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Educator Effectiveness
Dr. Mark Kirkemier, Coordinator
Dr. Alison Grizzle, Education Administrator
Dr. Kisha Tolbert-Woods, Education Specialist
A fresh perspective
• What’s the biggest budgetary expenditure of your school system?
• What percent of the budget does it repesent?
A fresh perspective
•What is the purpose for our existence as educators?
•Who knows the dynamics and context best?
A fresh perspective
• If our biggest investment is in people (not stuff) – and they have the greatest impact on the purpose for our existence as an organization – shouldn’t we spend our time and attention growing and supporting them?
A fresh perspective
• Fall 2013 – State Design Team
• Spring 2013 – Alabama Design Complete
• 2014-2015 – Field Testing
• 2015 – State-wide meetings with District Teams
DESIGN CHALLENGES
IMPLEMENTATION CHALLENGES
A fresh perspective
• It is critical to understand the philosophical approach of the design team in the context of the intent of PLAN 2020!
How?
Organizations are the product of the way the people in them think…
Peter Senge
How?
To Change – people have to have the opportunity to change the way they think and interact
How?
• The way we think – is defined by our capacity – (increase our capacity = change the way we approach our work)
• The way we interact is structured by the context and environment we create = systems and processes
How?
“ Organizations learn through individuals
who learn.”
Peter Senge
A New Model
• Flexibility and Freedom
• Framework
•Contextually Significant Process – Because context MATTERS!
Focus on Development
• No requirement to use pre-existing tools
• Focus on the process
• Focus on consensus building
• Focus on creating and validating tools and rubrics
• Not about final classifications
• “How well do tools and rubrics you choose or design differentiate for assessing quality of practice?”
Classifications
• How do we help to increase teacher practice?
• How do we help to identify where a teacher is in practice so that we can create a pathway for growth?• Ineffective
• Developing
• Effective
• Exemplary
The things we truly value….
We will give our TIME, ATTENTION, ENERGY, & RESOURCES
Current Model
•EDUCATE Alabama
•Self Assessment Tool
•Two Observations
Current Process
All evaluators and evaluatees must enter multiple types of supporting evidence on a regular basis throughout the year. Evaluators should complete and enter a minimum of two announced/ unannounced observations for evaluatees during the school year.
Evaluatees are defined as all regular classroom educators, ARI coaches, school counselors, librarians, special educators, speech/language pathologists.
HISTORY
• PEPE
• Compliance
• Scripting
• Over Ranking
• EDUCATE
• Self Assessment
• Plan 2020
• LEA Design Team to design components that align with a new framework
Alabama State Board of Education
PLAN 2020
PLAN 2020
• “Every child is taught by a well- prepared, resourced, supported and effective teacher”
• “Develop and implement a professional growth evaluation system for teachers and leaders that includes multiple measures of student growth and achievement”
Teaching Effectiveness
•Professional Commitment (1/3)
•Professional Practice (1/3)
• Impact on Engagement and Learning (1/3)
Graphic
Analysis of Teacher Impact
Analysis of Teacher Practice
Principal
Training
Evaluation
Tools
* Evaluation
Tools
Crucial
Conversations
Professional Commitment (1/3)
• Self Assessment
• Conversation with Administrator
• Creation of a PLP
• Submission of Evidence
Professional Commitment
• Every Teacher
• Every Year
• 1/3 of overall classification
• Rubric
• Did they complete the self assessment?
• Was the PLP well designed and reflective?
• Does the provided evidence align with PLP?
• Was there growth in chosen indicators?
Professional Commitment
EDUCATE
Alabamawith a
Rubric
Professional Commitment
Self- Assessment
PLP Evidence Professionalism
Total
7% 7% 8% 8% 30%
Self- Assessment
PLP Evidence Total
10% 10% 10% 30%
A fresh perspective
• What are the most important things?
• What do we (as a school system) value most?
• What should we give priority?
Professional Practice (1/3)
• Observations
• Instructional Design/ Collaboration
• Professional Showcase
Professional Practice
• All non-tenured teachers
• 1/3 of all tenured teachers
• Tenured teachers – at least once every three years
• If ineffective, then must complete process following year
• 35% of overall classification
• Rubrics and tools for each of the components
Professional Practice
1. Two Observations (60 minutes of practice)
• 20% of overall classification
• Any Format
• Compilation of walk-throughs
• Unannounced
• Announced w/ pre and post conference
• Videotape with reflection
What do we give our time and attention to?
Not everything we do has a equally significant impact on children
Shouldn’t we spend more time on the things that do?
KNOW the SHIFTS!
Shift in vision and goals for students
Shifts in content Shifts in instructional practices Shift in culture Shift in leadership expectations
Professional Practice
2. Reflection on Instructional Design• 10% of overall classification
• Action research
• Professional Learning Communities
• Data- team meetings
• Lesson studies
• Common assignments with work analysis
What accounts for the single most important variance in student learning/achievement?
Impacting Students
Socio Economic Status? Parental Involvement?
HQ of teachers?
Teacher Training? District Leadership?
Building Leadership?
Prior Educational Experience? Type of School Schedule?
Arrangement of grades/structure of school?
Research
“Academic Optimism: A force for student achievement” (Hoy, Hoy, & Tarter)
Prior Ed. Experience = 60%
Socio-Economic Status = 13-19%
Academic Optimism = 21 to 27%
Research
Academic Optimism:
1. Academic Emphasis
2. Faculty Trust (in students and parents) - culture of optimism
3. Collective Efficacy
Research
Professional Practice
3. Professional Showcase• 5% of overall classification
• Art Show
• Band Competition
• High percentage of AP Scores
• Vertical teaming
• School Committees
• Mentoring
• Graduate courses
Professional Practice
TwoObservations
Instructional Design
Professional Showcase
Total
20% 10% 5% 35%
The things we truly value….
We will give our TIME, ATTENTION, ENERGY, & RESOURCES
Impact on Engagement and Learning
• Student/ Parent Surveys
• Student Growth Data
Impact on Engagement and Learning
• All non-tenured teachers
• 1/3 of tenured teachers
• 35% of overall classification
• Tenured teachers – at least once every three years
• If ineffective, then must complete process following year
• Actual data analyzed and discussed each year with respect to self assessment and PLP
Impact on Engagement and Learning
• Student/ Parent Survey
• Dependent on age
• LEA can choose survey tool
• Advanc_Ed offers survey tools
• Student Growth Data
• ACT / ASPIRE
• What data does the district use to assess student growth towards College and Career Ready Goals?
Impact on Engagement and Learning
Impact on Engagement and Learning
Surveys Student Growth Data
Total
10% 25% 35%
Important Reminder
Love bears all things, believes all things, hopes all things, endures all things…
whatever you did for one of the least of these brothers and sisters of mine, you
did for me…
The things we truly value….
We will give our TIME, ATTENTION, ENERGY, & RESOURCES
Teaching Effectiveness Professional Commitment (Plan due Summer
2016)
• Self Assessment and Conversation; PLP and Evidence
Professional Practice (Plan due Summer 2016)
• 2 “observations” (60 minutes of practice)
• Analysis of Instructional Design
• Professional Showcase
Impact on Engagement and Learning (Plan due Summer 2017)
• Student/ Parent Surveys
• Student growth data
Teaching Effectiveness 10%
10%
10%
20%
10%
5%
10%
25%
Self Assessment Professional Learning Plan Evidence 2 Observations
Collaboartive Design Professional Showcase Surveys Student Growth Data
Goal
• How can we own this process? How can we own this work?
• How can we engage teachers and community shareholders into the development phase so that all involved have buy-in?
• How do we make this about growing teachers and not about compliance?
• How do we take an existing tool and align it to standards?
• How do we refine our observations so that the data can be given a qualitative or quantitative ranking?
Example Process
• “How would we define an “Effective Teacher”?
• “What is observable in teaching a lesson?” “What is observable in lesson design/ PLC?”
• “What does Effective look? Once defining effective, how does Exemplary? Developing? Ineffective look?”
• “How do we want to measure each of these categories?”
How do we measure our beliefs about effectiveness?
• What tool(s) should we use for observations?
• Is there an existing rubric for this tool?
• How do the tool and the rubric align to the standards?
• How are we going to train observers on this tool?
Example Rubric
• Observation Rubrics from Field Test School Systems
Existing Practice
KNOW the SHIFTS!
Shift in vision and goals for students
Shifts in content Shifts in instructional practices Shift in culture
Shifts in Math
FOCUS – deep vs. broad COHERENCE – standards within a grade
level and progression across grades RIGOR - Stronger BALANCE among
procedure, application, and understanding – students need to know how to do math AND how and why to apply math to real-world situations
Shifts in ELA
Building knowledge through content-rich nonfiction and informational texts.
Reading, writing, and speaking grounded in evidence from text, both literary and informational.
Regular practice with complex text and the academic language.
KNOW the SHIFTS!
Shift in vision and goals for students
Shifts in content Shifts in instructional practices
Shift in culture
Instructional Practices Emphasis on real-world problem solving (Project
Based Learning, internships) Reading and writing in every classroom Student collaboration and engagement in
meaningful, productive classroom discussions centered on worthwhile content
“Bell to bell” teaching – maximizing instructional time Extended learning opportunities – beyond the
classroom Formative assessment – frequent checks for
understanding
KNOW the SHIFTS!
Shift in vision and goals for students
Shifts in content Shifts in instructional practices Shift in culture
Culture that Supports the New Vision of College and Career Readiness
Schools focus on: Building capacity Working together to establish a climate of
trust, honesty and transparency Work collaboratively to build a culture
of innovation, ownership, risk taking, and continual improvement
Ongoing use of data to inform instruction, programs, and services
How? Engage in frequent conversations and
keep the collective focus on learning Collaborative cultures that promote
reflection, inquiry, shared ownership, and adult learning that is focused on student learning.
Build trust through ownership & shared decision making
Forget the box……..
Possible Questions
• Do you need to be able to explain how you will differentiate quality of the above components? Yes
• Do we have to use quantitative components in self- assessment process, observations, analysis of instructional design? No
• Do you need to have a well-defined and understandable system in the end? Yes
• Do you need to be able to discuss how the information will be used to aide teachers in refining and strengthening their crafts? Yes
Commercial Tool
• What if we want to use a tool that has been designed by an outside source, which has already been proven to be valid and reliable?
• Please don’t buy an “out of box” product!
• How have you created buy-in and consensus around the tool?
• How have you trained your evaluators?
Big Picture
• Think outside the box. Engage teachers, leaders, and stakeholders
• Think about the needs of your teachers – How will you grow teachers so that they can grow students?
• Create pathways and plans for growth. Create a process that is not about compliance but about the “work”
• Create a plan for your district to engage in conversations about growth using an accurate indication of a teacher’s current level of practice.
What are some ways we the ALSDE can help?
• Facilitate hands-on, interactive sessions with district work team to discuss rubrics and tools
• Seek out additional research to support your work
• Inform your team on tools to analyze or refine
• Serve as a thought partner in planning phase
Dr. Mark Kirkemier Dr. Kisha [email protected] [email protected] 334-309-6870
Dr. Alison [email protected] 334-467-4701205-240-1553
