Teachers Are Learners, Too

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Presentation to 2014 NASDTEC/CCSSO Ted Andrews Winter Symposium, February 6, 2014

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  • 1. Teachers R Learners 2 2014 Ted Andrews Winter Symposium NASDTEC February 6, 2014 Liam Goldrick, Director of Policy

2. when we focus on teachers, our students succeedCopyright 2013 New Teacher Center. All Rights Reserved. 3. Teaching and The 3 TsTalent Time TrustCopyright 2013 New Teacher Center. All Rights Reserved. 4. Showin My Cards 1. A focus on learner-ready teachers is important but insufficient. We need to extend this developmental focus on teacher development into the early-career years. Personalized, high-quality, multi-year induction opportunities are critical. Copyright 2013 New Teacher Center. All Rights Reserved. 5. Showin My Cards 2. Policymakers have shown much more interest in & given more attention to designing evaluation systems to measure teacher performance than to strengthen teaching and inform professional growth. Copyright 2013 New Teacher Center. All Rights Reserved. 6. Showin My Cards 3. A learner-ready teacher is a contextual label. An individual educator trained and experienced to teach in a certain type of school environment may be less successful when placed in a different setting.Copyright 2013 New Teacher Center. All Rights Reserved. 7. Copyright 2013 New Teacher Center. All Rights Reserved. 8. Greening of the Teaching ForceThe Changing Face of the Teaching Force -- Richard Ingersoll and Lisa Merrill http://www.gse.upenn.edu/review/feature/ingersol Copyright 2013 New Teacher Center. All Rights Reserved. 9. Phases of First-Year TeachingEllen Moir, 1990 http://newteachercenter.org/blog/phases-first-year-teaching Copyright 2013 New Teacher Center. All Rights Reserved. 10. New Teacher Development: What Evidence Suggests IMPACT OF FEEDBACK AND SUPPORT The greatest improvement in instructional practice takes place in the early years in the classroom Comprehensive induction programs Accelerate the effectiveness of beginning teachers Produces greater student learning gains Strengthen new teacher retentionCopyright 2013 New Teacher Center. All Rights Reserved. 11. New Teacher Development: What Evidence Suggests DESIGN ELEMENTS THAT IMPROVE PRACTICE Formative assessment aligned with evaluation Time for beginning teachers to work with trained coaches or mentors Common planning time with other teachers Ongoing communication and support from school leaders Reduced teaching loadCopyright 2013 New Teacher Center. All Rights Reserved. 12. Standards-Based Individualized ContinuumCopyright 2013 New Teacher Center. All Rights Reserved. 13. Policy/Systems ContinuumCopyright 2013 New Teacher Center. All Rights Reserved. 14. Copyright 2013 New Teacher Center. All Rights Reserved. 15. Copyright 2013 New Teacher Center. All Rights Reserved. 16. Interviews with Illinois Leaders CONCERNS FROM ILLINOIS EDUCATION LEADERS1. The connection between teacher evaluation and induction is rarely considered or made. 2. The needs of new teachers are not systematically factored into the design of evaluation systems. Illinois has not made induction a central component of a statewide educator effectiveness system. Most district leaders think of induction as separate from evaluation. Copyright 2013 New Teacher Center. All Rights Reserved. 17. Evaluating Early Career Teachers: Concerns Evaluation systems may not sufficiently prioritize teacher development (especially for new teachers) Evaluation sometimes designed and rhetorically framed as themeans to provide feedback on teaching States demand greater accountability for teachers but flag in their commitment to develop& support them 43 states require annual teacher evaluations Only 11 require induction/mentoring for all 1st& 2nd year teachersCopyright 2013 New Teacher Center. All Rights Reserved. 18. Copyright 2013 New Teacher Center. All Rights Reserved. 19. Trends in State Induction Policy Only 3 states require and fund multiyear induction for beginning teachers (CT, DE, IA) Number of states with dedicated funding for induction is declining (down to 14 or fewer)Copyright 2013 New Teacher Center. All Rights Reserved. 20. Evaluation: What Evidence Suggests EVALUATION MUST BE INTEGRATED WITH OTHER PROCESSES THAT SUPPORT GROWTH Opportunities for ongoing conversations Multiple observations per year Multiple observers Pre- and post-observation conferences Trained evaluators Actionable feedback More frequent informal observations Copyright 2013 New Teacher Center. All Rights Reserved. 21. Evaluation Systems that Support Beginning Teachers ALIGNMENT BETWEEN EVALUATION AND INDUCTION Hillsborough CountyMontgomery CountyPleasanton USDThe district has a PAR program for veteran teachers and an induction program for new teachers where mentors also serve as evaluators. To evaluate, mentors swap mentees three times a year. Because mentors also serve as evaluators, they are more acutely aware of the evaluation system and are better able to help new teachers develop toward the goals and expectations of the evaluation. It is up to new teachers to communicate outcomes of their evaluation to their mentor.The district has a PAR program where consulting teachers support and evaluate new teachers. Consulting teachers develop a Summative Report and an administrator develops a separate Evaluation Report creating checks and balances to the system. The two sets of data inform the recommendation made by a separate PAR Panel to the superintendent regarding a teachers contract renewal, need for continued assistance, or termination.School principals are responsible for teacher evaluation while induction coaches support new teachers. There are predetermined expectations for teachers in their first and second years. Coaches help new teachers work toward meeting those expectations and administrators evaluate the teachers performance on the same set of expectations.Copyright 2013 New Teacher Center. All Rights Reserved. 22. Copyright 2013 New Teacher Center. All Rights Reserved. 23. Copyright 2013 New Teacher Center. All Rights Reserved. 24. Teaching and Learning Conditions Educators who report having strong school leadership, sufficient resources and support, and a manageable workload have higher achieving students. Working conditions data are predictive of 10-15 % of the variation in student achievement across schools (after controlling for individual and school-level characteristics). Teachers working in more supportive professional environments improve their effectiveness more over time than teachers working in less supportive contexts. On average, those working in schools at the 75th percentile of professional environment ratings improved 38% more than teachers in schools at 25th percentile after 10 years. Copyright 2013 New Teacher Center. All Rights Reserved. 25. Learner Ready and MORE 1. Beginning teacher support and development 2. Evaluation systems focused on teacher learning 3. Attention to supportive school contextsCopyright 2013 New Teacher Center. All Rights Reserved. 26. Thank you For More InformationLiam Goldrick Director of Policy lgoldrick@newteachercenter.org 608.345.6044 www.newteachercenter.org

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