Engaging Educators Through Meaningful Evaluations
Engaging Educators Through Meaningful Evaluations
Educator Engagement
•What does that mean?
•How is that done?
Why Are We Doing This? There are 307,398 students in Nebraska. How many deserve effective instruction every minute of the day? There are 22,302 teachers in Nebraska. How many should provide effective instruction?
Goals for this session What is the AQuESTT connection? What did the EBA measure? What does the data say? Review the Nebraska Teacher and Principal Performance Framework • Review the teacher evaluation model • What do the Pilot sites have to say? • Upcoming opportunities for you • • • •
Educator Effectiveness The State Board believes that students should be surrounded by effective educators throughout their learning experiences such that schools and districts develop effective teachers and leaders who establish a culture of success. Areas of Focus • Nebraska Teacher & Principal Performance Framework • Professional Development • Building Leadership Supports • Effective Local Policy Makers & Superintendents
AQuESTT Evidencebased Analysis
Evidence-based Analysis Results • Activities: • Policies, Practices, Procedures
• Supports: • Professional Development, Technical Support, Other Resources
AQuESTT Evidence-based Analysis
Activities
Supports
AQuESTT Evidence-based Analysis
Activities
Supports
Top Requests for Professional Development Among Schools Classified as Needs Improvement*, Good, Great, or Excellent* Rank Order
Tenet
EBA Item
1
Positive Partnerships, Relationships and Student Success
Q.5.E. Strategies to support students in monitoring and managing their own learning Q. 5.M.H. Student Personal Learning Plans
2
Positive Partnerships, Relationships and Student Success
Q4. Measuring and addressing student engagement
3
College and Career Ready
Q2. Curriculum alignment to Career Ready Standards
4
College and Career Ready
Q.5.E. Career awareness instruction* Q.5.M. Career exploration instruction* Q.5.H. Career preparation instruction*
4
Assessment
Q2. Utilize formative, classroom-based assessments*
5
Educator Effectiveness
Q1. Measuring and addressing teacher engagement
Note: *top five request for support unique to schools classified as Good, Great, and Excellent
Top Requests for Technical Support Among Schools Classified as Needs Improvement*, Good, Great, or Excellent* Rank Order
Tenet
EBA Item
1
Educator Effectiveness
Q5. Technology to support teaching and learning
2
Educational Opportunities and Access
Q2. Supplementing face-to-face instruction with opportunities for online learning
3
Positive Partnerships, Relationships and Student Success
Q5.E. Strategies to support students in monitoring and managing their own learning Q5.M.H. Student Personal Learning Plans
4
Positive Partnerships, Relationships and Student Success
Q4. Measuring and addressing student engagement*
4
Assessment
Q3. Sharing assessment results in a timely manner*
5
Educator Effectiveness
Q3. Utilizing a formal staff evaluation process aligned to the NTPPF*
5
Educational Opportunities and Access
Q5. Evaluating new educational programs*
Note: *top five request for support unique to schools classified as Good, Great, and Excellent
Engaged Teachers Impact Student Achievement Robert Marzano (2005): Nearly 60 percent of a
school’s impact on achievement is attributable to principal and teacher effectiveness. About 35 percent can be credited to teacher effectiveness alone.
Eric Hanushek (2010): “The magnitude of the
differences is truly large, with some teachers producing 1½ years of gain in achievement in an academic year while others with equivalent students produce only ½ year of gain.”
Charlotte Danielson Says • Good Evaluations must answer 4 questions: • How good is good enough? • Good enough at what? • How do we know? • Who Should Decide?
The Problem with current Systems • Outmoded evaluative criteria, usually in the form of checklists. • Simplistic evaluative comments with no consistency on what the words mean. • Many teachers end up at the highest level in all areas with no guidance on where they might focus their efforts. • Lack of consistency among evaluators. • One way, top down communication – done “to” teachers, not “with” them.
“We need a consistent definition of good teaching – describing not only the work in the classroom but also the behind-the-scenes work of planning and other professional work.” Charlotte Danielson
Nebraska’s Educator Effectiveness System Nebraska Teacher and Principal Performance Framework - Approved, November 2011 Defined a set of Effective Practices for Teachers and Principals
Nebraska 7 Effective Practices for Teachers • • • • • • •
Foundational Knowledge Planning and Preparation Learning Environment Instructional Strategies Assessment Professionalism Vision and Collaboration
The primary purpose of the teacher and principal evaluation models is the improvement of instruction and leadership based on the Nebraska Teacher and Principal Performance Framework. The teacher and principal evaluation should be based on multiple measures of performance with data gathered multiple times, leading to long-term performance improvement.
Components • Effective Practices Rating Uniform Instructional Framework Additional Effective Practices
• Student Achievement Rating Student Learning Objectives
• Professional Development Rating Individual Professional Development Plan
• Local Factors Rating Optional
Exemplary Proficient Basic Unsatisfactory
Let’s hear from the Pilot Sites Melissa States – Paxton Gale Dunkhas - Falls City Toby Boss – ESU 6
State Board Study Committee Recommendations • The State Board adopts the Teacher and Principal Performance Framework as the minimum requirements for effective practices for teachers and principals. • The State Board directs NDE to develop effective practices for all other certificated employees. • The State Board recognizes that the effective practices and models, developed through the pilot process, are aligned with existing NDE Rules.
• The State Board believes that a quality evaluation model includes the following components: evaluation of effective practices, measures of student and school progress, plans for ongoing professional learning, and other locally determined components. • The State Board directs that the evaluation models and supporting information developed through the pilot schools become open source for all school districts by June 1, 2016. • The State Board charges NDE to transition to a support and resource system for continued review and revision of the effective practices, evaluation models, and subsequent materials for school districts.
An Opportunity for Districts • $5,000 Grants for Local Districts • 2- day Workshops • Team Participation • Development of New Evaluation System • 6 Regional Locations this Summer • Details to be e-mailed by the end of this week – to all ESU’s, Superintendents, and Principals
Locations and Dates • June 16-17 – ESU 13 Scottsbluff • June 21-22 – ESU 1 Wakefield • June 23-24 – ESU 6 Milford • June 27-28 – ESU 4 Auburn • July 7-8 – ESU 10 Kearney • July 11-12 – ESU 7 Columbus
For Questions • Donlynn Rice – [email protected]
• Janine Theiler – [email protected]
Follow us @NDE_GOV!
Educator Engagement
•What does that mean?
•How is that done?
Why Are We Doing This? There are 307,398 students in Nebraska. How many deserve effective instruction every minute of the day? There are 22,302 teachers in Nebraska. How many should provide effective instruction?
Goals for this session What is the AQuESTT connection? What did the EBA measure? What does the data say? Review the Nebraska Teacher and Principal Performance Framework • Review the teacher evaluation model • What do the Pilot sites have to say? • Upcoming opportunities for you • • • •
Educator Effectiveness The State Board believes that students should be surrounded by effective educators throughout their learning experiences such that schools and districts develop effective teachers and leaders who establish a culture of success. Areas of Focus • Nebraska Teacher & Principal Performance Framework • Professional Development • Building Leadership Supports • Effective Local Policy Makers & Superintendents
AQuESTT Evidencebased Analysis
Evidence-based Analysis Results • Activities: • Policies, Practices, Procedures
• Supports: • Professional Development, Technical Support, Other Resources
AQuESTT Evidence-based Analysis
Activities
Supports
AQuESTT Evidence-based Analysis
Activities
Supports
Top Requests for Professional Development Among Schools Classified as Needs Improvement*, Good, Great, or Excellent* Rank Order
Tenet
EBA Item
1
Positive Partnerships, Relationships and Student Success
Q.5.E. Strategies to support students in monitoring and managing their own learning Q. 5.M.H. Student Personal Learning Plans
2
Positive Partnerships, Relationships and Student Success
Q4. Measuring and addressing student engagement
3
College and Career Ready
Q2. Curriculum alignment to Career Ready Standards
4
College and Career Ready
Q.5.E. Career awareness instruction* Q.5.M. Career exploration instruction* Q.5.H. Career preparation instruction*
4
Assessment
Q2. Utilize formative, classroom-based assessments*
5
Educator Effectiveness
Q1. Measuring and addressing teacher engagement
Note: *top five request for support unique to schools classified as Good, Great, and Excellent
Top Requests for Technical Support Among Schools Classified as Needs Improvement*, Good, Great, or Excellent* Rank Order
Tenet
EBA Item
1
Educator Effectiveness
Q5. Technology to support teaching and learning
2
Educational Opportunities and Access
Q2. Supplementing face-to-face instruction with opportunities for online learning
3
Positive Partnerships, Relationships and Student Success
Q5.E. Strategies to support students in monitoring and managing their own learning Q5.M.H. Student Personal Learning Plans
4
Positive Partnerships, Relationships and Student Success
Q4. Measuring and addressing student engagement*
4
Assessment
Q3. Sharing assessment results in a timely manner*
5
Educator Effectiveness
Q3. Utilizing a formal staff evaluation process aligned to the NTPPF*
5
Educational Opportunities and Access
Q5. Evaluating new educational programs*
Note: *top five request for support unique to schools classified as Good, Great, and Excellent
Engaged Teachers Impact Student Achievement Robert Marzano (2005): Nearly 60 percent of a
school’s impact on achievement is attributable to principal and teacher effectiveness. About 35 percent can be credited to teacher effectiveness alone.
Eric Hanushek (2010): “The magnitude of the
differences is truly large, with some teachers producing 1½ years of gain in achievement in an academic year while others with equivalent students produce only ½ year of gain.”
Charlotte Danielson Says • Good Evaluations must answer 4 questions: • How good is good enough? • Good enough at what? • How do we know? • Who Should Decide?
The Problem with current Systems • Outmoded evaluative criteria, usually in the form of checklists. • Simplistic evaluative comments with no consistency on what the words mean. • Many teachers end up at the highest level in all areas with no guidance on where they might focus their efforts. • Lack of consistency among evaluators. • One way, top down communication – done “to” teachers, not “with” them.
“We need a consistent definition of good teaching – describing not only the work in the classroom but also the behind-the-scenes work of planning and other professional work.” Charlotte Danielson
Nebraska’s Educator Effectiveness System Nebraska Teacher and Principal Performance Framework - Approved, November 2011 Defined a set of Effective Practices for Teachers and Principals
Nebraska 7 Effective Practices for Teachers • • • • • • •
Foundational Knowledge Planning and Preparation Learning Environment Instructional Strategies Assessment Professionalism Vision and Collaboration
The primary purpose of the teacher and principal evaluation models is the improvement of instruction and leadership based on the Nebraska Teacher and Principal Performance Framework. The teacher and principal evaluation should be based on multiple measures of performance with data gathered multiple times, leading to long-term performance improvement.
Components • Effective Practices Rating Uniform Instructional Framework Additional Effective Practices
• Student Achievement Rating Student Learning Objectives
• Professional Development Rating Individual Professional Development Plan
• Local Factors Rating Optional
Exemplary Proficient Basic Unsatisfactory
Let’s hear from the Pilot Sites Melissa States – Paxton Gale Dunkhas - Falls City Toby Boss – ESU 6
State Board Study Committee Recommendations • The State Board adopts the Teacher and Principal Performance Framework as the minimum requirements for effective practices for teachers and principals. • The State Board directs NDE to develop effective practices for all other certificated employees. • The State Board recognizes that the effective practices and models, developed through the pilot process, are aligned with existing NDE Rules.
• The State Board believes that a quality evaluation model includes the following components: evaluation of effective practices, measures of student and school progress, plans for ongoing professional learning, and other locally determined components. • The State Board directs that the evaluation models and supporting information developed through the pilot schools become open source for all school districts by June 1, 2016. • The State Board charges NDE to transition to a support and resource system for continued review and revision of the effective practices, evaluation models, and subsequent materials for school districts.
An Opportunity for Districts • $5,000 Grants for Local Districts • 2- day Workshops • Team Participation • Development of New Evaluation System • 6 Regional Locations this Summer • Details to be e-mailed by the end of this week – to all ESU’s, Superintendents, and Principals
Locations and Dates • June 16-17 – ESU 13 Scottsbluff • June 21-22 – ESU 1 Wakefield • June 23-24 – ESU 6 Milford • June 27-28 – ESU 4 Auburn • July 7-8 – ESU 10 Kearney • July 11-12 – ESU 7 Columbus
For Questions • Donlynn Rice – [email protected]
• Janine Theiler – [email protected]
Follow us @NDE_GOV!
