What does PERA and SB7 mean for
school administrators daily work?
Dr. Richard Voltz
IASA Associate Director
Six
Issues
with
PERA &
SB7
1. Collective Bargaining
Implications
New way to figure RIF List
Issues
With declining state and federal
resources, schools will be reducing
personnel. SB7 requires certified staff
to be reduced...
Reducing a veteran teacher by
performance ranking will
effectively terminate that teacher’s
career.
Has your district trained teachers
in this new professional practice
paradigm?
Has your joint committee started
to discuss how your district will
handle student growth?
Are you prepared to defend your
teacher performance rating in
court?
Even if your district has not
approved a professional practice
model start using the Danielson
Domains and Components when...
2. Using Student Growth
Value Added Pitfalls
• Non-teacher effects may cloud the results
• Data may be inaccurate
• Student placement in classroom...
Other Challenges
• Majority of teachers do not teach in tested
subject areas or grades and as a result
standardized studen...
SLO’s
SLO’s
• Required Type III student growth assessment
if Joint Committee cannot agree
• Need baseline data
• Determine who t...
Issues
What do you know about the
various student growth models?
What do your teachers know about
the various student growth
models?
What will your role be for the Joint
Committee that will be making
these decisions?
3. Who will be rated
Excellent/Distinguished?
say?
What does the
Evidence is…
• What the teacher says and does.
• What the students say and do.
• Can it be counted?
• Can it be timed?
• C...
How many “Excellent”
teachers does your school
have?
How many informal and
formal observations will
you make to record
evidence for a valid
summative judgment?
How many observations will it take
to defend your rating in a dismissal
hearing?
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.
10 Observations
per cycle
1. Sept. 2012 – Informal
(focused on transition
& student discipline)
2. Nov. 2012 – Informal
(f...
4. Do all
Domains/Components
Count the same?
Shall quantify the relative importance of
each portion of the framework to the
final professional practice rating.
The key concept with
Danielson Method is
Engaged Learning
Danielson definition of
engaged learning…
The student is
intellectually engaged in
the work.
How do you record evidence of
student engagement?
Make a practice of asking
students what they are
learning when you
conduct informal or
formal observations.
Record these a...
Issues
How do your teachers define
engaged learning?
What Domain/Components of FFT
do you think are most important?
Why?
Will you be able to record evidence
for all 22 components? What if you
do not have evidence for a
component?
Do all teacher evaluators in your
district agree which components
are most important?
5. Finding the time to
conduct the observations,
reflective conversations
and summative meetings.
Time
If you schedule it, it gets…
Electronics
YouTube Video for
iPad Teacher Observation App
http://bit.ly/IASAapp
Who will do the
traditional management
work of the principal?
What was the public
interested in immediately
following the Sandy Hook
shootings?
Or
6. Determining the
Summative Rating
The Joint Committee
“Shall quantify the
relative importance of
each portion of the
framework to the final
professional pra...
Example 1
Teacher A is rated Proficient for professional practice.
Teacher A receives a student growth rating of NI.
Profe...
On Going….
This is important because…
• Teacher needs fundamental due process
because of PERA and SB 7.
• Reduction In Force rules ha...
Collaborate
Danielson & IASA
Video
My Predictions
Use of Video for Teacher
Observations
Peer Evaluators to provide
input
Student Input
PERA & SB 7 Principal Work
PERA & SB 7 Principal Work
PERA & SB 7 Principal Work
PERA & SB 7 Principal Work
PERA & SB 7 Principal Work
PERA & SB 7 Principal Work
PERA & SB 7 Principal Work
PERA & SB 7 Principal Work
PERA & SB 7 Principal Work
PERA & SB 7 Principal Work
PERA & SB 7 Principal Work
PERA & SB 7 Principal Work
PERA & SB 7 Principal Work
PERA & SB 7 Principal Work
PERA & SB 7 Principal Work
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PERA & SB 7 Principal Work

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Dr. Voltz presentation at Niles Elementary School District.

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PERA & SB 7 Principal Work

  1. 1. What does PERA and SB7 mean for school administrators daily work? Dr. Richard Voltz IASA Associate Director
  2. 2. Six Issues with PERA & SB7
  3. 3. 1. Collective Bargaining Implications
  4. 4. New way to figure RIF List
  5. 5. Issues
  6. 6. With declining state and federal resources, schools will be reducing personnel. SB7 requires certified staff to be reduced via combination of teacher performance rating and seniority. No longer will the most senior teacher be kept, the best teacher will be retained if the administrator does the performance evaluation correctly.
  7. 7. Reducing a veteran teacher by performance ranking will effectively terminate that teacher’s career.
  8. 8. Has your district trained teachers in this new professional practice paradigm?
  9. 9. Has your joint committee started to discuss how your district will handle student growth?
  10. 10. Are you prepared to defend your teacher performance rating in court?
  11. 11. Even if your district has not approved a professional practice model start using the Danielson Domains and Components when you observe teaching.
  12. 12. 2. Using Student Growth
  13. 13. Value Added Pitfalls • Non-teacher effects may cloud the results • Data may be inaccurate • Student placement in classrooms is not random • Students’ previous teachers can create a halo (or pitchfork) effect • Teachers’ year-to-year scores vary widely Source: November 2012 Educational Leadership Journal: Goodwin & Miller
  14. 14. Other Challenges • Majority of teachers do not teach in tested subject areas or grades and as a result standardized student achievement data is not available • Researchers do not agree on a valid and reliable way to measure student growth • This decision will jeopardize a teacher’s career
  15. 15. SLO’s
  16. 16. SLO’s • Required Type III student growth assessment if Joint Committee cannot agree • Need baseline data • Determine who to assess • Determine rigorous target • Aligned with CCSS or district curriculum • Determine assessment • Compare student growth with target
  17. 17. Issues
  18. 18. What do you know about the various student growth models?
  19. 19. What do your teachers know about the various student growth models?
  20. 20. What will your role be for the Joint Committee that will be making these decisions?
  21. 21. 3. Who will be rated Excellent/Distinguished?
  22. 22. say? What does the
  23. 23. Evidence is… • What the teacher says and does. • What the students say and do. • Can it be counted? • Can it be timed? • Can the teaching be summarized accurately using only evidence-based words?
  24. 24. How many “Excellent” teachers does your school have?
  25. 25. How many informal and formal observations will you make to record evidence for a valid summative judgment?
  26. 26. How many observations will it take to defend your rating in a dismissal hearing?
  27. 27. Teacher evaluations typically look like this...
  28. 28. Each teacher teaches 900 lessons per year, 1,800 for two years
  29. 29. Instead it should look like this.
  30. 30. It needs to look more like a Gallop Poll, random and 10 times per cycle.
  31. 31. 10 Observations per cycle 1. Sept. 2012 – Informal (focused on transition & student discipline) 2. Nov. 2012 – Informal (focused on Engaged Learning) 3. Dec. 2012 - Formal 4. March 2013 – Informal (focuses on Questioning) 5. May 2013 – Informal (focused on assessment) 6. August 2013 – Informal (respect & rapport) 7. October 2013 - Formal 8. January 2014 – Informal (culture for learning) 9. March 2014 – Informal (communicating) 10.April 2014 - Final Summative Formal
  32. 32. 4. Do all Domains/Components Count the same?
  33. 33. Shall quantify the relative importance of each portion of the framework to the final professional practice rating.
  34. 34. The key concept with Danielson Method is Engaged Learning
  35. 35. Danielson definition of engaged learning… The student is intellectually engaged in the work.
  36. 36. How do you record evidence of student engagement?
  37. 37. Make a practice of asking students what they are learning when you conduct informal or formal observations. Record these answers.
  38. 38. Issues
  39. 39. How do your teachers define engaged learning?
  40. 40. What Domain/Components of FFT do you think are most important? Why?
  41. 41. Will you be able to record evidence for all 22 components? What if you do not have evidence for a component?
  42. 42. Do all teacher evaluators in your district agree which components are most important?
  43. 43. 5. Finding the time to conduct the observations, reflective conversations and summative meetings.
  44. 44. Time
  45. 45. If you schedule it, it gets…
  46. 46. Electronics
  47. 47. YouTube Video for iPad Teacher Observation App http://bit.ly/IASAapp
  48. 48. Who will do the traditional management work of the principal?
  49. 49. What was the public interested in immediately following the Sandy Hook shootings?
  50. 50. Or
  51. 51. 6. Determining the Summative Rating
  52. 52. The Joint Committee “Shall quantify the relative importance of each portion of the framework to the final professional practice rating.”
  53. 53. Example 1 Teacher A is rated Proficient for professional practice. Teacher A receives a student growth rating of NI. Professional practice rating: (3 X .70)= 2.1 Student growth rating: (2 X .30)=.6 Overall rating is 2.7; Teacher is Proficient. Excellent >3 Proficient = 2.0 to 2.9 Needs Improvement = 1.0 to 1.9 Unsatisfactory <1
  54. 54. On Going….
  55. 55. This is important because… • Teacher needs fundamental due process because of PERA and SB 7. • Reduction In Force rules have changed. • Illinois now requires four summative ratings based on research-based rubric. • It will be much harder to earn top rating. • A teacher who is rated “Proficient” could lose their career.
  56. 56. Collaborate
  57. 57. Danielson & IASA Video
  58. 58. My Predictions
  59. 59. Use of Video for Teacher Observations
  60. 60. Peer Evaluators to provide input
  61. 61. Student Input

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