Changing the E valuation Process in Indiana

1. Changing the Evaluation Process in Indiana

2. Objectives By the end of this session, you will better understand: Why Indiana needs evaluation reform Our Legislative Agenda and process What IDOE is doing to support districts, administrators and teachers

3. Why does Indiana need evaluation reform? Objective 1

4. Human capital accounts for nearly 60% of a school’s impact on student achievement Teacher Effectiveness Principal Effectiveness Qualifications & Experience Attendance Grade Level Peer Effect (Mid & HS) Classroom Peer Effect (Elem) School Size Class Size (Elem Reading: ELL) Tracking Retention Schedule Length of Day/Year School Based Factors Affecting Student Achievement

5. Yet, our current evaluation system is deeply flawed. Evaluations don’t support good human capital management because they are: • Infrequent • Unfocused • Undifferentiated • Unhelpful • Inconsequential

6. Goals of Evaluation Reform • Help all teachers and principals reach their full potential. • Ensure that the best teachers and principals remain in the profession.

7. Our Legislative Agenda and Process Objective 2

8. What is being proposed?

9. FAQ: What is the timeline? • Bills introduced in January • Legislative session runs through April • Pilot of Model Evaluation Tool 2011-12 • Models released Jan 31, 2012 • Statewide implementation 2012-13

10. FAQ:What counts toward evaluations? • Will evaluations include student growth data? • Yes. Growth data or other objective measures of student learning will count significantly. Teachers who negatively impact student learning cannot be rated effective or highly effective. • What else will determine evaluations? • Corporations will determine the balance of other factors. They may include classroom observations, leadership, professionalism, school-level data, and student and parent surveys among others. • What will be the final rating? • Teachers will get an annual rating in one of four categories: highly effective, effective, improvement necessary or ineffective.

11. FAQ:How will evaluations work? • Who can be an evaluator? • Principals or other principal approved individuals with a record of highly effective teaching over several years can conduct evaluations. • Will evaluators be trained? • All evaluators will go through rigorous training. • Will evaluators communicate results to teachers? • Evaluators will be required to give teachers a copy of the evaluation and to discuss the results with the teacher. • How will evaluations improve teaching? • Targeted professional development will be linked to the evaluation results.

12. FAQ: How will compensation change? • What is mandated? • Corporations will be required to change how they give future raises. • All changes must be negotiated. • How will districts pay for this? • This will not cost districts any more money. • Who will it affect? • Everyone will be part of the new system. Teachers rated effective and highly effective will be eligible for larger raise than in the current system. • Will salaries be lowered? • NO! The changes only effect future raises.

13. FAQ: Who builds the system? • Can corporations build their own evaluation system? • Yes, they can build their own, use TAP, iObservation, or adopt the state model. • Where will the state model come from? • The IDOE is building the state model with help from the Evaluation Cabinet. • The state model will also be tested in a number of pilot districts in 2011-2012 to further refine the system. • What is the Evaluation Cabinet? • The Evaluation Cabinet is a group of teachers, principals, superintendents, and other stakeholders who have helped to shape the state evaluation model.

14. Busting Myths….. The law won’t require corporations to use the same tool. The law won’t require corporations to use the same process. Evaluations won’t be based only on test results.

15. What is IDOE doing to support districts, administrators and teachers? Objective 3

16. Model Tool The IDOE will develop, pilot and publish a model tool that corporations may choose to adopt • Teacher Effectiveness Rubrics • Principal Effectiveness Rubrics • Evaluation Toolkit • Implementation resource support

17. Data Support Are we retaining our best? The IDOE will provide data to help districts and schools make informed human capital decisions. Provide data Data In which subjects do we have an effectiveness shortage? Who (really) are our top performers? What/where are our pipelines for top performers? Who needs additional support? How are we changing our practices? What is the distribution of high performing teachers/ principals across our corporation/school?

18. Effectiveness Rubrics Teachers

19. Recognize excellence Provide data Grounded in student outcomes Catalyze growth Goals Rigorous Clear expectations Simple Multiple measures

20. Key Components • Example of an Instructional teacher competency: • 4 Areas of Content: Planning, Instruction, Leadership, and Professionalism • With a focus on instruction, the rubric: • Stresses observable student and teacher actions • Is directly related to student outcomes • Gives examples of evidence and strategies that have a positive impact on student learning • To view a current draft of the entire rubric, go to: http://www.doe.in.gov/puttingstudentsfirst/ • Expect a final version by January 2012

21. Models Referenced Charlotte Danielson’s Framework for Teachers Iowa’s A Model Framework KIPP Academy’s Teacher Evaluation Rubric Robert Marzano’sClassroom Instruction that Works Massachusetts’ Principles for Effective Teaching Kim Marshall’s Teacher Evaluation Rubrics National Board’s Professional Teaching Standards North Carolina’s Teacher Evaluation Process Doug Reeves’ Unwrapping the Standards Research for Bettering Teaching’s Skillful Teacher Teach For America’s Teaching as Leadership Rubric Texas’ TxBESS Framework Washington DC’s IMPACT Performance Assessment Wiggins & McTighe’sUnderstanding by Design

22. Effectiveness Rubrics Principals

23. Recognize excellence Provide data Grounded in student outcomes Catalyze growth Goals Rigorous Clear expectations Simple Multiple measures

24. Key Components • Example of an Instructional teacher competency: • 3 Areas of Content: Student Outcomes, Teacher Effectiveness, Leadership Actions • With a focus on instruction, the rubric: • Stresses observable student and teacher actions • Is directly related to student outcomes • Gives examples of evidence and strategies that have a positive impact on student learning • To view a current draft of the entire rubric, go to: http://www.doe.in.gov/puttingstudentsfirst/ • Expect a final version by January 2012

25. Models Referenced Achievement First’s Professional Growth Plan for School Principals CHORUS’s Hallmarks of Excellence in Leadership Clay Christensen’s Disrupting Class Discovery Education’s Vanderbilt Assessment of Leadership in Education (VAL-ED) Doug Reeves’ Leadership Performance Matrix Gallup’s PrincipalInsight ISLLC’s Educational Leadership Policy Standards Kim Marshall’s Principal Evaluation Rubrics KIPP’s Leadership Competency Model Mass Insight’s HPHP Readiness Model National Board’s Accomplished Principal Standards New Leaders for New Schools’ Urban Excellence Framework NYC Leadership Academy’s Leadership Performance Standards Matrix Public Impact’s Turnaround Leaders Competencies Todd Whitaker’s What Great Principals Do Differently

26. Questions? schlegel@doe.in.gov wkrebs@doe.in.gov fastforward@doe.in.gov