Teaching MattersThe Importance Of Supporting Teachers So That Each And Every Child Succeeds

March 7, 2013

Photo by Oakland North

“The district is necessary, but not sufficient. We need to create an Oakland that takes responsibility for better outcomes for all children.”

- OUSD Superintendent Tony Smith

Effective Teaching Coalition Vision

Each and every child in Oakland has consistent

access to effective teaching, and our highest

need students have equitable access to the most effective teaching.

Photo by Hasain Rasheed

Coalition Values

1. We must take collective responsibility for student learning.

2. Oakland teachers deserve our community’s support.

3. Oakland needs a culturally competent teaching force that reflects the diversity within our community.

4. Our efforts should work with teachers unions and not undermine their ability to collectively bargain.

5. Parent, student, educator, and other community voices are essential to shaping this work.

Tonight’s Agenda

1. Effective Teaching Coalition

2. This Moment

3. Importance of Effective Teaching

4. Oakland Context

5. Bright Spots

6. Our RolePhoto by Hasain Rasheed

OUSD has made teaching excellence a top priority.

Board Approved December 2012

Our Opportunity to Support

Effective Teaching Task Force1) Recommend Oakland Effective Teaching Framework

2) Plan pilot of “Teacher Growth and Development” system

OEAOUSD

Jan Feb Mar Apr May Jun Summer

3/7 –Teaching Matters I:

Importance of Supporting

Teachers for Students

OUSD finalizes

2013-2014 budget

3/20 – Teaching

Matters II: NCTQ Study

Release

Teaching Support

Project(s) TBD

4/10 -OUSD Board Mtg: NCTQ Study Presentation

(Tent)

4/24 – OUSD Board Study Session on Teaching

Teacher Policy Fellowship

launched in Dec 2012

April/May TBD – Teaching Matters III:

Bright Spots Event

Effective Teaching

Workshops launched for

parents in Jan

This Moment

At your tables – 5 minutes

• On a post it note, write a one sentence description of your favorite teacher and what made them so effective.

• Share with your table and introduce yourself

Photo by Hasain Rasheed

How Important is Effective Teaching?

Photo by Hasain Rasheed

The Education Trust—West

March 7, 2013

Teaching Matters

Policy & Research

AdvocacyPractice

The Education Trust-West works for the high academic achievement of all students at all levels, pre-k through college. We expose opportunity and achievement gaps that separate students of color and low-income students from other youth, and we identify and advocate for the strategies that will forever close those gaps.

The Education Trust—West Mission

© 2013 THE EDUCATION TRUST – WEST

Effective Teaching & Leading

“The only way we are going to get to excellence in public education is to teach our way there. We need to be able to define and measure what makes great

teaching.”

- Dr. Peter Gorman, SuperintendentCharlotte-Mecklenburg Schools

The New Majority: Changing Demographics

Total Enrollment 5.3 million% low-income* 44%# English Learners 1.2 million

Total Enrollment 6.2 million

% low-income* 57%# English Learners 1.4 million

1993-94 2011-12

*Defined as the percentage of students eligible for free or reduced price meals. 20

Students Then & Now

Oakland Unified Demographic Trends

19%

54%

18%7%

1%1%

1%

Total Enrollment 51,748% low-income* 60%# English Learners 14,044

Total Enrollment 46,472

% low-income* 80%

# English Learners 13,378

1993-94 2011-12

*Defined as the percentage of students eligible for free or reduced price meals.

41%

31%

13%9%4% 0% 1%1%

Latino

African-American

Asian

White

Multiple/No Response

American Indian

Filipino

Pacific Islander

Students Then & Now

The 2025 Challenge

• 5½ million new college degrees and technical certificates by the year 2025

• 2.3 million degrees and certificates short

SOURCE: California Competes Council. The Road Ahead: Higher Education, California’s Promise, and Our Future Economy. June 2012. 22

The Challenge

Three quarters will

graduate from high

school

Half will enroll in

post-secondary

after graduation

Out of all 9th

graders…

Hypothetical California high

school class

About a third will obtain a 2 or 4-year

college degree

About half of students at UC, CSU,

and CCC fail to complete one year of coursework in

two years

California’s Leaky College and Career Pipeline

The Pipeline

24

The Class of 2025 (Currently in 4th

grade)

Of 100 African-American and

Latino 4th graders…

The Class of 2025 (Currently in 4th

grade)

Of 100 African-American and Latino students that enter

9th grade

…16 African American and 16

Latino students will graduate with the requirements to enroll in a UC or

CSU…

…Just 8 African American and 8 Latino students will enroll in a

CSU or UC…

…And just 4 African-American

and 5 Latino students will

graduate college within 6 years.

…52 African-American and 57 Latino students

will graduate from high school…

Pipeline to College

UCLA Institute for Democracy, Education and Access, 2011Chronicle of Higher Education, 2010

California will not meet its 2025 workforce needs if it

fails to strengthen its education “pipeline,”

particularly for African-American and Latino

students.

24

Oakland Education Continuum

25

Less than ½ of a sample of OUSD students had strong

academic and social preparation before starting

school.

African-American and Latino 3rd graders struggle to read at grade level, with proficiency

rates of 32 and 28% respectively.

Although nearly 90% of OUSD 8th graders enrolled in Algebra

I in 2011-12, just 23% of students scored proficient.

A little more than half of OUSD African-American (55%) and Latino (52%) students graduate high school in 4

years. On average, 21% of these students graduate AND complete the

a-g course sequence.For more information, see Oakland Achieves: A Public Education Progress Report.

School Readiness

Elementary Education

High School Readiness

College and Career Readiness

Student Achievement

What Matters Most?• The classroom teacher

matters most among any in-school factor to student achievement (e.g., Goldhaber, 2009)

• Other factors outside of school influence student achievement, but effective teaching can level the playing field

ACCESSING MULTIPLE EFFECTIVE TEACHERS CAN DRAMATICALLY AFFECT STUDENT LEARNING

CST math proficiency trends for second-graders at ‘Below Basic’ or ‘Far Below Basic’ in 2007 who subsequently had three consecutive high or low value-added teachers

MORE EXPERIENCED DOES NOT NECESSARILY MEAN MORE EFFECTIVE

• The difference between top and bottom-performing teachers is far greater than the difference between more and less experienced teachers.

• While teachers improve greatly in their first few years, effectiveness is fairly stable after that.

• The difference between the average first year teacher and the average 10th year teacher amounts to only about two and a half weeks of learning.

Impact of LAUSD teachers on student learning, by years of experience and Highly Qualified Teacher status, compared with 25th-percentile and 75th-percentile teachers (2010)

EFFECTIVE TEACHERS ARE UNEVENLY DISTRIBUTED ACROSS LAUSD

Teacher Recruitment

Teacher Layoffs Teacher Distribution

Teacher Development/Support

Teacher Selection/Mutual Consent

Teacher Evaluation/Support

Teacher RetentionTeaching Matters

Why Effective Teaching in Oakland?

Photo by Hasain Rasheed Photo by Hasain Rasheed

From The Headlines – Spring 2011

"All teachers and administrators at Futures Elementary in danger of lay offs"

“The list is staggering: 538 full-time positions, including 231 elementary school teachers, 41 English teachers, 45 social science teachers, 28 sixth-grade teachers, 25 P.E. teachers, 13 social workers, and the entire adult education staff.”

2011 “Tell OUSD” Survey Results

Professional development is differentiated to meet the needs of individual teachers.

56% disagree or strongly disagree

The non-instructional time provided for teachers in my school is sufficient.

60% disagree or strongly disagree

Teacher performance is assessed objectively.

65% agree or strongly agree

SOURCE: Oakland Unified - http://www.tellousd.org/reports/detailed.php?stateID=OLn ≈ 1,376 teachers

Instructional leadership?

Teacher Evaluation?

Local hiring?

Career Ladders?

Cultural Competency?

Teacher Retention Rates?

Support for developing teachers?

Supporting English

learners?

Is there a framework?

Competitive pay?

Collaboration time?

Layoffs?

Assignment rules?

Class-size?

Other Studies• Boston Public Schools• Baltimore Public Schools• Denver Public Schools• Hartford Public Schools• Kansas City Public Schools• Los Angeles Unified• Miami Dade Public Schools• Seattle Public Schools• Springfield Public Schools

(MA)Photo by Hasain Rasheed

Goals for the study:

1. Help us understand the system

2. Help access information

3. Get a third party perspective on strengths and areas for improvement

Photo by Hasain RasheedSTUDY RELEASE– MARCH 20

NCTQ’s Ideal System Current System What to change

Teacher Assignment

Supportive System

Evaluations

Compensation

Tenure

Work Schedule

Actions the OUSD central office can initiate without changes to the teacher contract

Actions that require negotiation in the collective bargaining agreement between the school district and the teachers union

Actions requiring state policy change to implement

Photo by Hasain Rasheed

Teaching Matters IIOakland NCTQ Study Release

Edna Brewer Middle School

6pm, March 20, 2013

Mark your calendar

At your tables – 15 minutes

• On post its – 1. How have you

experienced effective teaching in Oakland being supported and valued?

2. What are some road blocks that get in the way of supporting effective teaching?

3. What best supports effective teaching in Oakland?

Photo by Hasain Rasheed

The Education Trust—West

Part II – “Bright Spots”

March 7, 2013

Teaching Matters

What Matters Most? The classroom

teacher matters most among any in-school factor to student achievement

(e.g., Goldhaber, 2009)

Principal Influence . . .

Teachers say that the number one factor in whether or not they stay at a school is their principal.

Source: Boyd, D., Grossman, P., Ing, M., Lankford, H., Loeb, S., & Wyckoff, J. (2011). The influence of school administrators on teacher retention decisions. American Educational Research Journal, 48(2), 303-333.

Principals have a “multiplier effect”

Source: New Leaders: http://www.newleaders.org/impact/leadership-matters/.

Principal Evaluation & Support

46

Student Growth Percentiles

20%

API Targets5%

ELL Redesignation Rate5%

Graduation Rate5%

Family Surveys5%Student Surveys

5%Faculty Survey10%

Multiple Measures

Professional Practice

45%

What’s Included in Multiple MeasureEvaluation Systems?

•Supervisor Evaluationincludes observations for teachers

•Student Growth DataIndividual and/or schoolwide

•Stakeholder Feedback• Family Surveys• Student Surveys• Peer Surveys

Image Source: Rand Corporation: http://www.rand.org/education/projects/measuring-teacher-effectiveness.html

Lucia Mar UnifiedDistrict Profile: 10,500 students (50% low-income); 500 teachers

Teacher Evaluation Model: District is using TAP™: The System for Teacher and Student Advancement, a comprehensive approach to teacher support, development, evaluation, and performance-based compensation. The evaluation component includes: 3 observations each year (2 announced and 1 unannounced) conducted by multiple trained evaluators, including master teachers; and contributions to student learning growth using individual and school-wide value-added scores.

Impetus/Catalyst: District applied for and was awarded a $7.2 million Teacher Incentive Fund (TIF) grant in 2010 to implement TAP. Majority of teachers at seven schools voted to participate. One additional school was funded by a private foundation.

Progress: Two and a half years into TAP implementation . First year was a planning year (2010-2011), Year 2 was the first year of implementation (2011-2012). Year 3 educators received first bonuses in December 2012.

SYSTEM PROFILES

Lucia Mar Unified Best PracticeSYSTEM PROFILES

• District Cultivated Buy-In• Leadership from the top (Superintendent, Board, Staff)• Teachers and union leaders visited TAP schools in other states• Teachers voted to adopt TAP on 7 campuses (with >75% vote)

• Focus is on Student Learning• Student needs driven (based on multiple data sources)• Field testing with students to “test drive” instructional practices

• Clear Description of Effective Teaching• TAP Rubric is clear and teachers share a common language• More consistent learning experience for students• Teachers get formal feedback three times a year, informal more

Lucia Mar Unified Best PracticeSYSTEM PROFILES

• Teachers Feel Supported• Master Teachers design meaningful professional development for

all teachers in weekly small group “cluster” meetings, offer demonstration lessons and coaching support, and conduct classroom observations and field test strategies.

• Mentor teachers also offer support to teacher colleagues support and conduct classroom observations (2 hrs/wk release time).

• Administrators attend cluster meetings and visit classrooms in addition to formal evaluations.

• Performance-based compensation structure• Most teachers said the pay was an “after thought”• Teachers and principals got a bonus this year (Dec 2012)

The College-Ready Promise (TCRP)District Profile: Four CMOs serving 30,000 students (78% low-income)

Teacher Evaluation Mechanism: The TCRP framework is aimed at developing teachers through targeted supports, professional development, and recognition/rewards. The evaluation component includes: Observations of teacher practice and behavior; Teacher impact on student achievement over time, using a model called Student Growth Percentiles; Feedback from students, families, and peers.

Impetus/Catalyst: In 2009, TCRP received a $60M grant from the Bill & Melinda Gates Foundation to increase effective teaching so more students graduate college-ready.

Progress: Framework design began in 2009. At Green Dot, initial evaluation system pilot in 2010-2011 included 4 schools and 16 teachers; pilot expanded to all schools in 2011-12. All teachers expected to receive their first evaluation rating and bonuses in 2012-13.

SYSTEM PROFILES

52

Green Dot: Weight of Measuresfor Tested Subjects/Grades

Individual SGP 30%

Classroom Observa-tion 40%

Student Survey 10%

Family Survey 5%

360 Survey 5%

School Level SGP 10%

Individual SGP 30%

Observation 40%

Student Survey 10%

Family Survey 5%

360 Survey 5%School Level SGP 10%

SYSTEM PROFILES

53

Green Dot: Weight of Measuresfor Non-Tested Subjects & Grades

Classroom Observa-tion 55%

Student Survey 10%

Family Survey 5%

360 Survey 5%

School Level SGP 25%

Observation 55%

Student Surve

y 10%Family Survey 5%

360 Survey 5%

School LevelSGP 25%

SYSTEM PROFILES

Green Dot Best PracticesSYSTEM PROFILES

• Strong Communication Efforts• Teachers value role the union played in ensuring teacher input

and transparency with the process (e.g. frequent focus groups, surveys, weekly email communication)

• Ratification vote by union members last spring (May 2012)

• Clear Description of Effective Teaching• TCRP rubric is clear and most stakeholders agree the rubric calls

out the “right” things to be an effective teacher• More evidence-based, detailed conversations about practice • Piloting more frequent shorter observations in 3 schools now

• Building Instructional Leadership Capacity• Added an additional administrator at most schools to support the

implementation• Focused more on teacher supports

SYSTEM PROFILES

Pittsburgh Public SchoolsDistrict Profile: 26,500 students (71% low-income) and 1,875 teachers

Teacher Evaluation Model: Developed a multi-measure teaching evaluation system that includes student learning (test scores), teacher practice (observations) and student perceptions (survey data).

Impetus/Catalyst: 2008 Teacher survey revealed 15% of teachers agreed with the statement, “Teacher evaluation in my building is rigorous and reveals what is true about teachers’ practice. ” The Bill & Melinda Gates Foundation funded the Empowering Effective Teachers plan with $40M and an additional $40M in state and federal grants. The district applied for and won a $37.4M Teacher Incentive Fund (TIF) grant in 2012.

Progress: This year is the third year of implementation. The rubric was designed in 2010-2011 and the evaluation process was piloted in 2011-2012 with 24 schools, implemented across all 66 district schools in 2012-2013.

SYSTEM PROFILES

Pittsburgh Public Schools

SYSTEM PROFILES

• Empowering Effective Teachers Plan -- Collaboration with Pittsburgh Public Schools & Pittsburgh Federation of Teachers to:

1. Increase the number of effective teachers2. Increase exposure of high-needs students to highly effective

teachers3. Ensure all learning environments promote college readiness

• Multiple Measures• Measuring professional practice (observations)• Measuring other student outcomes (student surveys)• Measuring student learning and growth (test scores)

Tripod Student Survey QuestionsSYSTEM PROFILES

Using a 5-point scale (Totally True to Totally Untrue)• I have pushed myself hard to completely understand

my lessons in my class (Effort)• Our class stays busy and doesn’t waste time

(Classroom Management)• My teacher asks students to explain more about

answers they give (Challenge)• My teacher has several good ways to explain each

topic that we cover in this class (Clarify)

Pittsburgh Public SchoolsSYSTEM PROFILES

Findings:1) Teachers' impacts on students are substantial. "A 90th-

percentile teacher in Pittsburgh produces a little more than a year of additional learning (in one school year of instruction) relative to a 10th-percentile teacher.“

2) Effective teachers have the ability to close the racial achievement gap. “The most effective teachers in PPS produce gains in student achievement that, if accumulated over several years without decay, could erase achievement gaps between black and white students, or between Pittsburgh students and statewide averages.”

Source: Mathematica Policy Research, Inc., 2010

Pittsburgh Public Schools

SYSTEM PROFILES

Findings (con’t):3) The use of multiple measures outperforms traditional teacher

evaluations. “The combination of classroom observations, student feedback, and student achievement carries three advantages over any measure by itself: (a) it increases the ability to predict if a teacher will have positive student outcomes in the future, (b) it improves reliability, and (c) it provides diagnostic feedback that a teacher can use to improve.” “Combining the three approaches (classroom observations, student feedback, and value-added student achievement gains) capitalizes on their strengths and offsets their weaknesses.”

Source: Gathering Feedback for Teaching, MET Project, 2011, p.29

Source:

What do these Systems have in Common?• Clear definitions & calibration of effective teaching• Opportunities for deep reflection of practice• Frequent feedback from multiple sources• Professional development tied to student & teacher

learning needs• Systematic efforts to build instructional capacity of

school leaders• Expanded teacher responsibilities based on teaching

expertise• Strong District-Union Collaboration

At your tables – 10 minutes

About what you just heard:1. What is exciting and

promising?2. What questions do you

have?

Photo by Hasain Rasheed

Our Opportunity: Right Now

Oakland Effective Teaching Framework

-- Based on “best in field” practices

Because Students and Educators Deserve Quality

Pilot “Teacher Growth and

Development” System

-- Geared toward support

-- Resourced for success

Jan Feb Mar Apr May Jun Summer

3/7 –Teaching Matters I:

Importance of Supporting

Teachers for Students

OUSD finalizes

2013-2014 budget

3/20 – Teaching

Matters II: NCTQ Study

Release

Teaching Support

Project(s) TBD

4/10 -OUSD Board Mtg: NCTQ Study Presentation

(Tent)

4/24 – OUSD Board Study Session on Teaching

Teacher Policy Fellowship

launched in Dec 2012

OUSD and OEA are negotiating a new teachers’ contract.

OUSD Scorecard: new framework & pilot “growth and development” systems

April/May TBD – Teaching Matters III:

Bright Spots Event

Effective Teaching

Workshops launched for

parents in Jan

Our Role: Big Ideas

LEARN

SHARE

LEAD

Our network “getting smarter” about how the system works and could work

We share this opportunity with others and bring in additional educators,

students, and parents to shape the discussion.

Our collective responsibility for high quality programs and supports for

students and educators.

Our Role: Nuts and Bolts

LEARN

SHARE

LEAD

Attend the 3/20 NCTQ Study ReleaseAttend the 4/24 Board Study Session

Share on FacebookRecruit a neighbor or colleague

Comment at a board meetingReach out to board members, district,

and union leaders

At your tables – BEFORE YOU LEAVE

• On your table• Please take a moment

to fill out commitment forms

• Flip over and fill out the evaluation on the back

Photo by Hasain Rasheed

Teaching Matters

THANK YOU!

APPENDIX / CUT SLIDES

Teacher Salaries BA+30 unitsDistrict Year 1 Year 5 Year 10 Year 30 Notes

OaklandUSD $39,775 $44,520 $52,062

$58,094 (raises end after the

26th year)

Teachers receive salary plus healthcare benefits.

San FranciscoUSD

$50,000 $53,000 $56,500 $60,000

(raises end after the 15th year)

Teachers receive salary plus healthcare benefits; Includes parcel tax revenue from San

Francisco voters

Hayward USD $52,180 $55,125 $66,453

$73,248 (raises end after the

13th year)

Hayward teachers are responsible for 100% of

healthcare costs.

San Leandro USD $48,567 $51,828 $58,499

$67,397 (raises end after the

24th year)Includes $6,901 within salary to

cover health benefits

San Lorenzo USD

$44,397 $47,158 $54,668$61,259

(raises end after the 23rd year)

Teachers receive salary plus healthcare benefits.

http://slzusd.ca.schoolloop.com/file/1241915236380/1218758558436/2435943435412671869.pdfhttp://publicportal.ousd.k12.ca.us/199410811175930900/lib/199410811175930900/K12T_Salary_Schedule.pdfhttp://haywardusd-ca.schoolloop.com/file/1289141219277/1298973008260/8701465105791391020.pdfhttp://www.sanleandro.k12.ca.us/20771083115311603/lib/20771083115311603/2010-2011_SLTA_Salary_schedule.pdfhttp://www.sfusd.edu/en/assets/sfusd-staff/contract%20and%20salary%20schedules/Salary%20Schedule%20K-12%20Teachers%20and%20Intern%20Teachers.pdf

Research from Nov 2011