MPS Teacher Evaluation System Design and Implementation Update

Board of Education Presentation: March 13, 2012

Overview

• Context review

• Progress update

• Lessons learned

• Next steps

• Summary

Strengthening teacher effectiveness

• 2008: Strategic plan adopted

• 2010: Design process launched

• 2010-present: Many partners involved, including: – “Think Tank”

– Outside expertise

• 2011: Legislature mandated comprehensive teacher evaluation systems

Goals of teacher evaluation

• Focus and align all district and school work on needs of students • Create a professional culture of respect and trust

• Continuously improve teaching to increase student achievement

• Engage teachers in reflective practice to improve student learning • Increase and strengthen instructional leadership across the district

• Enhance and institutionalize support structures for educators

• Recognize excellence and provide support/intervene if needed

Supporting infrastructure and feedback

• Observations • Student Achievement

Data • Other Measures • Summative Rating

• Communication & Engagement

• Support Structures & Focused Instruction

• IT infrastructure • Training & Certification

• Feedback • Evaluation • Quality Control • Total System Alignment

System Readiness

System Effectiveness

System Design

Teacher evaluation timeline

Design pilot

Partial implementation

for selected teacher groups

Implementation for all classroom

teachers

Full Implementation

for all teacher groups*

2013-2014 Spring 2011 2011-2012 2012-2013

State deadline

for implemen-

tation: 2014-15

*“Teachers” include school psychologists, nurses, physical therapists, guidance counselors, etc.

2011-2012 focus to date

• Common Tool and Process: Identifying and using a common tool

district-wide

• National Best Practice and Research: Learning from other districts’

models

• In-depth Training: All observers must achieve “certification;”

• Observations: Conducting formal observations in all schools:

– All probationary teachers

– All teachers in six Turnaround schools

– Tenured teachers who volunteered from all schools

Engaged participants

• Over 300 post-observation teacher surveys

• 12-15 focus groups/roundtables

• All teachers briefed in August 2011 by principals, supported by Superintendent/MFT president joint video

• Regular website and principal communications to staff

• Monthly Think Tank Group meetings (teachers, principals, district and MFT leadership)

• Monthly Teacher Evaluation Advisory Group meetings (30 teachers)

Observation and evaluation

• Observation

– The act of collecting evidence of a teacher's instructional practice for purposes of evaluation and feedback.

• Evaluation

– The act of assigning a final or summative performance rating.

Certification requirement

Train

Observers learn to collect objective

evidence and align evidence with the rubric

Certify

Observers rate pre-scored videos and must achieve adequate match

with correct scores

Observe

Observers are permitted to

observe and rate teacher practice

YES

NO

Observation certification

Source: Teacher evaluation working team, trained observers as of 2/15/12

Certification with support

29%

85%

56%

14%15%1%

Round 1 Training After additional support

Not yet certified

Conditionally certified

Fully certified

Source: Teacher evaluation working team, trained school leaders as of 2/15/12

% of Principals & Assistant Principals certified

Observations

Approximately 40% of classroom

teachers observed 2011-2012

* Probationary teachers have not yet achieved tenure, which typically takes 3 years Source: Teacher evaluation working team (number of teachers evaluated as of 2/15)

Lessons learned

• Investing in training and certifying observers paid off

• This work requires on-going professional development

• The formal observation process, and teacher evaluation in general, can build trust but also be impeded by a lack of trust across the district

• Teachers can achieve incredible growth in a short amount of time

• Overall, teachers are positive about their experiences being observed and receiving feedback

Observation impact

Source: Post-observation teacher feedback surveys, 2011-12 (n=265)

Observation objectivity

Source: Post-observation teacher feedback surveys, 2011-12 (n=265)

Next steps

Finalize MPS’ Teacher Evaluation System Design

•Revise the rubric and formal observation process

•Finalize formal observation model for classroom teachers

•Define multiple measures including value-added

•Design summative evaluation model

•Design rubrics and processes for non-classroom teachers

More next steps

Develop Supporting Infrastructure and Plan for 2012-2013 Evaluation System Implementation •Develop and implement an online system

•Build additional quality control and inter-rater reliability structures

•Develop communications plan

•Develop and implement professional development

Summary

• A lot has been accomplished and a lot has been learned

• District leadership, principals and teachers are all in this together, learning and adjusting as we go

• Teacher evaluation system is about support and development

• This work will help us: – Target professional development

– Help teachers reflect on and improve their practice

– Deepen and target conversations about improving student achievement