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Effective Teachers Initiative: Designing a New
Teacher Appraisal & Development System
Board Workshop
April 7, 2011
HISD Executive Sponsors:
Julie Baker, Chief Major Projects Officer
Ann Best, Chief Human Resources Officer
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Agenda
The Need for a Better Appraisal and Development System
Overview of the Design Process
The Proposed New System
Plan for Implementation
3
Our teachers and principals have made it clear that PDAS does not
meet their needs.
44%
of teachers say that PDAS allows appraisers to
accurately assess teachers’
instructional performance.
Source: Surveys of HISD teachers and principals.
28%
of principals say that PDAS/MPDAS allows them to
accurately assess teachers’
instructional performance.
51% 43%
of teachers say that the PDAS process helps them improve
their instructional performance.
Results: 2010 Survey of 6,279 HISD Teachers and 144 HISD Principals
*The response rate for teachers surveyed was 55%, and the response rate for principals surveyed was 56%.
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Ensuring that there is an effective teacher in every classroom is a
critical part of HISD’s Strategic Direction.
Board of Education
Goals for HISD from the
Declaration of Beliefs and Visions
Effective
Teacher
in Every
Classroom
Effective
Principal
in Every
School
Rigorous
Instructional
Standards
&Supports
Data
Driven
Account-
ability
Culture
of Trust
through
Action
1 2 3 4 5
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Effective Teachers Initiative Vision: An effective teacher in every
classroom, delivering high-quality instruction to all students.
Smart recruitment Useful appraisalsIndividualized teacher support
New career pathways
Four Key Strategies
Effective Instruction In All Classrooms
Improved Student Learning Outcomes
6
Agenda
The Need for a Better Appraisal and Development System
Overview of the Design Process
The Proposed New System
Planning for Implementation
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Texas State Education Code gives specific guidance for local school
districts developing their own appraisal systems.
DNA (LOCAL) is the district’s policy on its teacher appraisal and development system. It requires the adoption of a revised policy on the appraisal process and criteria. Texas State Education Code requires that:
From Texas State Education Code Chapter 21, Sub-Chapter H, Sections 351(a)(1)(2), 352(a) and 352(b).
Teacher performance appraisal criteria must be based on observable, job-related behavior, including:
1. “Teachers' implementation of discipline management procedures”; and
2. “The performance of teachers' students.”
If a district does not utilize the state’s recommended system, it must use an appraisal process and performance criteria that:
1. Is “developed by the district- and campus-level committees” established under state code;
2. Contains teachers’ implementation of discipline management procedures and the performance of teachers’ students; and
3. Is adopted by the board of trustees.
“The board of trustees may reject an appraisal process and performance criteria developed by the district- and campus-level committees but may not modify the process or criteria.”
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Teachers, principals and other stakeholders have led a six-month
effort to design a new appraisal and development system.
School-based Shared Decision-Making
Committees (SDMCs)
District Advisory Committee (DAC)
Working Groups (Teachers, Principals, Parents, HISD Staff)
Submitted recommendations on appraisal criteria and process; More than 250 SDMCs participated in the design process
Developed final proposal for appraisal process and criteria based on recommendations from SDMCs and Working Groups
Built rubrics and other tools needed to implement the new system
HISD Community and Stakeholders
Provided input on SDMC, DAC and working group recommendations throughout the design process
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Collaboration and transparency were top priorities in the design
process. HISD actively sought feedback from the entire community.
HISD posted all materials from the design process on a dedicated website that has logged more than 14,000 visits.
HISD sent biweekly email updates on the process to all teachers and principals.
HISD read, logged, and responded to 1,100 questions and comments received by email and via the website.
HISD held three public meetings to gather feedback on the draft proposal.
2,655 teachers and 282 appraisers completed an online survey on the draft proposal.
40 teachers and 18 principals participated in focus groups to help shape specific aspects of the draft proposal.
Community Engagement During the Design Process
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Timeline of the Design Process
Feb. - Mar.
Public comment period on the draft
proposal
SDMCs and DAC revise
recommendations based on feedback
Working groups continue developing
tools/instruments
Dec. - Jan.
Working groups begin developing tools/instruments
SDMCs submit additional
recommendations
DAC completes the draft proposal
Sept. - Dec.
SDMCs submit recommendations on the appraisal
criteria and process
DAC begins building the draft proposal based on
the SDMCs’ recommendations
Apr. - May
Proposal for the new system presented to
the Board of Education
for approval
Tools/instruments continually refined
based on stakeholder input
2600+ Teachers
500+School administrators
500+ Parents
500+Other community members
In all, the final proposal represents input from…
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Agenda
The Need for a Better Appraisal and Development System
Overview of the Design Process
The Proposed New System
Planning for Implementation
12
The proposed system will paint a complete picture of each teacher’s
performance based on multiple measures in three performance criteria.
Three Major Performance Criteria
Student Performance: Teacher’s impact on student learning
Instructional Practice: Teacher’s skills and knowledge that help promote student learning
Professional Expectations: Teacher’s efforts to meet objective, measurable standards of professionalism
Teachers will be evaluated based on multiple measures in each performance criterion. The scores in the three criteria will combine into an overall rating of Ineffective, Needs Improvement, Effective, or Highly Effective.
Student
Performance
Instructional
Practice
Professional
Expectations
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The proposed system is designed to give all teachers the regular
feedback and individualized support they deserve as professionals.
ConferencesFormal meetings with appraiser to discuss
performance, set goals, create and update development plan
Ongoing FeedbackObservations and
walkthroughs followed by formal and informal feedback on teaching
Individualized Development
Learning activities informed by
development plan
Self-ReflectionReflect on performance, student progress, and
professional goals
Appraisal and Development Cycle
Focus on Feedback and Development
• Three teacher/appraiser conferences each year will provide teachers with comprehensive feedback on their performance.
• Appraisers will conduct at least 2 classroom observations and at least 2 walkthroughs throughout the year, each followed by in-person/written feedback.
• Teachers will work with appraisers to create an individualized development plan that identifies specific areas for professional growth and targeted learning activities to address them.
• Appraisers will be held accountable for helping teachers meet their professional goals.
14
Proposed Appraisal and Development Timeline
Sept: Beginning-of-Year Conference
• Discuss prior year’s outcomes
• Set student learning measures and professional goals
• Create an individualized development plan
Dec – Jan: Mid-Year Conference
• Comprehensive feedback on performance, to date
• Adjust goals and update development plan as necessary
Apr – May: End-of-Year Conference
• Comprehensive feedback on performance, to date
• Final performance rating, to date
• Set preliminary goals for next year
Between Conferences:
Continuous Feedback and Individualized Development
• Multiple required classroom observations (unannounced) of varying lengths, followed by formal feedback
• Individualized professional development activities based on the development plan
• Ongoing, informal feedback based on additional observations and review of student data
• Self-reflection
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The proposed new system makes major improvements over PDAS.
Current System (PDAS/MPDAS) Proposed New System
Some teachers go years between observations All teachers observed and appraised every year
Appraisals don’t include evidence of individual
teacher’s contribution to student learning
Appraisals include multiple measures of student
learning, along with ratings in two other major
categories
Requires at least one observation, but a waiver
under MPDAS allows teachers to go several years
without a formal observation; Feedback not
required after all observations
Teachers receive at least two observations and at
least two shorter walkthroughs each year—all
followed by feedback
One conference between teachers and appraisers
each year (to discuss summative rating)
Three conferences between teachers and
appraisers each year to discuss teacher
performance and plan for development
Professional development is not directly aligned
with the outcomes of a teacher’s appraisal
All teachers receive an individualized professional
development plan based on specific needs
identified by the appraisal process
Limited accountability and support for appraisers
for conducting accurate evaluations or helping
teachers improve
Appraisers held accountable for accuracy of
evaluations and success in helping teachers grow
professionally; Intensive training and additional
support for principals throughout the year
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Criteria in Focus: Instructional Practice
Instructional
Practice1
Reflects a teacher’s skills and knowledge that help drive student learning in the classroom.
Types of Criteria
• Instruction (such as, checks for student understanding and responds to student misunderstanding, maximizes instructional time)
• Planning (such as, develops student learning goals, designs effective lesson plans, units, and assessments)
Sources of Evidence
Such as classroom observations, planning documents, daily interactions with the teacher, and reviews of certain documents and artifacts (such as, lesson plans, classroom management plans, grade books, portfolio of student work, etc.). Appraisers will have the flexibility to use any sources of evidence collected throughout the course of the year that reflect the criteria. Teachers can also provide additional sources of evidence that they want to inform their appraisal.
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Criteria in Focus: Professional Expectations
Professional
Expectations2
Reflects a core set of objective, measurable professional expectations for teachers.
Types of Criteria
• Professionalism (such as, complies with policies and procedures at school, collaborates with colleagues)
Sources of Evidence
Such as classroom observations, planning documents, daily interactions with the teacher, and reviews of certain documents and artifacts (such as parent communication logs, sign-in sheets for PLCs, agendas and minutes from team meetings, teacher attendance records).
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Criteria in Focus: Student Performance
Student
Performance3
Reflects a teacher’s impact on student learning.
Guiding Principles (Selected)
• Multiple measures of student learning for all teachers; all teachers will have at least two measures of student learning included in their appraisal
• No teacher’s measures of student learning will be based solely on value-added data
• Specific measures will vary based on the teacher’s subject and grade, with the most accurate and fair measures used for each subject and grade
• Wherever possible and reasonable, measures will be growth- or progress-based measures of student learning
• All measures will be based on end-of-course or end-of-year assessments; formative assessment will not be used for appraisal purposes
• All assessments used to measure student learning for the purposes of appraisal must meet specific standards around sufficient “stretch” and alignment to curriculum
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Criteria in Focus: Student Performance (continued)
Measure Description
1) Value-added growth (e.g.,
EVAAS)
A district-rated measure of the extent to which students’
average growth meets, exceeds, or falls short of average
growth. The District has contracted with SAS EVAAS to
calculate Value-added growth.
2) Comparative growth on
district-wide EOC/EOY
assessments
A district-rated measure of the extent to which students
achieve an ambitious but feasible amount of growth as
determined by benchmark scores for similar students.
3) Students’ progress on district-
wide or appraiser-approved
EOC/EOY assessments
An appraiser-rated measure of the extent to which students
learned an ambitious and feasible amount of content and
skills, taking into account students’ starting points.
4) Students’ progress using
culminating, EOC/EOY
performance tasks/work
products
An appraiser-rated measure of the extent to which students
learned an ambitious and feasible amount of content and
skills, taking into account students’ starting points.
5) Students’ attainment on an
appraiser-approved or district-
wide EOC/EOY assessment
An appraiser-rated measure of the proportion of students
who performed at a target level, regardless of their starting
points.
Five Types of Student Learning Measures
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Appraisers will use a simple lookup table to combine scores in the
three categories into a single overall rating.
Student Performance
1 2 3 4
Instr
uctio
na
l P
ractice X
P
rofe
ssio
nal E
xp
ecta
tio
ns
1 I I NI NI
2 I NI E E
3 NI NI E HE
4 NI E E HE
Determining Summative Ratings
• Teachers will earn one of four summative ratings: Ineffective, Needs Improvement, Effective or Highly Effective.
• The proposed system uses a lookup table instead of a one-size-fits-all formula to determine summative ratings.
• The lookup table makes the system more transparent and accessible than using percentage weights, since teachers can easily see what their rating would be based on a particular combination of scores in the three criteria categories.
21
Under the proposed system, each teacher will have one individual
responsible for his/her appraisal and development.
Appraiser Role and Responsibilities:
• Individuals currently permitted to appraise in HISD
• Conducts all required observations and conferences
• Provides written and verbal feedback
• Responsible for ensuring access to development opportunities
• Reviews all available sources of evidence to determine a summative rating for each teacher
All appraisers must be trained and receive certification by HISD in implementing the new system.
HISD is currently designing a new appraisal system for school leaders (appraisers) that will align to this new proposed system for teachers.
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The collaborative design process has resulted in a proposed new
system that is good for students, teachers, and taxpayers.
Benefits of the Proposed New Appraisal and Development System
The proposed system will help ensure that all students learn from effective teachers every day—which will significantly raise student achievement.
The proposed system will give teachers the regular, accurate feedback they deserve as professionals, and will connect them with individualized support that helps them do their best work in the classroom.
The proposed system will help HISD identify and hold onto its best teachers and raise the quality of all teaching—which is more important than ever at a time when HISD is going to have to do more with fewer resources.
For students
For teachers
For taxpayers
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Agenda
The Need for a Better Appraisal and Development System
Overview of the Design Process
The Proposed New System
Planning for Implementation
24
HISD has laid the groundwork in planning for successful, district-wide
implementation of the new system.
Training and Support
Intensive summer training and credentialing of appraisers
Regular, structured support for appraisers throughout the school year
Standardized protocols and forms
Professional Development office reorganization, including creation of the Teacher Development Specialist role
Training for teachers
Continuous Improvement of the System
Ongoing feedback from key stakeholders for system improvements
• Continued outreach to SDMCs and DAC for feedback
• Continued use of e-mail updates and dedicated website to collect teachers’ and appraisers’ questions and feedback on the new system
• Teacher and principal surveys
Integrated Data and Technology Platform
New performance management tools integrated into PeopleSoft
Electronic data collection for monitoring and analysis
