© The New Teacher Project 2009 Principles of Teacher Evaluation Design Illinois Performance...

© The New Teacher Project 2009

Principles of Teacher Evaluation Design

Illinois Performance Evaluation Advisory Committee

June 11, 2010

2© The New Teacher Project 2009

The New Teacher

Project (TNTP) helps

school districts and

states fulfill the

promise of public

education by ensuring

that all students—

especially those from

high-need

communities—get

excellent teachers.

• National nonprofit, founded by teachers in 1997

• Partners with school districts, state education agencies, and charter schools

• Targets acute teacher quality challenges

• Delivers a range of customized services and solutions on a fee-for-service basis

• Approx. 200 employees, most embedded in school district offices; majority are former teachers

• Past and present clients include:

Districts: Baltimore, Chicago, Denver, Memphis, New Orleans, New York, Oakland, Philadelphia, San Antonio, Washington, DC

States: Alaska, Louisiana, Texas, Virginia


Human capital reform requires a comprehensive effort.

Talent PipelineCreate supply of

effective teachers to fill all vacancies.

CORE METRIC

•Number and percentage of new teachers who demonstrate effectiveness above a target threshold

Effectiveness Management

Optimize effectiveness of teacher workforce.

CORE METRICS Retention rate of top-quartile teachers vs. bottom-quartile teachers

Average improvement in retained teachers’ effectiveness over time

Recruitment

Selection

Training /Certification

Hiring / Placement

On-Boarding

Evaluation /Prof. Dev.

Compensation

Retention / Dismissal

WorkingConditions

School-LevelPerf.

Mgmnt.

An effective teacherin every

classroom

Measures of student learning

District Governance


Source: Student Achievement Partners, LLC

And past performance in the classroom matters much more than qualifications in predicting a teacher’s impact on student learning.

Effects of Teacher Characteristics on Student Performance


Teacher Effectiveness (e.g., Value Add, Growth, PE Rating)

Boost effectiveness of all teachers through effective evaluation and targeted professional development.

Improve or exit persistently less effective teachers and replace with more effective

teachers.

Retain and leverage the most effective teachers

5

2

4

1 Optimize new teacher supply by hiring early and from preparation programs whose teachers consistently achieve higher student outcomes.

Increase the concentration of effective teachers in high-need

schools.

3

Current Performance

Potential Performance

5Goals for Optimizing Teacher Effectiveness

Dramatic improvements in student achievement cannot occur without a sustained and strategic focus on teacher effectiveness.


This type of human capital reform depends on teacher evaluation systems that provide fair, accurate and credible measures of teacher effectiveness.

Set performance standards that are linked to evidence of student learning.

Measure teacher effectiveness and trajectory against performance standards.

Compare teacher effectiveness and trajectory ratings against minimum expectations for the teacher’s experience level.

Determine evaluation outcomes by considering both absolute effectiveness and trajectory.


Performance standards are focused on student outputs and on the teacher inputs linked most closely to student learning.

Set performance standards that are linked to evidence of student

learning.

Measure teacher effectiveness and trajectory against performance

standards.

Compare teacher effectiveness and trajectory ratings against minimum

expectations for the teacher’s experience level.

Determine evaluation outcomes by considering both absolute effectiveness

and trajectory.

Student Growth and Performance: Demonstrates adequate student learning using objective and rigorous means of assessment

Expectations/Goals: Sets high expectations for student growth; translates expectations into measurable goals for student learning that meet or exceed district and school goals

Planning and Professional Engagement: Uses goals and interim assessments to drive planning and differentiation for individual student needs; supports school-wide goals through collaboration with peers and active participation in school initiatives and processes

Instructional Excellence: Maximizes time on task through student engagement and behavior management; delivers excellent content through high-impact teaching techniques and differentiated instruction; makes adjustments as required by continual assessment of student learning


Multiple measures of student learning are used to gauge teacher impact on student growth.

State standardized tests

Unit, benchmark, and end-of-year assessments

Randomly selected samples of daily student work, benchmarked against a standard rubric

Teacher portfolios that include videotaped lessons; an overview of an instructional unit, including student scores on pre- and post-unit assessments; documentation of student learning gains throughout the year; and 360-feedback from students and parents reflecting on overall student learning as promoted by the teacher

TNTP recommends multiple measures of student learning:


learning.


standards.




and trajectory.


Classroom observation rubrics are designed to drive accurate and meaningful differentiation of teacher performance.

TNTP believes a good evaluation rubric has the follow characteristics:

Aligned to excellence: The criteria for the highest performance level reflect exemplary performance, not minimum standards

Low inference: The criteria require the rater to observe student behaviors and outcomes, rather than relying on teacher knowledge, behaviors, or actions alone

Precise wording: The criteria are clearly defined and use non-subjective wording that require minimal interpretation on the part of the evaluator

Reflect expectations: The criteria and domain ratings are tailored to years of experience: Novice (1st and 2nd year teachers); Intermediate (3rd and 4th year teachers); Effective (5th year teachers and beyond); Highly Effective/Master; and Highly Effective/Exemplar


learning.


standards.




and trajectory.


Effectiveness and trajectory ratings are benchmarked against minimum expectations for the teacher’s experience level.

Eff

ecti

ven

ess

Year 1 Year 2 Year 3

Minimum expectations for first year teachers to get renewed

Minimum expectation

s for teachers to get tenure

Duration of District’s Probationary Period (e.g., 3

years)

RenewDo not renew


learning.


standards.




and trajectory.


Benchmarked effectiveness and trajectory ratings are used to determine evaluation outcomes.

Tra

jecto

ryLow

Hig

h

EffectivenessLow High

Replace with a rigorously

screened and

interviewed teacher

Appreciate, highlight,

and reward

Renew for another

year, expect more

Appreciate, highlight, and reward - and

maximize role in influencing other

teachers

Evaluation Outcome


learning.


standards.




and trajectory.


A new evaluation framework should be deemed successful if it achieves significantly improved outcomes over current systems.

Nearly all teachers get the top ratings and ratings do not correlate with student outcomes.

Ratings produce a bell curve that closely correlates with student outcomes.

Time

Eff

ecti

ven

ess

Most current systems Ideal framework

Student outcomes

Teacher ratings

XRatings provide a single snapshot in time and cannot be used to drive decision making.

Ratings provide a view of growth over time and are suited to driving critical decisions.


For more information:www.tntp.org

© The New Teacher Project 2009 Principles of Teacher Evaluation Design Illinois Performance...

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