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2010 Rx for Success
 

2010 Rx for Success

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Dr. Voltz's presentation on teacher remediation and teacher evaluation.

Dr. Voltz's presentation on teacher remediation and teacher evaluation.

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    2010 Rx for Success 2010 Rx for Success Presentation Transcript

    • Successful Remediation of the Unsatisfactory Teacher Administrator Academy #1011 Administrator Academy #1011
    • Goals for this academy
    • “Think of Students First”
    • To be able to know, describe and inform teachers what is effective instruction
    • “Fundamental Fairness”
    • What to do with Unsatisfactory Teachers
    • Successfully terminate poor teachers
    • NJ Governor message was as much to school leaders as to teachers. "We have done a spectacularly lousy job when it comes to teacher evaluation," he said
    • Learn how to use technology to enhance classroom walkthroughs and teacher evaluation
    • Administrators will be far more effective when their classroom evaluation visits are:
      • ■ Unannounced, so they see everyday reality;
      • ■ Short, frequent, and systematic, so every teacher is visited at least 10 times a year and all aspects of instruction are sampled;
      • ■ Followed each time by a short, face-to-face conversations in which the principal and teacher focus on curriculum, methods, and results (struggling teachers would get more intensive supervision and support and an improvement plan);
      • ■ Summed up in end-of-year evaluations with two dimensions: a rubric that gives detailed ratings at four levels — highly effective, effective, improvement necessary, and does not meet standards — and a report on each teacher team’s September-to-May student learning gains measured by high-quality during-the-year assessments.
      • Schools experimenting with these ideas are making dramatic progress. Let’s follow their lead, bring out the best in principals and teachers, and give all our kids the education they deserve.
    • If some of the slide printing is too small you can view online at http://slidesha.re/IASAPeoria
    • The presentation is constantly being updated. View the online version for most accurate.
    • Performance Counts Act
    • Stand for Children In Illinois
      • A great teacher and principal for every student
      • Schools with the flexibility and resources to meet individual learning needs
      • College and career ready graduation standards
      • Assessments that measure critical thinking and problem solving
      • Data systems that tell us if students are on track and principals and teachers are helping their students adequately progress.
      • Support for struggling students and intervention in chronically low-performing schools
      • Expanded learning time, a rich curriculum, and teacher planning and collaboration.
    • Stand for Children In Illinois - Survey
      • Four out of five of you believe it should be easier for principals to let ineffective teachers go – even if they have tenure.
      • Three quarters of you believe that we should base tenure on how effective a teacher is at getting students to grow academically – not just on seniority.
      • Not only do you support these changes, you believe they will dramatically improve Illinois schools.
      • Nine out of 10 of you believe that school districts and teacher’s unions should have to engage in fact-finding before teachers can go on strike. That means spending more time trying to find a solution before a strike can happen – which has a big impact on families.
      • Nine out of 10 of you also believe a strike should be used only as an absolute last resort.  
    • Possible Outcomes
      • Easier way to dismiss tenured teachers.
      • Stand Group put $1M into last fall elections
      • Group raised $2.6M before law changes
      • Mirrored after Colorado law
    • Administrators need to do more...
      • We need to evaluate teachers better.
      • Need accountability systems
      • Pressure will be on administrators
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    • Pension Details
      • Age 67 for full benefits
      • Capping salaries to determine benefits at $106,800 with growth of 1/2 CPI-U
      • Effective January 1, 2011
      • Legislation is flawed
    • TRS on Pensions
      •   The Chicago Tribune published a front-page story that uses selective facts to say that Teachers' Retirement System is "$40 billion short of what's needed to cover future benefits.”
        • The story is misleading because it never explains that the $40 billion "shortfall" is a long-term deficit that never comes due at one point in time. The "shortfall" is the unfunded portion of the System's total liability of $77 billion.
        • TRS will have enough money to pay pensions this year and for many decades to come. TRS has carried an unfunded liability since 1953 and has always paid retired teachers on time. We have never missed a pension check. This story is old news.
      • The main problem with the story is that it confuses the total TRS "mortgage" - $77 billion - with the "mortgage payment" - what the System needs in any one year to meet its pension and benefits obligation. This year that amount is $4.1 billion. Like any homeowner, we can't pay the mortgage off at one time, but we can make the mortgage payment. In fiscal year 2010 the TRS "mortgage payment" was $3.9 billion and our total revenue was $6.8 billion. We had more than enough money to cover those expenditures. The total liability never comes due because active teachers cannot collect their pension. Only retired teachers can collect a pension. For the total liability to come due at one point in time all teachers would have to be retired and school districts would have to be out of business.
      • The total liability never comes due because active teachers cannot collect their pension. Only retired teachers can collect a pension. For the total liability to come due at one point in time all teachers would have to be retired and school districts would have to be out of business.
      • The total liability never comes due because active teachers cannot collect their pension. Only retired teachers can collect a pension. For the total liability to come due at one point in time all teachers would have to be retired and school districts would have to be out of business.
      • The story says that Illinois teacher pensions "get higher benefits, on average, than government retirees in most pension plans." The national average benefit is $30,642. The average TRS benefit is $40,798. While factually correct, that is true in part because retired teachers don't receive Social Security. Illinois teaches contribute more to their retirements than most teachers in other states. No one can consider $40,798 as an "extravagant" pension. It's very misleading. The TRS unfunded liability was created by state officials who since the 1950s decided not to give TRS all of the money required to cover current and future pension obligations. As a result, TRS has never been given the opportunity to function as it was designed to function. A system that has been properly funded can expect to have investment earnings pay for 60 percent to 65 percent of benefits. It is estimated that the state has held back as much as $14 billion in funding from TRS over the years. Because TRS has not had this money to invest, the difference has to be made up with higher contributions from taxpayers. Although TRS has exceeded its investment target over the last 25 years, investment income only pays for 49 percent of TRS benefits.
      • The TRS unfunded liability was created by state officials who since the 1950s decided not to give TRS all of the money required to cover current and future pension obligations. As a result, TRS has never been given the opportunity to function as it was designed to function. A system that has been properly funded can expect to have investment earnings pay for 60 percent to 65 percent of benefits. It is estimated that the state has held back as much as $14 billion in funding from TRS over the years. Because TRS has not had this money to invest, the difference has to be made up with higher contributions from taxpayers. Although TRS has exceeded its investment target over the last 25 years, investment income only pays for 49 percent of TRS benefits.
    • Can a state default on payments?
    • What will public demand?
    • Pension Reform
    • 2% = $7B FY 12 Pension = $6.2B FY 12 Pension = $6.2B
    • Collective Bargaining
    • Strike
    • Health Insurance
    • Guaranteed COLA
    • The next slide is really a Prezi. If you want to view online go to http://bit.ly/Voltz50Plan http://bit.ly/Voltz50Plan http://bit.ly/Voltz50Plan
    •  
    • Please write a question on the post-it-note that you would like addressed today.
    • If you always do what you've always done, you'll always get what you always got, and you'll always feel what you always felt.
    • 2009 Urban Institute book. Its conclusion: Firing the least effective 6 to 10 percent of teachers would catapult American kids from near the bottom of the international pack in academic achievement to the top ranks. of teachers would catapult American kids from near the bottom of the international pack in academic achievement to the top ranks.
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    • NASSP Statement
      • States and districts should include multiple measures of performance.
        • Evidence of a teacher’s knowledge of subject matter;
        • Skill in planning, delivering, monitoring, and assessing students’ learning;
        • Skill in developing and maintaining positive relationships with students, parents, and colleagues;
        • Knowledge and skill in pedagogical methods to meet the needs of students with an array of learning styles and needs;
        • Commitment to students’ learning to their utmost potential
    • Thomas Friedman
      • One of the more unusual and sobering press conferences I participated in last year was the release of a report by a group of top retired generals and admirals. Here was the stunning conclusion of their report: 75 percent of young Americans, between the ages of 17 to 24, are unable to enlist in the military today because they have failed to graduate from high school, have a criminal record, or are physically unfit.” America’s youth are now tied for ninth in the world in college attainment.
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    • Do you need some inspiration to act courageously?
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    • Change is coming!
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    • The Widget Effect
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    • Being an effective evaluator is hard!
    • Watch you thoughts; they become words. Watch your words; they become actions. Watch your actions; they become habits. Watch your habits; they become your character. Watch your character; it becomes your destiny.
    • What makes a great leader?
      • From Daniel Goleman, Harvard Business Review
        • Intelligence
        • Toughness
        • Determination
        • Vision
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    • Value added
      • A growing number of school districts have adopted a system called value-added modeling
      • The system calculates the value teachers add to their students’ achievement, based on changes in test scores from year to year and how the students perform compared with others in their grade.
      • William L. Sanders, a senior research manager for a North Carolina company, SAS, that does value-added estimates for districts in North Carolina, Tennessee and other states, said that “if you use rigorous, robust methods and surround them with safeguards, you can reliably distinguish highly effective teachers from average teachers and from ineffective teachers.”
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    • What do principals actually do?
      • Wallace Foundation Study
        • 66.7% on management functions
          • Student discipline, student supervision, employee discipline, office work/prep, building management, dealing with parents, attending management meetings
        • 29.7% on instruction
          • Working with students, observing teachers, conducting classroom visits, providing feedback to teachers, talking to parents about student learning, teaching/modeling, participating in professional development, planning curriculum, assessment
    • Management Functions
      • Student discipline
      • Student supervision
      • Employee Discipline
      • Office work/prep
      • Building management
      • Dealing with parents
      • Attending management meetings
    • Instruction
      • Working with students
      • Observing teachers
      • Conducting classroom visits
      • Providing feedback to teachers
      • Talking to parents about student learning
      • Teaching/modeling
      • Participating in professional development
      • Planning curriculum
      • Assessment
    • Teachers Want
      • Specific feedback on the observation and also what they need to do to improve
      • A professional relationship with the coach/administrator that builds trust and confidence over time
      Reference Parini, J. (2005). The art of teaching . New York: Oxford University Press.
    • http://bit.ly/IASAPodcasts
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    • Research says...
      • 1/2 students in school are not paying attention
      • Reading textbooks is very important to academic success
      • 83% of students like to discuss controversial topics in school
    • Students think school is boring... Source: International Center for Leadership in Education
    • Do you ask students what they think of school?
    • Do you involve students in school improvement?
    • When you involve student/learners you become “future focused.” Source: International Center for Leadership in Education
    • School leadership is second only to classroom teaching as an influence on pupil learning. Source: International Center for Leadership in Education
    • School leaders improve teaching and learning indirectly and most powerfully through their influence on staff motivation and working conditions. Source: International Center for Leadership in Education
    • “ Without substantive conversations about real classroom practice, not much transfer, reflection or application to teaching practice will occur.” (Hord & Summers, 2008, p. 104) (Hord & Summers, 2008, p. 104)
    • "It is our job to know what is effective teaching practices and to hold teachers accountable." Dr. Mike Schmoker Dr. Mike Schmoker
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    • Success depends on...
      • “The Teacher Effect makes all other differences pale in comparison.” William Sanders
      • “Five years of effective teaching can completely close the gap between low-income students and others.” Marzano: Kain & Hanushek
    • Think-Pair-Share
    • Do all your teachers?
      • Check for understanding?
      • Teach the adopted district curriculum?
      • Utilize common assessments on a regular basis?
      • Provide remediation based on data?
      • Engage students?
      • Teach bell to bell?
      • Have students read, write, and discuss?
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    • Would you train teachers to learn how to pass out papers?
    • No Opt Out Student does not know answer, teacher goes to another student. First student is called on again to state answer.
    • Do you believe teachers can improve by watching other excellent teachers?
    • Classroom Walkthroughs
      • Gather data points on teacher performance and discuss with all teachers.
      • Look for active engaged student learning.
      • Look for teachers who require students to read, discuss, and write about what they have read.
      • Checking for understanding is very important.
      • Have a common core curriculum and common quarterly assessments.
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    • Doug Reeves
      • Classroom walkthroughs can be valuable if they
        • Are not judgmental
        • Have the fingerprints of local teachers and administrators all over them
        • Provide timely and effective feedback to teachers
        • Are used primarily for improving teaching and learning
    • Formative Assessment
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    • Other strategies for school improvement
      • Peer Coaching
      • Mentoring
      • Action Research
      • Data-driven Decision Making
      • Group Analysis of Student Work
    • Doug Reeves
      • “ There are no silver bullets in education, but writing – particularly nonfiction writing – is about as close as you can get to a single strategy that has significant and positive effects in nearly every other area of the curriculum.”
    • Bill Gates urges school budget overhauls
    • He suggests they end teacher pay increases based on seniority and on master's degrees, which he says are unrelated to teachers' ability to raise student achievement. He also urges an end to efforts to reduce class sizes. Instead, he suggests rewarding the most effective teachers with higher pay for taking on larger classes or teaching in needy schools.
    • Secretary Duncan “The New Normal: Doing More With Less” “The New Normal: Doing More With Less”
    • Do not slash instructional time spent on task, eliminate the arts and foreign languages, abandon promising reforms, and lay off talented, young teachers. talented, young teachers. talented, young teachers.
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    • It is our job to train teachers via professional development
    • Just Do It!
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    • 92.6% = Superior 7% = Satisfactory 0.4% = Unsatisfactory 0.4% = Unsatisfactory 0.4% = Unsatisfactory
    • Four Ratings
      • Excellent
      • Satisfactory
      • Needs Improvement
      • Unsatisfactory
    • Student performance data will be a significant factor in teacher or principal evaluations
    • What does this mean?
    • How would you do it?
    • Implementation Dates
      • 9/2012 for bottom 5% schools and some CPS
      • 9/2015 for lowest 20%
      • 9/2016 for everybody else
      • 9/2012 for all principals
    • State responsibility…
    • ISBE Requirements
      • Define methods to measure student growth
      • Define “significant factor”
        • Control for
          • Special education
          • ESL
          • Student attendance
          • Student mobility
      • Establish minimum requirements for teacher and principal evaluation instruments and procedures
      • Establish model evaluations plans that include 50% student growth
    • Will teacher tenure as we know it today be around in the near future?
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    • http://thehiddencostsoftenure.com/
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    • Tenure frustrate drive for teacher accountability Scott Reeder
      • -Of Illinois’ 876 school districts only 61, or 7 percent, have ever attempted to fire a tenured faculty member since the teacher evaluation reforms were imposed 18 years ago.
      • Of those 61 school districts, only 38 were successful in actually firing a teacher.
      • Of an estimated 95,500 tenured educators now employed in the state an average of only seven have their dismissals approved each year by a state hearing officer. Of those seven, only two on average are fired for poor job performance. The remainder is dismissed for issues of misconduct.
    • Dismissal doesn’t have to be difficult
      • Chet H. Elder
    • You’re fired
    • is it possible to dismiss a tenured teacher?
    • dismissed employees
      • Leave with a feeling of relief
      • They end up with better paying jobs elsewhere
      • A more satisfying career
      • New sense of enthusiasm and contentment
    • say what you mean. mean what you say. but don’t say it mean.
    • keep in mind that you’re taking this action to improve the quality of education for kids.
    • important rules
      • Keep the union informed
      • Communicate, communicate, communicate
      • Straightforward observation and evaluation reporting will guarantee that no teacher is ever shocked and surprised when he or she receive the final word.
    • actual evaluation
      • Keep words to a minimum so they are easy to translate and defend.
      • Do not confuse the teacher when you are at the “summative” position, be direct and easy to understand.
      • Have a “Plan”
      • Execute the “Plan”
    • insubordination
      • Administrators cannot tolerate insubordination.
      • Employees must follow orders.
      • Employees must follow school policy.
    • Is behavior teaching related? Is behavior work rule related? Remedial Non-Remedial Three Progressive Steps Possible Termination Teacher Evaluation Process
    • school reform
      • Student test scores
      • Principal is held accountable and will be fired under all four reform models.
      • Must have competent teachers.
    • teacher tenure
      • It takes the recommendation of the superintendent, via a recommendation by the building principal to place a teacher on tenure after 4 years of “successful” teaching experience.
      • ...and whose fault is it we have incompetent tenured teachers?
    • “would i want my own son or daughter exposed to this teacher.”
    • five easy calls
      • Lateness
      • Failure or refusal to report child abuse
      • Violation of confidentiality
      • Sexual harassment in the workplace
      • Ethnic slurs, lying, stealing, cheating, and illegal acts
    • documentation
      • “If it ain’t in writing, it don’t exist.”
      • Document as soon as possible.
      • Be clear, be concise, use simple language, use simple sentences.
      • Communicate the problem in the first paragraph, then support with other information.
      • Share file with teacher and union.
    • Consistency is critical
      • Union will “burn” you for inconsistencies.
      • When in doubt dismiss non-tenured teachers.
      • Make sure all administrators know the “game plan.”
    • Carroll R. daugherty’s Just cause test Just cause test
      • Did the employer give the employee forewarning or foreknowledge of the possible or probably disciplinary consequences of the employee’s conduct?
      • Was the employer’s rule or managerial order reasonably related to the orderly, efficient, and safe operation of the employer’s business?
      • Did the employer, before administering discipline to an employee, make an effort to discover whether the employee did in fact violate or disobey a rule or rule of management?
      • Was the employer’s investigation conducted fairly and objectively?
      • At the investigation, did the “judge” obtain substantial evidence or proof that the employee was guilty as charged?
      • Has the employer applied its rules, orders, and penalties to all employees in an even-handed manner and without discrimination?
      • Was the degree of discipline administered by the employer in a particular case reasonably related to (1) the seriousness of the employee’s proven offense and (2) the record of the employee in his or her service with the employer?
      • Do not miss these.
      • Know
        • Contract
        • School Board Policy
        • Administrative Procedures Manual
        • Teacher Handbook
      time limits & deadline dates
    • you are the expert!
      • You have earned the Type 75 Certificate
      • You have successfully completed the teacher evaluation required state workshop
      • You have an advanced degree in Educational Leadership
      • You are the school administrator
      • “ Just Do it”
    • teaching function
      • If you expect teachers to put the daily objective(s) on the board in student-centered language, look for it, measure it, note it, hold the teacher accountable for it.
      • If you expect teachers to consistently and often to check for understanding then look for it, measure it, note it, hold the teacher accountable for it.
      • If you expect student engagement then look for it, measure it, note it, hold the teacher accountable for it.
    • if a teacher offers to quit, say ok, get out a piece of paper right then and have them write a letter of resignation.
    • if you cannot predict the non-tenure teacher to be excellent, do not put that teacher on tenure.
    • It is hard to hide ineffective teachers because they come in contact with students on a daily basis.
    • Are the School Board & Superintendent willing to…
    • Are the School Board & Superintendent willing to…
      • Hold teachers accountable?
      • Give principals adequate time to properly evaluate teachers?
      • Back administrators when the staff and community get upset?
      • If you can answer “Yes” to all three questions you are ready to proceed.
    • Does your teacher evaluation system actually help improve instruction?
      • Peter Loehr, writing for the Illinois School Board Journal contends that “Too often, evaluation is an annual or semiannual administrative activity that has negligible positive effect for the school district and the vast majority of teachers and principals.”
      • Why?
    • One Superintendent’s Expectations of Principals
      • Visit one classroom at least 80% of the days school is in session
        • Formal evaluation
        • Drop ins
        • Visit student work
        • Ask for invitations to see special presentations in classrooms
      • Be actively and collaboratively involved with the Illinois School Improvement Plan Process
      • Be willing to pull the plug on questionable non-tenured teachers .
    • Great Teacher – Bad Employee
      • Just because the teacher has good methodology does not mean they are good for the organization
    • Non-Tenure Decisions
      • When in doubt dismiss…
      • “If you cannot predict that the teacher will rate excellent, do not put the teacher on tenure.”
      • Do you want your own child having this teacher? If not dismiss…
      • Get rid of the poor or questionable non-tenured teacher in first year if possible.
    • Business card situation...
    • Is this hard to do? Of course it is. We all have feelings but who are you looking out for? Students or adults. Students or adults.
    • Teacher Evaluation Process
      • Principal evaluates whole unit of instruction.
        • At all grade levels
      • Evaluation normally lasts five to seven days
      • Some principals meet with the teacher daily following each observation.
      • Teachers receive daily feedback from principal.
      • Feedback contains suggestions for improvement.
    • Advantages of Whole Unit
      • Principal is present from beginning to end.
        • Principal must make this a priority
      • Principal is not a factor for classroom climate (student discipline).
      • Principal sees all aspects of instruction with assessment being very important.
      • Principal develops an on-going communication system with teachers about instructional strategies and curriculum improvement.
    • Disadvantages of One Observation
      • Anybody should be able to teach one class if he/she knows the principal is coming.
      • The public, parents and students know that the teacher can “con” the principal in this process.
      • It is very important to make the correct decision for non-tenure teachers and two thirty-minute observations is not enough.
    • Does your school district consider teacher evaluation an important part of a principal’s responsibilities?
    • Think-Pair-Share
    • How can Principals do this?
      • Principals have to learn to handle routine things routinely.
        • Discipline
        • Student attendance
        • Parent concerns
        • Supervision duty
        • Attending extracurricular events
        • Scheduling
      • “ I can evaluate teaching performance by just walking down the school hallway and listening and looking in at what is going on in the classroom.” (Anonymous Principal)
    • Remember you are the boss not the buddy.
    • Reflective Questions
      • Why does it seem everybody in the community knows who the bad teachers are except for the administrators?
        • Not really true but…
      • Why does the community have these perceptions?
        • Teacher tenure law
        • They never hear of tenure teacher dismissals
      • IASA Podcasts
    • Helping Struggling Teachers
      • The first stage of teacher remediation is to try to help the teacher improve.
      • In times of teacher shortage administrators need to be proactive in helping struggling teachers.
        • Teacher induction programs
        • Mentor programs
        • Teacher assistance programs prior to formal teacher remediation programs.
    • Educators are criticized because…
    • Traditional Teacher Evaluation Is Perceived To Be Ineffective
      • Principals need the time to conduct an evaluation cycle like the one outlined in this presentation.
      • Principals need to know when the superintendent and board of education will support his/her commitment to make difficult decisions on poor and marginal teachers.
      • Principals need to hear from board members about comments they hear in the community about teachers not doing a good job.
    • Principals need to establish credibility
      • Principals need to be careful of socializing with teachers because it will be hard to later discipline teachers.
      • Principals need to make detailed notes of conferences with parents, students, etc… about teacher behaviors.
      • Principals need to share all information with identified teacher in writing.
      • Principals need to include union representation when teacher is in any kind of trouble.
    • Principal Perceived Problems With Teacher Evaluation
      • Recent research indicates that principals identify several problems with evaluating low-performing teachers in their school districts. The barriers they identify are largely interconnected:
        • lack of time to work with the teacher
        • unduly burdensome evaluation procedures
        • lack of support from the central office or school board
        • the psychological discomfort of confronting a teacher and
        • the inevitable disruption of the social fabric of the building when the teacher begins to seek support.
    • How Boards and Superintendents Can Help Principals
      • Communicate your values
        • Leaders must "express and extend" what they value in order to effect change
      • Protect principals' time
      • Help principals gain confidence
      • Provide training
      • Remove contract handcuffs
      • Provide social and emotional support
        • Remember that principals will receive little observable support from their own school staffs if they take on the task of intensive supervision of a teacher.
    • How could you improve your teacher evaluations?
    • Snowball Process- Pair group members and ask them to record ideas on a particular topic. Then have the pairs find another pair to continue the collaboration. Ask each combined group to make a record of their shared dialogue. Continue until there are large enough groups then share out the information.
    • Communication from principal to superintendent and school board is critical in the teacher remediation process.
    • When should principals communicate to their supervisor?
      • When behavior will result in discipline action against the teacher.
      • Principal should share with the superintendent copies of all formal documentation regarding a poor teaching performance or other unacceptable teacher behavior.
      • Principal should involve the teachers’ union if formal discipline is taken against the teacher.
      • The school board must be kept up-to-date on all teacher discipline and possible “unsatisfactory” rating.
    • The principal must be able to do the following:
      • Know and recognize effective teaching strategies.
      • Know and recognize effective teacher evaluation instruments.
      • Be able to make an “educated” final decision on a tenured teacher’s employment.
    • Proper Evaluation Process Job Description Evaluation Steps Evaluation Instrument Induction & Mentoring Staff Development Remediation Strategies
    • Faculty Evaluation Plan
      • Each school district needs to determine its own standards.
      • Possible important standards:
      • Ensure that instruction and student learning extends from opening bell to ending bell.
      • Ensure that his or her curriculum links with state standards with instruction.
      • Teach to all students and have high expectations for behavior and learning for all students.
      • Actively write and implement strategies in the school improvement plan to demonstrate accountability in improving his or her students’ test results.
    • Classroom observation form… beginning of lesson
      • What is actually observed.
      • This half of the paper is what the evaluator actually observes.
      • Analysis and Suggestions
      • Beginning of lesson
      • Begins lesson promptly
      • Review
      • Statement of student centered objectives
      • Measures student knowledge
      • Prepares appropriate materials
      • Actual suggestions for improvement will be stated here for observations.
    • Actual Classroom Observation
      • 2:10 p.m. Students are talking
      • What is a force?
        • Push and pull
      • What is work?
        • Use force, energy is needed
      • When you apply force to an object, what happens?
        • Force is used to move an object
      • Next unit is machines
      • What machines have you used this morning?
        • Toaster, stove, microwave, car, bus, alarm, fan, clock, bike, TV, computer, toilet, light, super-nintendo
      • Simple machines have none or one working part
      Teacher calls on students who have hands raised Calls on Natalie but she offers no answer and teacher goes to another student, next time use the “wait” concept and stay with student and give clues until student answers. Anecdotal Notes Analysis & Suggestions
      • Yes – begins lesson promptly
      • Yes – reviews
      • No – gave no student objectives
      • Yes – measures student knowledge
      • Yes – prepares appropriate materials
    • Classroom observation form… middle of lesson
      • What is actually observed.
      • This half of the paper is what the evaluator actually observes.
      • Analysis and Suggestions
      • Middle of lesson
      • Teaches to objectives
      • Uses guided practice
      • Re-teaches when appropriate
      • Uses independent practice
      • Varies teaching technique
      • Actively engages all students
      • Involves students equitably
      • Demonstrates appropriate proximity
      • Demonstrates knowledge of subject matter
      • Uses proper transition between activities
      • Actual suggestions for improvement will be stated here for observations.
    • Actual Classroom Observation Student makes comment and teacher ignores. Teacher could have offered to all class or could have re-directed student to task on hand. You should never embarrass a student in front of all the other students. This was not the only student with an unorganized crayon box. You should have taught organizational skills earlier Anecdotal Notes Analysis & Suggestions
      • Simple machine has no or few moving parts
      • Amanda – can I write all items that are simple machines in my home for extra credit.
      • Teacher asks students to get out supplies for assignment in class.
      • Several students do not have supplies.
      • Teacher becomes aggravated at students for not having materials and goes up to one girl’s box of crayons and dumps the crayons on the floor and tells the girl that she had previously been told to better organize her box and to start over now to organize.
      • Yes - Teaches to objectives
      • No - Uses guided practice
      • No - Re-teaches when appropriate
      • No - Uses independent practice
      • No - Varies teaching technique
      • Yes - Actively engages all students
      • Yes - Involves students equitably
      • No - Demonstrates appropriate proximity
      • No - Demonstrates knowledge of subject matter
      • No - Uses proper transition between activities
    • Classroom observation form… end of lesson
      • What is actually observed.
      • This half of the paper is what the evaluator actually observes.
      • Analysis and Suggestions
      • End of lesson
      • Assesses student progress
      • Summarizes main points
      • Provides appropriate homework
      • Utilizes full period for instruction
      • Uses consistent and equitable praise
      • Maintains rapport and respect with students
      • Actual suggestions for improvement will be stated here for observations.
    • Actual Classroom Observation This student consistently interrupts you, corrects your teaching and you cannot control her behavior. You need to have a personal conference with her and explain your expectations and hold her accountable and apply consisted discipline for infractions. You could have made this unit much more interesting by bringing in simple machines, by demonstrating the use of a lever, pull nail from wood, etc… Anecdotal Notes Analysis & Suggestions
      • What is a machine?
      • What is a simple machine?
      • What is a moving part?
      • Tess – I didn’t know you had a screwdriver in your kitchen.
      • What did you learn today?
      • Simple machine
      • 3 parts to a lever
      • Asks several different students what they learned in calls.
      • For extra credit you need to make a lever from this handout.
      • This will not work with paper, you will have to use cardboard.
      • Reminds students to take science papers home tonight.
      • No - Assesses student progress
      • Yes - Summarizes main points
      • No - Provides appropriate homework
      • Yes - Utilizes full period for instruction
      • No - Uses consistent and equitable praise
      • No - Maintains rapport and respect with students
    •  
    • Fist to Five – Do you like the T-Square Scripting Technique?
    • Tips
      • You can place tenure teachers on yearly or more frequent evaluation cycles
      • If assessment is the problem then collect all tests and evaluate the materials
      • If discipline is the problem then document problems
      • If lesson plan development is a problem review lesson plans on a weekly basis
    • When considering how far to go with a teacher…
      • Does the principal have enough time available to participate in process?
      • What input will the school attorney have?
      • Should you use the services of a consultant?
      • What about timing in the school year?
      • What will be the role of the union?
      • Will the consulting teacher come from inside the school district or outside?
      • Do you feel the teacher can remediate his/her deficiencies?
      • In the end, will all this make a difference?
    • Veteran Teachers
      • Proceed to a “goal orientated” process if teacher has had two consecutive “excellent” evaluations from same administrator.
      • Allows new principal to develop own rating with all teachers.
    • Potential Activities To Improve Teacher Performance
      • Could require observation of master teachers in or out of the district
      • Have “Excellent” teacher observe poor or average teachers and offer suggestions for improvement
      • Require poor teacher to enroll in courses, workshops or seminars
      • Require teacher performance to be videotaped
      • Self appraisal
      • Appraisal by other ‘Excellent” teacher
      • Require practice of specific teaching methods
      • Require teacher to read references or view videotapes
      • Require teacher to submit lesson plans, grade book, homework assignments, tests or other materials
    •  
    • Questions you might hear
      • This teacher has been evaluated for years as excellent.
      • This teacher has taught for “X” number of years, why are you just discovering his/her unsatisfactory status now?
      • This will destroy the teacher.
      • This will upset the teachers’ union.
    • Is the school board willing to...
      • Support the administrative recommendation to dismiss a tenured teacher?
      • Spend substantial sums of money on attorney fees, consultant fees, and eventually “buy out” for the teacher?
      • Put the tenured teacher through an extremely emotional situation?
      • Do what is best for STUDENTS?
    • Page 65 of handout
    • If the administration decides to evaluate the teacher as unsatisfactory then the district needs legal advice…
    • Rx For Success Six months prior to issuance of UNSATISFACTORY RATING CAREFUL REVIEW AND ANALYSIS Collective Bargaining Agreement Board Policies & Practices Four weeks prior to issuance of UNSATISFACTORY RATING Consulting Teacher Outside Evaluator Consult with Union Board Attorney Evaluation Plan Board Approval Amend Plan Within 30 calendar days after UNSATISFACTORY RATING is reduced to writing Development and Initiation of Remediation Plan Board Approval Consulting Teacher Qualified Administrator Teacher STOP Get House in Order
      • THE SPANGLER DECISION
      • MARCH 19, 2002
      • 1st Dist. App. Ct–2 nd Div., specifically held:
      • 1. A school board possesses ONLY an investigatory/charging function in tenure dismissal case.
      • 2. The hearing officer possesses the authority to decide all issues with respect to a dismissal decision, including the gravity and seriousness of the charges.
    • POINTS TO PONDER
      • QUALIFICATIONS OF HEARING OFFICERS
      • Most Hearing Officers are practicing arbitrators. As such, they may have little if any legal training. Tenure dismissal cases are a combination of factual as well as legal issues. Consequently, Hearing Officers will be called upon to make many interpretations of court decisions as well as statutory interpretations - a task unfamiliar to most Hearing Officers.
    • POINTS TO PONDER
      • BIAS OF HEARING OFFICERS
      • Because Hearing Officers are by trade mainly private sector arbitrators, they seldom decide dismissal cases. Typically arbitrators are called upon to decide discipline issues which are far less complicated. Dismissal in the private sector is viewed by arbitrators as “industrial capital punishment.”
    • POINTS TO PONDER
      • LACK OF UNDERSTANDING OF EDUCATIONAL THEORY, TEACHING METHODOLOGY AND EVALUATION PHILOSOPHY AND TECHNIQUES
      • Hearing Officers will have to be educated during the hearing process on these very important concepts.
    • POINTS TO PONDER
      • EVIDENCE PROBLEMS
      • The State Board Rules and Regulations do not require Hearing Officers to follow the rules of evidence as would be the case in a courtroom. Consequently, there is no way to predict what evidence will be allowed or disallowed. Generally, arbitrators let everything remotely related to the issues into the record.
    • POINTS TO PONDER
      • IMPORTANCE OF FUNDAMENTAL FAIRNESS AND DOCUMENTATION
      • Experience tells us that demonstrating fundamental fairness towards the effected teacher is an absolute must. Proper documentation is essential to this end.
    • Fundamental Fairness Doctrine
      • Concept of 90 school days
      • Have to prove to hearing officer that you have given teacher “fundamental fairness”
      • Puts administration under the gun to demonstrate “fairness” in 90 days
    • Procedure for actual dismissal
      • After 90 day remediation process if evaluator decides on “unsatisfactory” rating then the teacher is suspended without pay by the school board
      • Hearing is scheduled with hearing officer to make final decision
      • May take as long as two years
      • If district is not successful then teacher gets back pay with interest and position back
    • TO SETTLE OR NOT TO SETTLE?
      • Teacher is 48 years old and the teacher’s classroom is out of control with no education going on for the students. The Union is somewhat supportive of the teacher because of its duty of fair representation.
    • Costs of Winning 1. Administrator Time ? 2. Expert Witness Fees $10,000-$15,000 3. Attorney Fees $75,000-$135,000
    • Costs of Losing 1.    Administrator Time ? 2.    Expert Witness Fees $10,000-$15,000 3.    Attorney Fees $75,000-$135,000 4.    Back Pay with Interest $110,000 5. Reinstatement to teaching position for remainder of career $300,000+
    • Costs of Settlement 1.    Administrator Time Minimal 2.    Settlement Amount $55,000 3. Attorney Fees $13,000
    • After listening to the attorney, is the process worth the effort?
    • What happens after termination?
    • Weathering a termination
      • Maintain a good relationship with the teachers’ union.
      • Give the teacher every opportunity to fix the problem.
      • Keep good records.
      • Appoint a coordinator.
      • Work with your insurance carrier.
      • Don’t hesitate to act if children are endangered.
    • Dealing with the aftermath
      • Community and press reaction
      • Burden of protecting the teacher’s confidentiality rests entirely with the employer.
    • Documentation Required
      • Evaluations
      • Remediation Plan
      • Written notes of classroom observations
      • Written summaries of pre-observation and post-observation conferences
      • Evidence of participation in prescribed remediation activities
      • Copy of completed consulting teacher log
      • Copies of completed required observations
    • The Bad News!
    • The Rest of the “Story”
      • Evaluate all teachers on a regular basis with daily observations by administrators.
      • Dismiss “questionable” non-tenure teachers.
      • Keep the “heat” on teachers who fail to improve.
      • Instead of going through the State of Illinois “Teacher Dismissal Process” make life “tough” on poor teachers.
        • Force the poor teacher into resigning with or without a buyout.
    • Teacher Evaluation Instrument
      • Overview of Revision Process
        • Lengthy process
        • Teacher’s Union and Administration working together
        • Survey Results
    • Teacher Evaluation Instrument
      • Survey Results
        • 67% of the BCSD teachers felt the teacher evaluation instrument helped teachers grow professionally.
    • Teacher Evaluation Instrument
        • Teacher identified the following problems with the tool:
        • 1. Too subjective
        • 2. Professional development is not associated with my evaluation.
        • 3. Not enough praise is provided.
        • 4. Not enough specific feedback is provided.
        • 5. Goals not associated with evaluation.
    • Teacher Evaluation Instrument
      • (continued)
      • 6. Student assessment data is not included.
      • 7. Feedback provided is unclear.
    • Teacher Evaluation Instrument
      • The staff listed the following criteria as being the most important:
        • Consistency from year to year
        • Clarity in ratings
        • A tool that can be used for professional development
        • Input from the teacher about the lesson
        • Optional alternative process for veteran teachers
        • Specific focus on professional growth
        • Specific support for areas of weakness
    • Teacher Evaluation Revision Process
      • Beginning :
      • Established group norms for meetings
      • Established common definition of “good teaching” that is research-based and understood by local staff.
      • Required reading: “Enhancing Professional Practice – A Framework for Teaching” by Charlotte Danielson (2 nd ed.)
    • Reflective Conference
    • Teacher Evaluation Revision Process
      • Charlotte Danielson Instrument:
        • Divided into 4 Domains
        • Each domain contains components
        • Components are divided into essential elements
        • Divided into 4 level of performances
    • Teacher Evaluation Revision Process
      • Customizing the Framework
        • Take section by section
        • Discussions held on each element
        • Ensured district goals aligned to the elements
    • Teacher Evaluation Revision Process
      • Evidence
      • Let evidence
      • -not opinion-
      • anchor the process.
      • Dr. Paula Bevan, 2007
    • Teacher Evaluation Revision Process
      • Evidence is…
        • A factual reporting of events
        • Includes artifacts prepared by the teacher, students and others
        • Selected using professional judgment
      • Evidence is NOT…
        • Personal opinion or biases
    • Teacher Evaluation Revision Process
      • Evidence-Based Teacher Evaluation
      • The key to rigorous, evidence-based teacher evaluation if adequate training of evaluators and teachers.
      • Dr. Paula Bevan, 2007
      • http://www.danielsongroup.org/PaulaBevan.html
    • Teacher Evaluation Revision Process
      • Year 1 :
      • Developed 2 Domains
      • Addition of a “Reflection Conference”
      • Developed Pre-Conference Questions
      • Timeline Modification
      • Developed “Drop-In Slips”
      • PPT’s Developed to Train Teachers
      • Evaluator Training - ongoing
    • Teacher Evaluation Revision Process
    • Teacher Evaluation Revision Process
      • Handouts:
      • Pre-Conference Form
      • Reflection Questions
      • Drop-in Slip
    • Teacher Evaluation Revision Process
      • Purpose of Drop-In Slips
        • Important to develop a schedule
        • Recommend a minimum of 20 minutes
    • Teacher Evaluation Revision Process
      • Gleaning data from the teacher evaluation instrument
    • Teacher Evaluation Revision Process
      • In-servicing teachers on the new domains
    • Teacher Evaluation Revision Process
      • Year 2 :
      • Developed last 2 domains
      • Discussed how to report attendance
      • Discussed overall rating
      • Evaluated progress
      • Continued training and articulation – improved inter-rater reliability
      • Differentiated the process based on experience
    • Teacher Evaluation Revision Process
      • Year 3 :
      • Reviewed teacher job description and how it correlated to the teacher evaluation instrument
    • Teacher Evaluation
      • Discussion of scripting methods
        • Details are critical -
          • Beginning of the lesson
          • Middle of the lesson
          • End of the lesson
      • Ideas on documentation
    • Teacher Evaluation
      • Review and include the following:
        • Lesson Plans
        • Grade books
        • Student portfolios
        • Student assessments
        • Classroom Management Plan (done yearly at beginning of year)
        • Discipline Stats
        • Parent communication logs
        • Disciplinary documentation
    • Teacher Evaluation
      • Importance of inter-rater reliability
    • Teacher Evaluation
      • Communicate it yearly with all staff
      • Part of the New Teacher Orientation
      • Lead Mentor Role
      • Mentor-Novice Teacher Relationship
    • Teacher Evaluation
      • There is only one way to improve student achievement and the research is very specific. It is the teacher and what the teacher knows and can do that is the determining factor with student achievement.
      • Harry K. Wong, 1999
    • Unsatisfactory Rating
      • Critical that you have established a professional working relationship with the teacher
        • How many times have you been in their classroom? Did you share your feedback with him/her?
        • Have you shared feedback that you have received from parents or students?
    • Unsatisfactory Rating
      • (continued)
        • What have you done as the administrator to assist him/her in improving?
        • How are you documenting?
    • Unsatisfactory Rating
      • Is difficult for all parties because of the human element
      • Follow the contract and law.
      • Try always to work with the teachers’ union.
    • Unsatisfactory Rating
      • Document, document, document!
      • Use language that is directive!
    • Unsatisfactory Rating
      • Recommend writing comments in three (3) sections: Improvements made since the last evaluation, Commendations, and Recommendations
      • Required by law to include strengths
    • Unsatisfactory Rating
      • Strong Data Support:
        • Teaching to objective(s)
        • Implementation of lesson plans
        • Bell to bell teaching
        • Time on Task
        • Questioning Skills
        • Multiple Methods
        • Transitions
        • Classroom Management
    • Post Conference
      • Notify teacher of the need to bring union representation
      • Document what is stated
      • How to handle a refusal to sign evaluation
    • Teacher Evaluation Documents
      • http://www.chathamschools.org/curriculuminstruction.htm
    • Remediation Plan
      • http://bit.ly/IPAremediate
    • Teacher Remediation Plan
    • Dismissal
      • A teacher can be dismissed for failure to complete a remediation plan with a “satisfactory” or better rating...
    • “Unsatisfactory” Evaluation
      • Within 30 days after completion of an evaluation rating a teacher as “unsatisfactory,” development and commencement by the district of a remediation plan designed to correct deficiencies cited, provided the deficiencies are deemed remediable.
    • Participants
      • Qualified district administrator
      • Consulting teacher selected by the participating administrator who rated the teacher “unsatisfactory.”
        • 5 years teacher experience
        • reasonable familiarity with the assignment of the teacher being evaluated
        • “ Excellent rating on last evaluation
    • Process
      • Evaluations and ratings once every 30 school days for the 90-school-day remediation plan.
      • Done by participating administrator
      • Must provide advice on “unsatisfactory” ratings
      • Consulting teacher must participate
      • Final decision by administrator
    • Reinstatement
      • Reinstatement of a schedule of biennial evaluation for any teacher who completes the 90-school-day remediation plan with a “satisfactory” or better rating
    • Dismissal
      • Dismissal in accordance with the School Code of any teacher who fails to complete the remediation plan with a “satisfactory” or better rating.
    • Incompetency is remediable
      • Incompetency is a remediable offense.
      • A school board is required to attempt to cure incompetency by evaluation and the adoption of a remediation plan prior to dismissal.
    • What is irremediable conduct?
      • Conduct is irremediable when the damage that has been done to students, faculty, or the school is irreparable.
      • Consideration is also given to whether or not the conduct could have been corrected had the employee been warned.
    • Actual Remediation Plan
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