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Teacher Effectiveness
ADE Educator Evaluation Summit
MethodologyText
Thursday, September 13, 2012
singleThe impact of an effectiveis the
student learning
teacher
most important factor in
Thursday, September 13, 2012
60%Nearly
of the impact on student achievement is attributable to
principal teacherand
effectiveness* New Leaders for New Schools (2009)
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YETvary minimally
principalteacherand
evaluation scores
failing to distinguish from great to good, good to fair, or fair to poor
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how can districts If 98% of teachers have the same rating,
use evaluation data for
decision making?
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dualMCESA tools serve
forprincipal teacherand
purposes(human resources • professional development)
evaluations
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• The State Board of Education shall...”on or before December 15, 2011 adopt and maintain a model framework for a teacher and principal evaluation instrument that includes quantitative data on student academic progress that accounts for between thirty-three percent and fifty per cent of the evaluation outcomes and best practices for professional development and evaluator training. School districts and charter schools shall use an instrument that meets the data requirements established by the State Board of Education to annually evaluate individual teachers and principals beginning in school year 2012 – 2013.”
New AZ laws require
for schools and districts
changesArizona Revised Statutes
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must includeBy next year, evaluations
multiple measuresThursday, September 13, 2012
Thursday, September 13, 2012
of educator33% - 50%
must be measured by student academic
progress
effectiveness
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40% 5%50%School Growth
5%Team Growth
5%
Individual Growth40%
Observation50%
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Designation Ineffective Partially Effective Effective 1 Effective 2 Highly Effective
REIL Growth Composite Rating
12345
1 2 3 4 5
Small Group Calibration Exercise
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Example Learning Observation Rating Scale...
Score Description
1Teacher meets rubric criteria for level 1 on average (based on 5 observations)
2Teacher meets rubric criteria for level 2 on average (based on 5 observations)
3Teacher meets rubric criteria for level 3 on average (based on 5 observations)
4Teacher meets rubric criteria for level 3 and 4 on average (based on 5 observations)
5Teacher meets rubric criteria for level 3, 4, and 5 on average (based on 5 observations)
Thursday, September 13, 2012
Example Learning Observation Rating Scale...
Score Description
1Teacher meets rubric criteria for level 1 on average (based on 5 observations)
2Teacher meets rubric criteria for level 2 on average (based on 5 observations)
3Teacher meets rubric criteria for level 3 on average (based on 5 observations)
4Teacher meets rubric criteria for level 3 and 4 on average (based on 5 observations)
5Teacher meets rubric criteria for level 3, 4, and 5 on average (based on 5 observations)
50% of Score
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Example Growth Scale50% of Score
Score Growth Designation Example: AIMs Value-Added Model Results
1 Well Below Expectations
On average, students’ AIMS scores are far below expected scores based on prior achievement, student & classroom characteristics (95% statistical con!dence that average growth is below the 20th percentile statewide).
2 Below Expectations On average, students’ AIMS scores are below expected scores based on prior achievement, student & classroom characteristics (95% statistical con!dence that average growth is below the statewide average).
3 Expected Growth (Average/Typical)
On average, students’ AIMS scores are not statistically different from expected scores based on prior achievement, student & classroom characteristics.
4 Above Expectations On average, students’ AIMS scores are above expected scores based on prior achievement, student & classroom characteristics (95% statistical con!dence that average growth is above the statewide average).
5 Well Above Expectations
On average, students’ AIMS scores are above expected scores based on prior achievement, student & classroom characteristics (95% statistical con!dence that average growth is above the 80th percentile statewide).
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Designation Ineffective Partially Effective Effective 1 Effective 2 Highly Effective
REIL Growth Composite Rating
12345
1 2 3 4 5
Small Group Calibration Exercise
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Merging Observation
student academic progress...
&Thursday, September 13, 2012
Determining tool
&scale for observation
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Selecting measures
&calculations for student growth
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Appropriatevaluesin
establishingeffectiveness
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ObservationInstrument
Quantitative MeasuresDetermining Model for OverallEffectiveness
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MCESA Tools
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Thursday, September 13, 2012
ObservationCycle
4 +16 + 2 = 22Thursday, September 13, 2012
Unadjusted Rubric Weights Within REIL LOI
Learning Community18%
Content23%
Formative Assessment14%
Instructional Strategies27%
Learner Engagement18%
Thursday, September 13, 2012
Unadjusted Rubric Weights Within REIL LOI
Instructional Strategies
Learning Community
Formative Assessment
Content
Learner Engagement
= 4 Element Scores (18%)
= 6 Element Scores (27%)
= 3 Element Scores (14%)
= 5 Element Scores (23%)
= 4 Element Scores (18%)
222120191817161514131211109876543210
Num
ber o
f Ele
men
t Sco
res
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Instructional Strategies
Learning Community
Formative Assessment
Content
Learner Engagement
Content Accessibility20%
Conceptual Understanding
20%Connections to
Content20%
Task Analysis40%
Content Element WeightsRubric Weights
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Thursday, September 13, 2012
Thursday, September 13, 2012
Thursday, September 13, 2012
evaluatorsPeer
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ObservationInstrument
Quantitative MeasuresDetermining Model for OverallEffectiveness
Thursday, September 13, 2012
Thursday, September 13, 2012