination or assessment No single criterion shall account for more than 35% of the total performance evaluation criteria

8. DEVELOPING A STATE MODEL Maryland Council for Education Effectiveness Executive Order 01.01.2010.12 Highlights Membership Defined Governor appointed two co-chairs Dr. Grasmick Elizabeth �Betty� Weller Responsibilities Recommendations to: Governor, General Assembly, State Board for development of a model evaluation system Completed by 12.31.2010 Recommendations for Definition of �effective� teachers and principals Definition of �highly effective� teachers and principals Relationship between student learning component of education evaluation and the other components of the evaluations

9. DEVELOPING A STATE MODEL Maryland Council for Education Effectiveness Executive Order 01.01.2010.12 Highlights Evaluation Model Must Be: Fair = Multiple Transparent = Valid Timely = Opportunity to improve Rigorous = Share practices Procedures Majority = quorum Meetings = call of co-chairs Cannot send designees The Council shall create an �Advisory Panel� State and National experts with experience in psychometrics and assessments Experience in teacher preparation programs Individuals with knowledge of the needs of parents, students and business community

10. ROLE OF THE MARYLAND COUNCIL FOR EDUCATOR EFFECTIVENESS

11. Timeline for Implementing Model Performance Evaluation System

12. DOMAINS OF THE MODEL Planning & Preparation Classroom Environment Instruction Professional Responsibilities Student Growth Individual student growth between two points in time Overall student growth by grade-level or subject team Student readiness for college and career readiness

13. SCHEMATIC OF TEACHEREVALUATION DESIGN

15. SCHEMATIC OF PRINCIPALEVALUATION

17. ISSUES TO BE RESOLVED Nationally 69% of all content areas taught in public schools are not tested utilizing a state mandated standardized test Maryland�s two statewide summative assessments are: HSA and MSA Some LEAs utilize other standardized tests for local purposes (national normed) All LEAs utilize some local assessments in those areas not addressed by a state test When surveyed: 12 LEAs reported they utilize assessments that can be used for teacher evaluation purposes 3 LEAs reported they utilize student growth data as part of their teacher evaluations 11 LEAs reported using student performance data as part of their principal evaluations Addressing non-tested content areas requires: Identifying nationally available tests which may be utilized Identifying LEA available tests which may be available and determining a process to certify these tests meet defined quality criteria (to be defined) Maryland�s RTTT application indicates consultation with the National Psychometric Council Other groups which may assist include the Content Center for Assessment and Accountablity

18. DELAWARE�S HIGHLIGHTS Delaware�s state law mandates the format and substance of teacher evaluations. Known as DPAS II it contains a student growth element and was phased-in during the �07-�08 school year. DPAS II�s requirements for measurement of student growth was not based on test measures but rather on progress in meeting collaboratively set goals, set at the beginning of the school year. Currently Delaware is moving to the inclusion of student test data into their model. They are requiring multiple instruments which measure 2 points in time. Delaware also requires a bi-yearly appraisal of their DPAS II system. The current evaluator (bid) is Progress Education Corporation. Surveys Interviews Focus groups Delaware has a process for vetting suggested instruments for measuring growth. The process requires a trained committee of reviewers to make recommendations to their Secretary of Education who has final approval. Delaware recommends for consideration: Outside evaluation of the model Separation of management/instruction process Third party evaluators for teachers designated as ineffective Tennessee