The document discusses a 3-year history of the EET initiative and MET Project in Hillsborough County, and how their learnings could help districts in Kentucky implement new evaluation systems. It aims to provide background, considerations for implementation, and how MET research could be used. The main points are: - Hillsborough County developed a new teacher evaluation system with multiple measures, including observations, student achievement data, and feedback from mentors/peers. - The MET Project, funded by Gates Foundation, studied teacher evaluation models including Hillsborough County's. It found reliability increased with multiple evaluator perspectives. - Hillsborough County made modifications over 3 years including expanding evaluations to more roles, increasing mentors/peers, and

2. Our Goals for This Discussion
• Give you brief background on the 3-year history of
EET and the MET Project in Hillsborough County
• Help you identify considerations for Kentucky
districts implementing new evaluation systems
• Share how you might use MET research in Kentucky
• Take your questions

3. Hillsborough Co.’s New The MET Project
Teacher Evaluation System
Gates
Teachers need Foundation-
District
meaningful feedback funded
initiative to
What does effective research
improve the
teaching look like? project
way we • Multiple Measures involving
support, • Partnership with Teachers
several
evaluate, • How can evaluation data
districts,
and develop drive Professional
Development? including
teachers
Hillsborough
Co.
Measures of Effective Teaching

4. Working together for meaningful change
2010-2011 2011-2012 2012-2013 2013-2014
Superintendent
School Board Union
When students succeed, we all win

5. Goals of the Initiative
• Empowering Effective Teachers initiative aims to:
– Improve student achievement by focusing on excellence
in teaching
– Ensure every classroom has a
highly effective teacher
– Especially high-needs
students
– Increase the percentage of
students who graduate ready
for college/career
Helping students achieve by helping teachers excel

6. Success Begins with Induction for New Teachers
• Mentors and peers are selected from among the district’s
most effective teachers
– More than 600 teachers applied in Year One
– Selected teachers are fully released from classroom for 2-
4 years
• Mentors guide new teachers weekly
for their first two years
– Focus on building teachers’
instructional skills
Supporting teachers as professionals

7. Teacher Evaluations: More Input, More Balance
Principal's Written Mentor/Peer Evaluator's
Principal’s Written
Evaluation Based Upon Written Evaluation Based
Evaluation
Charlotte Danielson’s Upon Charlotte
Frameworks Danielson’s Frameworks
30%
35%
25%
100%
40%
Gains in Student
Achievement Based Upon
Before After a value-added
0% calculation (Univ. of
Wisc.)
Teacher evaluations more balanced, meaningful

8. Successes
• Provided more mentoring support to new teachers:
94% of last year’s brand-new teachers returned this
year, compared to 86% in Year Two and 72% in Year
One!
• Successfully implemented evaluations for teachers, support
personnel, and administrators.
• Better aligned professional
development with the Danielson
Framework.
Supporting teachers as professionals

9. Modifications in this process
• Expanded the evaluation process to include counselors, media
specialists, adult education teachers, pre-K teachers, and
technology resource specialists.
• Increased number of mentors to 70 so that second year
teachers would receive support.
• Increased the number of peers to over 150 in order
to lower their caseloads.
• Reviewed and modified the
teacher evaluation rubric
• Changed the observation schedule to
include informal observations.
Supporting teachers as professionals

10. Teacher Observation Schedule
TEACHERS ASSIGNED A PEER:
Administrative Administrative Peer Formal Peer Informal Supervisor
Prior Year Formal Informal Observations Observations Formal
Evaluation Score Observations Observations (minimum Observations
requirement)
36.0 – 60.0 1 1 1 2 0
23.0 – 35.99 2 2 1 2 0
18.0 – 22.99 2 2 3 2 0
(or designated an “NI”)
0 – 17.99 2 2 4 2 1
(or designated a “U”)
***Teachers with
experience who are new 1 1 1 2 0
to district
**Reminder: All teachers must have 1 formal observation conducted by the principal.
TEACHERS ASSIGNED A MENTOR:
Administrative Formal Mentor (Swap) Formal
Observations Observations
2 3

11. A formal observation cycle….
•Teacher completes a short questionnaire on his/her lesson, then
conferences with the observer
2010-2011 2011-2012 2012-2013 2013-2014
•Full lesson observation (usually including conversations with
students)
•Post-conference between teacher and observer to review things
that went well, things that could have gone better, and next steps
to greater success
When students succeed, we all win

12. Assessing student learning: Value-added measures
For each student we ask……
2010-2011 2011-2012 2012-2013 2013-2014
What score was made on the pretest(s)?
What is the previous level of reading/math achievement?
Is the student an ESE student? If so, what category?
Is the student an ELL student? Is the home language English?
Is the student younger/older than the grade level cohort?
How often did the student change schools?
What did last year’s attendance look like?
What are the characteristics of the student’s neighborhood?
When students succeed, we all win

13. Multiple measures increase validity
Pre-measures can include a variety of scores:
•Final exams from a previous course
•Stand2010-2011
alone pretest 2011-2012 2012-2013 2013-2014
•PSAT
•Previous Achievement in reading and math
Post-measures are a combination of:
•FCAT
•Final district course exams
•AP and IB exams
•ESE specific measures
•Stanford 10 or similar standardized achievement tests
When students succeed, we all win

14. MET Project in Hillsborough County
YEAR ONE YEAR TWO
MET Project
(2009-2010) (2010-2011)
Schools 86 83
Teachers ~700 ~550
Students ~30,000 ~12,000
Video Captures ~2,800 ~2,200
TWO YEARS
MET Extension
(2011 – 2013)
Schools ~45
Teachers ~120
Measures of Effective Teaching

15. What MET Really Taught Us
• “One way to increase
reliability is to
expose a given
teacher’s practice to
multiple
perspectives.”
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16. Next Steps: Video-learning communities (VLCs)
• What can we learn from
team video analysis?
16
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17. What questions do you have?