Growth, Not Gotcha: Evaluating and Supporting Beginning Teachers

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Growth, Not Gotcha: Evaluating and Supporting Beginning TeachersINTC 8th Annual Induction and Mentoring ConferenceFebruary 26, 2013Liam GoldrickDirector of Policy

Dalia ZabalaAssociate Director of Policy

Copyright 2013 New Teacher Center. All Rights Reserved.


when we focus on teachers, our students succeedCopyright 2013 New Teacher Center. All Rights Reserved.


New Teacher CenterFocuses on improving student achievement by accelerating the effectiveness of new teachers and school leadersFounded in 1998 as part of University of California, Santa CruzBecame an independent non-profit in 2009 Policy & program work in Illinois began in 2005Copyright 2013 New Teacher Center. All Rights Reserved.


National work Partners with states, school districts, and policymakers to design and implement program and policies that create sustainable, high quality mentoring and PD; Build leadership Capacity;Work to enhance teaching conditions;Improve retention; and Transform schools into vibrant learning communities where all students succeed. In 2011-12, NTC was present in 38 statesImplementing comprehensive induction programs in 16 districts

Work in IllinoisThe Joyce FoundationInform state policy on teacher induction and mentoringGuide the development of induction program standards and program toolsLead statewide induction program leadership network (Grand Victoria Foundation)Induction support Chicago Public Schools

3OutcomesParticipants will exploreThe developmental needs of new teachersThe relationship & alignment between induction and evaluationThe utilization of coaches/mentors/evaluatorsThe development and leveraging of teacher leadershipThe role and responsiveness of state policyCopyright 2013 New Teacher Center. All Rights Reserved.


Participants will Gain a deeper understanding of the developmental needs of new teachersExplore the following questions:Does the states Performance Evaluation Reform Act provide sufficient, actionable feedback to strengthen new teachers practices?How can instructional feedback be provided to new teachers through evaluation systems as well as through aligned policy and program elements?4New Teachers

The Changing Face of the Teaching Force Richard Ingersoll and Lisa Merrillhttp://www.gse.upenn.edu/review/feature/ingersol Copyright 2013 New Teacher Center. All Rights Reserved.


The greening of the teaching force1987-88 common teacher in US had 15 years of teaching experienceToday the typical teacher has spent just a single year in the classroom

Disproportionate distribution of new teachersLow-income/low-achieving students are most likely assigned a beginning teachers

5New Teachers (continued)

Ellen Moir, 1990http://newteachercenter.org/blog/phases-first-year-teaching Copyright 2013 New Teacher Center. All Rights Reserved.


Anticipation - begins during the student teaching portion of preservice preparation. The closer student teachers get to completing their assignment, the more excited and anxious they become about their first teaching position. They tend to romanticize the role of the teacher and the position. New teachers enter with a tremendous commitment to making a difference and a somewhat idealistic view of how to accomplish their goals. Survival - The first month of school is very overwhelming. Despite teacher preparation programs, BTs are caught off guard by the realities of teaching. During the survival phase, most new teachers struggle to keep their heads above water. Although tired and surprised by the amount of work, first-year teachers usually maintain a tremendous amount of energy and commitment during the survival phase, harboring hope that soon the turmoil will subside.Disillusionment - Entered after six to eight weeks of nonstop work and stress. The intensity and length of the phase varies among new teachers. The extensive time commitment, the realization that things are probably not going as smoothly as they want, and low morale contribute to this period of disenchantment. BTs begin questioning both their commitment and their competence. Many new teachers get sick during this phase.Rejuvenation - The rejuvenation phase is characterized by a slow rise in the BTs attitude toward teaching. It generally begins in January. Having a winter break makes a tremendous difference for BTs. Through their experiences in the first half of the year, BTs gain new coping strategies and skills to prevent, reduce, or manage many problems they are likely to encounter in the second half of the year. During this phase, new teachers focus on curriculum development, long-term planning and teaching strategies.Reflection - Begins in May and is a particularly invigorating time for first-year teachers. Reflecting back over the year, they highlight events that were successful and those that were not. They think about the various changes that they plan to make the following year in management, curriculum, and teaching strategies. The end is in sight, and they have almost made it; but more importantly, a vision emerges as to what their second year will look like, which brings them to a new phase of anticipation.

6New Teachers and Teacher EvaluationEvaluation systems do not sufficiently prioritize teacher developmentEvaluation is often the sole means of feedback on teachers performance States are demanding greater accountability but flagging on their commitment to develop and support new teachers43 states require annual teacher evaluationsOnly 11 require induction/mentoring for all 1st & 2nd year teachers



States are demanding greater accountability but flagging on their commitment to develop and support new teachersFew states have induction policies (2012)27 states required teacher inductionOnly 11 required 2 or more years17 states provided dedicated funding for induction and mentoringOnly 11 states provided funding to all of its school districts

Evaluation alone cannot sufficiently inform and accelerate new teacher development

7The Illinois Context2010 Performance evaluation reform act (PERA)Requires annual evaluation of teachers and principals 4 performance categoriesDistricts have two options:Develop their own system Use all or portions of a state-designed model

Performance evaluation advisory council (peac) Provides input from educators to ISBEMonitors PERADeveloped rules for districts developing their own system



Performance evaluation reform act (PERA)Signed 2010 by Governor Pat QuinnRequires annual evaluation of teachers and principals Based on standards of effective practiceObservations by trained evaluatorsincorporate student growth4 performance categoriesExcellent, Proficient, News Improvement or Unsatisfactory

Senate Bill 7Enacted June 2011 Sets standard and rules for license suspension filling positions, tenure acquisition, reductions in force and layoffs and recall rights

8The Illinois Context (continued)Teacher Induction in Illinois2002 state established a teacher induction mandate, provided that funding is made available2006-07 State grant program for induction Illinois RTT grant includes induction funding in 35 participating RTT districts 2008 Illinois Standards of Quality and Effectiveness for Beginning Teacher Induction Programs2010 Illinois Induction Program Continuum



2002 state established a teacher induction mandate, provided that funding is made availableAuthorized at $1,200 per beginning teacher, never close2006-07 State grant program for induction Peaked at $10 million in 2008-9 60 teacher induction/mentoring district or consortia 2008 Illinois Standards of Quality and Effectiveness for Beginning Teacher Induction ProgramsApproved by Illinois State Teacher Certification BoardSets framework for the development of research-based induction program ISBE Requires these standards for 35 RTT districts And is using the standards to revise the states induction grant rules 2010 Illinois Induction Program ContinuumCompanion doc to the standardsDescribes program development across multiple levels common language

Support for Beginning Teachers in Illinois The state has lagged in its commitment to fund induction for new teachersState policy deems induction desirable, but optionalInduction support varies widelyEvaluation is misunderstood as a means to provide feedback and support to teachersInduction in IL is not a vehicle for instructional supportEnvisioned as a key element to strengthen educator effectiveness and student performance9Illinois Education LeadersConcerns from Illinois education leadersThe connection between teacher evaluation and induction is rarely considered or made.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.



Most district leaders think of induction as separate from evaluation.CCSSR & IERC(examples of districts that have made the connection)School District U-46 (Elgin)Niles Township High School District 21910Illinois Education Leaders (continued)Issues that emerged New teachers should be held to the same teaching standards as experienced teachersDistinguishing between feedbackfrom formal observations vs. feedback that is formative in natureDistricts can align the induction and evaluation by using the Danielson FrameworkLimitations in the number of educators receiving evaluator certification training Copyright 2013 New Teacher Center. All Rights Reserved.


New teachers should be held to the same teaching standards as experienced teachersTwo districts that have taken a different approach:ChicagoElgin11What Evidence Suggests about EvaluationEvaluation must be integrated with other processes that support growthOpportunities for ongoing conversations Multiple observations per year Multiple observers Pre- and Post-observation conferences Trained evaluatorsActionable feedbackFrequent Informal observations/formative assessment of new teachersCopyright 2013 New Teacher Center. All Rights Reserved.


AIR -- An evaluation system must be Designed and implemented well to inform teacher learning and strengthen classroom practiceTied to standards and ensure that teacher performance is assessed against those standardsInformed by data from various sourcesInclude measures of student learning and growthA priority within the district with dedicated time, training and support for evaluators

An Evaluation system must be integrated with other processes that support growthSuch a system would include Opportunities for ongoing conversations among teachers, peers, evaluators, instructional coaches and mentors about professional performance, data, and improvement Multiple observations per year (MET suggests 4) Multiple observers (MET) Pre- and Post-observation conferences Trained evaluators Actionable feedback Frequent Informal observations/formative assessment of new teachers

12What Evidence Suggests about InductionImpact of inductionThe greatest improvement in instructional practice takes place in the early years in the classroomComprehensive induction programs accelerate the effectiveness of beginning teachersproduces greater student learning gainshave a positive impact on new teacher retention



13What Evidence Suggests about Induction (continued)Key elements of Induction that improve practice Multi-year program Well trained mentors Mentors who are released from classroom duties Formative assessment aligned to evaluation Time for beginning teachers to work with mentors Common planning time with other teachers Ongoing communication and support from school leaders Reduced teaching load Recognition of the steep and unique learning curve of beginning teachers



Key elements of Induction that improve practice Multi-year program Well trained mentors Mentors who are released from classroom duties Formative assessment that is aligned to the standards/expectations of the evaluation system Time for beginning teachers to work with mentors Common planning time with other teachers Ongoing communication and support from school leaders Reduced teaching load Recognizes the steep and unique learning curve of beginning teachers

14Aligning Evaluation and Induction Aligning evaluation and induction Have one set of expectations/standards for both induction and evaluation Use results from evaluation to Plan professional development for an individual teacherIdentify training opportunities for a group of teachersDevelop individualized learning plansInform mentoring and coaching



15Models of Evaluation Systems that Support New Teachers Hillsborough County Public Schools, Montgomery County Public Schools, and Pleasanton Unified School DistrictDuration of induction supportSupport providers vs. evaluatorsProgram embedded in a support systemNumber of observations per yearPost-observation conferenceExpectations for new teachersTraining and support for evaluators and mentorsRelease time for mentors/coaches



16Models of Evaluation Systems that Support New Teachers (continued)Alignment between Evaluation and Induction

Hillsborough MontgomeryPleasanton The 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 year. 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.


17Models of Evaluation Systems that Support New Teachers (continued)Challenges and lessons learnedCredibility and buy-in from veteran teachersCommunication between evaluators and mentorsIncluding all stakeholdersIntegrating new membersMaintaining support for the program



18Recommended Priorities Design a comprehensive educator effectiveness system that encompasses both evaluation and robust instructional feedback and support. For new teachers, this system must include induction support aligned with PERAs evaluation requirements.

Encourage and enable teacher leaders to serve as teacher mentors and as peer evaluators. Instructional improvement is a collective responsibility and is too critical and time intensive an endeavor to leave solely to school administrators.



19Recommendations for State Policy Makers Aligning induction with EvaluationThe Governor and the Illinois General Assembly should require districts to provide induction and mentoring support to all beginning teachers and provide dedicated state fundingState policymakers should formalize requirements for the frequency/regularity of instructional feedback to new teachers.PEAC should recommend that ISBE establish clear expectations for the evaluation and support of new ISBE should communicate and model the relationship between teacher induction and teacher evaluation within a broader system of educator effectiveness.



20Recommendations for State Policy Makers (continued)Involving Teachers in peer observation and evaluationThe state should encourage the utilization of existing teacher leaders (instructional coaches, mentors, National Board certified teachers) as peer observers and evaluators. ISBE and PEAC should ensure that evaluators are effectively trained not only in observing teaching, but also in conducting purposeful coaching conversations.



21Recommendations for PERA Implementers Aligning induction with evaluation systemsEvery Illinois school district should operate a standards-based teacher induction program and align it with their PERA-mandated evaluation system.School districts should pay special consideration to design elements that help align teacher evaluation and induction. School districts should clarify the relationship between formative and summative assessmentand the purpose of classroom observations associated with each. School superintendents and principals should schedule regular meetings between evaluators and mentors.



22Recommendations for PERA Implementers (continued)Involving teachers in peer observation and evaluation

School districts should consider utilizing teacher leaders as classroom observers within PERA evaluation systems.



23The best way to improve student learning is to strengthen the instructional practices of teachers through job-embedded professional development and instructional support



Thank youFor More InformationLiam GoldrickDirector of [email protected]

Dalia ZabalaAssociate Director of [email protected]

www.newteachercenter.orgCopyright 2013 New Teacher Center. All Rights Reserved.


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Growth, Not Gotcha: Evaluating and Supporting Beginning Teachers