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Impacts of Evaluation
Professional Growth and Student Achievement
Updated Evaluation Results
SY 2011-2012 SY 2012-13
Results from Fall READY Principals
Ms. Jones – taught a lesson to first graders on weight and measurement. Rated on Standard 2b – Teachers embrace diversity in the school community and the world.
ND Dev Prof Acc Dist0
20
40
60
80
100
120
Ms. Jones - How Heavy Lesson
Novice10 year20 year
Results from Fall READY Principals
Ms. Brown – taught a lesson to middle school students on area and perimeter. Rated on Standard 3b – Teachers know the content appropriate to their teaching specialty.
ND Dev Prof Acc Dist0
10
20
30
40
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80
90
Ms. Brown - Area and Perimeter
Novice10 year20 year
Results from Fall READY Principals
Ms. Davis – taught a lesson to high school students on finding the center of a triangle. Rated on Standard 4e – Teachers help students develop critical-thinking and problem-solving skills.
ND Dev Prof Acc Dist0
20
40
60
80
100
120
Ms. Davis - Center of a Triangle
Novice10 year20 year
Results from Fall READY Principals
Average ratings and differences for Ms. Jones by years of experience.
Ms. Jones Novice 10 years 20 years
Average Rating 1.678 1.732 1.681
Difference vs. Novice --- 0.054 0.003
Difference vs. 10 years -0.054 --- -0.051
Results from Fall READY Principals
Average ratings and differences for Ms. Brown by years of experience.
Ms. Brown Novice 10 years 20 years
Average Rating 3.277 3.313 3.597
Difference vs. Novice --- 0.035 0.320***
Difference vs. 10 years -0.035 --- 0.285***
Results from Fall READY Principals
Average ratings and differences for Ms. Davis by years of experience.
Ms. Davis Novice 10 years 20 years
Average Rating 3.544 3.758 3.812
Difference vs. Novice --- 0.214* 0.268***
Difference vs. 10 years -0.214* --- 0.054
Does Evaluation Matter?
Does Evaluation Matter?
• What would this analysis look like in North Carolina?
• How do you think teachers respond to lower ratings on their evaluations?
• Standards 3 and 4 have the highest correlation with growth scores. What does growth look like for teachers across the ratings of these standards?
• How does SY 2011-12 differ from SY 2012-13?
NC Evaluation
Evaluation SY 11-12 Number Mean Min Max
Less than Proficient 811 -1.44 -15.02 11.05
Proficient 12167 -0.28 -17.85 15.23
Accomplished or Better 13037 0.63* -12.27 19.20
Evaluation SY 12-13 Number Mean Min Max
Less than Proficient 1416 -1.91 -19.03 11.71
Proficient 18706 -0.33 -24.16 18.86
Accomplished or Better 18137 0.79* -33.59 22.41
Standard 3 and Growth
Standard 3 SY 11-12 Number Mean Min Max
Not Demonstrated 20 -0.40 -7.89 7.84
Developing 367 -1.60*** -11.71 9.36
Proficient 6975 -0.54 -17.85 13.53
Accomplished 6992 0.38*** -13.16 19.20
Distinguished 1496 1.08*** -10.83 14.55
Standard 3 SY 12-13 Number Mean Min Max
Not Demonstrated 8 -1.31 -4.56 0.74
Developing 645 -1.85*** -15.36 7.84
Proficient 11366 -0.60 -24.16 16.93
Accomplished 9527 0.46*** -33.59 22.41
Distinguished 1695 1.14*** -16.65 17.07
Standard 4 and Growth
Standard 4 SY 11-12 Number Mean Min Max
Not Demonstrated 9 -3.94 -9.93 0.30
Developing 481 -1.69 -13.06 9.36
Proficient 9080 -0.50 -17.85 13.29
Accomplished 14042 0.46*** -12.27 19.20
Distinguished 2403 1.03*** -11.36 14.54
Standard 4 SY 12-13 Number Mean Min Max
Not Demonstrated 17 -2.58 -12.01 4.85
Developing 905 -2.05*** -16.35 7.84
Proficient 14349 -0.57 -24.16 16.93
Accomplished 19927 0.57*** -33.59 22.41
Distinguished 3061 1.35*** -16.65 16.71
Evaluation and Change in Growth
Evaluation SY 11-12 Number Mean Min Max
Less than Proficient 497 0.39* -14.10 15.80
Proficient 9537 0.19*** -13.94 22.16
Accomplished or Better 10454 0.06 -35.69 15.45
Evaluation SY 12-13 Number Mean Min Max
Less than Proficient 296 0.18 -14.10 8.04
Proficient 8779 0.18* -13.94 22.16
Accomplished or Better 11413 0.08 -35.69 18.32
Reflection and Questions
• How good of a job are we doing at recognizing instructional practices that predict student learning?
• Does the conventional wisdom that critical feedback is demoralizing to teachers hold true?
• Questions?
Impact of Standard 6 on Student Learning
Cohort Progress STUDENT COUNTS
Low1 High2
YoungerMath 1935 1825
Reading 184 221
OlderMath 1560 1547
Reading 183 301
• Two groups of students captured:• Younger Cohort: began 5th grade in SY 2010-2011• Older Cohort: began 6th grade in SY 2010-2011
1Students in the “Low Growth” category have consecutive years of teachers in the Does Not Meet Expected Growth category2Students in the “High Growth” category have consecutive years of teachers in the Exceeds Expected Growth category
Reflection and Questions
• Discuss with your table what these graphs mean to you as principals/educators.
• What should/could be the policy implications of these data?
• What other types of analyses would you like to see?
• Questions/Comments
Thank You
Tom TomberlinDirector, District Human Resources
