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Teacher Evaluation
Teacher Instructional Growth for Effectiveness & Results
(TIGER)Approved Alternative Evaluation Model from the
Association of Independent and Municipal Schools
(AIMS) Dr. Sharon Roberts, Lebanon Special School DistrictWayne Miller, Lenoir City Schools
Mary Reel, Milan Special School District
www.tigermodel.net
AgendaContext Surrounding AIMS Work
Rationale of Model
TIGER Overview
Comparison Issues
Implementation Plan
Training and Tools
Final Thoughts
Context Surrounding AIMS’ Work
Began with wanting to have a “voice” and a focus on professional development within our districts Consulted with Battelle for Kids and Edvantia during the process of developing a model
Consortium Members Alcoa City Schools
Alamo City Schools
Athens City Schools
Clinton City Schools
Dyersburg City Schools
Franklin SSD
Greenville City Schools
Kingsport City Schools
Lebanon SSD
Lenoir City Schools
Lexington City Schools
Maryville City Schools
Milan SSD
Newport City Schools
Oak Ridge City Schools
Oneida SSD
Paris SSD
Richard City Schools
Rogersville City Schools
Sweetwater City Schools
Trenton SSD
Union City Schools
Piloted TIGER - year long process
Obtained positive results TnCREDCore work teams of practitioners
Context Surrounding AIMS’ Work
TIGER Pilot Districts Sevier County
Alamo City Schools
Unicoi County
Jackson-Madison County
Hollow-Rock Bruceton SD
Lincoln County
Greenville City Schools
Cheatham County
Lebanon SSD
Lenoir City Schools
Lexington City Schools
Roane County
Maryville City Schools
Milan SSD
Fayette County
Tipton County
Bradford Special
Paris SSD
Richard City Schools
Trousdale County
South Carroll SD
Putnam County
Union City Schools
Pilot 21 school districts (mixture of city, special, and county
districts)
47 schools
Trained 185 evaluators
Conducted follow-up webinars and an internally developed survey
Participated in TnCRED’s study of teacher evaluation pilots in Tennessee
Conducted multiple work team sessions to continue to refine the process based upon what we are learning
Piloted management technologies in some districts
Anecdotal Results (Which Align with TnCRED Preliminary Report to TEAC)
It changes the conversations in the schools Teachers feel they are provided more useful feedback
from administrators Teachers are provided the opportunity to collaborate
with other teachers on improving instruction Fosters professional interactions
It encourages reflection and self-assessment
It encourages the use of instructional strategies to improve instruction Allows for support through coaching Allows for targeted professional development
Context Surrounding AIMS’ Work
Obtained approval from the State Board of Education as an alternative teacher evaluation model - June 2011 Competitive RFP process Partnered with Pearson
Rationale of the Model Uses a set of quality teacher performance standards, a modified set of Charlotte
Danielson’s rubrics
Focused on a continuum of teacher growth for effectiveness and results
• Continuous assessment and teacher reflection
A staged approach of teacher support (three stages) which is formative and summative
Includes a “coaching” component for Stage One and a teacher leadership component in Stage Three
Utilizes professional learning communities of teachers
Provides for targeted professional learning
Aligns qualitative and quantitative requirements of Tennessee legislation
Utilizes best practices from experts both near and far
Adaptable for varying size districts
Aligns with State Statute, TEAC Recommendations, and SBE PolicyAddresses four domains:
Planning and preparationClassroom environment InstructionProfessional responsibilities
Ensures observations occur as required
Aligns with quantitative requirements and results in a 1-5 effectiveness rating
Comparison Issues Focus on Formative vs. Summative
Rigor
1-4 rating process of rubric
Differentiation so that support can be provided where it is needed
Do-ability
Technology vs. paper system
Cost
• “Turnkey” solution
• Potential savings in other areas (professional development, technology solutions)
• Potential funding sources (local funds, FttT Scope of Work, appropriate Federal grants/sources)
TrainingInitial:
On-line awareness training module
On-line process training module (1.5-2.0 days)
Two-day face-to-face training to ensure inter-rater reliability and certification of evaluators
TIGER powered by Teacher Compass training
In support of making observations doable, AIMS sought a partner with technology tools that would support efficient evaluations and personalized online PD and training.
Rubrics use a common, four-point scoring system.
The evaluation process is closely aligned with a targeted professional development plan developed for each individual teacher.
A fully customizable online PD library that personalizes content based on goals is available.
Others that are interacting with the PD content can collaborate on ideas and applications.
PD reports are driven by teacher interactions. This report presents interactions across the district.
Interactions are then aggregated by school.
TrainingOngoing:
Webinars and face to face meetings for evaluators, coaches, and key district personnel
Other relevant on-line training and resources Coaching training In depth professional standards training (in development) Resources library (professional development resources
linked to teacher effectiveness elements)
Provider will train new administrators/coaches regionally at semester change as needed
Annual re-assessment of inter-rater reliability provided
Final Thoughts This is the singular evaluation model which provides a
formative format that allows for continuous teacher growth and improvement
Research-based
• Adaptation of Charlotte Danielson’s work
• TnCRED
• Pursuing partnerships to examine implementation further
Parallels educational reform strategies occurring across the nation; a teacher’s position within our framework is determined by their classroom performance
Really, it is about making an investment in what matters -- improving
instruction so that students’ outcomes are enhanced
For More Information and Copy of PowerPoint, go to:
www.tigermodel.netEmail [email protected] for temporary
password to examine resources and trainings more in depth
For Districts Interested In More Information, Contact:
Marilyn [email protected]
615-330-0799Sandra Cagle, [email protected]
615-483-3512