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Getting Serious About Teacher
Evaluation
Dr. Richard Voltz, Associate Director
Illinois Association of School
Administrato...
PERA
(Performance Evaluation Review Act)
• Performance Evaluation Reform Act 2010 (PERA)
• New evaluations for teachers an...
Two Parts
Teacher Practice

Student Growth
Two Parts
Teacher Practice

50% to
75%

Student Growth

50% to
25%
The Danielson Frameworks For
Teaching is the State MODEL for
the professional practice part of
the new performance based
t...
Shall be research based rubric
Shall consider the relative importance
of the various components…
Goal is teacher improvement

NOT
Law requires
• Tenured Teacher
– One Formal and One Informal

• Non-tenured Teacher
– Two Formals and One Informal
Multiple Observations followed by
reflective conversations builds
trust and improves teaching.
Teacher evaluation in your school
district needs to move from
“compliance” to an “intellectually
engaging improvement expe...
Classrooms need to look like this…
Not this…
Teacher evaluators need more training
Common Approaches To
Measuring Student Growth
• Simple Growth Model - Measures
difference in student attainment over
time....
At least one Type I or Type II
assessment

At least one Type III
assessment
Type I
A reliable assessment that measures students in
the same manner with the same potential
assessment items, is scored...
Type II
Developed, adopted, approved, & utilized
district-wide
(example: District-wide Algebra test)
Type III
Rigorous, aligned with the course curriculum.
The evaluator & teacher determine measures of
student learning. (Cl...
Must have one from Type I or Type II
and one from Type III
Student growth is
“Demonstrable change in a
student’s learning between two or
more points in time.”
Who decides?
• District PERA Joint Committee decides metrics
& targets for teachers, including subgroups
(ELL, etc)
• Eval...
Questions about student growth
•
•
•
•
•
•
•
•
•
•
•

What assessments will you choose?
How will you measure core (tested)...
Scoring
• Important part of the process
• WARNING – do not give the “ship” away
Default vs. Negotiate

Only student growth has default provision
Implementation Dates
• 2016-17 for top 80% NCLB scoring districts
• 2015-16 for bottom 20%
• Districts lower than 5% and v...
Important Documents
•
•
•
•
•
•
•

Teacher Collective Bargaining Contract
Teacher Evaluation Plan
RIF Joint Committee Docu...
Dr. Voltz’s Evaluation Protocol
6 Steps To Success
Step 1
Concentrate on the correct
Domain/Component
Look for
“Engaged Learning Evidence”
Step 2
Get Buy-In On The Process
Involve teacher
leaders on all
training and
discussion
concerning
teacher
evaluation.
Concentrate on Improving
Teaching Not Rating Teaching
Couple teacher
evaluation with
professional
development
Step 3
Change the Focus
First Observe the Student
Then The Teacher
Step 4
Observe
More
Teacher evaluation based on infrequent,
announced classroom visits is
inaccurate, ineffective, and dishonest.
Teacher
evaluations
typically look
like this...
Each teacher teaches 900 lessons per
year, 1,800 for two years
Instead it
should
look like
this.
It needs to look more like a Gallop Poll,
random and 10 times per cycle.
Step 5
“Reflection is
Key”
We learn by
thinking
about what
we do.
Reflective Conversations are the
most important part of the teacher
evaluation process.
Step 6
Know When to Play
the Proper Role
When to Coach?
When to Mentor?
When to Tell?
My Predictions
Use of Video for Teacher
Observations
WARNING:
District should/shall discuss use
of videos for classroom
observation with Joint
Committee
Peer Evaluators to provide
input
Student Input
rvoltz@iasaedu.org
www.richvoltz.edublogs.org
Getting Serious About Teacher Evaluation
Getting Serious About Teacher Evaluation
Getting Serious About Teacher Evaluation
Getting Serious About Teacher Evaluation
Getting Serious About Teacher Evaluation
Getting Serious About Teacher Evaluation
Getting Serious About Teacher Evaluation
Getting Serious About Teacher Evaluation
Getting Serious About Teacher Evaluation
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Transcript of "Getting Serious About Teacher Evaluation"

  1. 1. Getting Serious About Teacher Evaluation Dr. Richard Voltz, Associate Director Illinois Association of School Administrators
  2. 2. PERA (Performance Evaluation Review Act) • Performance Evaluation Reform Act 2010 (PERA) • New evaluations for teachers and principals to address practice and student performance in an effort to improve student achievement • Guided by the work of PEAC – Performance Evaluation Advisory Council – – – – – 32 representative members P-20 Meet monthly since 2010 State Models and Guidance for Districts Open Meetings Website Info
  3. 3. Two Parts Teacher Practice Student Growth
  4. 4. Two Parts Teacher Practice 50% to 75% Student Growth 50% to 25%
  5. 5. The Danielson Frameworks For Teaching is the State MODEL for the professional practice part of the new performance based teacher evaluation system.
  6. 6. Shall be research based rubric
  7. 7. Shall consider the relative importance of the various components…
  8. 8. Goal is teacher improvement NOT
  9. 9. Law requires • Tenured Teacher – One Formal and One Informal • Non-tenured Teacher – Two Formals and One Informal
  10. 10. Multiple Observations followed by reflective conversations builds trust and improves teaching.
  11. 11. Teacher evaluation in your school district needs to move from “compliance” to an “intellectually engaging improvement experience?”
  12. 12. Classrooms need to look like this…
  13. 13. Not this…
  14. 14. Teacher evaluators need more training
  15. 15. Common Approaches To Measuring Student Growth • Simple Growth Model - Measures difference in student attainment over time. • Value-Added Model - Measures difference in student attainment over time, controls for stable student factors (e.g. race, SES)
  16. 16. At least one Type I or Type II assessment At least one Type III assessment
  17. 17. Type I A reliable assessment that measures students in the same manner with the same potential assessment items, is scored by a non-district entity, and is administered beyond Illinois. (Norm-referenced)
  18. 18. Type II Developed, adopted, approved, & utilized district-wide (example: District-wide Algebra test)
  19. 19. Type III Rigorous, aligned with the course curriculum. The evaluator & teacher determine measures of student learning. (Classroom Test, portfolios)
  20. 20. Must have one from Type I or Type II and one from Type III
  21. 21. Student growth is “Demonstrable change in a student’s learning between two or more points in time.”
  22. 22. Who decides? • District PERA Joint Committee decides metrics & targets for teachers, including subgroups (ELL, etc) • Evaluator and Principal agree upon metrics & targets for principals.
  23. 23. Questions about student growth • • • • • • • • • • • What assessments will you choose? How will you measure core (tested) courses? How will you measure non-tested areas? If you use a portfolio, what is the rubric? What happens with co-teaching? What is the appropriate attendance/class time to consider? What if a students changes sections? How does block scheduling fit? What is the minimum number of students? What is the target growth? How do the 4 ratings fit into the scheme of student growth?
  24. 24. Scoring • Important part of the process • WARNING – do not give the “ship” away
  25. 25. Default vs. Negotiate Only student growth has default provision
  26. 26. Implementation Dates • 2016-17 for top 80% NCLB scoring districts • 2015-16 for bottom 20% • Districts lower than 5% and volunteer districts have already implemented • CPS has implemented
  27. 27. Important Documents • • • • • • • Teacher Collective Bargaining Contract Teacher Evaluation Plan RIF Joint Committee Document PERA Joint Committee Document District Work Rules School Board Policy Document Part 50 Rules (138 Shall’s)
  28. 28. Dr. Voltz’s Evaluation Protocol 6 Steps To Success
  29. 29. Step 1 Concentrate on the correct Domain/Component
  30. 30. Look for “Engaged Learning Evidence”
  31. 31. Step 2 Get Buy-In On The Process
  32. 32. Involve teacher leaders on all training and discussion concerning teacher evaluation.
  33. 33. Concentrate on Improving Teaching Not Rating Teaching
  34. 34. Couple teacher evaluation with professional development
  35. 35. Step 3 Change the Focus
  36. 36. First Observe the Student Then The Teacher
  37. 37. Step 4 Observe More
  38. 38. Teacher evaluation based on infrequent, announced classroom visits is inaccurate, ineffective, and dishonest.
  39. 39. Teacher evaluations typically look like this...
  40. 40. Each teacher teaches 900 lessons per year, 1,800 for two years
  41. 41. Instead it should look like this.
  42. 42. It needs to look more like a Gallop Poll, random and 10 times per cycle.
  43. 43. Step 5 “Reflection is Key”
  44. 44. We learn by thinking about what we do.
  45. 45. Reflective Conversations are the most important part of the teacher evaluation process.
  46. 46. Step 6 Know When to Play the Proper Role
  47. 47. When to Coach? When to Mentor? When to Tell?
  48. 48. My Predictions
  49. 49. Use of Video for Teacher Observations
  50. 50. WARNING: District should/shall discuss use of videos for classroom observation with Joint Committee
  51. 51. Peer Evaluators to provide input
  52. 52. Student Input
  53. 53. rvoltz@iasaedu.org www.richvoltz.edublogs.org
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