Teaching Matters, Series Part I power point


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  • Jonathan Klein:Good evening. I’m Jonathan Klein, Executive Director with Great Oakland Public Schools and Great Oakland Public Schools Leadership Center.On behalf of GO and our partners, I want to welcome you to tonight’s “Teaching Matters” eventFirst a little housekeeping:If you need translation, get a headset from the back of the room.Let’s be good citizens of the space – thank Edna BrewerBathrooms outside back doorAcknowledge elected officials- Lynette McElhaney, D3 City Council· Noel Gallo, D5 City Council· James Harris, D7 School Board· Rosie Torres, D5 School Board· Brigitte Marshall, Associate Supt for Human Resources· Members of the OEA Executive BoardInvite Oakland teachers from district and charter schools to stand. Stay standing.Invite classified staff or district administrators working to support teachers and studentsThank you for your service and dedication to Oakland students.Ultimately, we are all here to night to put our collective energy into strengthening our public school system’s capacity to support you in your work with our children and youth.
  • Part of the frame for our work together tonight is a challenge that our Superintendent has been offering our city for almost three years now.The most important thing is that we keep perspective that we all share a deep desire for quality for each and every child.Together, we are creating a hugely powerful moment of Oaklanders and leaders from across the city coming together to stand for quality education for each and every Oakland child.
  • Review agenda for night – big group, small group conversations, big group, small conversations…GoalsEngage you in opportunities this spring to support teachers and effective teachingBring more voices into the collective conversationGet smarter about how the system works and could workThis event and those that follow are about harnassing the power and will of a broader Oakland community to 1) ensure that children in this city consistently experience good teaching and 2) ensure that we are doing every thing we can to strengthen our school system to support teachersThe key norm for this evening:Respectful communication.“We communicate directly and with respect at all times, enabling us to be transparent and pragmatic, foster learning, and create long-lasting, accountable relationships.”Now I’d like to invite a representative fromeach of the coalition organizations to share a brief testimony about why they’ve joined in this work.I believe Katy from OCO will speak first.
  • Partner Speakers:Katy Nunez AdlerBettie Reed SmithCecilia ChenLisa HaynesChinyereTutashindaArunRamanahan
  • OUSD has made teaching a top priority.Our role is to take collective responsibility for the quality of the supports we provide teachers and the effectiveness of teaching that our children experience everyday.Imagine if we truly had a “professional growth and support” system for our teachers. Now that sounds like it doesn't mean very much, but let me explain. . . .Imagine a system in which teachers get individual feedback about their strengths and weaknesses? I say “system” because right now there are teachers who get this but is only at some schools and because (often) they are making it happen on their own.Imagine that principals and peer teachers get training and calibration for assessing and evaluating teaching.Imagine a system where “professional development” isn’t a dreaded time in the week, but is tailored to teachers’ (your) needs? If you are great with EL students then maybe your aren’t sitting in an EL professional development, but rather leading it? We are set up to recognize and support the expertise in our district and finally take seriously our responsibilities to support our teachers who need support.Imagine that there are clear expectations across the system about what great teaching looks like? More knowing and less guessing from everybody.And imagine that parents and students are deeply knowledgeable about and involved in those standards. Able to give feedback to their teachers and hold a better understanding of the complexity of the job. And finally, imagine that other school systems across the country are starting to set up these systems for their teachers and that we can start now.But know that it will be a process. We can move from where we are now to this type of system. It is tough work that requires courage and a little bit of faith as we imagine the best of ourselves and everybody in the room. Can we pull together as a community, work through past issues, have difficult conversations, and make something better for our teachers and better for our students.We have an opportunity to learn tonight about some of those systems. We will learn that we need to be humble and that no system is perfect, but in each case people would not go back to what they had before.We have the opportunity to support two key developments this spring. First, the adoption of a effective teaching framework, and second, the adoption and funding of a pilot “Professional Growth and Development” (aka “evaluation”) system. Both of these are key first steps in the building something different and better for our community.
  • Before we dive further into the content, we want take 5 minutes to introduce ourselves and remember a great teacher in our life.This means 30 seconds to jot down some notes and then volunteer facilitators will invite folks to introduce themselves and read their 1 sentence about a favorite teachers.If you feel like sharing, we’d to collect the post-it notes.
  • ARUN RAMANATHAN:Data explanationChanging DemographicsMajority-minority state, lots of students of color and poverty3 big tectonic shifts – moving slowly but leading to earthquake; becoming more and more urgent as time goes onDemographic changeretirement of boomers, and move-in of new generation of CaliforniansDollars – funding available and how we use it in futureWe see these shifting demographic mirrored at the district level.
  • ARUN:Some of the same trends are happening in OaklandIncrease in percentage of low income families – though higher rates of increase and 13% higher than state averageExpanding Latino population (~20% increase for OUSD vs. 15% increase for CA)Decreasing African-American population (2% CA vs. 23% drop in OUSD)Difference is that OUSD enrollment is down 5,300 students while state population has increase by nearly a million.
  • ARUN RAMANATHAN:2025 Challenge Need 5 million more college grads over next 10 years to keep up with CA economy, but going to fall about 2 million short (largely students of color and low income) Citations - California Competes: Increase college degree and certificate production by 2.3 million more than currently projected by 2025. This challenging but achievable objective would require just over a four-percent increase in targeted credentials each year, or 2.3 million more degrees and certificates than the 3.2 million we are on target to produce over the next 13 years.PPIC: The Public Policy Institute of California projects that by 2025, the state will be one million baccalaureate degrees short of meeting the economic productivity demands of our economy.CA Edge Campaign Report: Jobs that require more than a high school education but less than a four year degree—“middle skill” jobs—will represent 43% of all job openings between 2006 and 2016 according to a recent California Edge Campaign report. Future of Community College League of CA: The 2020 Vision Report by the Commission on the Future of the Community College League of California is calling for an increase in certificate and associate degree completions by one million by 2020.
  • A growing body of research shows that the quality of the teacher in the classroom is the most important schooling factor predicting student outcomes (e.g., Goldhaber, 2009; Ferguson 1998; Goldhaber 2002; Goldhaber, Brewer, and Anderson 1999; Hanushek, Kain, and Rivkin 1999; Wright, Horn, and Sanders 1997).While other factors do influence student achievement – and we as a society ought to address and mitigate these factors -- teaching is something we can leverage effectively. We have identified many districts and schools throughout the state with high percentages of low income students, students learning English and students of color that are enabling students to achieve at high levels -- time and again it comes down to effective leading and teaching.One example is Laurel Street Elementary School in Compton Unified School District. 80% Latino; 15% African-AmericanIn 2011, 100% of students grades 2-5 participated in the 2011 CST83% scored at the Advanced/Proficient levels in ELA91% scored at the Advanced/ Proficient levels in math. API score increased by 39 points from 888 in 2008 to 927 in 2010Start out with over 80 Kindergartners, more than half of them ELBy the time they are in 3rd grade only 7% of them are EL On a district-wide basis, Val Verde Unified School District with 80% low income students, 15% African American and 72% Latino both AA and Latino student groups grew about 95 points on their API over the past 5 years (2008-2012). 79% AA and 84% Latino graduation rate in 2011.Oakland for 2011, 55% African-American and 52% Latino
  • Our research confirmed findings from other studies – Effective teachers can account for large difference in student learning. For an individual student, the difference of having three bottom quartile value-added teachers compared to having three top quartile value-added teachers has a dramatic effect on students’ mathematics proficiency levels.
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  • Two years ago many of us were in a gym in the Fruitvale responding to a crisis.We appealed to the Superintendent and board to intervene.But we parents, students, and teachers spent much of that spring concerned about what would happen to their jobs and the school communities they had spent years developing.
  • That same spring we saw the results of a joint OEA-OUSD survey of Oakland teachers.Too many of our teachers don’t feel like they’re getting the time and support they need to serve children well.
  • This is an unbelievably complicated problem and we needed some help.
  • We found the NCTQ who had done similar studies in 9 other communities.
  • For our coalition, our goals in inviting NCTQ to study Oakland were three-fold:1.Help us understand the system2. Help access information3. Get a third party perspective on strengths and areas for improvement
  • What they do when they come, is they….Notice that the 5 areas they look at are not all of the thought bubbles on the previous slide.Remember the slide before? Not everything is up here .
  • They will make recommendations in three categories.
  • So where are we in our evening?We understand the opportunity and moment in Oakland over the next 4 months.We’ve at the importance of this work for children and teachers.We’ve given you a preview of what’s coming form the NCTQ.And we’ve had a chance to share some of our experiences in this.Now, we’d like to invite Jeannette LeFlors from Education Trust West to share some preliminary findings form their study of districts and charters that are doing promising things to support teachers.
  • Since teachers matter the most to student learning, ensuring teachers are or become highlyeffectiveis the best thing we can dofor our students. There is some exciting work in California and across the nation that is helping teachers and leaders become more effective educators – along a continuum of effectiveness. Moving from “emerging” to “effective” and from “good” to “great”What we’ll share is in SHARP contrast to what is most often the case. Most teachers do not experience consistent or meaningful feedback on their practice, and formal evaluations are generally compliance activities that are based on little observation, with little meaningful reflection and are disconnected from student learning and achievement. Many teachers have had a similar experience to my own – my principal visited my classroom for 30 minutes once the entire year for my formal observation and offered me no meaningful feedback on that lesson. I got a “satisfactory” rating but it was hallow. I questioned whether I could grow as a teacher with an ineffective principal.
  • As it turns out, teachers say the principal is the number one factor in whether they stay at a school or not.And . . .
  • An effective principal can positively impact an entire school of teachers with large numbers of students. . . Principal leadership accounts for 25% of student achievement outcomes.
  • Most of the places we are studying are thinking about both school leader and teacher evaluation systems too – though they are not as fully developed as the teacher evaluation work. Here’s what it looks like in one school system. System leaders acknowledge that changing evaluations with both administrators and teachers at the same time would have been helpful – having supervisors subject to the same kind of performance evaluation as teachers to mitigate some of the feelings of “us” vs. “them”.
  • The Multiple measure systems typically include three types of inputs . . . Observation, student growth and opinions from students and parents – maybe even their colleagues.What teachers in multiple measure systems we’re studying are telling us is that they are:getting more frequent observations and more meaningful debrief opportunitiesthey appreciate having a clear rubric that defines effective practicethey appreciate having multiple indicators of their effectivenessit’s more balanced and objective than the old system that relied on as few as one formal observation every other year, or even once every five years.
  • So Let’s take a look at two or three systems that have developed a new way to support and assess teachers.Lucia Mar Unified School District on the coast south of San Luis ObisboGreen Dot Public Schools serving low-income students in Los AngelesPittsburgh Public Schools in PennsylvaniaYou have more detailed information in your packet, but for each of these systems or districts, I want to give you a bit of background and some key takeaways.
  • After one minute of setting the context, share 2 themes: Before and After TAP comparisons from both teachers (best PD reform I’ve seen in 30 years – not just a “program”) and administrators (I feel badly I didn’t offer more meaningful feedback in years past, now I have the tools to engage in more meaningful conversation and offer suggestions). One principal said thinking about leading the school without TAP would be like asking him to do his job after cutting off both his arms. Some teachers applying to the district are requesting placements at TAP schools because of the support and accountability for effective teaching.Student Needs drive the weekly professional development --
  • Current Weighting of the Pies: Tested
  • Current Weighting of the Pies: Tested
  • Sam Franklin, now responsible for Teaching Effectiveness work in Pittsburgh, is a former OUSD school teacher from Elmhurst Community Prep.
  • Review the goalsTalk about Ron Ferguson’s Tripod Survey . . . students are able to report on the extent to which a teacher appears prepared for class sessions, communicates clearly, stimulates interest, and demonstrates enthusiasm and respect for students . . . research shows that student responses on these dimensions are valid and reliable.
  • The Tripod Project survey generates information both about how students experience teaching practices and learning conditions in the classroom, as well as information about how students assess their own engagement. The elements of teaching practice organized by seven elements of teaching closely align with teacher observation tools and rubrics used by most districts. The Tripod survey also includes measures of school climate and youth culture & student demographics.
  • We want a great pilot and great framework.
  • $10,000 difference in Year 1!San Lorenzo same in Year 1 as OUSD in Year 5.OUSD still lowest in Year 30.
  • Teaching Matters, Series Part I power point

    1. 1. Teaching MattersThe Importance Of Supporting TeachersSo That Each And Every Child Succeeds March 7, 2013
    2. 2. “The district is necessary, butnot sufficient. We need tocreate an Oakland that takesresponsibility for betteroutcomes for all children.”- OUSD Superintendent Tony Smith Photo by Oakland North
    3. 3. Effective Teaching Coalition Vision Each and every child in Oakland has consistent access to effectiveteaching, and our highest need students have equitable access to the most effective teaching. Photo by Hasain Rasheed
    4. 4. Coalition Values1. We must take collective responsibility for student learning.2. Oakland teachers deserve our community’s support.3. Oakland needs a culturally competent teaching force that reflects the diversity within our community.4. Our efforts should work with teachers unions and not undermine their ability to collectively bargain.5. Parent, student, educator, and other community voices are essential to shaping this work.
    5. 5. Tonight’s Agenda 1. Effective Teaching Coalition 2. This Moment 3. Importance of Effective Teaching 4. Oakland Context 5. Bright Spots 6. Our RolePhoto by Hasain Rasheed
    6. 6. OUSD has made teachingexcellence a top priority. Board Approved December 2012
    7. 7. Our Opportunity to Support OUSD OEA Effective Teaching Task Force 1) Recommend Oakland Effective Teaching Framework2) Plan pilot of “Teacher Growth and Development” system
    8. 8. This Moment 3/20 – Teacher Policy 4/24 – OUSD OUSD Teaching Teaching Fellowship Board Study finalizes Matters II: Support launched in Session on 2013-2014 NCTQ Study Project(s) TBD Dec 2012 Teaching budget Release Jan Feb Mar Apr May Jun Summer 3/7 –Teaching Effective 4/10 -OUSD April/May TBD Matters I: Teaching Board Mtg: – Teaching Importance of Workshops NCTQ Study Matters III: Supportinglaunched for Presentation Bright Spots Teachers forparents in Jan (Tent) Event Students
    9. 9. At your tables – 5 minutes • On a post it note, write a one sentence description of your favorite teacher and what made them so effective. • Share with your table and introduce yourselfPhoto by Hasain Rasheed
    10. 10. How Important is Effective Teaching? Photo by Hasain Rasheed
    11. 11. Teaching MattersThe Education Trust—West March 7, 2013
    12. 12. The Education Trust—West Mission The Education Trust-West works for the high academic Policy & achievement of all students Research at all levels, pre-k through college. We expose opportunity and achievement gaps that separate students Practice Advocacy of color and low-income students from other youth, and we identify and advocate for the strategies that will forever close those gaps.
    13. 13. Effective Teaching & Leading “The only way we are going to get to excellence in public education is to teach our way there. We need to beable to define and measure what makes great teaching.” - Dr. Peter Gorman, Superintendent Charlotte-Mecklenburg Schools © 2013 THE EDUCATION TRUST – WEST
    14. 14. Students Then & Now The New Majority: Changing Demographics 1993-94 2011-12 Total Enrollment 5.3 million Total Enrollment 6.2 million % low-income* 44% % low-income* 57% # English Learners 1.2 million # English Learners 1.4 million*Defined as the percentage of students eligible for free or reduced price meals. 20
    15. 15. Students Then & Now Oakland Unified Demographic Trends 1993-94 2011-12 1% 1% 1% 1% 1% 4% 0% 7% 19% 9% 18% 13% 41% 31% 54% Latino African-American Asian White Total Enrollment 51,748 Total Enrollment 46,472 Multiple/No Response % low-income* 60% American Indian % low-income* 80% # English Learners 14,044 Filipino # English Learners 13,378 Pacific Islander*Defined as the percentage of students eligible for free or reduced price meals.
    16. 16. The Challenge The 2025 Challenge • 5½ million new college degrees and technical certificates by the year 2025 • 2.3 million degrees and certificates shortSOURCE: California Competes Council. The Road Ahead: Higher Education, California’s Promise, and Our Future Economy. June 2012. 22
    17. 17. The Pipeline California’s Leaky Hypothetical California high school class College and Career Pipeline Three Half will quarters will enroll in graduate post- from high secondary school after graduation About half of Out of all students at 9th UC, CSU, and CCC graders… fail to complete one year of coursework in two years About a third will obtain a 2 or 4-year college degree
    18. 18. Pipeline to College California will not meet its The Class of 2025 (Currently in 4th of 2025 The Class 2025 workforce needs if it (Currently in 4th grade) fails to strengthen its grade) …52 African- …16 African American and 57 American and 16 education “pipeline,” Latino students Latino students will will graduate graduate with the particularly for African- from high school… requirements to enroll in a UC or American and Latino CSU… students. Of 100 African- …Just 8 African American and 8 American and Latino Latino students will enroll in a students that enter Of 100 African- CSU or UC… 9th grade th and American Latino 4 graders… …And just 4 African-American and 5 Latino students will graduate college within 6 years.UCLA Institute for Democracy, Education and Access, 2011 24Chronicle of Higher Education, 2010 24
    19. 19. Student Achievement Oakland Education Continuum Less than ½ of a sample of Although nearly 90% of OUSD OUSD students had strong 8th graders enrolled in academic and social Algebra I in 2011-12, just 23% preparation before starting of students scored proficient. school. School Readiness High School Readiness Elementary Education College and Career Readiness A little more than half of OUSD African- African-American and Latino American (55%) and Latino (52%) 3rd graders struggle to read at students graduate high school in 4 grade level, with proficiency years. On average, 21% of these rates of 32 and 28% students graduate AND complete the respectively. a-g course sequence. For more information, see Oakland Achieves: A Public Education Progress Report. 25
    20. 20. What Matters Most? • The classroom teacher matters most among any in-school factor to student achievement (e.g., Goldhaber, 2009) • Other factors outside of school influence student achievement, but effective teaching can level the playing field
    21. 21. ACCESSING MULTIPLE EFFECTIVE TEACHERS CAN DRAMATICALLY AFFECT STUDENT LEARNINGCST math proficiencytrends for second-gradersat ‘Below Basic’ or ‘FarBelow Basic’ in 2007 whosubsequently had threeconsecutive high or lowvalue-added teachers
    22. 22. MORE EXPERIENCED DOES NOT NECESSARILY MEAN MORE EFFECTIVE• The difference between top and bottom-performing teachers is far greater than the difference between more and less experienced teachers.• While teachers improve greatly in their first few years, effectiveness is fairly stable after that.• The difference between the average first year teacher and the average 10th year teacher amounts to only about two and a half weeks of learning.
    23. 23. Impact of LAUSD teachers onstudent learning, by years ofexperience and Highly QualifiedTeacher status, compared with 25th-percentile and 75th-percentileteachers (2010)
    25. 25. Teacher Evaluation/ Teacher Recruitment Support Teaching Matters Teacher Selection/Teacher Retention Mutual Consent Teacher Layoffs Teacher Distribution Teacher Development/ Support
    26. 26. Why Effective Teaching in Oakland? Photo by Hasain Rasheed Photo by Hasain Rasheed
    27. 27. From The Headlines – Spring 2011 “The list is staggering: 538 full- time positions, including 231 "All teachers and administrators elementary school teachers, 41 at Futures Elementary in danger English teachers, 45 social of lay offs" science teachers, 28 sixth-grade teachers, 25 P.E. teachers, 13 social workers, and the entire adult education staff.”
    28. 28. 2011 “Tell OUSD” Survey ResultsProfessional development is 56% disagree ordifferentiated to meet the needs strongly disagreeof individual teachers.The non-instructional time 60% disagree orprovided for teachers in my strongly disagreeschool is sufficient.Teacher performance is assessed 65% agree orobjectively. strongly agree n ≈ 1,376 teachers SOURCE: Oakland Unified - http://www.tellousd.org/reports/detailed.php?stateID=OL
    29. 29. Supporting Instructional Is there aSupport for English leadership? framework?developing learners? teachers? Teacher Evaluation? Class-size? Assignment Cultural rules? Competency? Layoffs? Local hiring? Collaboration time? Teacher Retention Competitive Rates? Career pay? Ladders?
    30. 30. Other Studies • Boston Public Schools • Baltimore Public Schools • Denver Public Schools • Hartford Public Schools • Kansas City Public Schools • Los Angeles Unified • Miami Dade Public Schools • Seattle Public SchoolsPhoto by Hasain Rasheed • Springfield Public Schools (MA)
    31. 31. Goals for the study:1. Help us understand the system2. Help access information3. Get a third party perspective on strengths and areas for improvement STUDY RELEASE– MARCH 20 Photo by Hasain Rasheed
    32. 32. NCTQ’s Current What to Ideal System change System Compensation Evaluations Tenure Teacher Supportive WorkAssignment System Schedule
    33. 33. Actions the OUSD central office can initiatewithout changes to the teacher contractActions that require negotiation in thecollective bargaining agreement between theschool district and the teachers unionActions requiring state policy change toimplement
    34. 34. Teaching Matters IIOakland NCTQ Study Release Edna Brewer Middle School 6pm, March 20, 2013 Mark your calendar Photo by Hasain Rasheed
    35. 35. At your tables – 15 minutes• On post its – 1. How have you experienced effective teaching in Oakland being supported and valued? 2. What are some road blocks that get in the way of supporting effective teaching? 3. What best supports effective teaching in Oakland? Photo by Hasain Rasheed
    36. 36. Teaching MattersThe Education Trust—West Part II – “Bright Spots” March 7, 2013
    37. 37. What Matters Most? The classroom teacher matters most among any in-school factor to student achievement (e.g., Goldhaber, 2009)
    38. 38. Principal Influence . . .Teachers say that the numberone factor in whether or not theystay at a school is their principal.Source: Boyd, D., Grossman, P., Ing, M., Lankford, H., Loeb, S., & Wyckoff, J. (2011). The influence ofschool administrators on teacher retention decisions. American Educational ResearchJournal, 48(2), 303-333.
    39. 39. Principals have a “multiplier effect”Source: New Leaders: http://www.newleaders.org/impact/leadership-matters/.
    40. 40. Principal Evaluation & Support Multiple Measures Student Growth API Targets Percentiles 5% Professional 20% ELL Practice Redesignation 45% Rate 5% Graduation Rate 5% Faculty Survey Family Surveys Student Surveys 5% 10% 5% 46
    41. 41. What’s Included in Multiple Measure Evaluation Systems?•Supervisor Evaluation includes observations for teachers•Student Growth Data Individual and/or schoolwide•Stakeholder Feedback •Family Surveys •Student Surveys •Peer SurveysImage Source: Rand Corporation: http://www.rand.org/education/projects/measuring-teacher-effectiveness.html
    42. 42. SYSTEM PROFILES Lucia Mar UnifiedDistrict Profile: 10,500 students (50% low-income); 500 teachersTeacher Evaluation Model: District is using TAP™: The System for Teacher andStudent Advancement, a comprehensive approach to teachersupport, development, evaluation, and performance-based compensation. Theevaluation component includes: 3 observations each year (2 announced and 1unannounced) conducted by multiple trained evaluators, including masterteachers; and contributions to student learning growth using individual andschool-wide value-added scores.Impetus/Catalyst: District applied for and was awarded a $7.2 million TeacherIncentive Fund (TIF) grant in 2010 to implement TAP. Majority of teachers atseven schools voted to participate. One additional school was funded by a privatefoundation.Progress: Two and a half years into TAP implementation . First year was aplanning year (2010-2011), Year 2 was the first year of implementation (2011-2012). Year 3 educators received first bonuses in December 2012.
    43. 43. SYSTEM PROFILES Lucia Mar Unified Best Practice• District Cultivated Buy-In • Leadership from the top (Superintendent, Board, Staff) • Teachers and union leaders visited TAP schools in other states • Teachers voted to adopt TAP on 7 campuses (with >75% vote)• Focus is on Student Learning • Student needs driven (based on multiple data sources) • Field testing with students to “test drive” instructional practices• Clear Description of Effective Teaching • TAP Rubric is clear and teachers share a common language • More consistent learning experience for students • Teachers get formal feedback three times a year, informal more
    44. 44. SYSTEM PROFILES Lucia Mar Unified Best Practice• Teachers Feel Supported • Master Teachers design meaningful professional development for all teachers in weekly small group “cluster” meetings, offer demonstration lessons and coaching support, and conduct classroom observations and field test strategies. • Mentor teachers also offer support to teacher colleagues support and conduct classroom observations (2 hrs/wk release time). • Administrators attend cluster meetings and visit classrooms in addition to formal evaluations.• Performance-based compensation structure • Most teachers said the pay was an “after thought” • Teachers and principals got a bonus this year (Dec 2012)
    45. 45. SYSTEM PROFILES The College-Ready Promise (TCRP)District Profile: Four CMOs serving 30,000 students (78% low-income)Teacher Evaluation Mechanism: The TCRP framework is aimed at developingteachers through targeted supports, professional development, andrecognition/rewards. The evaluation component includes: Observations ofteacher practice and behavior; Teacher impact on student achievement overtime, using a model called Student Growth Percentiles; Feedback fromstudents, families, and peers.Impetus/Catalyst: In 2009, TCRP received a $60M grant from the Bill & MelindaGates Foundation to increase effective teaching so more students graduatecollege-ready.Progress: Framework design began in 2009. At Green Dot, initial evaluationsystem pilot in 2010-2011 included 4 schools and 16 teachers; pilot expanded toall schools in 2011-12. All teachers expected to receive their first evaluationrating and bonuses in 2012-13.
    46. 46. SYSTEM PROFILES Green Dot: Weight of Measures for Tested Subjects/Grades Individual SGP 30% Classroom Observation 40% Individual Student Survey 10% SGP 30% Student Survey 10% Family Survey 5% Observation 360 Survey 5% 40% School Level SGP 10% 52
    47. 47. SYSTEM PROFILES Green Dot: Weight of Measures for Non-Tested Subjects & Grades Classroom Observation 55% School Student Survey 10% Level SGP 25% Family Survey 5% Observation 55% 360 Survey 5% School Level SGP 25% 53
    48. 48. SYSTEM PROFILES Green Dot Best Practices• Strong Communication Efforts • Teachers value role the union played in ensuring teacher input and transparency with the process (e.g. frequent focus groups, surveys, weekly email communication) • Ratification vote by union members last spring (May 2012)• Clear Description of Effective Teaching • TCRP rubric is clear and most stakeholders agree the rubric calls out the “right” things to be an effective teacher • More evidence-based, detailed conversations about practice • Piloting more frequent shorter observations in 3 schools now• Building Instructional Leadership Capacity • Added an additional administrator at most schools to support the implementation • Focused more on teacher supports
    50. 50. SYSTEM PROFILES Pittsburgh Public SchoolsDistrict Profile: 26,500 students (71% low-income) and 1,875 teachersTeacher Evaluation Model: Developed a multi-measure teaching evaluationsystem that includes student learning (test scores), teacher practice(observations) and student perceptions (survey data).Impetus/Catalyst: 2008 Teacher survey revealed 15% of teachers agreed with thestatement, “Teacher evaluation in my building is rigorous and reveals what is trueabout teachers’ practice. ” The Bill & Melinda Gates Foundation funded theEmpowering Effective Teachers plan with $40M and an additional $40M in stateand federal grants. The district applied for and won a $37.4M Teacher IncentiveFund (TIF) grant in 2012.Progress: This year is the third year of implementation. The rubric was designedin 2010-2011 and the evaluation process was piloted in 2011-2012 with 24schools, implemented across all 66 district schools in 2012-2013.
    51. 51. SYSTEM PROFILES Pittsburgh Public Schools • Empowering Effective Teachers Plan -- Collaboration with Pittsburgh Public Schools & Pittsburgh Federation of Teachers to: 1. Increase the number of effective teachers 2. Increase exposure of high-needs students to highly effective teachers 3. Ensure all learning environments promote college readiness • Multiple Measures • Measuring professional practice (observations) • Measuring other student outcomes (student surveys) • Measuring student learning and growth (test scores)
    52. 52. SYSTEM PROFILES Tripod Student Survey QuestionsUsing a 5-point scale (Totally True to Totally Untrue)• I have pushed myself hard to completely understand my lessons in my class (Effort)• Our class stays busy and doesn’t waste time (Classroom Management)• My teacher asks students to explain more about answers they give (Challenge)• My teacher has several good ways to explain each topic that we cover in this class (Clarify)
    53. 53. SYSTEM PROFILES Pittsburgh Public SchoolsFindings:1) Teachers impacts on students are substantial. "A 90th- percentile teacher in Pittsburgh produces a little more than a year of additional learning (in one school year of instruction) relative to a 10th-percentile teacher.“2) Effective teachers have the ability to close the racial achievement gap. “The most effective teachers in PPS produce gains in student achievement that, if accumulated over several years without decay, could erase achievement gaps between black and white students, or between Pittsburgh students and statewide averages.”Source: Mathematica Policy Research, Inc., 2010
    54. 54. SYSTEM PROFILES Pittsburgh Public Schools Findings (con’t): 3) The use of multiple measures outperforms traditional teacher evaluations. “The combination of classroom observations, student feedback, and student achievement carries three advantages over any measure by itself: (a) it increases the ability to predict if a teacher will have positive student outcomes in the future, (b) it improves reliability, and (c) it provides diagnostic feedback that a teacher can use to improve.” “Combining the three approaches (classroom observations, student feedback, and value-added student achievement gains) capitalizes on their strengths and offsets their weaknesses.” Source: Gathering Feedback for Teaching, MET Project, 2011, p.29
    55. 55. What do these Systems have in Common? • Clear definitions & calibration of effective teaching • Opportunities for deep reflection of practice • Frequent feedback from multiple sources • Professional development tied to student & teacher learning needs • Systematic efforts to build instructional capacity of school leaders • Expanded teacher responsibilities based on teaching expertise • Strong District-Union CollaborationSource:
    56. 56. At your tables – 10 minutesAbout what you justheard:1. What is exciting and promising?2. What questions do you have? Photo by Hasain Rasheed
    57. 57. Our Opportunity: Right Now Oakland Effective -- Based on “best in Teaching Framework field” practices Pilot “Teacher -- Geared toward Growth and support Development” -- Resourced for System successBecause Students and Educators Deserve Quality
    58. 58. 3/20 – Teacher Policy 4/24 – OUSD OUSD Teaching Teaching Fellowship Board Study finalizes Matters II: Support launched in Session on 2013-2014 NCTQ Study Project(s) TBD Dec 2012 Teaching budget Release Jan Feb Mar Apr May Jun Summer 3/7 –Teaching Effective 4/10 -OUSD April/May TBD Matters I: Teaching Board Mtg: – Teaching Importance of Workshops NCTQ Study Matters III: Supportinglaunched for Presentation Bright Spots Teachers forparents in Jan (Tent) Event Students OUSD and OEA are negotiating a new teachers’ contract. OUSD Scorecard: new framework & pilot “growth and development” systems
    59. 59. Our Role: Big Ideas Our network “getting smarter” aboutLEARN how the system works and could work We share this opportunity with others and bring in additionalSHARE educators, students, and parents to shape the discussion. Our collective responsibility for highLEAD quality programs and supports for students and educators.
    60. 60. Our Role: Nuts and Bolts Attend the 3/20 NCTQ Study ReleaseLEARN Attend the 4/24 Board Study Session Share on FacebookSHARE Recruit a neighbor or colleague Comment at a board meetingLEAD Reach out to board members, district, and union leaders
    61. 61. At your tables – BEFORE YOU LEAVE• On your table• Please take a moment to fill out commitment forms• Flip over and fill out the evaluation on the back Photo by Hasain Rasheed
    62. 62. Teaching MattersTHANK YOU!
    64. 64. Teacher Salaries BA+30 units District Year 1 Year 5 Year 10 Year 30 Notes Oakland $58,094 Teachers receive salary plus $39,775 $44,520 $52,062 (raises end after the healthcare benefits. USD 26th year) San Teachers receive salary plus $60,000 healthcare benefits; Includes Francisco $50,000 $53,000 $56,500 (raises end after the parcel tax revenue from San USD 15th year) Francisco voters Hayward $73,248 Hayward teachers are $52,180 $55,125 $66,453 (raises end after the responsible for 100% of USD 13th year) healthcare costs. $67,397 San Leandro (raises end after the Includes $6,901 within salary to $48,567 $51,828 $58,499 24th year) cover health benefits USD $61,259 San Lorenzo $44,397 $47,158 $54,668 (raises end after the Teachers receive salary plus USD 23rd year) healthcare benefits.http://slzusd.ca.schoolloop.com/file/1241915236380/1218758558436/2435943435412671869.pdfhttp://publicportal.ousd.k12.ca.us/199410811175930900/lib/199410811175930900/K12T_Salary_Schedule.pdf Research from Nov 2011http://haywardusd-ca.schoolloop.com/file/1289141219277/1298973008260/8701465105791391020.pdfhttp://www.sanleandro.k12.ca.us/20771083115311603/lib/20771083115311603/2010-2011_SLTA_Salary_schedule.pdfhttp://www.sfusd.edu/en/assets/sfusd-staff/contract%20and%20salary%20schedules/Salary%20Schedule%20K-12%20Teachers%20and%20Intern%20Teachers.pdf