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Teaching Matters, Series Part I power point


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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 -
  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:
  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:
  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. Research from Nov 2011