Lessons Learned from Four Years of Implementation in DC Public Schools: An Overview

Transcription

1 Lessons Learned from Four Years of Implementation in DC Public Schools: An Overview May 28, 2014 District of Columbia Public Schools 1200 First Street, NE Washington, DC T F dcps.dc.gov

2 Background on Washington D.C. Public Schools (DCPS) 46,000 students 77% high-poverty 69% Black, 16% Latino, 11% White 113 schools, 4,000 teachers, 7,000 total school-based staff Historically one of the lowest-performing school districts in the United States In 2007, only 12% of 8 th graders were proficient at reading according to the National Assessment of Educational Progress Around half of students graduate from high school Yet DCPS also spends more per student than most other districts In 2007, the school district was placed under direct control of the Mayor For the past six years, the district has been led by reform-oriented Chancellors Michelle Rhee and Kaya Henderson 2

3 The Foundation: Our teachers contract Key principle: Teacher performance should drive all human capital decisions Three key changes: 1. Performance-based termination and excessing end of tenure as guarantee of a job regardless of performance and end of seniority as primary driver of decisions 2. Mutual consent: Teachers are no longer placed at schools. If a teacher cannot secure another position: o Teachers who received an evaluation rating of Effective or higher in the previous year are able to choose from three options: a $25,000 buyout, early retirement, or one extra year placement at full salary. Teachers who select the extra year but still do not secure a new position by the end of that year are terminated. o Teachers who received an evaluation below Effective in the previous year have 60 days to secure another position, and are subject to termination after the 60 day period. 3. Performance-based compensation 3

4 Teachers are the most important resource in our schools Underperforming, low-income children who have great teachers for three years in a row will catch up to their higher-income peers. In short, great teachers can close the achievement gap. -- Eric Hanushek in Teacher Quality,

5 Where we were in % vs. 95% 8th Grade Reading Proficiency (2007 NAEP) Teachers Meeting or Exceeding Expectations 5

6 Implications for performance assessment We needed a performance assessment system that: Provided clear expectations and differentiated, relevant feedback Provided clear opportunities for growth and professional development Provided a means of identifying our high performers Provided a fair, efficient process for moving out low performers 6

7 Simple goal for our teacher effectiveness work Create a system in which all parents would be satisfied randomly assigning their children to any classroom in DCPS. 7

8 Sub-Goal 1: Recognition and Retention Identify our best teachers and then do everything possible to keep them: Shower them with praise Pay them more Give them new opportunities and responsibilities Teachers Central To Leadership (TCTL)

9 Sub-Goal 2: Clear Expectations and Targeted Support Set clear expectations; provide feedback and opportunities for growth Identify which teachers need help and provide them with support: Multiple observations 100 school-based instructional coaches 45 master educators Camia Hoard Master Educator, Elementary Janice Carter-Bowden Coach, LaSalle-Backus EC

10 Sub-Goal 3: Transition Out Low Performers % 5% 20% 44% 29% % 9% 68% 21% % 13% 69% 16% % 16% 66% 16% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Ineffective Minimally Effective Developing (New in ) Effective Highly Effective Roughly 1% of the teaching force was rating Ineffective last year. Roughly 1/3 of teachers rated Minimally Effective (second lowest category) resign voluntarily from the school system. 10

11 IMPACT Timeline June 12, 2007: Appointment of Chancellor Rhee August 2007 August 2008: Research phase September 2008 August 2009: Design phase September 2009: Launch of IMPACT 1.0 August 2010: Launch of IMPACT 2.0 June 2011: Appointment of Chancellor Henderson August 2011: Launch of IMPACT 2.1 August 2012: Launch of IMPACT 3.0 August 2013: Launch of IMPACT

12 Summary of Stakeholder Input for IMPACT 3.0 School Leader Task Force: Biweekly meetings over five months with 12 school leaders, representing a variety of experience levels, school types, and wards Surveys: Online surveys distributed to all principals, assistant principals, teachers, and staff members (525 total responses) Teacher-Led Feedback Sessions for Educators: 17 sessions in schools facilitated by members of the Chancellor s Teachers Cabinet Central Office-Led Feedback Sessions for Educators: 12 sessions, including one in each ward, to gather feedback on draft changes Instructional Superintendent Meetings: One-on-one meetings with each superintendent in November, presentations at superintendent meetings in December and February to discuss draft changes, and additional one-on-one meetings in June Principal Phone Calls: 10 calls conducted with principals in June to review changes Central Office Task Force: Biweekly meetings over five months with 13 senior staff members from across OHC, OCAO, and OSE WTU meetings: Initial meeting in October; regular check-ins with during the year 12

13 % of Teachers Lessons Learned from Four Years of Implementation in DC Public Schools: An Overview Lesson 1: IMPACT has allowed us to distinguish between our outstanding, good, and poor teachers Distribution of Overall IMPACT Scores, % 10% Average first year teacher = 283 First years Years 2 or more years Years 8% 6% 4% Ineffective Minimally Effective Average for teachers with 2+ years experience = 299 Highly Effective 2% Effective 0% IMPACT Score 13

14 Lesson 2: Implementation is everything IMPACT Operations 6 Full-Time Staff Members Operating Costs, SY $1.8 Million Phone and Helplines 7.5 hours of phone calls on a busy day Trainings 250 hours per year 14

15 Lesson 3: Evaluation is stressful for teachers and no communications strategy can fix that entirely How We re Working to Address This: IMPACT is stressful. I never know when someone is going to walk into my classroom to evaluate me. Elementary Teacher, Murch Elementary School Feedback sessions Fewer observations for our highest performers Collecting contextual information about teachers classes to share with master educators A focus on relationship-building between teachers and master educators Informal observations Teacher career ladders 15

16 Lesson 4: Stakeholder input can only get you so far Excerpted feedback from educators during IMPACT focus groups: I want someone other than my principal to observe me. Teamwork is really important. Student achievement is the most important thing. I should get credit for coming to school at 6:00 a.m. and leaving at 6:00 p.m. I don t trust outsiders to observe me fairly. I should only be evaluated on the things that I do. Student achievement shouldn t be part of my evaluation. You can t hold me accountable for anything beyond the contract. 16

17 Lesson 5: Evaluation is a foundation, but it needs to be part of a broader human capital strategy DCPS Human Capital Theory of Action Retain the Best and Extend Their Reach Recruit and Select the Best Possible Talent Set New Hires Up for Success Rigorously Evaluate Performance Provide Targeted Support Increase Student Achievement Remove the Ineffective 17

18 So is it working? Initial research results are promising IMPACT causes teachers to improve both low and high performers. DCPS is retaining its best teachers at very high rates - 92% of Highly Effective teachers were retained in and , while in contrast, only 59% of teachers rated Minimally Effective were retained. IMPACT causes many low-performing teachers to leave on their own; those hired to replace them perform better - teachers hired in the school year substantially outperformed those who left DCPS in

19 Over the past six years, our schools have made dramatic gains; 2013 saw the highest proficiency rates ever Percent Proficient by Year Reading Math Composition

20 District of Columbia Tennessee Indiana DoDEA Washington Hawaii Florida Oregon Iowa California Minnesota New Hampshire Arizona Nebraska Utah Wyoming New York Arkansas Georgia West Virginia Pennsylvania National public Vermont Nevada Colorado Maine Ohio Louisiana Delaware Rhode Island Missouri Illinois Virginia North Carolina Mississippi Connecticut Oklahoma Idaho Maryland Wisconsin Kentucky Michigan Texas New Jersey Alaska Kansas Alabama Massachusetts South Carolina North Dakota New Mexico South Dakota Montana Lessons Learned from Four Years of Implementation in DC Public Schools: An Overview And with the National Assessment of Educational Progress (NAEP), our gains were the best in the nation 25 Total 2013 NAEP Gains

21 Questions? Michelle Hudacsko, Deputy Chief, IMPACT 21

22 Appendix 22

23 Who Does IMPACT Cover? All school-based staff including principals and Assistant Principals Nearly 7,000 people Approximately 1/3 are not teachers 23

24 IMPACT Groups Group 1: Teachers with DC CAS Data Group 2: Teachers without DC CAS Data Group 2a: Early Childhood Education Teachers Group 3: Special Education Teachers Group 3a: Special Education Teachers Autism Group 3b: Special Education Teachers Early Childhood Group 4: Non-Itinerant ELL Teachers Group 5: Itinerant ELL Teachers Group 6: Shared Teachers Group 7: Visiting Instruction Service Teachers Group 8: Student Support Professionals Group 9: Librarians Group 10: Counselors Group 11: School-based Social Workers Group 11a: School-based Psychologists Group 12: Related Service Providers Group 13: Special Education Coordinators Group 14: Program Coordinators and Deans Group 15: Instructional Coaches Group 16: Mentor Teachers Group 17: Educational Aides Group 18: Office Staff Group 19: Custodial Staff Group 20: Other 24

25 IMPACT Components Different components are used to evaluate different groups Each component is assessed multiple times over the course of the year Group 2 General Ed Teachers Group 3a Special Ed Autism Teachers Group 17 Educational Aides 25

26 IMPACT Rubrics Each component has a scoring rubric 26

27 IMPACT Guidebooks Each group has a unique guidebook which contains information about all components, rubrics, and additional group specific information 27

28 Group 1 - General Education Teachers with IVA Data 28

29 Component 1: Individual Value-Added (IVA) 35% 29

30 Component 1: Individual Value-Added (IVA) A measure of a teacher s impact on student learning Measures how a teacher s students performed on the DC CAS in comparison with how similar children performed (that is, children with the same skill level at the beginning of year) DOES take into account different starting points of different children DOES take into account other factors that are outside the teacher s control: for example, poverty, special education status, etc. Does NOT require teachers to meet Adequate Yearly Progress (AYP) 30

31 Component 1: How Does Value-Added Work? Teacher s Level of Expectations Student s Prior Learning Teacher s Content Knowledge Value-added isolates the teacher s impact on student Teacher s achievement. Pedagogical Expertise Student Achievement As Measured by the DC CAS Student s Resources at Home Student s Disability (If Any) Teacher s Ability to Motivate Student s English Proficiency 31

32 Component 1: Who Has Individual Value-Added (IVA)? Group 1 teachers 4 th 8 th grade, reading and math 9 th - 10 th grade, ELA only About 15% of teaching force 32

33 Component 2: Teacher-Assessed Student Achievement Data (TAS) 15% 33

34 Component 2: Teacher-Assessed Student Achievement Data (TAS) A measure of a teacher s impact on student learning Based on a grade and subject area appropriate assessment Goals are unique and developed based on baseline data School leaders and teachers determine the most appropriate assessment and goals during a beginning of the year TAS conference Teachers collect data over the course of the year and meet with their principal again at the end of the year to discuss and assign a final TAS score 34

35 Component 3: Teaching and Learning Framework (TLF) 40% 35

36 The Teaching and Learning Framework The Framework defines the actions that effective teachers take to deliver high-quality instruction within a safe, engaging, and productive classroom. Recognizing the significance of teachers in increasing student achievement, the framework: Empowers teachers to drive instructional design and delivery. Provides a common language to discuss instructional practices. Drives robust, coherent professional development opportunities. The Framework provides a process for approaching instructional design and delivery; it is not a packaged product or program. 36

37 Component 3: Teaching and Learning Framework (TLF) Teach 1: Lead well-organized, objective-driven lessons Teach 2: Explain content clearly Teach 3: Engage students at all learning levels in accessible and challenging work Teach 4: Provide students multiple ways to move toward mastery Teach 5: Check for understanding Teach 6: Respond to student understanding Teach 7: Develop higher-level understanding through effective questioning Teach 8: Maximize instructional time Teach 9: Build a supportive, learning-focused classroom community 37

38 Component 3: Teaching and Learning Framework (TLF) Objective Importance 38

39 Component 3: Teaching and Learning Framework (TLF) Evaluators use the TLF rubric to conduct both formal and informal observations Most teachers receive 4 formal and 1 informal observation throughout the year Formal Observations Informal Observations Length 30 minutes At least 15 minutes Scores Scores for all standards Comments Full written report, 5 comments across 9 standards Conference Yes No No scores Brief comments on strengths and areas for growth 39

40 Component 3: Teaching and Learning Framework (TLF) Master Educators: Total of 45 (approximately 1,500 applications from DCPS and around the country) Go through an extensive 4-part application process Receive 6 weeks of initial training, more throughout the year Are subject-specific (not school-based) Are full-time (Salary: $92,000-$102,000) Conduct about 200 observations per year Provide targeted professional development through post-observation conferences, subject area inquiry groups, new teacher visits, and other venues 40

41 Component 4: Commitment to School Community (CSC) 10% 41

42 Component 4: Commitment to School Community (CSC) Standard 1: Support of Local School Initiatives Standard 2: Support of Special Education and English Language Learner Teams Standard 3: High Expectations Standard 4: Partnership with Families Standard 5: Instructional Collaboration 42

43 Additional Component: Core Professionalism Standards Attendance Tardiness Policies and procedures Respect Ratings Meets Standard = No change in final score Slightly Below Standard = 10 point deduction Significantly Below Standard = 20 point deduction 43

44 How is the Data Captured? impactdcps.dc.gov 44

45 Sample Final Score 45

46 Overall IMPACT Scale Overall IMPACT Scale 100 Points 400 Points Five Ratings: Ineffective, Minimally Effective, Developing, Effective, and Highly Effective. 46

47 The Ratings 47

48 The Ratings Ineffective ( ) Unacceptable performance 1 year = separation 48

49 The Ratings Ineffective ( ) Unacceptable performance 1 year = separation Minimally Effective ( ) Performance that is below expectations Salary hold 2 consecutive years = separation 49

50 The Ratings Ineffective ( ) Unacceptable performance 1 year = separation Minimally Effective ( ) Performance that is below expectations Salary hold 2 consecutive years = separation Developing ( ) Performance is below expectations; prioritized professional development Salary hold 3 consecutive years = separation 50

51 The Ratings Effective ( ) Solid performance Normal salary advancement 51

52 The Ratings Effective ( ) Solid performance Normal salary advancement Highly Effective ( ) Outstanding performance Additional compensation 52

53 IMPACTplus Bonus Structure Our best teachers in our highest need schools are eligible for up to a $25,000 annual bonus. 53

54 IMPACTplus Base Salary Increase Structure 2-year service credit for teachers in high-poverty schools 5-year service credit for teachers in high-poverty schools; move to master s band if applicable 5-year service credit for teachers in high-poverty schools; move to PhD salary band if applicable. 54

55 Example: Base salary increases A teacher in her sixth year teaching who moves from the Advanced to the Distinguished stage will see a significant increase in compensation. 55