How establishing a rigorous evaluation process can help schools differentiate teacher performance and drive key human capital decisions.

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1 Teacher Evaluation MARCH 2011 How establishing a rigorous evaluation process can help schools differentiate teacher performance and drive key human capital decisions.

2 Toolkit 2: Evaluation Recruitment and Selection Building a Professional Culture Evaluation The School Leader s Toolbox Performance Accountability Retention of High Performers A strong teacher evaluation system is the linchpin of effective human capital management. By differentiating teacher performance, a school can make strategic decisions in every aspect of human capital in order to drive student achievement. 2

3 Contents of the Evaluation Toolkit ESSENTIAL QUESTIONS Who is responsible for evaluating and developing teachers? How frequently are teachers evaluated? How frequently are teachers observed and given feedback? How can feedback be delivered effectively? How is student performance data considered in teacher evaluation? How are summative ratings determined? TOOLS Expectations and goal-setting documents Observation and feedback schedules Observation tools and trackers Protocols for conducting observations and delivering feedback Feedback and professional growth forms Summative evaluation rubrics 3

4 Promising Evaluation Practices Clear, Rigorous Expectations: Evaluate teachers on clear standards of instructional excellence that prioritize student learning. Frequent Observation: Observe teacher practice regularly using a variety of instructional leaders and coaches. Regular Feedback: Deliver constructive feedback regularly and prioritize concrete action steps for improvement. Use of Student Growth: Consider weighting student outcomes in teacher evaluations to get a clearer picture of teacher effectiveness, particularly as networks expand and effectiveness data is used for high-stakes decisions. Significance: Use evaluation results to drive key employment decisions about teachers. 4

5 Promising Practices in Action CLEAR, RIGOROUS EXPECTATIONS FREQUENT OBSERVATION REGULAR FEEDBACK Achievement First 1. Teachers work with coaches to set rigorous classroom goals. 2. Each teacher, on average, is observed weekly. 3. Each teacher, on average, meets weekly with a trained coach to discuss observation notes, lesson plan reviews, and the teacher s impact on student growth. 4 USE OF STUDENT GROWTH 4. Teacher value-added measures are being piloted as one of multiple measures that will inform placement on a career ladder. 5 SIGNIFICANCE 5. Teachers who struggle are placed on detailed performance improvement plans. Evaluation results dictate which teachers contracts are renewed for the following year. 5

6 CLEAR, RIGOROUS EXPECTATIONS A common vision of excellent instruction ensures shared expectations between teachers and administrators. Uncommon Schools All instructional coaching builds on student data. Assessments are given every six weeks to monitor student progress, and teachers meet with coaches promptly to discuss results and techniques for better meeting students needs. Achievement First (AF) Conversations between teachers and managers at the start of the year focus on how the teacher will meet AF s Essentials of Effective Instruction. Regular observations and feedback conversations revisit these same expectations. Friendship Public Schools The ENGAGE! performance management process involves creating a detailed selfassessment and setting specific goals for student outcomes. Specific instructional interventions are documented and discussed throughout the year. Evidence is collected in portfolios and discussed during regular feedback sessions. 6

7 CLEAR, RIGOROUS EXPECTATIONS Teachers who share a common vision of instruction are more satisfied with their evaluation. Percent of teachers who Strongly Agree or Agree that Overall, I am satisfied with the evaluation process at my school. 59% 26% Teachers who believe that fellow teachers share a common vision of effective teaching* All other teachers *Teachers who responded "Strongly agree" or "Agree" to Teachers at my school share a common vision of what effective teaching looks like. 7

8 Teachers who receive more observations report higher satisfaction with evaluation and feedback. Teacher Satisfaction with Evaluation and Feedback FREQUENT OBSERVATION Percent who Strongly Agree or Agree 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 38% 35% 53% 48% 49% 70% 70% 51% 70% 66% 77% 87% 0 to to to to to 50 More than 50 Total Number of Observations* Received During the Last School Year * Includes both short ( 15 minutes) and long (>15 minutes) observations. "Overall, I am satisfied with the teacher evaluation process at my school" "I received adequate feedback on my teaching last year" 8

9 FREQUENT OBSERVATION Observation frequency and length varies, yet nearly two-thirds of teachers are observed at least 10 times annually. Average Annual Number of Observations* Reported by Teachers Network H Network L Network K Network C Network P Network I Network N Network D Network A Network E Network M Network O Network J Network F Network B Network G Number of Observations by "Supervisor Responsible for My Evaluation" Number of Observations by Other Observers 84% of teachers surveyed reported being observed at least 5 times during the last school year. 65% reported being observed at least 10 times * Includes both short ( 15 minutes) and long (>15 minutes) observations. 9

10 FREQUENT OBSERVATION Managers evaluate an average of 13.1 teachers, while leveraging instructional staff to conduct multiple observations. How many teachers is each manager responsible for evaluating? Across exemplar schools, each instructional leader is responsible for evaluating an average of 13.1 teachers. Which of the following people observed your teaching last year? % of teachers Instructional leader who formally evaluates me 95% Peer teachers 64% Instructional leader who does not formally evaluate me 63% Department chair / Grade-level leader 29% Other 12% 56% of teachers were observed by at least 3 types of observers. 10

11 FREQUENT OBSERVATION Schools conduct more observations per teacher by finding creative ways to free up capacity. Uncommon Schools Empowering Secondary Leaders Trains veteran teachers as secondary leaders who observe teachers and provide feedback regularly. This arrangement allows principals to focus their efforts on those teachers who are new or need the most support. Rocketship Education Leveraging Technology Implements unique hybrid learning model Teachers focus on higher order critical thinking skills in classroom Learning Lab gives students 1:1 computer time for basic skills mastery Decreases the ratio of teachers to instructional managers and allows for a greater focus on individualization of support. Peak to Peak Charter Adding More Blocking and Tackling An Executive Principal oversees 3 schools, assuming most of the schools administrative responsibilities ( blocking and tackling ) and allowing campus leaders to focus their time on the observation and development of teachers. 11

12 FREQUENT OBSERVATION Classroom observations can be recorded using a variety of tools. Observation Forms North Star Academy (Uncommon Schools) Teacher Development Tracker - notes 2-3 key actionable changes and evidence of change from observations. Observation Tracker tracks teacher s 2-3 major PD/ instructional goals and the 2-3 latest core actionable changes. West Denver Prep Uses multiple observation forms for biweekly observations, depending on the observer s role and purpose: Pop-in Observation and Feedback Template Walk-through Observation Template What to Do Observation For evaluating teachers solely on how clearly they communicate directions to students Peer Observation Template Rocketship Education Does not currently use a standard form to record observation notes during weekly observations, but refers to SMART Goals set in teacher s Professional Growth Plan (PGP) for guidance. 12

13 REGULAR FEEDB ACK An effective cycle of observation and feedback connects each step in the process. North Star Academy (Uncommon Schools) The Observation & Feedback Cycle 7. Provide accountability during next touch point, ensuring that the teacher made the changes and that the changes worked! 6. Summarize notes in tracker. 5. Hold the conversation with the teacher. 1. Review feedback from last interaction (whether lesson planning meeting or past observation). Instructional managers (school leaders and trained senior teachers) conduct short (10-20 minute) weekly observations of each teacher. Frequency and duration are adjusted based on teacher needs. 4. Plan the development/ feedback conversation. 2. Observe classroom teaching. 3. Prioritize two bite-sized changes that will move student learning. 13

14 Effective feedback focuses on concrete changes in teacher behavior that will lead to improved student performance. Keys to Success: Prioritizing Changes Instructional Leaders consider these guiding questions when observing and giving feedback: Is it one of the top 2 changes? 1. Is it directly connected to student learning? 2. Does it address the root cause? North Star Academy (Uncommon Schools) 3. Will the change positively impact multiple areas (bang for the buck)? REGULAR FEEDB ACK 4. Is this change a necessary one to allow for further improvements to come after it? 5. Is the recommendation the quickest and most effective way to make this change happen? Is it specific, targeted/bite-sized, and measurable? 1. Can the teacher make the change in a week? If not, it is not small enough. 2. Can I easily measure the change once the teacher has made it? 14

15 Effective feedback conversations identify specific, time-bound action steps. North Star Academy (Uncommon Schools) REGULAR FEEDB ACK Keys to Success: Making Feedback Conversations Intentional North Star has feedback immediately precede lesson planning so that leaders and teachers can be specific about what the teacher is going to do next. Suggested flow of a feedback conversation: 1. Start with a open question about the core issue 2. Identify the problem with the teacher 3. Identify clear, concrete, measurable/observable changes 4. Plan an upcoming lesson /activity that includes the change; identify steps the teacher will take to make sure the change happens 5. Determine the timeline (within one week) when each of the steps will be accomplished 15

16 Some networks are developing new ways to consider student outcomes in evaluations. (1 of 2) Achievement First (AF) USE OF STUDENT GROWTH AF is implementing its revised evaluation system in the school year; compensation and career path decisions will be influenced by effectiveness data beginning in SY Piloting new assessments in non-tested subjects. Category Metrics Weight (Courses with Standardized Assessments) Weight (Courses without Standardized Assessments) System considers both outputs and inputs. Student Achievement Student Character Development Quality of Instruction and Planning Teacher value-added for student achievement Student and parent surveys, principal observations of students Principal assessment via frequent observations based on AF s Essentials of Effective Teaching 40% 20% 15% 15% 30% 50% Student achievement weight differs based on type of assessments Core Values and Contribution to Team Achievement Peer surveys, principal assessment of contributions and values. 15% 15% 16

17 USE OF STUDENT GROWTH Some networks are developing new ways to consider student outcomes in evaluations. (2 of 2) The College-Ready Promise (TCRP) Supported by The Bill & Melinda Gates Foundation, five charter management organizations (CMOs) are piloting new student growth measures to inform teacher support and rewards in 85 charter schools. Aspire Public Schools Alliance for College-Ready Public Schools Inner City Education Foundation (ICEF) Green Dot Public Schools Partnerships to Uplift Communities (PUC) Schools YES Prep Public Schools YES Prep is developing new student growth measures to get a clearer picture of teacher effectiveness, place teachers in a teacher career track system, and improve differential retention. Key considerations: o Include self-evaluation and teacher goalsetting o Focus on teacher development, not just evaluation o Agree on student achievement goals at the start of the year, revisit frequently o Focus on group and individual goals o Differentiate expectations and ways to assess performance depending on a teacher s stage of development 17

18 SIGNIFICANCE Summative evaluation forms incorporate ongoing feedback and provide a high level view of the teacher s performance. Formal Summative Evaluation Forms North Star Academy (Uncommon Schools) North Star records results on a Summative Evaluation form twice a year. This gives teachers an overall view of their practice and contains few surprises due to consistent feedback provided during the year. West Denver Prep Formal Observation Template is used for summative evaluation across four broad domains. It is completed three times per year (October, January, and April). Rocketship Education Professional Growth Plan (PGP) is created at the start of the year and revisited every eight weeks. Administrators use the PGP to rate teachers and to record specific evidence and student data to support ratings. Teacher and administrator meet after each set of eight-week student assessments to review/revise SMART goals based on student results. 18

19 School leaders have varying levels of discretion in determining formal evaluation results. North Star Academy (Uncommon Schools) Summative Rating, No Formal Weighting Interim assessments drive instructional planning. Teachers are observed weekly or biweekly. Observation and feedback trackers are used to record evidence and drive feedback. A rating is given on a summative evaluation rubric twice a year, to give teachers a snapshot of their performance. Rocketship Education No Summative Rating Interim assessments drive instructional planning. Teachers are observed weekly. Professional Growth Plans (PGP) are created for each teacher and modified based on observation and student performance on assessments throughout the year. No formal evaluation rating is calculated. School leader makes retention decisions based on observations, PGP performance, and student growth. SIGNIFICANCE Noble Network Decentralized Evaluation Quarterly interim assessments serve as a basis for teacher evaluation. Principals are given leeway to observe and evaluate teachers per their own schedule. Formal evaluation processes and forms are available but not mandated. Teacher performance drives student outcomes. Principals and teachers are held accountable for academic performance through performance based pay. Conversations about student data and teacher practice are so central to our daily work that summative evaluation is just a formality there are no surprises. Instructional Leader, Rocketship Education 19

20 SIGNIFICANCE Evaluation results can inform all human capital decisions. Emphasize retention of highly effective teachers and nonrenewal of poor performers. Differentiate base pay and/or bonuses based on effectiveness. Identify teachers in need of remediation through the process of observation and feedback. Use evaluation data to tailor professional development to individual teacher needs. Compensation Working Conditions Evaluation / Prof. Dev. Retention / Dismissal School-Level Human Cap. Mngmnt. An effective teacher in every classroom Recruitment On- Boarding TNTP Framework for Teacher Effectiveness Selection Training / Certification Hiring / Placement Use effectiveness data to identify sources that have provided effective teachers in the past. Tailor a selection model to value qualities demonstrated by teachers who have proven to be effective. 20

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