Allan Odden Strategic Management of Human Capital (SMHC) University of Wisconsin-Madison

Helping Teachers Become More Effective While Measuring

Teaching Effectiveness:Combining Multiple Measures

AASA Webinar, 2011

Allan Odden

Strategic Management of Human Capital (SMHC)

University of Wisconsin-Madison

Overview

1. Prime challenge is to improve student performance

2. Key strategy to attain that goal (the focus of today): talent and human capital management

3. Support tactic for talent management – multiple measures of effectiveness used in new teacher evaluation systems

2

Human Capital Management• Obama and Duncan administration has made improving

teacher and principal talent and their effectiveness central to education reform

• Goal: put an effective teacher into every classroom and an effective principal into every school

• To implement these practices and manage teachers (and principals) around them, develop multiple measures of teacher effectiveness (long-hand for new teacher evaluation systems)

• New NEA and AFT policies that allow use of student data in teacher evaluation– Extract such measures from teacher improvement systems

• Scores of states and districts working on this issue• These issues also central to ESEA reauthorization

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Core Elements of the Strategy

• Multiple Measures to Evaluate Teachers and Assess Teaching Effectiveness1. Measures of instructional practice – several systems

2. Indicators of impact on student learning

• Use of those measures:a) In new evaluation systems, for teachers and principals

b) For tenure

c) For distributing and placing effective teachers

d) For dismissing ineffective teachers

e) For compensating teachers

4

Current Teacher Evaluations Useless• Find 99+% of teachers satisfactory, accomplished, or

outstanding• Even when student performance is dismal• Rarely use specific teaching standards and scoring

rubrics with trained assessors• Until recently, did not include evidence of impact on

student learning• Neither valid nor reliable; cannot be used for

consequential decisions for teachers• Viewed as “waste of time” by teachers &administrators

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New Directions in Teacher Evaluations

• So now there is a major nationwide push to change teacher evaluation systems

• Desire to use BOTH measures of instructional practice (qualitative) AND indicators of impact on student learning gains (quantitative)

• Widespread support for these new directions • The question is not whether teacher evaluation will

change but how it will be changed

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Teacher Evaluation

Two major pieces of the evaluation:1. Qualitative Measures of instructional practice – Danielson

Framework, INTASC, Connecticut BEST system, CLASS, PACT, National Board, the new North Carolina system – see Milanowski, Heneman, Kimball, Review of Teaching Performance Assessments for Use in Human Capital Management, 2009 at www.smhc-cpre.org and go to resources

2. Quantitative Measures of impact on student learning:a. Primary model at the present time is value added using end of year state

summative testsb. Additional proposal is to use interim-short cycle (every 4-6 weeks)

assessment data, aligned to state content standards, that show student/classroom growth relative to a normed (national or state?) growth trajectory

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http://www.smhc-cpre.org/download/69/

http://www.smhc-cpre.org/download/69/

http://www.smhc-cpre.org/

Measuring Educator Effectiveness



Specifically, focus on short-cycle assessments

Combining Multiple Measures of Teaching Performance

• Standard Prescription: Instructional practice measure (e.g., teacher

evaluation ratings) + Gain, growth, or value-added based on state standards-based assessments

• But:– Practice ratings and assessment gain, growth, or

value-added don’t measure the same thing; measurement error sources are different and don’t cancel

– Gain, growth, or value-added on state assessments are of limited use for teacher development

Advantages of Adding Short-cycle Assessments to the Mix

1. For teacher development: – Because such assessments are frequent, teachers get feedback

that they can use to adjust instruction before the state test – Teachers can see if student achievement is improving, and if

assessments are linked to state proficiency levels, whether students are on track to proficiency

2. For teacher accountability: – More data points allow estimation of a growth curve – The growth curve represents learning within a single school year;

no summer to confuse attribution– The slope of the average growth curve or average difference

between predicted end points provides another indicator of teaching effectiveness

– Combining with growth, gain, or value-added based on state assessments provides multiple measures of productivity

– If linked to state assessments, can predict school year proficiency growth

What Short Cycle Assessments Show

Issues in Combining Practice & Student Achievement Measures

• Models: Report Card, Compensatory, Conjoint

• When Combining Need to Address:– Different Distributions, Scales and Reference

Points– Weighting in Compensatory Models

• Equal• Policy• Proportional to reliability

Report Card Model

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Performance Domain

Performance Dimensions

Score Levels Requirement for Being Considered Effective

Instructional Practice

Planning & Assessment Classroom Climate Instruction

1-41-41-4

Rating of 3 or higher on all dimensions

Professionalism CooperationAttendanceDevelopment

1-41-4 1-4

Rating of 3 or higher on all dimensions

Student Growth, Gain, or VA on State Assessments

MathReading/ELAOther Tested Subjects

Deciles or Quintiles in state/district distribution for each subject

Being in the 4th Decile or 3rd Quintile or Higher for All Tested Subjects

Student Growth on Short Cycle Assessment

MathReading

Avg. Growth Curve Translated into Predicted State Test Scale Score Change

Predicted Gain Over Year Sufficient to Bring Student from Middle of “Basic” Range to “Proficient”

Scales, Distributions, & Reference Points for Value-Added vs. Practice

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Putting Practice Ratings andStudent Achievement on the Same Scale

Emerging Practice: Rescale growth, gain or value-added measure to match the practice rating scale – Standardize and set cut-off points in units of

standard error, standard deviation or percentiles

Category In S.D. Units PercentilesDistinguished (4) >1.5 S.D. Above Mean 70th +

Proficient (3) +/- 1.5 S.D. Around Mean 30th to 69th

Basic (2) 1.51 - 2 S.D. Below Mean 15th to 29th

Unsatisfactory (1) > 2 S.D. Below Mean Below 15th

Compensatory (Weighted Average) Model for Combining Performance Measures

Dimension Rating Weight Product

Growth, Gain, Value-Added on State Test

2 25% 0.50

Growth as Measured by Short-Cycle Assessment

3 25% 0.75

Practice Evaluation 4 50% 2.00

Total 3.25

1.0-1.75 = Unsatisfactory, 1.76-2.75 = Basic, 2.76-3.75 = Proficient, 3.76 += Distinguished

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Conjoint Model for Combining 2 Measures

Student Outcome Rating

TeachingPractice

1 2 3 4

4 = Advanced

2 2 3 4

3 = Proficient

2 2 3 4

2 = Basic 1 2 2 3

1 =Unsatis- factory

1 1 1 2

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Conjoint Model for Combining 3 Measures

To Get aSummary Rating of

Need Scores of at Least:

4 4 on two measures and 3 on the other

3

2 on the practice measure and 4 on both the student achievement measures- or - 3 on the practice measure and 3 on at least one of the student achievement measures

2 2 on the practice measure and 2 on either of the student achievement measures

1 1 on the practice measure and 1 on either student achievement measure

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Educating Our Children, Engaging Our Parents, Empowering Our Schools

Teacher Evaluation in Tennessee

From Race to the Top to First to the Top


Evaluation Evaluation

The ultimate goal of all teacher assessments and evaluations should be…

TO IMPROVE TEACHING AND

LEARNING


First to the Top Law on Evaluation• Requires annual evaluation of all teachers and principals

• 50% student achievement data: 35% TVAAS where available, 15% other objective measures

• 50% other qualitative data include: Review of prior evaluations

Personal conferences re: strengths, weaknesses and remediation

For teachers, classroom or position observation followed by written assessment

For principals, additional criteria pursuant to their employment contract


General Guidelines

• Evaluations will be used to inform human resource decisions, including but not limited to:

Tenure and dismissal Compensation Assignment and promotion Hiring Professional development

• LEAs may develop alternative evaluation procedures which must be approved according to policies and rules adopted by the SBE.


Categories of EducatorsTeachers with TVAAS data

Teachers without TVAAS data

untested subjects

untested grades

Library Information Specialists

Special Groups

Principals

counselorssocial workers

non-classroom educators

assistant principals

Not included in TEAC authority: central office staff


Criteria for Evaluations


50% Quantitative Data

Teachers35% Student Growth• TVAAS where available• School-wide TVAAS for all other

teachers• Developing alternative growth

measures for non-tested subjects/grades

15% Student Achievement• Selected from “menu of options”

adopted/approved by SBE

Principals

35% Student Growth• School-wide TVAAS

15% Student Achievement• Selected from “menu of options”

adopted/approved by SBE


Growth Measures for Non-tested• TDE convened educator workgroups in 12 areas of non-

tested subjects and grades.

• Teams provided recommendations in February 2011.

• All recommendations are being vetted by the TDE and a technical advisory committee to determine validity, reliability and feasibility.

• Until such measures are available, educators in non-tested subjects and grades will be evaluated using a TVAAS composite score for the growth component.


15% Student Achievement

• For the 15% achievement portion of the teacher evaluation, the State Board approved a menu of options from which teachers may choose, in cooperation with their administrator, by October 1.

• The chosen measures should reflect the educator’s primary responsibility as directly as possible.

• Top 3 quintiles may use TVAAS score.

• Measures are under review for appropriateness and scalability.


Qualitative Appraisals• For teachers the qualitative appraisal

instrument must address the following domains: Instruction Planning Environment Professionalism

• For principal/assistant principal the qualitative appraisal instrument will be based on Tennessee Instructional Leadership Standards (TILS).


Outlining the process• TDE to provide user-friendly, manageable forms to document

observations and personal conferences

• Future goal: all forms and data entry will be done electronically

• Minimum 4 observations for professional licensed teachers (2 -semester)

• Minimum 6 observations for other licensure categories (3-semester)

• Feedback from observation visits:

Detailed feedback, highlighting areas of strength and refinement

At least ½ of all observations must be unannounced

Written feedback within a week

In-person debrief scheduled within a week


Category 35% Student Growth 15% Student Achievement

50% Other Mandatory Criteria (Minimums)

Teachers with TVAAS

Individual TVAAS score Menu of options; top 3 quintiles may use TVAAS score

Multiple sources; 4 observations for professional licensed, 2/semester, minimum 60 minutes annually; at least half unannounced

Teachers without TVAAS

School-wide value-added; other identified or developed measures

Menu of options; top 3 quintiles may use TVAAS score or growth score

Multiple sources; 4 observations for professional licensed, 2/semester, minimum 60 minutes annually; at least half unannounced

Apprentice Licensed Teachers

Individual TVAAS scores TVAAS composite; other identified or developed measures

Menu of options; top 3 quintiles may use TVAAS score or growth score

Multiple sources; 6 observations, 3/semester, minimum 90 minutes annually, (also other non-professional licenses)

Principals, Assistant Principals

School-wide value-added

Menu of options; top 3 quintiles may use TVAAS score

Multiple sources; 2 onsite observations; qualitative appraisal based on TILS, review of teacher evaluation quality; surveys

Special Groups School-wide value-added; menu of options; other identified or developed measures

Menu of options Multiple sources; 4 observations, 2/semester, minimum 60 minutes annually; at least half unannounced

Guidelines for the Evaluations


Evaluations will differentiate educators into five effectiveness groups:


State Model

• The Tennessee Educator Acceleration Model (TEAM) has been adopted as the state evaluation model.

• TEAM utilizes the TAP rubric for observations.

• TEAM observers must complete a four-day training session and pass an online test to be certified as observers.


Other Evaluation ModelsAlternative evaluation models developed and adopted:•Memphis—Teacher Effectiveness Measure (Gates supported based on IMPACT model)

•Hamilton County—Project COACH

•Association of Independent and Municipal Schools (AIMS)—Teacher Instructional Growth for Effectiveness and Results (TIGER)


Evaluation Appeals Process

Teachers may appeal:

1)Accuracy of data used in evaluation

2)Adherence to evaluation policies adopted by SBE


Three-step process:

1) 15 days to appeal to evaluator, who has 15 days to issue decision in writing

2) 15 days to appeal to director of schools or designee, who has 15 days to issue a written decision

3) 15 days to appeal to school board (final step), which has 30 days to conduct a hearing and 30 days to render a

decision

Evaluation Appeals Process

Short Summary

State Action

• More than half the states have enacted legislation changing how teachers are evaluated

• All require a combination of indicators including:– Measures of instructional practice– Student achievement data

• State accountability test data• Other test data, that usually can include short cycle

assessment data– Short cycle can comprise up to 35% of the data

on student learning, so are important options

Advantages of Short Cycle Data

• Multiple kinds:– Renaissance Learning STAR assessments

• online administration for immediate feedback, can be administered monthly, online instructional help

– Several others – AIMS Web, NWEA Map, etc.• Designed in the first instance to help teachers

improve their instructional practice• Gives formative feedback during the year on

how the class is doing• So short cycle assessments, designed to help

teachers be more effective, can now also be used to measure teacher effectiveness

Contact InformationDr. Allan Odden, University of [email protected]@wisc.edu

Dr. Damian Betebenner, Center for Assessment [email protected]

Al Mance, Tennessee Education [email protected]

mailto:[email protected]




Documents

Allan Odden Strategic Management of Human Capital (SMHC) University of Wisconsin-Madison