getting serious about teacher evaluation
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Getting Serious About Teacher Evaluation
Dr. Richard Voltz, Associate DirectorIllinois Association of School
Administrators
PERA(Performance Evaluation Review Act)
• Performance Evaluation Reform Act 2010 (PERA)• New evaluations for teachers and principals to address
practice and student performance in an effort to improve student achievement
• Guided by the work of PEAC – Performance Evaluation Advisory Council– 32 representative members P-20– Meet monthly since 2010– State Models and Guidance for Districts– Open Meetings– Website Info
Two Parts
Teacher Practice Student Growth
Two Parts
Teacher Practice Student Growth
50% to 75%
50% to 25%
The Danielson Frameworks For Teaching is the State MODEL for the professional practice part of
the new performance based teacher evaluation system.
Shall be research based rubric
Shall consider the relative importance of the various components…
Goal is teacher improvement
NOT
Law requires
• Tenured Teacher– One Formal and One Informal
• Non-tenured Teacher– Two Formals and One Informal
Multiple Observations followed by reflective conversations builds trust and improves teaching.
Teacher evaluation in your school district needs to move from
“compliance” to an “intellectually engaging improvement experience?”
Classrooms need to look like this…
Not this…
Teacher evaluators need more training
• Simple Growth Model - Measures difference in student attainment over time.
• Value-Added Model - Measures difference in student attainment over time, controls for stable student factors (e.g. race, SES)
Common Approaches To Measuring Student Growth
At least one Type I or Type II assessment
At least one Type III assessment
Type I
A reliable assessment that measures students in the same manner with the same potential assessment items, is scored by a non-district entity, and is administered beyond Illinois. (Norm-referenced)
Type II
Developed, adopted, approved, & utilized district-wide(example: District-wide Algebra test)
Type III
Rigorous, aligned with the course curriculum. The evaluator & teacher determine measures of student learning. (Classroom Test, portfolios)
Must have one from Type I or Type II and one from Type III
Student growth is“Demonstrable change in a
student’s learning between two or more points in time.”
Who decides?
• District PERA Joint Committee decides metrics & targets for teachers, including subgroups (ELL, etc)
• Evaluator and Principal agree upon metrics & targets for principals.
Questions about student growth
• What assessments will you choose?• How will you measure core (tested) courses?• How will you measure non-tested areas?• If you use a portfolio, what is the rubric?• What happens with co-teaching?• What is the appropriate attendance/class time to consider?• What if a students changes sections?• How does block scheduling fit?• What is the minimum number of students?• What is the target growth?• How do the 4 ratings fit into the scheme of student growth?
Scoring
• Important part of the process• WARNING – do not give the “ship” away
Default vs. Negotiate
Only student growth has default provision
Implementation Dates
• 2016-17 for top 80% NCLB scoring districts• 2015-16 for bottom 20%• Districts lower than 5% and volunteer districts
have already implemented• CPS has implemented
Important Documents
• Teacher Collective Bargaining Contract• Teacher Evaluation Plan• RIF Joint Committee Document• PERA Joint Committee Document• District Work Rules• School Board Policy Document• Part 50 Rules (138 Shall’s)
Dr. Voltz’s Evaluation Protocol6 Steps To Success
Step 1Concentrate on the correct
Domain/Component
Look for “Engaged Learning Evidence”
Step 2Get Buy-In On The Process
Involve teacher leaders on all training and discussion concerning
teacher evaluation.
Concentrate on Improving Teaching Not Rating Teaching
Couple teacher evaluation with
professional development
Step 3Change the Focus
First Observe the Student Then The Teacher
Step 4Observe
More
Teacher evaluation based on infrequent, announced classroom visits is
inaccurate, ineffective, and dishonest.
Teacher evaluations typically look like this...
Each teacher teaches 900 lessons per year, 1,800 for two years
Instead it should
look like this.
It needs to look more like a Gallop Poll, random and 10 times per cycle.
Step 5“Reflection is
Key”
We learn by thinking
about what we do.
Reflective Conversations are the most important part of the teacher
evaluation process.
Step 6Know When to Play
the Proper Role
When to Coach?When to Mentor?
When to Tell?
My Predictions
Use of Video for Teacher Observations
WARNING:District should/shall discuss use
of videos for classroom observation with Joint
Committee
Peer Evaluators to provide input
Student Input
