Getting Serious About Teacher Evaluation

Getting Serious About Teacher Evaluation

Dr. Richard Voltz, Associate DirectorIllinois Association of School

Administrators

PERA(Performance Evaluation Review Act)

• Performance Evaluation Reform Act 2010 (PERA)• New evaluations for teachers and principals to address

practice and student performance in an effort to improve student achievement

• Guided by the work of PEAC – Performance Evaluation Advisory Council– 32 representative members P-20– Meet monthly since 2010– State Models and Guidance for Districts– Open Meetings– Website Info

Two Parts

Teacher Practice Student Growth

Two Parts

Teacher Practice Student Growth

50% to 75%

50% to 25%

The Danielson Frameworks For Teaching is the State MODEL for the professional practice part of

the new performance based teacher evaluation system.

Shall be research based rubric

Shall consider the relative importance of the various components…

Goal is teacher improvement

NOT

Law requires

• Tenured Teacher– One Formal and One Informal

• Non-tenured Teacher– Two Formals and One Informal

Multiple Observations followed by reflective conversations builds trust and improves teaching.

Teacher evaluation in your school district needs to move from

“compliance” to an “intellectually engaging improvement experience?”

Classrooms need to look like this…

Not this…

Teacher evaluators need more training

• Simple Growth Model - Measures difference in student attainment over time.

• Value-Added Model - Measures difference in student attainment over time, controls for stable student factors (e.g. race, SES)

Common Approaches To Measuring Student Growth

At least one Type I or Type II assessment

At least one Type III assessment

Type I

A reliable assessment that measures students in the same manner with the same potential assessment items, is scored by a non-district entity, and is administered beyond Illinois. (Norm-referenced)

Type II

Developed, adopted, approved, & utilized district-wide(example: District-wide Algebra test)

Type III

Rigorous, aligned with the course curriculum. The evaluator & teacher determine measures of student learning. (Classroom Test, portfolios)

Must have one from Type I or Type II and one from Type III

Student growth is“Demonstrable change in a

student’s learning between two or more points in time.”

Who decides?

• District PERA Joint Committee decides metrics & targets for teachers, including subgroups (ELL, etc)

• Evaluator and Principal agree upon metrics & targets for principals.

Questions about student growth

• What assessments will you choose?• How will you measure core (tested) courses?• How will you measure non-tested areas?• If you use a portfolio, what is the rubric?• What happens with co-teaching?• What is the appropriate attendance/class time to consider?• What if a students changes sections?• How does block scheduling fit?• What is the minimum number of students?• What is the target growth?• How do the 4 ratings fit into the scheme of student growth?

Scoring

• Important part of the process• WARNING – do not give the “ship” away

Default vs. Negotiate

Only student growth has default provision

Implementation Dates

• 2016-17 for top 80% NCLB scoring districts• 2015-16 for bottom 20%• Districts lower than 5% and volunteer districts

have already implemented• CPS has implemented

Important Documents

• Teacher Collective Bargaining Contract• Teacher Evaluation Plan• RIF Joint Committee Document• PERA Joint Committee Document• District Work Rules• School Board Policy Document• Part 50 Rules (138 Shall’s)

Dr. Voltz’s Evaluation Protocol6 Steps To Success

Step 1Concentrate on the correct

Domain/Component

Look for “Engaged Learning Evidence”

Step 2Get Buy-In On The Process

Involve teacher leaders on all training and discussion concerning

teacher evaluation.

Concentrate on Improving Teaching Not Rating Teaching

Couple teacher evaluation with

professional development

Step 3Change the Focus

First Observe the Student Then The Teacher

Step 4Observe

More

Teacher evaluation based on infrequent, announced classroom visits is

inaccurate, ineffective, and dishonest.

Teacher evaluations typically look like this...

Each teacher teaches 900 lessons per year, 1,800 for two years

Instead it should

look like this.

It needs to look more like a Gallop Poll, random and 10 times per cycle.

Step 5“Reflection is

Key”

We learn by thinking

about what we do.

Reflective Conversations are the most important part of the teacher

evaluation process.

Step 6Know When to Play

the Proper Role

When to Coach?When to Mentor?

When to Tell?

My Predictions

Use of Video for Teacher Observations

WARNING:District should/shall discuss use

of videos for classroom observation with Joint

Committee

Peer Evaluators to provide input

Student Input

rvoltz@iasaedu.org

www.richvoltz.edublogs.org