Teacher Evaluation Reform: A Global PerspectiveDr. Michael Kuchar, Superintendent of Bergenfield Public Schools

National CCS are here

PARTNERSHIP FOR ASSESSMENT OF READINESS FOR COLLEGE AND CAREERS (PARCC)

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Building a Pathway to College and Career Readiness for All Students

K-2 formative assessment

being developed,

aligned to the PARCC system

Timely student achievement data showing students, parents and educators

whether ALL students are on-track to college and

career readiness

ONGOING STUDENT SUPPORTS/INTERVENTIONS

College readiness score to

identify who is ready for

college-level coursework

SUCCESS IN FIRST-YEAR, CREDIT-

BEARING, POSTSECONDARY

COURSEWORK

Targeted interventions &

supports:•12th-grade bridge courses• PD for educators

PARCC Timeline Through Fall 2014

PARCC Tools & Resources

College-ready tools released

K-2 tools development

begins

Partnership Resource

Center launched

Professional development

modules released

Diagnostic assessments

released

Pilot/field testing begins

Full-scale pilot/field testing

begins

Full administration of

PARCC assessments

Fall 2012

Winter 2013

Spring2013

Summer 2013

Winter 2014

Spring2014

Summer 2014

Fall2013

Fall2014

PARCC Assessment Implementation

Excellent Educators for New Jersey (EE4NJ)

Bergenfield Public School District

Linking Student Achievement to Teacher Practice

• More than two decades of research findings are unequivocal about the critical connection between teacher effectiveness and student learning. The research shows that student achievement is strongly related to teacher quality; highly skilled teachers produce improved student results.

About the EE4NJ Pilot Program

NJ is the 27th State to take on the teacher evaluation reform initiative.

Teacher Evaluation100%

Student Achievement(outputs of learning)

50% of total evaluation

Teacher Practice(inputs associated with learning)

50% of total evaluation

Measures of Student Achievement include:

•Student achievement on state-approved assessments or performance-based evaluations, representing 35%-45% of the evaluation; and

•State-approved school-wide performance measure, representing 5% of the evaluation.

•Districts have the option of also including additional performance measures.

Measures of Teacher Practice include:

•Use of a state-approved teacher practice evaluation framework and measurement tools to collect and review evidence of teacher practice, including classroom observation as a major component, representing 25%-47.5%; and

•At least one additional tool to assess teacher practice, representing 2.5%-25%.

Teacher Effectiveness Evaluation System

50% Student Achievement

• Measures of student achievement include: – Student growth on state-approved assessments or

performance-based evaluations.– State-approved school-wide performance measure.– Districts have the option of also including additional

performance measures.

• Bergenfield may use aggregated growth of subgroups, utilizing SAT, ACT, AP, N.W.E.A, Renaissance Learning, and/or writing portfolios.

50% Teacher Practice

• Use of a state-approved teacher practice evaluation framework and measurement tools to collect and review evidence of teacher practice, including:– Classroom observation as a major component.– At least one additional tool to assess teacher practice.

• Bergenfield chose the Charlotte Danielson Framework for Teaching, while the District Evaluation Pilot Advisory Committee is working with NJDOE to select the additional tool.

About the Danielson Model:• The Danielson Framework for Teaching will provide meaningful

feedback on teaching performance on an annual basis by ensuring that evaluators are exceptional. – Encourages and tracks multiple measures of teacher performance and

student performance, with student academic progress or growth as a key measure.

– Evaluators will be trained to provide summative rating that combines the scores of all the measures of teaching practice and student achievement.

– Contains diverse and distinct summative rating categories that clearly differentiate levels of performance.

• As the district has been doing for the past few years, there will be a clear link from evaluation to professional development, as administrators and teachers, together, plan interventions to address both student and teacher needs.

Our focus must not be on the one or two underperforming teachers, rather the wide range of mediocrity- not due to laziness or lack of effort on part of teacher, but rather a lack of support, direction, and technical skill.

Who is driving the bus to lead better teacher reform through evaluations?School Administrators! What is the quality control? 5D Assessment- University of Washington- Quantitative Survey our teachers- Qualitative. Results Professional Development for Bergenfield Administrators

5D Assessment University of Washington

Trained all Administrators on:Evaluator Bias

Collecting Evidence of LearningValue Added Observation

Shift Paradigm from expert to colleague

( Will know in June how effective we were based on inter-rater reliability study with pre and post

5D assessments)

Typical Observation Process1

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Administrator-Teacher Discourse

Of all the approaches available to educators to promote teacher learning, the most powerful is that of professional conversation.

Talk About Teaching!Charlotte Danielson

2009, Corwin Press

Considering Bias

Appearance Quiet Classroom

Effort/Work Ethic Hygiene

Gender Age

Personality Classroom Appearance

Organization of Instruction Race/Ethnicity

Packet Page 4

What do you think about when you hear the word “evidence”?

Evidence: JUST THE FACTS!

Evidence is a factual reporting of events. It may

include teacher and student actions and behaviors. It

may also include artifacts prepared by the teacher or

students.

It is not clouded with personal opinion or bias.

Making the Most of Teacher Evaluation, Charlotte Danielson

Sources of Evidence

• Observations of practice

• Conferences

• Samples of student work

• Teacher artifacts

The Framework for Teaching Charlotte Danielson

Milestones:

•General Understanding of the Framework (rubrics)•Self-Assess Teaching Practice•Share Successful Strategies

The Framework for Teaching Charlotte Danielson

Systematic Classroom Observation

System for Collaborative Teacher Evaluation and Professional Learning

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2

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Packet Page 12

Framework for Teaching

Domain 4: Professional Responsibilities•Reflecting on Teaching•Maintaining Accurate Records•Communicating with Families•Participating in a Professional Community•Growing and Developing Professionally•Showing Professionalism

Domain 3: Instruction•Communicating with Students•Using Questioning and Discussion Techniques•Engaging Students in Learning•Using Assessment in Instruction•Demonstrating Flexibility and

Responsiveness

Domain 1: Planning and Preparation•Demonstrating Knowledge of Content and Pedagogy•Demonstrating Knowledge of Students•Setting Instructional Outcomes•Demonstrating Knowledge of Resources•Designing Coherent Instruction•Designing Student Assessments

Domain 2: The Classroom Environment•Creating an Environment of Respect

and Rapport•Establishing a Culture for Learning•Managing Classroom Procedures•Managing Student Behavior•Organizing Physical Space

The Framework for Teaching Charlotte Danielson

Training Evaluators and Teachers• The district has implemented a rigorous training and certification

process in which evaluators will participate in face to face training, and online learning using master-scored videos. – Evaluators will be expected to pass a performance-based assessment

before being certified by the district as ready to evaluate teachers. – By ensuring a high bar for observer mastery, the district will build in

fairness to teachers, who deserve to be evaluated by trained, highly skilled evaluators.

• This plan engages teachers, as well, through the use of face-to-face professional development and online training resources.

• This combination of services and tools for training and certifying raters, as well as training and resources for teachers, delivered by the Danielson Group and Teachscape will enhance what the district has already begun.

Evaluation Data Collection and Management

• Data has never used more heavily in the history of Bergenfield Public School District.– Data is linked to teachers, allowing principals and

department chairs to review the scores of different classrooms

– BPSD has continuously measured progress using real data to shape classroom learning.

• By using this performance management system, the district will streamline the evaluation process while at the same time enhancing its rigor.

• The District is focused on Student Growth vs Proficiency

• State-aligned computerized adaptive assessments that provide accurate, useful information about student achievement and growth

• Tailored reports give educators information to guide decisions

• NWEA/RenLearn classroom resources help teachers directly apply test results to instructional planning

NWEA• BPSD has continuously used Northwestern Evaluation

Association (NWEA) assessments. – Students take online intuitive interactive tests to produce

a RIT score. – The RIT Scale is a curriculum scale that uses individual item

difficulty values to estimate student achievement. • NWEA has allowed the district to assess students 3

times per year in grades, 3, 4, and 5 in reading and math. – Offers flexibility and enables teachers to intervene in the

middle of the school year. – Scores allow teachers to tailor lessons to students who are

grouped by identified need.

Renaissance Learning

• For 2011-2012, the district decided to gather even more data, as the district will be expanding use of Renaissance Learning products to assess reading, math and early literacy. Grades 1-11 will all have formative assessments by either NWEA or Ren Learn.

• These brief assessments have been proven to be extremely accurate and will provide even more flexibility within the classroom.

Bergenfield’s Outcomes

Based on evidence our observations have become a treasure hunt versus

Versus a witch huntLet’s get rid of our most expensive

teacher???

Utilize our own Human Capital to help each other

• One 5th grade teacher had 90% of her students Advanced Proficient in Math for 3 years in a row when district average was 20%

• Best practices are identified and shared within building and within district through a Best Practice Wiki

• Identify students by individual skill versus wide range of support• Give parents access to Ren Learn and NWEA for skill support• Involve all staff in process. It is not the programs that are effective, it is

the people who use the programs. Expansive Leadership. Utilize the experts in you buildings- the teachers.

• Administrators must be honest and committed to continuous growth of the teacher. If everything is always great, are we not really just infantilizing the teacher? We all can and must keep growing.

Summary

• Every District should have a DEEAC- District Effective Educator Evaluator Committee

• Every District will have to pilot a teacher evaluation tool in 9/12• Every district should be curriculum mapping/ revision to align with NCCS• Every district should be preparing for the transition to the PARCC

assessments for Fall of 2014• If the curricula revisions are not complete and implemented by 9/2013

our students will not have optimum positioning for taking PARCC assessments in 2014.

• Utilize these changes to make your school and district better. It has always started and ended with the most important variable in education- the classroom teacher.