Measuring Teacher Effectiveness (MTE)

MEASURING TEACHER EFFECTIVENESS (MTE)

HOW DID WE GET HERE? Video from the Arizona School Administrators

PUSD Measuring Teacher Effectiveness Committee – 2 “Teacher A” and 2 “Teacher B” representatives from each building

PROCESS FOR MEASURING TEACHER EFFECTIVENESS

System for collaborative teacher appraisal and professional learning

Teacher AppraisalGoal SettingStudent Growth

2013 and Beyond

OVERVIEW OF THE MEASURING TEACHER EFFECTIVENESS PROCESS By the end of this presentation, the teacher will be

able to

Know the number of formal/informal observationsHave a better understanding of the tripod survey

administrationKnow the timelines for goal setting and

observationsKnow the key components of the Measuring

Teacher Effectiveness processUnderstand the transition issues associated with

HB2823 which allows school districts to postpone full implementation until school year 2013-14

TEACHER APPRAISAL (EVALUATION)WEIGHT= 50% OF OVERALL RATING

The purpose of Teaching Appraisals is to help teachers grow and improve with support and feedback.

Collaboration builds a strong support system and evaluation is a process that includes activities such as, but not limited to: Formal Observations, Informal Observations, professional growth options, student achievement data, and various forms of evidence and artifacts.

•All Teachers will receive a minimum of 2 Formal and 3 Informal Observations•By the end of October, all teachers will receive a formal observation and rating on Domain 2 and 3. (Formal Observations = Uninterrupted Lesson)•By the end of February, all teachers will receive a second formal observation and a preliminary rating on Domains 2 and 3.•By the first of May, all teachers will receive a summative evaluation with ratings on all Domains and a calculation of points to determine level of performance. (2013 – 2014)•Evaluators reserve the right to initiate a Focused Plan of Assistance (FPA) for inadequacies determined in any Domain and at any time needed

GOAL SETTINGWEIGHT- 17% OF OVERALL RATING• The purpose of Goal Setting for Teaching Practices &

Classroom Environment is to collect data focused on classroom learning conditions and student engagement.

• Each teacher will develop two goals to submit to the Principal for approval.

• PUSD uses a single administration of the Tripod Survey, a reliable measure and predictor of student achievement gains, to gage seven areas of classroom life and teaching practices for one of the two goals.• By mid-September, all teachers will administer the Tripod Survey

to a class of students. Results should be available by late October.

• The teacher will work with the administrator to develop the second goal focused on Domain 3 after the first formal evaluation.

MEASUREMENT OF STUDENT GROWTHWEIGHT- 33% OF OVERALL RATING

The purpose of including Student Growth Measurements is to measure the teacher/principal impact on the growth of students• By the first of May, all teachers will receive student growth

data but will NOT receive a formal rating that includes test data as a factor in that rating.

• HB2823 allows school districts to postpone full implementation of the teacher/principal evaluation system until school year 2013-14.

• This additional time will give PUSD an opportunity to evaluate both the technical (rating key) and policy issues involved in the inclusion of student growth measures. Rating Key With Out Student Growth Data With Student Growth Data

Highly Effective 62-67 92-100

Effective 45-61 70-90

Developing 33-44 49-69

Ineffective 0-32 0-48

TEACHING APPRAISAL ORIENTATION2012-2013

2012 – 2013This Year Only

PUSD INTEGRATED MODEL Evaluation based on “A Framework

for Teaching”; Charlotte Danielson’s model

Supported by PUSD professional development options

TEACHER PERFORMANCE STANDARDS

Domain 1: Planning and Preparation

Domain 2: The Classroom Environment

Domain 3: Instruction

Domain 4: Professional Responsibilities

POWER STANDARDS FOR TEACHING Five essential standards have been identified.

Three are in Domain 1-Planning and Preparation and two are in Domain 3 –Instruction.

All are critical for increasing student achievement.

Teachers must achieve a proficient/developing rating on these five to maintain a satisfactory evaluation

DOMAIN 1PLANNING AND PREPARATION Knowledge of content

Enhancing student literacy Knowledge of students Selecting instructional objectives

Arizona Standards Designing coherent instruction Assessing student learning

Coherence with instructional objectives

DOMAIN 2THE CLASSROOM ENVIRONMENT

Establishing a Culture for Learning Managing Classroom Procedures Managing Student Behavior

DOMAIN 3INSTRUCTION Communicating clearly and accurately Engaging students in learning

Modeling Student involvement in learning

Flexibility and responsiveness

DOMAIN 4PROFESSIONAL RESPONSIBILITIES

Reflecting on teachingMaintaining accurate recordsCommunicating with familiesShowing professionalismGrowing and developing professionally

DEFINITION OF INADEQUATE CLASSROOM PERFORMANCE

Less than 80% of elements at proficient rating (11 or more)

One or more unsatisfactory rating

Less than proficient rating on one or more of the 5 Power Standards

IF I HAVE AN UNSATISFACTORY EVALUATION, WHAT HAPPENS THEN?

Focused Plan of Assistance– written definition of expectations

Support provided

Intensive evaluation for defined period

Decision regarding contract renewal

TRACKS Track I

First three years in the district Two formal observations Several informal observations Planning review (with first Pre-Observation

Conference) Summative review

TRACKS Track IIA - Full evaluation

Continuing teachers: once every three years

All four domains One formal observation Several informal observations Planning review (with Pre Observation Conference) Summative review

TRACKS Track IIB –Goals or Learning Teams

No formal observation At least two 10 minute informal observations

Develop a plan based on student data/building goals

Plan activities that will improve your practice Provide evidence that demonstrates learning and

improved practice Can be linked to Learning Team or Action Research

plan for seat time.

FOCUSED PLAN OF ASSISTANCE

Track III –

Focused Plan of Assistance (after notice of inadequate classroom performance) Plan for specific improvements Support for improvements Intensive evaluation period

CHANGES FOR SY 12-13 No Tracks

All teachers will receive a minimum of 2 formal and 3 informal observations

1st formal will be before the end of October

2nd formal will be before the end of February

Formal observations will consist of an uninterrupted lesson

CHANGES FOR SY 12-13 Pre observation will evaluate primarily

Domain 1 through teacher provided evidence

Observation will evaluate primarily Domains 2 and 3

Post observation will evaluate primarily Domain 4 and will involve the teacher bringing artifacts from Domain 1 and 4 to the summative conference to support rating

PUSD PHILOSOPHY

Teachers grow and improve with support and feedback.

Collaboration builds a strong support system.

Evaluation is a constant process of reflection for teachers.

For evaluators, it is a process to provide feedback to teachers that encourages continuous improvement.

GOAL SETTING FOR TEACHING PRACTICES & CLASSROOM ENVIRONMENT ORIENTATION2012-2013

Pilot Implementation for 2012-2013

CHANGES FOR SY 12-13 By mid-September, all teachers will

administer the Tripod Survey to a class of students. Results should be available by late October .

By the end of November, all teachers will develop TWO goals and submit to principal for approval. One will be based on data from the Tripod Survey and the second will be based on data from Domain 3 after the first formal evaluation.

GOAL SETTING FORM

GOAL ATTAINMENT RUBRIC

STUDENT GROWTH ORIENTATION

2013 - 2014

• By the first of May, all teachers will receive student growth data but will NOT receive a formal rating that includes test data as a factor in that rating.

• HB2823 allows school districts to postpone full implementation of the teacher/principal evaluation system until school year 2013-14.

• The district will use the 2012 – 13 school year to identify appropriate testing measures to use for both A and B teachers.

IN SUMMARY• For the 2012-13 school year the Summative Cover Sheet and

Summative Evaluation Checklist will only have minor changes.

• The current policy for Inadequate Performance will remain in effect

• A new Goals Setting Process will be in place and the attainment of these goals will be a factor in determining level of proficiency.

• Pursuant to HB2823, Levels of Proficiency have been changed. They are:• Ineffective• Developing• Effective• Highly Effective

Two Resources to Assist in MTE Process