NEW TEACHER ORIENTATION:ALLIANCE TEACHER EFFECTIVENESS 2012

July 2012

Diane Fiello, Vice President of TCRP

Harris Luu, TCRP Coach

http://TCRPalliance.wordpress.com/

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• Overview of CMO participation and context• To review the teacher evaluation process• To learn about the Framework for Effective

Teaching (the 4 domains)• To learn how teacher effectiveness is measured

and review an example• Learn about career paths

Objectives

DRAFT

• Mission to graduate all students—especially low-income and minority students—college-ready

• Original Coalition of four CMOs– Alliance– Aspire Public Schools– Green Dot Public Schools– Partnerships to Uplift Communities– Inner City Education Foundation (ended 2011)

• Decision-making is now mostly independent for each CMO

TCRP Overview

The College Ready Promise – CMO quick facts

Data point Across TCRP*

# of Schools 90

# of Students 31,625

% FRL 82%

% Minority 98%

*quick averages & estimates – not for public use

Aspire

• Grades K-12• 30 Schools• 9,900 students• 68% FRL• 90% minority

PUC

• Grades K-12• 12 schools• 2, 900 students• 99% minority• 70% low SES

Alliance

• Grades 6-12• 20 schools• 8,200 students• 99% minority• 94% FRL

Green Dot

• Grades 6-12• 17 schools• 8,576 students• 94% FRL• 99% minority

http://www.thecollegereadypromise.org/about

DRAFT

• Funding from the Gates Foundation (through 2014) was received for nine specific initiatives:1. Teacher Evaluation

2. Teacher Supports

3. Teacher Residency

4. Principal Leadership

5. Career Path

6. Differentiated Compensation

7. CMO Implementation Team

8. TCRP Hub

9. Data Systems

TCRP Initiatives

• This presentation provides draft information about the current Alliance teacher effectiveness process

• All contents are subject to change

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IMPORTANT NOTE

TCRP Theoretical Framework

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Effective Principals• Support• Evaluate

Effective Teachers• Recruit• Support• Evaluate• Compensate

Increase Student Achievement

Data Systems

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• The objective of the new teacher evaluation process is to promote and compensate based on high teacher performance and/or teacher growth with student results.

• Teachers should be retained if they demonstrate sufficient growth in their practice during the year.

Overall Teacher Evaluation

38 Indicators, 4 levels of

performance

Framework for Effective Teaching

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Domain 1 Data-Driven Planning and Preparation

Standard 1.1 Establish standards-based learning objectives for instructional plans

IndicatorsA) Selection of objectivesB) Measurability of objectives

4 Domains

17 Standards

Teacher Evaluation 2.0: Design Standards for Teacher Evaluation

• Annual process– All teachers should be evaluated at least annually.

• Clear, rigorous expectations– Evaluations should be based on clear standards of instructional excellence

that prioritize student learning.

• Multiple measures– Evaluations should consider multiple measures of performance, primarily the

teacher’s impact on student academic growth.

• Multiple ratings– Evaluations should employ four to five rating levels to describe differences in

teacher effectiveness.

• Regular feedback– Evaluations should encourage frequent observations and constructive critical

feedback.

• Significance– Evaluation outcomes must matter; evaluation data should be a major factor in

key employment decisions about teachers.

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• Domain 1: Data Driven Planning and Assessment (lesson plan)

• Domain 2: The Classroom Learning Environment

• Domain 3: Instruction• Domain 4: Professional Responsibilities

(reflection, collaboration, norms, communication)

The 4 Domains

DRAFT

Teacher Evaluation ProcessStage 1

Lesson Plan

Teacher

1) Reviews student data2) Prepares lesson plan/ submits to observer

Observer

1) Reviews lesson plan2) Collects evidence using lesson plan3) Formulates questions

Evidence GatheredDomain 1

Pre-Observation Conference

Teacher

1) Prepares presentation2) Shares with observer3) Answers observer’s questions

Observer

1) Hosts conference2) Listens to presentation3) Asks questions4) Collects evidence

Evidence GatheredDomain 1

Stage 2

Classroom Observation

Teacher

1) Teaches lesson2) Collects student work from the lesson

Observer

1) Observes lesson2) Speaks with students3) Collects evidence4) Provides evidence collected to teacher

Evidence GatheredDomain 2Domain 3

Stage 3

Reflection

Teacher

1) Prepares and submits: -student work samples -lesson reflection -self-ratings

Observer

1) Reviews student work samples and lesson reflection2) Collects evidence 3) Prepares initial ratings

Evidence GatheredDomain 4

Post-Observation

Conference

Teacher

1) Discusses student work analysis and reflection2) Discusses self-ratings3) Makes suggestions for improvement

Observer

1) Hosts conference2) Discusses student work samples, reflection, and initial ratings3) Makes suggestions for improvement5) Finalizes ratings

Ratings Finalized

Domains 1-4

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Multiple Measures of Teacher Effectiveness

Observa-tion of

Teacher Practice;

40%

Parent and Fam-ily Feedback;

10%

Student Feedback ;

10%

Individual Teacher

SGP; 30%

School-Wide Subject SGP;

10%

Observation of Teacher Prac-

tice; 50%

Parent and Family Feedback; 10%

Stu-dent Feedback

; 10%

School-Wide ELA SGP; 25%

School-Wide Math SGP; 5%

CST-Tested Subjects Non-CST-Tested Subjects

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Levels of Performance and Student Achievement

“A year’s worth of growth”

9th grade 10th grade

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Levels of Performance and Student Achievement

LEVEL III

LEVEL IV

LEVEL II

LEVEL I

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Standards-Based Determination • Overall teacher FET ratings are based on a

running record throughout the school year. • Ratings from formal observations overwrite prior

scores. • Unannounced observations increase or

decrease scores by at most .5 points. • Domain 4 evidence (nonobservational) ratings

overwrite prior scores during the year

Overall Teacher Evaluation Rating

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Overall Teacher Effectiveness Determination

CST-Tested Teachers Non-CST Tested Teachers

30% Teacher SGP 25% School-Wide ELA SGP

10% School-Wide SGP for Subject

5% School-Wide Math SGP

40% Average of Teacher Effectiveness Ratings

50% Average of Teacher Effectiveness Ratings

10% Student Survey 10% Student Survey

10% School-Wide Parent Survey

10% School-Wide Parent Survey

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Student Growth Percentile Levels

Rating Percentile Range4 70%-100%

3 50%-69%

2 35%-49%

1 <35%

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Teacher Effectiveness Levels

Effectiveness Level

Performance Band

Highly Effective 3.6-4.0

Effective 3.0-3.59

Achieving 2.5-2.9

Emerging 2.0-2.49

Entry <2.0

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Example Math Teacher Calculation

Example Earned Weighting Overall (Earned x Weight)

Individual SGP 60% = 3 30% .9

School-Wide Math SGP 52% = 3 10% .3

Teacher Effectiveness Rating Avg = 2

40% .8

Student Survey Avg = 3 10% .3

Parent Survey Avg = 3 10% .3

SUM: 2.6

Teacher Effectiveness Level = Achieving

Career Path Description

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Entry

Achieving

Emerging

Highly Effective (Score achieved and maintained)

Master Teacher Coach Administrator

Ex:Mentor (residency)Lab classroom

Ex:Curriculum SpecialistDirector of Instruction

Ex:Assistant PrincipalPrincipal Intern

Residency Other new teachers

Experienced new

teachers (provisional

score)

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• Overview of CMO participation and context• To review the teacher evaluation process• To learn about the Framework for Effective

Teaching (the 4 domains)• To learn how teacher effectiveness is measured

and review an example• Learn about career paths

Conclusion