student growth measures: a review of state evaluation practices
DESCRIPTION
OERC researchers provided a brief review of other state practices regarding student growth measures (including sample SLOs) and teacher /principal evaluation. Also included was a discussion of preliminary findings from Ohio Education Research Center (OERC) research regarding using Student Growth Measures for OTES and OPES within a sample of LEAs in Ohio.TRANSCRIPT
Jill Lindsey OERC Research Lead Professor and Chair, College of Education & Human Services Wright State University
Betsy Chadd Director of Curriculum & Professional Development Bellbrook-Sugarcreek School District
National Network for Educational Renewal Partners
STUDENT GROWTH MEASURES: A REVIEW OF STATE EVALUATION PRACTICES
Weights and Local Measures
Making Research Work for Education [email protected]
www.oerc.osu.edu
36 states + DC changed teacher evaluation policies
43 states require annual evaluation of teachers
26 incorporated differentiated levels of teacher performance
32 states incorporated Student Achievement Measures (SGM)
26 states use Student Growth Percentiles (SGP) to measure & communicate SGM
39 included classroom observations
22 included multiple observations each year
Changes in Teacher Evaluation Policies since 2009
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Research by Jerald and Hook 2011 graph by Hull, Center for Public Education 2011
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Ohio
Colorado
Pennsylvania
Florida
South Dakota
Idaho
States with 50%-50%
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Tested Grades and Subjects (20% of teachers) 50 - 50 including 35 percent student growth and 15
percent LEA measure In future years, 5 percent school-wide and cohort
comparison measures in LEA measures Non-Tested Grades and Subjects (80% of teachers) 85 percent teacher practice and 15 percent student
achievement In future years, 50-50 with 5 percent school-wide and
cohort comparison measures and 45 percent "student growth objectives”
New Jersey 2013-14
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Minimum of 40% for announced and unannounced observation (a least 3 observations)
45% student growth using multiple indicators
including goals/objectives with indicators and
evidence and at least 22.5% based on state tests
5% student feedback
10% parent or peer feedback/survey
Connecticut
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20-50% SLOs + teacher performance including observations
Indiana
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Multiple measure
Including observations
Including student academic growth and achievement
Arkansas
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60% observations and performance with majority based on observations by administrator and the rest on independent trained evaluators, peer classroom observations, student and parent feedback from evaluators, and evidence of performance through student portfolios +
40% SGM with 20% based on state tests and 20% on other vendor or locally developed tests
New York
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50% Observation + 35% student growth + 15% state-approved student achievement
Teachers with <3yrs experience are observed 6 times a year.
Experienced teachers are observed 4 times a year
Tennessee
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No designated weights
Delaware has 5 components and requires one must be student improvement/growth weighted as high as the highest other component
Rhode Island requires annual student growth and achievement be included but classroom observations are optional
Delaware & Rhode Island
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Use Danielson’s Framework for Teaching as the evaluation model
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9 of the 14 States Reviewed Today
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Four Levels of Performance Ratings
OHIO
Accomplished
Proficient
Developing
Ineffective
CONNECTICUT
Exemplary
Proficient
Developing
Below standard
INDIANA
Highly effective
Effective
Improvement necessary
Ineffective
SOUTH DAKOTA
Distinguished
Proficient
Basic
Unsatisfactory
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More Levels of Performance Ratings
WASHINGTON & IDAHO
Distinguished
Proficient
Basic
Unsatisfactory
ARKANSAS
Feedback No Ratings
NEW YORK
Highly Effective
Effective
Developing
Ineffective
ILLINOIS
Excellent
Proficient
Needs improvement
Unsatisfactory
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Weights, SLOs and Shared Attribution
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District Decisions About SGM
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Partnership
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BASELINE DATA
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PROFESSIONAL DEVELOPMENT
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COLLABORATION
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SETTING GROWTH TARGETS
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Grade Level
Teacher Level
Building Level
SLO DEVELOPMENT
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“We do not learn from experience….
We learn from reflecting on experience.” -John Dewey
MID-YEAR REFLECTION
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LESSONS LEARNED
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Staff Development
Impact on Culture
Growth Target Rigor
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