Teacher and Leader Effectiveness (TLE) Observation and Evaluation System

2. Teacher and Leader Effectiveness (TLE)Observation and Evaluation System

3. Driving Gains in Student Achievement 41,000 SB 2033 + TLE + TPS = Increased student achievement and performance

4. Effective Teaching / Student Achievement “Truly effective teaching… could overcome student indifference, parental disengagement, and poverty --- and, in fact, is the key to enabling children to rise above those circumstances.”

5. “Demography will no longer be destiny.” “Successful teaching is grueling work. It requires more talent, more preparation, more daily re-evaluation and retooling, more hours in the class day, and just plain more perseverance.”

6. Tulsa Public Schools’ TLE Evaluation System Observations Conferences Evaluations Feedback / Support Rubric-Based

7. TLE Evaluation System Description Rubric The support document that provides the definitions of professional proficiency (effectiveness) for all 5 rankings. • Based on research and best practices • Developed and improved hand-in-hand with teachers • Contains 20 indicators (down from 37 in first year of implementation) Observation Process and Form The principal's intentional study and analysis of the teacher’s classroom performance – guided by the detailed descriptions of the rubric and recorded in the observation form, which simplifies the rubric. A minimum of two (2) observations are required before every evaluation.

8. TLE Evaluation System Description, continued Conferences Follow every observation and evaluation and provide teachers with a status check and road map to improve effectiveness. A 5-Tiered Approach to Feedback and Support Focuses on 1 (“Ineffective”) and 2 (“Needs Improvement”) performance levels AND increases in all Effectiveness areas. Evaluation Form A technology-enhanced tool that documents / logs patterns of effectiveness according to the rubric’s definition of professional proficiency.

9. Structure (from SB 2033) with added specificity (designed within tps)

10. TLE – Structure, Indicators, Weight Teachers (20) Principals (19) Organization & School Management (6/35%) Instructional Leadership(2/13%) Professional Growth & Responsibility(1/13%) Interpersonal Skills (4/13%) Leadership (5/13%) Stakeholder Perceptions (1/13%) Taken from sb 2033 effectiveness measures • Classroom Management (6/30%) • Instructional Effectiveness (10/50%) • Professional Growth & Continuous Improvement (2/10%) • Interpersonal Skills (1/5%) • Leadership (1/5%) Defining and adding specificity to sb 2033 effectiveness measures Driven by a focus on student achievement and performance

11. TLE System’s Alignment with SB 2033 SB 2033 TPS-----TLE Five tiers of effectiveness  Domains mirror SB 2033’s requirements  Evaluation time frames  Supports for improvement  Applies to ALL Teachers and Leaders 

12. Handbook, Rubrics andForms

13. TLE Handbook for Principals The process roadmap for successful implementation

14. Teacher Rubric The foundation for defining effectiveness

15. Teacher Observation Form The tool to operationalize the rubric

16. Teacher Evaluation Form The official performance documentation

17. Instructional Supports for Teacher & Leader Improvement: 5 Tier-Approach SB 2033 mandates a system of “feedback and support” “Push Pin” (less formal, yet documented) approaches to remedy ineffectiveness Personal Development Plans (PDP) Quality Experiences Supporting Teachers (QUEST) “9-Week Cohort” focusing on application, reflection and critical teaching tools that will support teachers to move to the next level of consistently impacting student learning. “PDP Training Support Cycles” 2-hour specific topic PD to address issues identified in PDPs. October through April.

18. Research-Based & Measures What Matters Rubrics were developed and based upon an extensive review of best practices associated with higher student achievement. Indicators within the TLE rubric are empirically associated with student achievement. (The Journal of Human Resources, September 2010, 46:3). MET Validation Project, Fall 2011.

19. IMPACT AND Lessons Learned

20. 20 The Impact • Student achievement gains • Great improvements in identifying and distinguishing levels of professional performance: • Teacher evaluation: rankings guided and defined by 185 performance descriptions in 2010-2011 (‘09-’10: 0) • Principals: rankings guided and defined by 95 performance descriptions in 2010-2011 (‘09-’10: 0) • More support for less than effective Teachers/Leaders: • 136 Teacher PDPs in 2010-2011 (‘09-’10: 5) • 29Teachers placed in intensive mentoring program • 31 (35%) of Principals rec’d PDPs in 2010-2011 (‘09-’10: 2)

21. The Impact, continued • Exit of ineffective Teachers/Principals • 57Teachers exited from District for performance in 2010-2011 (v. 0 in ‘09-’10) • 12Principals exited from District for performance in 2010-2011 (v. 0 ‘09-’10) • 7Principals removed (demoted) from Principal positions in 2010-2011(v. 0 in ‘09-’10) • Alignment of professional development plans and evaluation findings

22. Lessons Learned Following one year of full implementation… • Leverage teacher and administrator input • Improve the system based on real-world implementation • Simplicity is best • Train evaluators, and train them again • Ensure inter-rater reliability • Certification and re-certification process

23. Lessons Learned, continued Importance of collaboration and ownership: seek, embrace and respond to teacher and administrator input, especially regarding the decisions that impact them. Importance of fortitude. Importance of developing, listening to and engaging the help of community and outside resources.

24. 24 Evidence of Teamwork… SB 2033: “In those school districts in which there exists a professional negotiations agreement … the procedure for evaluating members of the negotiations unit and any standards of performance and conduct proposed for adoption … shall be negotiable items.” • Every process and document of TLE has been incorporated into the TPS / Assoc. Master Agreement. (October ’11) • Assoc. members have ratified the contract by an affirmative vote of 98%. • A performance-based RIF policy / procedure is in place not only for this school year but next school year.

25. Teamwork within Tulsa Public Schools… “… is the ability to work together toward a common vision… It is the fuel that allows common people to attain uncommon results.” – Henry Ford

26. Thank you!

27. For more information: www.tulsaschools.org Office of Teacher and Leader Effectiveness 918-746-6800