Teacher and Principal Evaluations

1. Teacher and Principal Evaluations NJ Educator Effectiveness Task Force Report Jay Doolan, Ed.D., Director of Professional Services, FEA April 5, 2011

2. Session Content • Evaluation system in transition—national and state perspectives • NJ Educator Effectiveness Task Force • Student achievement and evaluation systems—a critical 50% • Model teacher and principal evaluation systems • Critical evaluation and reform issues to consider

3. Current Political Context • Schools in state of crisis • Achievement gaps are persistent and growing • When compared internationally, US is 15th in reading, 23rd in science, and 31st in math (PISA) • Teachers play a significant role in improving achievement—now have technical systems to identify poor performing teachers

4. NJ Successes • NJ number 3 in the country on 4th grade reading on latest NAEP—40% students proficient vs. 31% US average • NJ number 3 in the country on 8th grade mathematics on latest NAEP—44% students proficient vs. 33% US average • NJ leads states in percent of high school students who graduate—83% graduate vs. 69% US average

5. Race to the Top: Improving Teacher and Principal Effectiveness • Measure student growth • Design and implement rigorous evaluation systems that take into account data on student growth • Use the evaluation system to: • Inform professional development • Compensate, promote and retain staff • Grant tenure • Remove ineffective tenured and non-tenured staff

6. Governor’s Reform Plan • Expands charters and choice and promotes Opportunity Scholarship Act) • Cuts school spending • Advocates for merit pay—rewards innovative, effective, and high quality teachers • Reforms teacher and school leaders evaluation systems • Eliminates seniority and tenure • Enhances NJSMART to measure learning in classroooms and schools

7. Why Link Student Performance to Evaluation System? • Student achievement appears to be the most direct measure of teacher quality and, by extension, principal quality. Research strongly supports the contention that effective teachers and principals lead to higher student achievement. James H. Stronge

8. NJ Educator Effectiveness Task Force • Recommendations to the Governor on March 1 • Evaluation system implemented in 5-8 pilot districts in 2011-2012 • Evaluation system modified and ready for broad implementation in 2012-2013 • Evaluation system used in making personnel decisions in 2013-2014

9. Task Force Guiding Principles • The needs of students are paramount—public education exists for the benefit of children • All students can achieve at the highest levels—public education must lead to high levels of achievement no matter where students begin • Educators have the power to inspire, engage, and broaden the life opportunities of all students

10. New Evaluation Systems • WHO—Recommendations are for teachers and principals • PURPOSE—To assess the current performance of teachers and principals and provide feedback on how to improve • EFFECTIVENESS—To inform decisions about hiring, tenure, compensation, dismissal, etc. • SUMMATIVE CATEGORIES—Highly Effective, Effective, Partially Effective, and Ineffective

11. New Teacher Evaluation System Teacher Evaluation 100% Student Achievement 50% Teacher Practice 50%

12. Measures of Teacher Practice (50%) • A recommendation that the system be based on the new core teaching standards developed by the Interstate New Teacher Assessment and Support Consortium (INTASC) • Ten standards focus on: • The Learner and Learning • Content • Instructional Practice • Professional Responsibility

13. Teacher Practice Teacher Practice 100% Classroom Observation Tool 50% - 95% Other Measures of Teacher Practice 5% - 50%

14. Classroom Observations (50 to 95%) • Conducted four times a year with one annual summative evaluation • Based on a list of Commissioner-approved measurement tools and protocols from which districts can choose (eg. Danielson’s Framework for Teaching) • Focused on the following essential observation elements: • Well-trained observers • High quality rating rubrics • Faithful administration of selected protocol

15. Other Measures of Teacher Practice (5 to 50%) • Documentation logs/portfolios about student learning and how well teachers adhere to performance standards • Student surveys about classroom environment and their teachers’ effectiveness • Assessments of teachers’ pedagogical content knowledge, such as ETS’ assessment of teachers’ general, specialized, and pedagogical content knowledge

16. Reviewers of Teachers • Principals and other administrators • Peer Assistance and Review—a panel that identifies underperforming teachers, provides them a professional improvement plan, and makes recommendations about contract renewal, a second year in PAR, or contract termination • Master Teachers—district teachers that provide an additional set of suggestions for improvement

17. Measures of Student Achievement Student Achievement 100% Student Growth on Statewide Assessment 70% - 90% Schoolwide Performance Measure 10% Other Measures of Performance 0% - 20%

18. Guiding Principles • Evaluation systems should use multiple measures of student achievement to determine teacher effectiveness • Growth models are best to measure student performance—state will use state assessment data from 2009-2010 to be available in fall 2011

19. Background: Three Accountability Models • Status Model: Takes snapshot of student proficiency at one point in time (current system) • Growth Model: Measures progress by tracking achievement scores from one year to next • Value-Added Model: Uses student background characteristics, achievement, and other data as statistical controls in order to isolate the effects of the school, program, or teacher on student progress.

20. State Assessment Measure (70 to 90%): Student Growth Percentile Model • How much did student improve from 4th grade to 5th grade relative to his academic peers—students with the same score in 4th grade?

21. Background: DOE to Calculate Student Growth Percentile By: • Ranking all students by scale scores for year one • Placing students into academic peer groups based on scores • Ranking and placing students into academic peer groups for year two • Calculating student growth by comparing student performance across years related to academic peer group performance • Calculating achievement score for a teacher based on growth of students

22. Background: Student Growth Models—The Missing 70% • State assessment information with multiple years is available only in grades 4 to 8 • Leaves out primary and high school teachers and non-tested content area teachers • Also leaves out counselors, social workers, and other educational services personnel

23. Student Growth Measures (70 to 90%) • State assessments to be used for math and language arts in grades 4 to 8 • State to consider the development of standardized assessments in as many non-tested content areas and grades as appropriate • State to approve the types of assessments that are acceptable for use in non-tested areas

24. Schoolwide Performance Measures (10%) • High school graduation rate increase • Promotion rates from 9th to 10th grade • College matriculation rate increase • Proficiency level increases for an underserved subgroup • Advanced level increases for the school or subgroups • Student attainment on nationally normed or supplemental assessments

25. Other Measures of Performance (0 to 20%) • Growth or attainment on nationally normed tests—Iowa Test of Basic Skills • Growth or attainment on supplemental assessments—Stanford 9 • State-mandated end of course tests—biology • Student achievement goals or student learning objectives • Grade and subject specific student outcomes—graduation/college acceptance rates

26. Components of Principal Evaluations 40% 50% 10%

27. Measures of Effective Practice—ISLLC Standards (40%) • Develop and implement a shared vision of learning • Monitor and continuously improve teaching and learning • Manage organizational systems and resources for a safe, high-performing learning environment • Collaborate with families and stakeholders • Be ethical and act with integrity • Advocate for teachers’ and students’ needs

28. Effective Practice Logistics • Performance indicators developed by the state • Multiple data sources, including observations of instructional meetings, PLCs, etc, used to gather evidence of performance • Approved rubrics, templates and tools must be validated • Evaluation performed by superintendents or their trained designees • Review of leadership practice twice per year with an annual summative evaluation

29. Retention of Effective Teachers (10%) Measured By • Principal’s effectiveness in improving teacher effectiveness—growth of teachers’ ratings • Principal’s effectiveness in recruiting and retaining effective teachers • Principal’s effectiveness in exiting ineffective teachers

30. Measures of Student Achievement

31. Measures of Student Achievement • Evaluation based on the aggregated growth of all students on statewide assessments (all subjects and grades) (35%) • Growth Model: Measures progress by tracking achievement scores from one year to next • Evaluation also includes at least one school-specific goal (15%) approved by the Commissioner and district superintendent

32. Possible School Goal Measures (15%) • High school graduation rate increase • Promotion rates from 9th to 10th grade • College matriculation rate increase • Proficiency level increases for an underserved subgroup • Advanced level increases for the school or subgroups • Student attainment on nationally normed or supplemental assessments

33. Task Force’s Conditions for Success • High quality training • Awareness of all educators about the new system • Frequent observations and teacher feedback • Elimination of unnecessary mandates to provide more time

34. Conditions for Success • Valid and reliable measures of student performance in all subjects and grades • High quality data systems • Need for additional observers • Principal authority over teachers, budgets, etc. • Evaluations for all, including superintendents, librarians, nurses, social workers, secretaries, and custodians

35. Critical Evaluation Issues • Using student assessment measures as a high-stakes evaluation measure • Connecting test scores to teachers who teach untested content areas (could be 70%) • Connecting test scores to principals • Identifying multiple measures to compare across classrooms • Determining valid ratings for individual teachers when multiple teachers are involved

36. Critical Evaluation Issues • Defining the other half of the evaluation system—best practices in teaching and learning and leadership • Ensuring quality evaluators and training for all—teachers and school leaders • Establishing appropriate weights and an overall formula for evaluating both student growth and best practices • Need for research that supports high stakes evaluation systems

37. Impact of New Evaluation System • New CCCS and Common Core • New Common Core Assessment System • Compensation/Promotion • Merit-Based Bonuses • Tenure • Reductions in Force • Professional Development

38. School Reform: Effective School and District Level Practices • Put all children—not just some—in a demanding high school core curriculum • Teachers matter—make sure they are high quality and supported • Focus on improving low-performing schools. • Motivate more students and prepare more students for higher education • Principals matter—focus on effective leadership. • Focus on instructional time Source: www.edtrust.org

39. Key Features of Evaluation Systems Harrison School District, Colorado Principal and Teacher Performance Rubrics (See Handouts)

40. Discussion Questions • How would you describe the models? • What do you like or dislike about the models? • How are the models different from what you currently do in your district?

41. Thank You!