SEPTEMBER 13, 2011THE CITY CLUB OF CLEVELAND

Assuring Highly Effective Teachers for All Ohio Students

TERRY RYANVICE PRESIDENT

OHIO PROGRAMS & POLICYTHOMAS B. FORDHAM

INSTITUTE

Teacher effectiveness matters

“Having a high-quality teacher throughout elementary school can substantially offset or even eliminate the disadvantage of low socio-economic background.”

Stanford economist Eric Hanushek

Improving teacher effectiveness has bipartisan support

“Everyone agrees that teacher evaluation is broken. Ninety-nine percent of teachers are rated satisfactory and most evaluations ignore the most important measure of a teacher’s success – which is how much students have learned.”

U.S. Education Secretary Arne Duncan

Race to the Top

1 of 4 priorities in the $4.35 billion federal RttT competition

Ohio’s application promised a “comprehensive evaluation system that will provide constructive and timely feedback to teachers and principals, serve as a guide to professional development and influence decisions regarding advanced licensure, continuing contracts and removal of ineffective teachers and principals.”

Public attitudes toward tenure and merit pay

Q. Do you favor or oppose offering tenure to teachers across the country?

Q. Do you favor or oppose basing the salaries of teachers around the nation, in part, on their students’ academic progress on state tests?

49% oppose 20% favor 31% no opinion

27% oppose 47% favor 26% no opinion

Source: Education Next-PEPG Survey 2011

District leaders’ opinions

Ohio superintendents support:Getting rid of automatic step increases in teacher

salaries – 7 in 10 said this is very important.Getting rid of provision that “requires a last-in, first-out

approach to layoffs” – important to two-thirds.Laws making it “easier to terminate unmotivated or

incompetent teachers” – 8 in10 say very important.

Source: “Yearning to Break Free: Ohio Superintendents Speak Out,” March 2011

ERIC GORDON CEO

CLEVELAND METROPOLITAN SCHOOL DISTRICT

Assumptions

Teaching is rapidly moving from a “civil service” to a “profession”

Current evaluation systems were designed using civil servant models

There is agreement that evaluation systems need to improve

The question is how to create fair systems of evaluation

Challenges

What data and information are appropriate and necessary for a teacher’s evaluation, and to what degree?

In what ways should teacher quality influence assignments, layoffs, compensation, employment and promotion?

Need for valid and reliable data about student growth to inform decisions

Cleveland’s current work

Developing a new teacher development and evaluation system based on Danielson model and work out of Pittsburgh

Includes: multiple measures announced and unannounced visits short walk-throughs examination of student and teacher work use of data

Implementing in 24 schools this year

Core elements

Rubric basedFour rating levelsCommitment to use of multiple valid and reliable

growth measures, where it is availableDesigned to inform professional developmentMeant to build upon and expand existing Peer

Assistance and Review program

Urgency of the work

Part of CMSD’s Race to the Top work; complete design and implementation due 2013-14

Urgently need better evaluation and development of teachers and all professional employees

Making employment decisions; need to get it right

MIKE MILESSUPERINTENDENT

HARRISON SCHOOL DISTRICT 2 COLORADO

S E P T E MBE R 2011 - O V E RV I E W

The Harrison E&R Plan

Evaluation

Aligned PD

PLCs

Use of Data

Leadership

Instructional Leadership

Compensation

Systemic Factors

Instructional

Feedback

Curr. Align.

Principal Review

District Review

in thousands of dollars

The E&R Scale

Novice MasterI II I II III I II

35 38 40/ 44 48 54 60 70 80 90

Progressing ExemplaryProficient

Teacher Evaluation

EffectivenessPerformance Achievement+ =

Quality of instruction Student engagement Effective strategies and

practices Curriculum alignment Classroom management Other criteria

Measures of student achievement (CSAP, District common assessments, constructed responses, etc.)

School performance on CSAP

Teacher’s individual student achievement goal

Achievement Templates

Part Type Subject Peer GroupW1, W2 Class CSAP Reading, Writing,

MathNA

W3, W4 CBMs Reading, Writing, Math, Science (2x)

Reading peer group; SPED; NEP; LEP; new student

W5, W6 Progress monitoring and Timed SCRs

Reading and Math progress monitoring; Timed SCRs in writing

Reading peer group; SPED; NEP; LEP; new student

W7 School CSAP Reading, Writing, Math

NA

W8 Student Achievement Goal

NA NA

4th and 5th Grades

KATE WALSHPRESIDENT

NATIONAL COUNCIL ON TEACHER QUALITY

Moving Toward Effectiveness

Align all teacher policies to support effectiveness: Teacher preparation Licensure/certification Mentoring/professional development Evaluation Tenure Compensation Dismissal

States are making progress, but much work remains…

Noteworthy Changes: 2009 to 2010

Policy Number of States-2009

Number of States-2010

Number of States -

2011Requires evidence of student learning to be the preponderant criterion in teacher evaluation

4 10 12

Requires annual evaluations of all nonprobationary teachers

15 21 24

Requires evidence of student learning to be the preponderant criterion in tenure decisions

0 4 7

Requires evidence of teacher effectiveness to be a factor in license renewal

1 3 3

Specifies ineffectiveness is grounds for dismissal

0 4 9

Elements of Evaluation Policy

Required measures Objective measures of student learning most significant

factor Classroom observations

Frequency and timing of evaluationsEvaluation categories/ratings and related rewards and

sanctionsDevelopment/selection of required measuresBalancing local flexibility with state responsibility for rigor

and validityImplementation issues: timeline, training, etc.

SEPTEMBER 13, 2011THE CITY CLUB OF CLEVELAND

Assuring Highly Effective Teachers for All Ohio Students