Develop and Monitor Teacher
Effectiveness and
Implementation
Kelli Millwood, Tony McGuinness & Chris Morgan
3.5.2012
kelli.millwood@pearson.com
tony.mcguiness@pearson.com
christopher.morgan@pearson.com
What We Know:
49 hours PD -> +21percentile points
Student
Achievement
5-14 hours PD -> NO IMPACT
Classroom
Teaching
Teacher
Knowledge
and Skills
High Quality
Professional
Development
Sustained high
quality PD impacts
teaching and
learning
Yoon, K. S., Duncan, T., Lee, S. W.-Y., Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student
1 TX Elem AE Breakout l 01/11/12
achievement (Issues & Answers Report, REL 2007–No. 033). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center
for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. Retrieved from http://ies.ed.gov/ncee/edlabs
Best Practices of Teacher Effectiveness
•
Pragmatic Rigor
•
Multiple measures / Perspectives
•
Frequency
•
Inclusion / Collaboration
•
Formative Practices
•
Differentiated PD
•
Evolution
D&R
Video
Prod.
3
Educator Effectiveness
Professional Development Partnerships
Dr. Robert Marzano
Connecting Teacher Effectiveness to Leader
Effectiveness
Rick Stiggins –
Assessment Training
Institute (ATI)
Balanced, formative assessment strategies
Jon Saphier - Research
for Better Teaching
Improving student learning
Implementing effective elements of teaching
Defining the competencies of effective school
leadership
Using Value Added Analysis
Identifying highly effective teachers
Online Demonstration
Diagnostic and Research Services
MEASURABLE CHANGES
Pearson Diagnostic & Research Team Provides
HIGH-QUALITY PROFESSIONAL DEVELOPMENT
(SIOP, WTW, Classroom Technology, Common Core Math, and Common Core ELA)
Why is Inter-Rater Reliability Important?
•
Calibrate individual observers with expert rater
•
All observers “see” the same thing and rate the same way
•
Ensure VALID and RELIABLE observations
○ Valid = accurate
○ Reliable = consistent
Calibration Process For Valid & Reliable Observations
Discussion of
Observables
for Features
Debrief &
Calibrate
Ratings
Watch
& Rate
Video
Enter
Ratings
7. Concepts explicitly linked to students'
background experiences
100%
90%
80%
70%
60%
55%
50%
40%
30%
30%
20%
10%
10%
5%
0
4
3
2
1
0
0%
Calibration Process For Valid & Reliable
Observations
Discussion of
Observables
for Features
Debrief &
Calibrate
Ratings
Watch
& Rate
Video
Enter
Ratings
MEASURABLE CHANGES
Pearson Diagnostic and Research Team Provides
HIGH-QUALITY PROFESSIONAL DEVELOPMENT
(SIOP, WTW, Classroom Technology, Common Core Math, and Common Core ELA)
Impacts on Student Performance
100%
88%
% of Students Proficient or Above
90%
80%
70%
57%
60%
50%
40%
30%
21%
20%
10%
0%
Low Implementer
Mid Implementer
High Implementer
Localized Video Production Services
KCMO Goal
Create a library of classroom video segments
using district talent which could be used for indistrict professional development.
Process + Toolbox = Sustainable Solution for
PD
Process
Outcomes Planning
Video Preparation and Coaching
Deliverables
Production and Post Production
Focused Topic Segments
Long-form classroom lessons
Video Cohort Guides
Questions?
Principal Compass
Educator Effectiveness
Principal Compass - Why now?
Research shows that behind teachers, effective principals have the
greatest impact on student achievement.
e.g., Mike Schmoker, Results: the Key to Continuous School Improvement
Race to the Top language — the four assurances—speak to the
leadership need.
Adopting rigorous standards that prepare students for success in college and the workforce;
Recruiting and retaining effective teachers, especially in classrooms where they’re needed most;
Turning around low-performing schools; and
Building data systems to track student achievement and teacher effectiveness
As a result, states — e.g., IL, NY, TN, IN, OH, DE — are now calling
for educator evaluation systems that address both principals and
teachers.
Educator Effectiveness
Principal Compass - Why now?
“... if you think we know shockingly little about good
teachers, you’ll be thoroughly despondent about how
little we know about effective principals, other than that
they are relentless and good team builders, and that ed
leadership programs don’t produce very good ones.”
—The Education Trust © 2009
“You want to build a principal development program?
Then please, teach people what they never learned in
grad school, which was basically a waste of time and
had nothing to do with what this job is really all about.”
— From an interview with a high-achieving
Massachusetts principal
Educator Effectiveness
Principal Compass: Overview
Highlights
• Full development and
sales partnership with
ASCD and . . .
• Robert Marzano –
aligned to his “Growth
and Development”
framework
• Includes the exclusive
rights to Lyle Kirtman’s
“7 Competencies of
School Leadership”
• Will eventually
provide 50+ online
modules with 24/7
access
• Optional onsite /
virtual coaching and
team development
• Features the voice of
the practitioner through
a special video
component
• Problem-based
approach provides
immediate application
to the work in the
building
An holistic system of analysis and support
Educator Effectiveness
Principal Compass: The “On Ramps”
5 Domains and 24 Elements
(1) a data-driven focus on student achievement
(2) continuous improvement of instruction
(3) a guaranteed and viable curriculum
(4) cooperation and collaboration, and
(5) school climate
Educator Effectiveness
Principal Compass: The “On Ramps”
The Workplace Personality Inventory (WPI) is already recognized as a reliable
and valid inventory of desired leadership practices. FMS has augmented the WPI to
reflect 7 competencies of highly successful principals by cross-matching it to
accepted principal leadership frameworks and the data derived from working with
more than 1000 principals over the last 25 years.
The 7 desirably competencies of successful principals are:
•
Challenges status quo
•
Builds trust through clear communication and expectations
•
Creates a commonly owned plan for success
•
Focuses on team over self
•
Has a high sense of urgency for change and sustainable results
•
Commitment to continuous improvement
•
Builds external networks / partnerships
Principals and other leaders taking the augmented WPI will be directed to targeted
professional development that will help address perceived weaknesses in one or
more of these areas.
Educator Effectiveness
Principal Compass: On Line Support
10 modules will be ready by the end o
Featured launch at ASCD’s Annual Conference
In Philadelphia
Educator Effectiveness
Principal Compass: On Line Support
All topic modules include:
• Introductory / stage setting videos with current or former
principals
• Illustrated overviews (Animated PowerPoint)
• Extended readings
• “Check for Understanding”
• Enrichment videos
• Applications for immediate relevance to the work in the
building
• Quick “Tips and Tools”
Educator Effectiveness
Principal Compass: On Site PD
Coaching
Team Building
Educator Effectiveness
Principal Compass: Benefits
Practical: Not just an evaluation tool – a leadership team growth and
development tool
Realistic: Built with the time constraints of the job in mind. Not days out
of the office at a workshop training, but rather quick-start modules that
principals and their teams can more easily build into their schedules
Flexible: Different “on-ramps,” or needs analysis assessments for
different purposes
Authentic: Includes the wise voice of the building practitioner in every
module and real problem-based learning situations
Reliable: Features the important authorities — Marzano, Kirtman, Saphier,
Stiggins — who are working to improve school leadership where it counts –
in the buildings
Questions?
Agenda – Examples of State Implementations
Overview of state practices
Kentucky – State wide implementation plan and formative
assessment training
Wisconsin – State wide implementation through service centers