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7/30/2019 READY Initiative in NC Ppt
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NORTH CAROLINA
Educator Effectiveness Update
ROCKINGHAM COUNTY SCHOOLS
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Getting Students READY
The central focus ofREADY isimproving student learning ...
by enabling and ensuringgreat teaching.
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New StandardCourse of Study
Balanced Assessment System
New AccountabilityModel
Strong Leaders
A Fair Evaluation System
Support in Low-AchievingLEAs and Schools
Improved Supply of Teachers
Tools and Training to
Improve Practice
PROJECTMAP
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What is our goal?
StudentReadinessAchievementand growth forall students
GreatTeachersand LeadersAn effectiveteacher in everyclassroom andleader in everyschool
Before Teachingand LeadingDevelop effective teachers andleaders in preparationprograms
During Teaching
and LeadingUse meaningful evaluation andprofessional development toincrease effectiveness ofteachers and leaders
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Why educator effectiveness?
So why is the State focusing on educatoreffectiveness in the face of so many otherchanges?
NC is implementing a new curriculum, new assessments, newtechnology tools to improve instruction, new ways of engagingstudents, and the list goes on
Because all our efforts in other areas depend on an effectiveteacher in every classroom and an effective leader in every schoolbuilding.
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Why educator effectiveness?
Every student in North Carolina deserves an
effective teacher in all courses and grades.
The work around educator effectiveness, including the Measures ofStudent Learning, is grounded in the belief that:
Our students need to learn all of the standards in the NorthCarolina Standard Course of Study in order to be READY for theirfutures.
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Why educator effectiveness?
Every teacher in North Carolina deserves
feedback on the growth of their students.
In order to increase their effectiveness, teachers need access tohigh-quality data.
Its not about firing our way to a better teaching force. Its aboutcreating a system that:
Identifies the strongest teachers so that we can all learnfrom them, and
Identifies those teachers who need additional supportand targets that support to their needs
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Educator EffectivenessPolicies
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Big Question:
What is the bestapproach to
Educator Evaluationand how do we get
NC there?
How do we get there?
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Evaluation Tools
Standards 1-5
Some Assessmentsto Measure Growth
Standard 8Standards 1-7
End of Grade
End of CourseVoCATs
Standard 6
End of GradeEnd of CourseVoCATs
From the MET
ObservationToolsAssessments to
Measure GrowthStudent Survey
ExploringPiloted in 47 LEAs in
2011-12
What We Have
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What do we need?Standard 6 and 8
We need a state-adopted growth modeland a fair 6 & 8 rating strategy
StatusWe need an overall method to determineeducator effectiveness status
Measures of Student Learning (MSLs)For those grades and subjects that are currently non-tested, we need ways to measure growth
Observation + Other Measures
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Standards 6 & 8 The Basics
Teachers
1 65432Demonstrate
LeadershipEstablish
EnvironmentKnow
ContentFacilitateLearning
Reflect onPractice
Contributeto Academic
Success
Principals (and other Administrators)
1 65432 7 8Strategic
LeadershipInstructional
LeadershipCultural
LeadershipHuman
ResourceLeadership
ManagerialLeadership
ExternalDevelopment
Leadership
Micro-political
Leadership
AcademicAchievement
Leadership
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Growth Model
Teachers
Principals6
Contributeto Academic
Success
AcademicAchievement
Leadership8Academic
AchievementLeadership
Standard 6 and 8are measures of
Growth
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Growth Model
Teachers
Principals6
Contributeto Academic
Success
AcademicAchievement
Leadership8Academic
AchievementLeadership
We will use
Educator Value-AddedAssessment System
EVAAS
for standards 6 & 8 when possible
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Growth Model
Teachers
Principals6
Contributeto Academic
Success
AcademicAchievement
Leadership8Academic
AchievementLeadership
How do Value-Added models work?They measure growth by predicting how well a student willdo on an assessment.
How do they predict how wellthe student will do?They look at previous test scores and estimate how wellthe student should do at the end of the year.Every student must grow based on where they start.
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Ratings
Teachers
Principals6
Contributeto Academic
Success
AcademicAchievement
Leadership8Academic
AchievementLeadership
How will the ratings onStandards 6 & 8 work?
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Principal Rating Categories
Principals
5 Rating CategoriesNot Demonstrated
Developing
Proficient
Accomplished
Distinguished
3 Rating CategoriesDoes not Meet Expected Growth
Meets Expected Growth
Exceeds Expected Growth
1 65432 7InstructionalLeadership CulturalLeadership HumanResourceLeadership ManagerialLeadership ExternalDevelopmentLeadership Micro-politicalLeadershipStrategicLeadership 8Academic
AchievementLeadership
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Teacher Ratings Categories
Teachers
1 65432DemonstrateLeadership EstablishEnvironment KnowContent FacilitateLearning Reflect onPracticeContribute
to AcademicSuccess
5 Rating CategoriesNot Demonstrated
Developing
Proficient
Accomplished
Distinguished
3 Rating CategoriesDoes not Meet Expected Growth
Meets Expected Growth
Exceeds Expected Growth
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Ratings
Teachers
1 65432DemonstrateLeadership EstablishEnvironment KnowContent FacilitateLearning Reflect onPracticeContribute
to AcademicSuccess
5 Rating Categories 3 Ratings Categories
Why the difference?
Identifying only three rating categories on standard 6& 8 improves certainty of categorization.
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Teacher Ratings in 2011-12
School-wideEVAAS Growth
TeacherEVAAS Growth
70% 30%Weighted Average
Yearly Rating
Does not MeetExpected GrowthMeets Expected GrowthExceeds Expected Growth
Why is school-wide EVAAS growth included?
To encourage collaboration and collectiveownership of overall outcomes.
Note: In 2011-12, teachers without individual EVAASgrowth will have school-wide growth for Standard 6.
6
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Teacher Ratings in 2011-12
Yearly Rating
Does not MeetExpected GrowthMeets Expected GrowthExceeds Expected Growth
Sixth standard ratings available in two locations:
Rating only will be back-populated into the McRELtool and available to see on the 2011 2012 summaryrating formsRating and component data available in EVAAS
6 Teacher-level EVAAS reports available atend of September 11 (estimated)Teacher sixth standard ratings available at
end of September
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Teacher Ratings in 2012-13
School-wideEVAASGrowth
TeacherEVAASGrowth
Weighted Average
Yearly RatingDoes notExpected GrowthMeets Expected GrowthExceeds Expected Growth
6StudentSurveys(?)
2012 2013 is the first year of data for all teachers andschool administrators who have their own data
Possible additionalelement
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Principal RatingsRationale - MET Research - Standard 6 & 8 - Status - Support
Standards 8 rating will be determined usingschool-wide EVAAS growth
School-wideEVAASGrowth
Yearly Rating
Does not MeetExpectationsMeets Expected GrowthExceeds Expected Growth
8
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RatingsRationale - MET Research - Standard 6 & 8 - Status - Support
1 65432DemonstrateLeadership EstablishEnvironment KnowContent FacilitateLearning Reflect onPracticeContribute
to AcademicSuccess
1 65432 7 8Strategic
LeadershipInstructional
LeadershipCultural
Leadership
HumanResource
Leadership
ManagerialLeadership
ExternalDevelopment
Leadership
Micro-political
Leadership
AcademicAchievement
Leadership
Teachers
Principals
Key Note on RatingsEvery educator is evaluated every yearEach standard and rating stands on its own(1 out of 6, not 1/6)Ratings are used to create professional development plans each yearRatings are used to determine status
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StatusRationale - MET Research - Standard 6 & 8 - Status - Support
What is the differencebetween Ratings andStatus?
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StatusRationale - MET Research - Standard 6 & 8 - Status - Support
Ratings StatusTeachers
6 separate ratings to help
teachers grow each yearPrincipals
8 separate ratings to helpprincipals grow each year
A single overall status
that is determined once aprincipal or teacher hasthree years of growth datato populate 6 or 8
Categories for Status
In Need of Improvement
2.Effective
3.Highly Effective
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Status and Standard 6 & 8Rationale - MET Research - Standard 6 & 8 - Status - Support
An educator receives aneffectiveness status only once she has 3
years of data onStandard 6 or 8
A 3-year rolling average of growth
data from standard 6 or 8 is used as partof determining overall status
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3-Year Rolling Average
6 6Contributeto Academic
Success
Contributeto AcademicSuccess6
1.9 + -2.5 + 1.2
1.9MetExpectedGrowth
-2.5Did not meetExpectedGrowth
1.2MetExpectedGrowth
Rating from2012 - 2013
Rating from2013 - 2014
Rating from2014 - 2015
Standard Standard Standard
3
= .2Met Expected Growth
3- year average rating onstandard 6 fordetermining status
Note:A similar methodology applies to principals as well.Note:The values above represent values from the MRM model in EVAAS.
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Three Years of Data
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Any three years of data attributable to a teacher orprincipal will be combined and used:
Any grades
Any subjectsAny schoolsAny districts
The three years of data do not start until they arespecific to that teacher and his or her students
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StatusRationale - MET Research - Standard 6 & 8 - Status - Support
So once a educator has a
three-year average ratingfor Standard 6 or 8, how
is status determined?
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StatusRationale - MET Research - Standard 6 & 8 - Status - Support
The Three Status Categories are
In Need of Improvement2.Effective
3.Highly Effective
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Copyright 2010, SAS Institute Inc. All rights reserved.
Making Data Work for Kids:EVAAS Teacher Reports
October 2012
SASEVAASfor K-12
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Copyright 2010, SAS Institute Inc. All rights reserved.
Why should you care about your EVAASTeacher Value Added Report?
Beginning with your 2013 report, it becomes part of yourevaluation.Standard 6 Teachers contribute to the academic success oftheir students. (Measurable Progress)Standard 4 Teachers facilitate learning for their students
Teachers plan instruction appropriate for their studentsUse data for short and long range planning
Standard 5 Teachers reflect on their practice.Teacher analyze student learning.
But your report is not just an evaluation component. It isalso a powerful tool for improving your effectiveness as a
teacher. So why else should you care?
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Copyright 2010, SAS Institute Inc. All rights reserved.
Effectiveness Categories
0.0
Index is equal to or greater than a-2 but less than +2
Index is 2
or higher
Index is less than -2
State Growth Standard/State Average = 0.0
Standard Error = a measure of uncertainty
Usually, the more data you have, the smaller the standard error.
Index = Teacher Estimate divided by its Standard Error
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Copyright 2010, SAS Institute Inc. All rights reserved.
EVAAS Teacher Value Added Report
Rules of Effectiveness Level Determination
Exceeds Expected Growth: Teachers whose students are making substantially more
progress than the state average (the teacher's index is 2 or greater).Meets Expected Growth: Teachers whose students are making the same amount ofprogress as the state average (the teacher's index is equal to or greater than -2 but lessthan 2).
Does Not Meet Expected Growth: Teachers whose students are making substantially lessprogress than the state average (the teacher's index is less than -2).
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Copyright 2010, SAS Institute Inc. All rights reserved.
EVAAS Teacher Value Added Report
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Copyright 2010, SAS Institute Inc. All rights reserved.
Student Teacher Linkages
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Copyright 2010, SAS Institute Inc. All rights reserved.
EVAAS Student Report
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EVAAS T h Di ti R t
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Copyright 2010, SAS Institute Inc. All rights reserved.
EVAAS Teacher Diagnostic Report
EVAAS T h Di ti R t
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Copyright 2010, SAS Institute Inc. All rights reserved.
EVAAS Teacher Diagnostic Report
U d l i Phil h
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Underlying PhilosophyAll students deserve opportunities to make appropriateacademic progress every year.
There is no one size fits all way of educating students whoenter a class at different levels of academic achievement.Adjustments to instruction should be based on the academicattainment of students, not on socio-economic factors.Given reliable information on past effectiveness, educatorscan make appropriate adjustments to improve student
opportunities."What teachers know and can do is the most importantinfluence on what students learn." (National Commission onTeaching and America's Future, 1996)One of the most important things educators can know is who
they are effective with and who they are not.