Click on slide for answers Which scenario is a better indicator of the effectiveness of the teacher?
Paul Marshall PD Lead Consultant Region firstname.lastname@example.org EVAAS PD Region 5 September 19th Region 7 October 10th
SBE Policy on Standard 6• The Department of Public Instruction will complete the sixth and eighth standard ratings after the results of the 2011 – 2012 testing program have been finalized and approved by the State Board of Education, and the EVAAS value-added scores have been calculated. This population should take place in late September 2012.
What We Have Some AssessmentsEvaluation Tools From the MET… to Measure Growth End of Grade End of Course Observation VoCATs Tools Standards 1-7 Standard 8 Assessments to Measure End of Grade Growth End of Course VoCATs Student Survey Standards 1-5 Standard 6 Exploring Pilot in 47 LEAs in 2011-12
Observation + Other Measures • Standard 6 and 8What do we need? We need a state-adopted growth model and a fair 6 & 8 rating strategy • Status We need an overall method to determine educator effectiveness status • Measures of Student Learning (MSLs) For those grades and subjects that are currently non- tested, we need ways to measure growth 09/23/12 • page 4
Standards 6 & 8 – The BasicsTeachers 1 2 3 4 5 6Demonstrate Establish Leadership Environment Know Content Facilitate Learning Reflect on Contribute Practice to Academic SuccessPrincipals (and other Administrators) 1 2 3 4 5 6 7 8 Strategic Instructional Cultural Human Managerial External Micro- Academic Leadership Leadership Leadership Resource Leadership Development political Achievement Leadership Leadership Leadership Leadership 09/23/12 • page 5
Growth ModelTeachers 6 Contribute Standard 6 and 8 to Academic Success are measures ofPrincipals Growth 8 Academic Academic Achievement Achievement Leadership Leadership 09/23/12 • page 6
Proficiency vs Growth Scenario Proficient Growth5th grader begins the yearreading at a 1st grade level. NO YESEnds the year reading at a 4thgrade level.5th grader begins the yearreading at a 7th grade level.Ends the year reading at the 7th YES NOgrade level.
Growth ModelTeachers We will use 6 Contribute to Academic Success Educator Value-AddedPrincipals Assessment System EVAAS 8 Academic Academic Achievement Achievement Leadership for standards 6 & 8 when possible Leadership 09/23/12 • page 8
Growth ModelTeachers How do Value-Added models work? 6 Contribute to Academic Success •They measure growth by predicting how well a student will do on an assessment. How do they predict how wellPrincipals the student will do? •They look at previous test scores and estimate how well 8 Academic Academic Achievement the student should do at the end of the year. Achievement Leadership Every student must grow based on where they start. Leadership 09/23/12 • page 9
RatingsTeachers 6 Contribute to Academic Success How will the ratings onPrincipals Standards 6 & 8 work? 8 Academic Academic Achievement Achievement Leadership Leadership 09/23/12 • page 10
Principal Rating CategoriesPrincipals 1 2 3 4 5 6 7 Strategic Instructional CulturalLeadership Leadership Leadership Human Resource Leadership Managerial External Leadership Development Micro- political Leadership Leadership 8 Academic Achievement Leadership 5 Rating Categories 3 Rating Categories Not Demonstrated Does Not Meet Expected Growth Developing Meets Expected Growth Proficient Exceeds Expected Growth Accomplished Distinguished 09/23/12 • page 11
Teacher Ratings CategoriesTeachers 1 2 3 4 5 6Demonstrate Establish Know Facilitate Reflect on Contribute Leadership Environment Content Learning Practice to Academic Success 5 Rating Categories 3 Rating Categories Not Demonstrated Does Not Meet Expected Growth Developing Meets Expected Growth Proficient Exceeds Expected Growth Accomplished Distinguished 09/23/12 • page 12
RatingsTeachers 1 2 3 4 5 6Demonstrate Establish Know Facilitate Reflect on Contribute Leadership Environment Content Learning Practice to Academic Success 5 Rating Categories 3 Ratings Categories Why the difference? Identifying only three rating categories on standard 6 & 8 improves certainty of categorization.
Teacher Ratings in 2011-12Rationale - MET Research - Standard 6 & 8 - Status - Support ▲ 6 School- Yearly Rating Teacher •Does not Meet EVAAS Growth wide Expected Growth EVAAS Growth •Meets Expected Growth 70% 30% •Exceeds Expected Growth Weighted Average Why is school-wide EVAAS growth included? • To encourage collaboration and collective ownership of overall outcomes. Note: In 2011-12, teachers without individual EVAAS growth will have school-wide growth for Standard 6.
Teacher Ratings in 2011-12 6 Yearly Rating Teacher-level EVAAS reports available on •Does not Meet September 11 (estimated) Expected Growth •Meets Expected Growth Teacher sixth standard ratings available •Exceeds Expected Growth at end of SeptemberSixth standard ratings available in two locations:1.Rating only will be back-populated into the McRELtool and available to see on the 2011 – 2012 summaryrating forms2.Rating and component data available in EVAAS
Teacher Ratings in 2012-132012 – 2013 is the first year of data for all teachers andschool administrators who have their own data Possible additional 6 element Yearly Rating School- Student Teacher •Does not EVAAS wide Surveys Expected Growth Growth EVAAS •Meets Expected Growth (?) Growth •Exceeds Expected Growth Weighted Average 09/23/12 • page 16
Principal Ratings• Standards 8 rating will be determined using school-wide EVAAS growth 8 Yearly Rating School-wide •Does not Meet EVAAS Expectations Growth •Meets Expected Growth •Exceeds Expected Growth 09/23/12 • page 17
Ratings Teachers 1 2 3 4 5 6 Demonstrate Leadership Establish Environment Know Content Facilitate Learning Reflect on Practice Contribute to Academic Success Principals 1 2 3 4 5 6 7 8 Strategic Instructional Cultural Human Managerial External Micro- Academic Leadership Leadership Leadership Resource Leadership Development political Achievement Leadership Leadership Leadership LeadershipKey Note on Ratings•Every educator is evaluated every year•Each standard and rating stands on its own(1 out of 6, not 1/6)•Ratings are used to create professional development plans each year•Ratings are used to determine status
Effectiveness Status Using multiple measures to gauge overall effectiveness of educators
Status What is the difference between Ratings and Status? 09/23/12 • page 20
Status Ratings Status• Teachers • A single overall status that 6 separate ratings to help is determined once a teachers grow each year principal or teacher has three years of growth• Principals data to populate 6 or 8 8 separate ratings to help principals grow each year • Categories for Status 1. In Need of Improvement 2. Effective 3. Highly Effective 09/23/12 • page 21
Status and Standard 6 & 8 • An educator receives an effectiveness status only once they have 3 years of data on Standard 6 or 8 • A 3-year rolling average of growth data from standard 6 or 8 is used as part of determining overall status 09/23/12 • page 22
3-Year Rolling AverageRating from Rating from Rating from2012 - 2013 2013 - 2014 2014 - 2015 1.9 + -2.5 + 1.2Standard Standard Standard 6 6 6 3 Contribute to Academic Success = .21.9 -2.5 1.2 Met Expected GrowthMet Did not Met 3- year average rating onExpected meet Expected standard 6 forGrowth Expected Growth determining statusNote: A similar methodology applies to principals as well. GrowthNote: The values above represent values from the MRM model in EVAAS. 09/23/12 • page 23
Three Years of DataAny three years of data attributable to a teacher orprincipal will be combined and used: •Any grades •Any subjects •Any schools •Any districtsThe three years of data do not start until they arespecific to that teacher and his or her students 09/23/12 • page 24
Status So once a educator has a three-year average rating for Standard 6 or 8, how is status determined? 09/23/12 • page 25
Status• The Three Status Categories are 1. In Need of Improvement 2. Effective 3. Highly Effective 09/23/12 • page 26
Teacher Status In Need of Highly Effective Improvement Effective Standards 1-5 Any rating Proficient Accomplis In the year lower than or Higher hed on Standards 1 2 3 4 5Demonstrate Establish Leadership Environment Know Content Facilitate Learning Reflect on Practice proficient 1-5 or Higher on And/Or And Standards And 1-5 Standard 6 Does Not Meets or Exceeds Three-year rolling average Meet Exceeds Expected Expected Expected Growth )/ 3 ) 6 2 years ago 6 + 1 ago + year 6 This Growth Growth year
Principal Status In Need of Highly Effective Improvement Effective Standards 1-7 Any rating Proficient Accomplis In the year lower than or Higher hed on Standards 1 2 3 4 5 6 7 StrategicLeadership Instructional Leadership Cultural Leadership Human Resource Leadership Managerial Leadership External Development Leadership Micro- political Leadership proficient 1-7 or Higher on And/Or And Standards And 1-7 Standard 8 Does Not Meets or ExceedsThree-year rolling average Meet Exceeds Expected /3 Expected Expected Growth ) 8) year This 8 + 1 ago + year 8 ago 2 years Growth Growth
What Will Teachers See? • Ratings on Standards 1 – 5 of the Educator Evaluation System (as recorded in online tool) • Standard 6 rating (current year and 2 prior years) • Three-year rolling average of student growth values and accompanying Standard 6 rating (for Status determination) • Overall Effectiveness Status 09/23/12 • page 29