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The majority of our students have great teachers and administrators
who want to:
• Maximize student learning for every child• Be the very best teachers/administrators
that they can be
Which of these children deserves to have a great teacher
and administrator?
They ALL Do!
Majority is not good enough!
Which teacher a student gets within a school matters more than which school the student happens to attend.
Nye, Konstantopoulos, & Hedges, 2004, (p. 247)
·
If a student had a good teacher as opposed to an average teacher for 4 to 5 years in a row, the increased learning would be sufficient to close entirely the average gap between a typical low income student and one who is not on free and reduced lunch.
Hanushek, 2008. ·
Dallas Research: Cumulative Effect
Students started at the same level of math achievement. Three years later, those students placed with highly effective teachers vs. those placed with ineffective teachers experienced a 50% greater achievement level. (Similar results occurred in their study on Reading Achievement.)
Eliminating the worst 6% to 10% of teachers in terms of effectiveness would bring student achievement up by ½ standard deviation. (Note: Ranking of countries was based on average mathematics score on the PISA tests in 2003 - U.S. students perform significantly below the OECD average. The variance between the U.S. and the top performing country is 2/3 standard deviation.)
Hanushek, 2008
Spillover EffectHighly effective teacher – achievement goes up in that teacher’s classroom – that would be expected. Also, however, the achievement of surrounding teachers’ classes will go up when they work with this highly effective teacher. Student achievement in these other teachers’ classes goes up 10-20%. (PLC’s)
Ineffective teachers (bottom 5%) only result in 1/2 year of student growth per academic year.
Hanushek, 2008
Highly effective teachers (top 5%) result in 1 & 1/2 year of student growth per academic year.
Hanushek, 2008
Phi Delta Kappa/Gallup Poll - 2011
What Americans said about the public schoolsQUALITY TEACHING
We’ll take larger classes with more effective teachers over smaller classes with less effective teachers and access to higher-quality instruction over the Internet over learning in a classroom with a less effective teacher. The message: Quality/Effectiveness of a teacher does count.
Research on effective vs. ineffective teachers and leaders clearly indicated that there is a great cost to student learning as a result of having ineffective teachers and leaders in our schools.
RealityWe all know that we have ineffective teachers and administrators that do
exist and have existed in our schools for many years
So …If we know that a teacher or
administrator is ineffective, why haven’t we done something about
it?
• Lack of clearly defined, research-based standards?
• Substandard teacher preparation programs?
• Too hard to remove ineffective teachers?
• Union protection of the “bad apples”?
• Lack of quality supervision and evaluation systems?
• Lack of quality professional development?
• Lack of supervisor “will” or
knowledge of due process?• Lack of time?• Seniority, First In Last Out?• Lack of money?• FEAR? Don’t ask…don’t tell?• Burn out?• Politics?• Denial?• Lack of data?• Other?
But again,these barriers
and the factthat ineffective
Teachers exist is nothingNew …
So why the urgency to address educator
effectivenessNow?
Elementary & Secondary Education Act (1965)(Pres. Johnson’s War on Poverty)
• Funds primary and secondary education
• Equal access to education
• Establishes high standards and accountability
• Decrease the achievement gap by providing each child with fair and equal opportunities to achieve an exceptional
education
Nation at Risk (1983)(Pres. Reagan’s Natl. Comm./Excellence in Education)
• The Imperative for Educational Reform
• American schools are failing to meet the nationalneed for competitive workforce
• Called for the commission to assess the “quality of teaching and learning”
No Child Left Behind (2001)(Pres. George W. Bush)
• Standards-based education reform
• Assessments in basic skills – in order to receiveFederal school funding
• State-wide standardized testing
• Adequate Yearly Progress/100% by 2014
President Obama is offering states flexibility from NCLB in exchange for comprehensive plans to raise standards; to create fair, flexible and focused accountability systems; and to improve systems for teacher and principal evaluation and support. This flexibility will not give states a pass on accountability. It will demand real reform.
President Obama’s Blueprint For Reform (2010)
Section 9401 of the Elementary and Secondary Education Act of 1965 (as amended by the No Child Left Behind Act) allows the Secretary to waive certain statutory or regulatory requirements of the ESEA.
NCLB Waiver
Waiver from AYP if:
States created comprehensive plans to raise standards; to create fair, flexible and focused accountability systems; and to improve systems for teacher and principal evaluation and support.
Educator Evaluation
Teachers• InTASC standards;
• Danielson’s 4 domains and 22 components.
Principals• ISLLC standards
• State assessment(value-added growth);
• District assessment data;
• Student Learning Objectives (SLOs) or School Performance Objectives (SPOs);
• School-wide reading(Elementary/Middle);
• Graduation rate(High School);
• District choice.
50% 50%
Models of Practice Student Outcomes
DPI Framework
Process Product
…proposed plans to raise standards, improve accountability, and support reforms to improve principal and teacher effectiveness.
Wisconsin NCLB Waiver Request
February 28, 2012
AYP Waiver replaced by Accountability Index
• Student Achievement• Student Growth• Closing Gaps• On-track to Graduation/Post-Secondary Readiness
Overall Accountability Score:Combination of 4 sub-scores
All Schools will be placed on an index of 0 to 100
Ratings: A multiple measures index system, based on the four priority areas, will replace our current AYP pass-fail system. 1. Significantly Exceeding Expectations2. Exceeding Expectations3. Meeting Expectations4. Meeting Some Expectations5. Meeting Few Expectations6. Persistently Failing to Meet Expectations
Accountability Ratings
Accountability Index• Student Achievement• Student Growth• Closing Gaps• On-track to Graduation/Post-Secondary Readiness
Your Accountability Index will directly correlate to your
Educator Effectiveness
SENATE BILL 461(PASSED ON 3/15/2012)
This bill requires DPI to develop an educator effectiveness evaluation system and to develop, by rule, an equivalency process aligned with the state system (equivalency process) to assist school districts in the evaluation of the performance of teachers and principals in the district.
Each school district must begin evaluating teachers and principals using either the state system or the equivalency process in the 2014-15 school year.
SENATE BILL 461
Under the state system, 50 percent of the total evaluation score assigned to a teacher or principal must be based on measures of student performance, and 50 percent of the total evaluation score must be based upon the extent to which the teacher's or principal's practice …..
Pay for Performance
Although, the system will have the capability to provide the data
necessary to develop the rationale a district will need to make retention
and dismissal decisions and, at times, we may need the data to
justify the dismissal of a teacher or administrator
Our primary means, however, for improving student achievement will
occur as the result of our creating an Effectiveness/Evaluation System that
will be:• Fully customizable to district needs and
state requirements• Easily and efficiently implemented That will result in improved effectiveness for
EVERY teacher, specialist, and administrator and
The CESA 6 Effectiveness Systemwill provide an equivalency model that:
• Creates a balance between
• Assures accountability• Provides professional development
PracticesBehaviors
Knowledge & SkillsStrategies
Student AchievementGrowth & Attainment
PROCESS PRODUCT
The CESA 6 Effectiveness Systemwill provide an equivalency model
that is aligned to:• INTASC Standards for
teachers• Danielson’s Domains and
Components for teachers• ISLLC Standards for
administrators
The CESA 6 Effectiveness Systemwill use:
• Multiple Measures of Evidence to evaluate teachers & administrators:
ObservationsWalk ThroughsSurveysTeacher Artifacts & DocumentsDistrict identified measures of evidence
Assist districts to develop theproduct/student outcome side of the DPI
50-50 evaluation formula, including:
• District Assessments• Student Learning Objectives
(SLOs)• District Choice
50%50% ProductProcess
Prepare districts to implement the new Smarter Balance Accountability
Assessment in 2014-2015
Provide technological tools that will allow districts to efficiently and
effectively:
• Monitor • Measure• Rate and Rank (if a district
desires)
Teacher & School Administrator Effectiveness
Using the technological tools, we will analyze evaluation data and will:
• Generate diagnostic profiles of effectiveness for individual teachers, schools, districts, and regionally
Using the technological tools, we will analyze evaluation data and will:
• Identify professional development opportunities based on this standards driven, performance-based data
Using the technological tools, we will analyze evaluation data and will:
• Establish an Effectiveness Academy that will provide on-going face-to-face and virtual professional development around the Evaluation System
Districts choosing to participate in the Effectiveness System will
receive:• On-going training and coaching for:
teachers evaluatorsdistrict Effectiveness Project Implementation Coaches (EPICs)
Note: Each district will be assigned a CESA Liaison to assist the district to implement the Effectiveness System.
Districts choosing to participate in the Effectiveness System will
receive:
• Calibration training for evaluators to assure consistency and fidelity of the evaluation system
THREE HANDBOOKSTEACHER PROFESSIONAL EVALUATION SYSTEM
EDUCATIONAL SPECIALISTS PROFESSIONAL EVALUATION SYSTEM
SCHOOL ADMINISTRATOR PROFESSIONAL EVALUATION SYSTEM
Teacher Performance Standards1. Professional KnowledgeThe teacher demonstrates an understanding of the curriculum, subject content, and diverse needs of students by providing meaningful learning experiences.
2. Instructional PlanningThe teacher effectively plans using the approved curriculum, instructional strategies, resources, and data to meet the needs of all students.
3. Instructional DeliveryThe teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.
4. Assessment of/for LearningThe teacher systematically gathers, analyzes, and uses relevant data to measure student progress, guide instructional content and delivery methods, and provide timely feedback to both students, parents, and stakeholders.
5. Learning EnvironmentThe teacher uses resources, routines, and procedures to provide a respectful, safe, positive, student-centered environment that is conducive to student engagement and learning.
6. Professionalism The teacher demonstrates behavior consistent with legal, ethical, and professional standards, contributes to the profession, and engages in professional growth that results in improved student learning.
Educational Specialist Performance Standards
4. Program Planning and ManagementThe educational specialist effectively plans, coordinates, and manages programs and services consistent with established guidelines, policies, and procedures.
1. Professional KnowledgeThe educational specialist uses professional knowledge to address the needs of the target learning
community while demonstrating respect for individual differences, cultures, and learning needs.
3. AssessmentThe educational specialist gathers, analyzes, and uses data to determine learner/program needs, measure learner/program progress, guide instruction and intervention, and provide timely feedback to learners, families, staff, and community.
5. Program DeliveryThe educational specialist uses professional knowledge to implement a variety of services for the targeted learning community.
2. Communication and CollaborationThe educational specialist communicates and collaborates effectively with learners, families, staff, and the community to promote student learning and well-being.
6. ProfessionalismThe educational specialist demonstrates behavior consistent with legal, ethical, and professional standards, contributes to the profession, and engages in professional growth.
School Administrator Performance Standards
1. Leadership for Student LearningThe school administrator drives the success of each learner through collaborative implementation of a shared vision of teaching and learning that leads to student academic progress and school improvement.
2. School ClimateThe school administrator fosters the success of all students by advocating, developing, nurturing, and sustaining a safe, positive, and academically engaging school climate.
4. Human Resources Management The school administrator provides effective leadership in the area of human resources by assisting with selection and induction, and by supporting, developing, evaluating, and retaining quality instructional and support personnel.
3. Organizational ManagementThe school administrator fosters the success of all students by supporting, managing, and overseeing the school’s organization, operation, and use of resources.
5. Communication and Community RelationsThe school administrator fosters the success of all students by effectively communicating, collaborating, and engaging stakeholders to promote understanding, support, and continuous improvement of the school’s programs and services aligned with the school’s vision.
6. ProfessionalismThe school administrator fosters the success of all students by demonstrating behavior consistent with legal, ethical, and professional standards, engaging in continuous professional development, and contributing to the profession.
Main Components
Sample Performance IndicatorsExamples may include, but are not limited to:
The teacher: 2.1 Align lesson objectives to approved curriculum using student learning data to guide planning.2.2 Plans accordingly for pacing, sequencing content coverage, transitions, and application of
knowledge.2.3 Plans for differentiated instruction.2.4 Develops appropriate long- and short-range plans, and adapts plans when needed.2.5 Uses resources, including technology, to effectively communicate with stakeholders regarding curriculum shared in their classrooms.
DistinguishedIn addition to meeting theRequirements for Effective
…
EffectiveEffective is the expected
level of performance.
Developing Needs Improvement Unacceptable
The teacher actively seeks and uses alternative data and resources, and regularly differentiates plans and modifies instruction to meet the needs of all students.
The teacher plans using the approved curriculum, instructional strategies, resources, and data to meet the needs of all students.
The teacher inconsistently uses the curriculum, effective strategies, resources, or data in planning to meet the needs of all students.
The teacher does not plan, or plans without adequately using the curriculum, or without using effective strategies, resources, or data to meet the needs of all students.
Performance Appraisal
Rubric
Standard 2: Instructional PlanningThe teacher effectively plans using the approved curriculum, instructional strategies, resources, and data to meet the needs of all students.
Performance Standard
Performance Indicators
Districts will also receive multiple Forms to measure effectiveness
that are:• straight-forward • easy-to-use• customizable • loaded into district systems/multiple
technology devices • using the OASYS data management
webware
Multiple Measurement Forms
Observation formsDocumentary logsStudent surveysCommunication logsProfessional development logsNumerous optional formsSummative evaluation forms
Effectiveness System Cost
• $80/User/YearUsers = Teachers, Ed. Specialists, School Administrators, and Evaluators
• $1500 one-time cost for OASYS webware configuration
Possible Source of Funding: Title II
Additional Services from CESA External Evaluation
CESA as EPIC ($4800/year)
Evaluation System Awareness for Teachers
