Brenda Burrell, Ph.D. , Paul M. Bole , Ed.D . Janice Janz , Ph.D , & Richelle Voelker , M.Ed.

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Constructing Authentic and Meaningful Assessment Systems for Measuring Teacher Effectiveness and Student Achievement. Brenda Burrell, Ph.D. , Paul M. Bole , Ed.D . Janice Janz , Ph.D , & Richelle Voelker , M.Ed. University of New Orleans (UNO) Kristin A. Gansle , Ph.D. - PowerPoint PPT Presentation

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Constructing Authentic and Meaningful Assessment Systems for Measuring Teacher Effectivenessand Student Achievement

Brenda Burrell, Ph.D. , Paul M. Bole , Ed.D. Janice Janz, Ph.D, & Richelle Voelker, M.Ed.University of New Orleans (UNO)

Kristin A. Gansle, Ph.D.Louisiana State University (LSU)

Contribute to the national discussion of the accountability for student learning THROUGH EFFECTIVE TEACHER PREPARATIONS

PurposeAssessmentDemand for accountability

Opportunity to examine the relationship between teaching and learning

Evidence of strengths, needs for improvement, and impact

The processes of teaching and learning stimulate one another.

(Confucius)

Agenda

Louisiana Department of Education LA Teacher Preparation Program (TPP) AssessmentValue-Added Teacher Evaluation ModelData and Results

UNO Collaborative Redesign ProjectCollaborative ProcessesResults: In-ProgressSubsequent Plans

Conversations with ColleaguesDiscussion QuestionsOpen Discussion

Louisiana Metrics OF Teacher Preparation Program Effectiveness Incorporating Student Achievement

Kristin A. Gansle , Ph.D.Louisiana State University (LSU)

LA Teacher Preparation Program (TPP) Assessment 2000-2001 & FollowingHow to measure our program completers success in terms of the achievement of their students?

Especially important given statewide redesign of academic programs including SpEd by TPPs

BoR (Jeanne Burns), Blue Ribbon Commission, LSU (George Noell, Kristin Gansle)

Have been using Value-Added metrics to evaluate TPPs since 2003What Do We Do?Predict achievement of individual students based on prior achievement, demographics, and attendance (using State achievement tests: HLM, mean approx 300, sd approx 50)Assess actual student achievementLink the difference between predicted achievement and actual student achievement to their new teachers and the TPPs that taught themAct on results Predictors for LDOE Value-AddedTeacher Evaluation Model (Current Model)Prior Student AchievementAttendanceGifted ClassificationFree/Reduced Lunch StatusSection 504 StatusDisability StatusDiscipline Records

Retained students are included in the analysis8

Value-Added Model

State Achievement Tests (Math, Science, Social Studies, Reading, & Language Arts - Grades 4-9)New Teachers: 1st and 2nd year teachers with regular certificatesTeaching within area of certificationFull academic year with their studentsExperienced Teachers:3rd or subsequent year teachers with regular certificates Teaching within area of certificationEach year: all districts, 250,000 students, 7000+ teachers, 1300+ schools9Data We Provide to TPPs(October, 2006) By content areas (Reading, Mathematics, Science, Social Studies, English/Language Arts)

(March, 2011) By certification/grade spans within content areas (Grades 1-5, Grades 4-8, Grades 6-12, & Special Education)

(Fall, 2011) By student performance subsets within content areas (Low, Middle, and High)By special education status (yes/no) for student groupsBy free lunch status (free lunch/pay own lunch)By LEP status

Data We Provide to TPPs(continued)(Fall 2011) Deidentified individual teacher data for programsValue-Added Score for each teacherMean content standards scores from standardized testing program (LEAP, iLEAP) for ELA, Math, Reading, Science, Social Studies

What does that look like?Overall ResultsoverallcontentNmean effectsemELA751.00.7Mathematics1035.10.9Reading48-2.20.9Science882.71.0Social Studies660.71.7

FOR ADDITIONAL INFORMATION

Kristin A. Ganslekgansle@lsu.edu

Jeanne M. Burnsjeanne.burns@la.gov

George H. Noellgnoell@lsu.edu

http://regents.la.gov/value-added-teacher-preparation-program-assessment-model/13Certification EndorsementsElementary GradesMiddle SchoolSecondary GradesSpecial Educationcontentnmean effectsemnmean effectsemnmean effectsemnmean effectsemELA42-0.81.1303.11.641-1.01.1121.22.8Mathematics471.41.3694.21.2283.81.3121.01.8Reading40-0.60.983.22.993.02.683.72.9Science38-1.61.1402.51.620-0.41.35-2.91.9Social Studies35-2.71.7102.04.2194.13.25-5.14.2Achievement BandsLowest 25%Middle 50%Highest 25%contentnmean effectsemnmean effectsemnmean effectsemELA25-4.71.7341.01.021-2.21.2Mathematics24-5.21.9312.11.221-0.61.5Reading17-1.81.6240.30.917-0.20.9Science27-2.41.0290.01.119-0.91.2Social Studies30-0.91.5370.01.425-0.12.1Free Lunch/Not SpEd/no SpEdFree LunchPaid LunchSpecial EducationNo Special Education Servicesnmean effectsemnmean effectsemnmean effectsemnmean effectsemELA50-0.50.8471.30.7400.31.444-1.30.9Mathematics40-1.41.0312.01.120-1.21.145-1.91.1Reading34-1.90.7431.50.817-0.91.538-2.10.9Science38-0.21.0380.80.8231.01.0320.31.0Social Studies45-1.41.1400.71.029-0.81.540-1.51.1Deidentified Data in Excel FileTPPs Can Use as They Wish

UNO: program data

Brenda Burrell, Ph.D. Paul Bole, Ed.D. Janice Janz, Ph.D. & Richelle Voelker, M.Ed.University of New Orleans (UNO)

Collaborative ProcessesAnalyzing and synthesizing professional standards and literature Interviews, surveys, and discussions with multiple and diverse stakeholders

Individual and committee design and development work sessions

Results: Work In-ProgressResponse to Louisiana TPP AssessmentConstructive Principles Concordance of Professional Standards Revised Conceptual FrameworkAnswers to Key Questions: Perspectives

Response to LA TPP AssessmentConcerns/OpportunitiesSchool administrators may not know what to look for when observing special education instruction

Potential StrategiesProvide professional development opportunities for school leadership personnel

Develop guidelines aligned with research based special education practices

Response to LA TPP AssessmentConcerns/OpportunitiesIt may be difficult to determine how to assign effectiveness scores to special education teachers working in inclusive settings

Teachers in high-need schools may not be rated similarly as those in more advantaged schools

Potential StrategiesResearch Disseminate findingsMake recommendations Facilitate systemic changes

Response to LA TPP AssessmentConcerns/OpportunitiesIt may be difficult for special education teachers to score highly effective on some elements of the Danielson framework

Some teachers may develop Student Learning Targets (SLTs) that are problematic

Potential StrategiesAdvocate for revised descriptions in rubric to align with special education practices and provide corresponding examples to assist principals when observing effective instructional practices

Review samples of SLTs developed by special education teachers to determine specific issues and develop corresponding training materials

Constructive Principles

Collaboratively DesignedInformed by Multiple and Diverse ResourcesLinked to Professional StandardsUseful for Multiple Assessment PointsYields Data to Inform/Improve Teacher Education

Concordance of Professional Standards

Danielson Framework for Teaching

Council for Exceptional Children (CEC) International Reading Association (IRA)National Council of Teachers of English (NCTE)National Science Teachers Association (NSTA)National Council for the Social Studies (NCSS)National Council of Teachers of Mathematics (NCTM)

Louisiana Components of Effective Teaching UNO Roles and Responsibilities of Teachers

Revised Conceptual FrameworkRoles & Responsibilities of Effective TeachersManage Classroom Contexts/Environments

Design Curriculum and Instruction

Deliver Instruction and Assess Learning

Participate in Professional Responsibilities (e.g., Advocacy, Collaboration, Using Data to Improve Practice)

Answers to Key Questions: PerspectivesQuestionsHow should IHE faculty assess teachers use of evidence-based practices and teacher effectiveness

How should IHE faculty assess program completers impact on student learning and student behavioral progress?Sample ResponsesVideo Sample of Teaching

Surveys/Interviews

Informal Observations

Progress Monitoring

Student Work Samples

Student/Teacher Portfolios Subsequent PlansDevelop our own teacher evaluation rubric

Use same teacher evaluation rubric across concluding semesters of preparation and during initial years of teaching after program completion (induction); using evaluation to provide support

Conduct field testing and research

Make recommendations to the Louisiana DOE regarding rubric currently used for State teacher assessment and/or training provided to evaluators

Conversations with Colleagues

Question: Set 1What data related to teacher effectiveness and student achievement should and can be collected by faculty in teacher education programs?

What data will represent authentic and meaningful measures of academic and behavioral performance and growth of students with high incidence disabilities and is also available to university faculty?

Conversations with Colleagues

Question: Set 2Are administrators and other teacher evaluators sufficiently informed to assess teachers with students with special needs in an inclusive setting or other settings?

What professional development opportunities would be most helpful and how could or should they be delivered?

Conversations with Colleagues

Question: Set 3How can IHEs assess positive teacher impact on students who do not demonstrate academic or behavior progress?

Should teacher performance be aligned exclusively with teacher effectiveness, as indicated by student performance?

Conversations with Colleagues

Open Discussion

Contact InformationUniversity of New Orleans (UNO)Department of Special Educationand Habilitative Services

Brenda Burrell Janice Janzbburrell@uno.edu jgjanz@uno.edu

Paul Bole Richelle Voelkerpbole@uno.edu rvoelker@uno.edu

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