Alaska Staff Development Network – 2013 Spring Leadership Retreat
Emerging Trends and issues in Teacher Evaluation:
Implications for Alaska
April 10, 2013
8:30 – 4:00 p.m.
Mat-Su School District - Palmer, Alaska
Session Leader: Al Bertani, RAPPS Senior Design Consultant
Welcome
Kelly Tonsmiere
Director
Alaska Staff Development Network
Emerging Trends and Issues in Teacher Evaluation: Implications for Alaska
ASDN Leadership Retreat; April 2013
Greetings
Gene Stone
Assistant Superintendent
Matanuska-Sustina
Borough School District
Emerging Trends and Issues in Teacher Evaluation: Implications for Alaska
ASDN Leadership Retreat; April 2013
Workshop Purposes
and
Agenda Overview
Al Bertani
RAPPS Senior Design Consultant
Emerging Trends and Issues in Teacher Evaluation: Implications for Alaska
ASDN Leadership Retreat; April 2013
Session Objectives
1. Examine the regulations and requirements of the recent Alaskan
legislation regarding educator evaluations.
2. Explore learnings emerging from policy an procedural changes
regarding educator evaluation across the U.S.
3. Understand how states and districts have organized their
processes for revising educator evaluation systems.
4. Engage in a deep dive about different educator evaluation models.
5. Consider the implications of these trends and issues for Alaska
districts while implementing the new State of Alaska policies and
procedures for educator evaluations.
Emerging Trends and Issues in Teacher Evaluation: Implications for Alaska
ASDN Leadership Retreat; April 2013; Facilitated by Al Bertani, RAPPS Senior Design Consultant
Session Design
DESIGN
FOR
LEARNING
MAINTAIN
ENERGY
CONNECT
FRAME
TASKS
KEEP
TIME
PROMOTE
ENGAGEMENT
Session Norms
1.
The LEARNING belongs to you, and it rests largely with you.
2.
Enter into the discussions ENTHUSIASTICALLY!!!
3.
Give FREELY of your experience, but don’t dominate the discussion.
4.
CONFINE your discussions to the task assigned.
5.
Say what you THINK… be honest!
6.
Only ONE PERSON should talk at a time… avoid private conversations
while someone else is talking…
7.
Listen ATTENTIVELY to the presentations and discussions.
8.
BE PATIENT with other participants… appreciate their point of view…
9.
Be PROMPT and REGULAR in attendance.
10. Place your cell phones on SILENT or VIBRATE to minimize interruptions.
Emerging Trends and Issues in Teacher Evaluation: Implications for Alaska
ASDN Leadership Retreat; April 2013; Facilitated by Al Bertani, RAPPS Senior Design Consultant
Framing
the
Day:
Teacher Evaluation
Trends and Issues
Desired Outcomes
1. Help participants see their work in a
larger context.
1. Connect local issues across district and
state contexts.
1. Connect policy change with moral
purpose for leaders.
Emerging Trends and Issues in Teacher Evaluation: Implications for Alaska
ASDN Leadership Retreat; April 2013; Facilitated by Al Bertani, RAPPS Senior Design Consultant
The Widget Effect
The Widget Effect: Our National Failure to Acknowledge and Act on Differences
in Teacher Effectiveness; Weinberg, Saxton, Mulhelm, and Keeling; 2009
The Widget Effect
➔ Nearly all teachers received high ratings (good or great)
➔ Districts failed to recognize and reward excellence
➔ Professional development was rarely tied to results and
when it was, little support was offered to teachers
➔ New teachers generally were rated above satisfactory,
and tenure was seldom denied to teachers based on
observation results
➔ Poor performance rarely led to teacher dismissal
The Widget Effect: Our National Failure to Acknowledge and Act on Differences
in Teacher Effectiveness; Weinberg, Saxton, Mulhelm, and Keeling; 2009
Evaluations That Help Teachers Learn
“Before, I had no idea what my principal was
looking for – I had to be a mind reader! So I just
played it safe, taught a familiar lesson, one I
knew would go well – but did the process
improve my teaching?”
Evaluations That Help Teachers Learn by Charlotte Danielson
Educational Leadership – December 2010
ASCD
The Evaluation Review
SEE LINK BELOW TO YOUTUBE VIDEO
http://www.youtube.com/watch?v=_p8cxmZLgsA
Unprecedented Waves of Legislation
2010 to 2012
RTT
and
I3
Newly
Elected
Governors
Legislative
Majorities
➔ Mandated annual evaluations
➔ Use of student learning results
➔ Linking evaluation results to key personnel
decisions (Tenure, RIF, Dismissal, Retention)
Twenty-One States Represented in the Study: AZ, AR, CO, CT, DE,
FL, ID, IL, IN, LA, MD, MI, MN, NV, NJ, NY, OH, OK, RI, TN, WA.
Recent State Action on Teacher Effectiveness: What’s in State Law and Regulations
Sara Mead; Bellwether Education Partners; August 2012
Evidence of Student Learning Required
in Teacher Evaluation Systems
All states in the study require the inclusion of some
evidence of student learning…
 Ten (10) states - 50% of Evaluation
 Four (4) states - Less that 50%
 Four (4) states - Links highly effective ratings to
threshold student learning gains
 Two (2) states - No prescribed percentage or
threshold
Recent State Action on Teacher Effectiveness: What’s in State Law and Regulations
Sara Mead; Bellwether Education Partners; August 2012
“Parents, practitioners, and policy
makers agree that the key to
improving public education in
America is placing highly skilled
and effective teachers in all
classrooms.”
Evaluating Teacher Effectiveness
How Teacher Performance Assessments Can Measure and Improve Teaching
Linda Darling Hammond for the Center for American Progress
October 2010
Teacher Evaluation Policy Issues
1. What is the frequency and timing of required evaluations?
2. Who is responsible for the development of the system?
3. What measures are required?
4. How is student growth factored in?
5. Is student achievement the preponderant criteria?
6. What are the evaluation categories?
7. Who is responsible for conducting evaluations?
8. What observation procedures are specified?
9. What are the required uses of evaluation results?
10. What employment consequences are tied to evaluations?
State of the States: Trends and Early Lessons on Teacher Evaluation and Effectiveness Policies;
National Council on Teacher Quality; October 2011
Top of Mind
As you consider the focus of today’s
Leadership Retreat and this Opening
Session, what’s on your mind?
As a table group, respond to these
prompts:
 What are you excited about…
 What are you concerned about…
Excited – Unlined Side of the Card
Concerned – Lined Side of the Card
EED Alaska
Requirements
for
Educator
Evaluations
Susan McCauley, Director of Teaching and Learning - EED
Sondra Meredith, Administrator Teacher Education and Certification - EED
Desired Outcomes
1. Build clarity around legislative regulations
and requirements.
1. Help leaders develop a greater comfort
with the changes.
1. Minimize fears and anxieties.
Emerging Trends and Issues in Teacher Evaluation: Implications for Alaska
ASDN Leadership Retreat; April 2013; Facilitated by Al Bertani, RAPPS Senior Design Consultant
Emerging
Trends and Issues:
Designing New
Educator Evaluation
Systems
Desired Outcomes
1. Promote learning from early adopters.
1. Anticipate issues and concerns.
1. Develop readiness for building new
systems.
Emerging Trends and Issues in Teacher Evaluation: Implications for Alaska
ASDN Leadership Retreat; April 2013; Facilitated by Al Bertani, RAPPS Senior Design Consultant
A clear message has taken shape following
Race to the Top, Investing in Innovation,
and School Improvement Grants as part of the
stimulus package…
“ Federal policy now focuses on teacher
‘effectiveness’ rather than teacher
‘quality’.”
Measuring Effectiveness: What Will It Take? By Stumbo and McWalters
Educational Leadership – December 2010
ASCD
Race to the Top
The Race to the Top applications asked states
to:
“design and implement rigorous, transparent,
and fair evaluation systems for teachers and
principals that … differentiate effectiveness
using multiple rating categories that take into
account DATA ON STUDENT GROWTH AS A
SIGNIFICANT FACTOR.”
(Page 34 – Application Process)
Measuring Effectiveness: What Will It Take? By Stumbo and McWalters
Educational Leadership – December 2010
ASCD
Blueprint for Reform
The focus on teacher effectiveness is also
reflected in the Blueprint for Reform in the ESEA
Reauthorization…
“We are calling on states and districts to
develop and implement systems of teacher
and principal evaluation and support and
to identify effective and highly effective
teachers and principals on the basis of
student growth and other factors.”
Measuring Effectiveness: What Will It Take? By Stumbo and McWalters
Educational Leadership – December 2010
ASCD
Different State Models for Evaluation Systems
State
Level
Evaluation
System
Elective
State-Level
Evaluation
System
District
Evaluation
System
With
Required
Parameters
Standardized --------------------------------------------- More Flexible
Strengths and Weakness of Elective Model
Strengths
 The system allows for some
local flexibility.
 Data collection can still be
standardized for certain
components.
 Districts can be directly
compared in certain areas.
 Reliability is strong in
required components.
 The system allows for
continuance of locally
developed models.
Weaknesses
 Local flexibility in certain
areas is diminished.
 The system presents more
challenges for state
oversight.
 Data aggregation of teacher
results may be more difficult.
A Practical Guide to Designing Comprehensive Teacher Evaluation Systems;
National Comprehensive Center for Teacher Quality; May 2012
High Quality Teacher Evaluation Systems
Possess these common characteristics…
➲ A consistent definition of good teaching
➲ A shared understanding of this definition
➲ Skilled evaluators
Evaluations That Help Teachers Learn by Charlotte Danielson
Educational Leadership – December 2010
ASCD
Evaluations That Help Teachers Learn
“Before, I had no idea what my principal was looking for – I had to
be a mind reader! So I just played it safe, taught a familiar lesson,
one I knew would go well – but did the process improve my teaching?
Not at all! In my old school, the principal just came in with a checklist,
but we never really talked. But this time, we had a great conversation
about how to help my students want to write. It really made me think.
As a result, I’ve got a new approach: I’m going to engage some
students around the things they’re passionate about and have them try
to convince their classmates about the value of such interests.”
Evaluations That Help Teachers Learn by Charlotte Danielson
Educational Leadership – December 2010
ASCD
Teacher Evaluation Feedback
SEE LINK BELOW TO YOUTUBE VIDEO
http://www.youtube.com/watch?v=HFLpgWDrQ-E
Evaluating Teachers – Three Ways
➤ Inputs are what a teacher brings to his or her position, generally
measured as teacher background, beliefs, expectations,
experience, pedagogical and content knowledge, certification and
licensure, and educational attainment.
➤ Processes refers to the interaction that occurs in a classroom
between teachers and students. It also may include a teacher’s
professional activities within the larger school and community.
➤ Outputs represent the results of classroom processes, such as
impact on student achievement, graduation rates, student
behavior, engagement, attitudes, and social-emotional well-being.
Approaches to Evaluating Teacher Effectiveness – June 2008
Goe, Bell, and Little
National Comprehensive Center on Teacher Quality
Evaluations That Help Teachers Learn
A good system of teacher evaluation must
answer four basic questions:




How good is good enough?
Good enough at what?
How do we know?
Who should decide?
How well does your local teacher evaluation
system answer these questions?
Evaluations That Help Teachers Learn by Charlotte Danielson
Educational Leadership – December 2010
ASCD
Evaluations That Help Teachers Learn
A good system of teacher evaluation must
answer four basic questions:
 How good is good enough?
 Good enough at what?
 How do we know?
 Who should decide?
How well does your local teacher evaluation
system answer these questions?
Evaluations That Help Teachers Learn by Charlotte Danielson
Educational Leadership – December 2010
ASCD
Comparing Teacher Evaluation Systems
Examine examples of Teacher Evaluation Systems from
Colorado, Tennessee, and Washington.
 Take your yellow packet and something to write with Form a trio with leaders from other tables.
 Decide who will read about each state – CO, TN, WA.
 Read quietly highlighting specific elements of the text.
 Be prepared to share your learnings with your colleagues.
 Use the Venn Diagram sheet to compare and contrast the
elements of each example reviewed – CO, TN, WA.
What’s the same – What’s different…
You have the next fifteen minutes to complete your task.
Emerging Trends and Issues in Teacher Evaluation: Implications for Alaska;
ASDN Leadership Retreat; April 2013; Facilitated by Al Bertani, RAPPS Senior Design Consultant
Comparing Teacher Evaluation Systems
Colorado
Tennessee
Washington
Emerging Trends and Issues in Teacher Evaluation: Implications for Alaska;
ASDN Leadership Retreat; April 2013; Facilitated by Al Bertani, RAPPS Senior Design Consultant
Research Study Questions
Question 1 Can measures of effective teaching
identify teachers who better help
students learn?
Question 2 How much weight should be placed on
each measure of effective teaching?
Question 3 How can teachers be assured
trustworthy results from classroom
observations?
MET Project Ensuring Fair and Reliable Measures of
Effective Teaching January 2013
Major Research Findings
1. Effective teaching can be measured.
Teachers previously identified as more effective caused students to
learn more. Groups of teachers identified as less effective caused
students to learn less.
2. Balanced weights indicate multiple aspects of effective teaching.
Teaching is too complex for any single measure of performance to
capture it accurately. Trade off’s to using different models.
3. Adding a second observer increases reliability significantly more
than having the same observer score an additional lesson.
Adding outside observers can provide an on-going check against inschool bias.
MET Project Ensuring Fair and Reliable Measures of
Effective Teaching January 2013
Moving From and To…
TODAY…
FUTURE SCENARIO…
High Level Principal
Evaluations Only
Rigorous Classroom
Observations
Input Observations
Student Feedback
Seniority
Pedagogical Content
Knowledge
Degrees Earned
School Working Conditions
MET Working with Teachers to Develop Fair and Reliable Measures of Effective Teaching
June 2010
Emerging Learnings:
Trends and Issues:
Implementing
New Educator
Evaluation
Systems
Desired Outcomes
1. Promote learning from implementation
examples.
1. Help leaders understand how others have
managed implementation issues.
1. Transfer learnings to local implementation
efforts.
Emerging Trends and Issues in Teacher Evaluation: Implications for Alaska
ASDN Leadership Retreat; April 2013; Facilitated by Al Bertani, RAPPS Senior Design Consultant
Evaluations That Help Teachers Learn
A good system of teacher evaluation must
answer four basic questions:




How good is good enough?
Good enough at what?
How do we know?
Who should decide?
How well does your local teacher evaluation
system answer these questions?
Evaluations That Help Teachers Learn by Charlotte Danielson
Educational Leadership – December 2010
ASCD
Evaluations That Help Teachers Learn
A good system of teacher evaluation must
answer four basic questions:
 How good is good enough?
 Good enough at what?
 How do we know?
 Who should decide?
How well does your local teacher evaluation
system answer these questions?
Evaluations That Help Teachers Learn by Charlotte Danielson
Educational Leadership – December 2010
ASCD
How Do We Know…
Research Informed
How would you weight the different aspects of effective teaching?
Emerging Trends and Issues in Teacher Evaluation: Implications for Alaska
ASDN Leadership Retreat; April 2013; Facilitated by Al Bertani, RAPPS Senior Design Consultant
How Do We Know…
Add lines and percentages for each component.
Emerging Trends and Issues in Teacher Evaluation: Implications for Alaska
ASDN Leadership Retreat; April 2013; Facilitated by Al Bertani, RAPPS Senior Design Consultant
Good Enough at What – How Do We Know…
School
Leadership
Professional
Developmen
t
Classroom
Observations
Student
Achievement
Results
Developed by Patrick Dolan and Al Bertani; Sample Teacher Evaluation Components;
GE Foundation Conference; Orlando, Florida; June 2010
What Is Highly Effective…
Classroom…
School…
District/Profession…
Community-At-Large…
Emerging Trends and Issues in Teacher Evaluation: Implications for Alaska
ASDN Leadership Retreat; April 2013; Facilitated by Al Bertani, RAPPS Senior Design Consultant
Good Enough at What… – How Do We Know…
Working with your Table Group, identify what you think
makes a teacher “highly effective” for each of the
categories listed on the poster…
 Frame your responses as phrases and/or clauses.
 Consider your experiences as a teacher and leader.
 Think about the expectations of your school and district.
 Try to reach agreement on what should be recorded.
 Have the person wearing the most black serve as recorder.
You have the next twelve minutes to complete your task.
Emerging Trends and Issues in Teacher Evaluation: Implications for Alaska;
ASDN Leadership Retreat; April 2013; Facilitated by Al Bertani, RAPPS Senior Design Consultant
How Do We Know Examples…
 Examples from Denver, Hillsborough, Pittsburg, and
Prince George’s County.
 Level 1 Items – Danielson’s Domains
 Level 2 Items – Danielson’s Components
 Level 3 Items – Danielson’s Elements
 Levels of Performance
 Source
 Unique Features
Emerging Trends and Issues in Teacher Evaluation: Implications for Alaska;
ASDN Leadership Retreat; April 2013; Facilitated by Al Bertani, RAPPS Senior Design Consultant
The Danielson Framework
Domain 1: Planning and Preparation
•Demonstrating Knowledge of Content
and Pedagogy
•Demonstrating Knowledge of Students
•Selecting Instructional Goals
•Demonstrating Knowledge of Resources
•Designing Coherent Instruction
•Assessing Student Learning
Domain 2: The Classroom Environment
•Creating an Environment of Respect
and Rapport
•Establishing a Culture for Learning
•Managing Classroom Procedures
•Managing Student Behavior
•Organizing Physical Space
Domain 3: Instruction
•Communicating Clearly and Accurately
•Using Questioning and Discussion
Techniques
•Engaging Students in Learning
•Providing Feedback to Students
•Demonstrating Flexibility and
Responsiveness
Domain 4: Professional Responsibilities
•Reflecting on Teaching
•Maintaining Accurate Records
•Communicating with Families
•Contributing to the School and District
•Growing and Developing Professionally
•Showing Professionalism
The Framework for Teaching
Charlotte Danielson
The Danielson Framework Example Elements
Figure 6.7
DOMAIN 2: THE CLASSROOM ENVIRONMENT
COMPONENT 2A: CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT
Elements:
Teacher interaction with students Student interaction
L E V E L
ELEMENT
UNSATISFACTORY
O F
P E R F O R M A N C E
BASIC
PROFICIENT
DISTINGUISHED
Teacher
Teacher interaction with at least
Interaction
some students is negative,
with Students demeaning, sarcastic, or
inappropriate to the age or
culture of the students. Students
exhibit disrespect for teacher.
Teacher-student interactions are
generally appropriate but may
reflect occasional inconsistencies,
favoritism, or disregard for
students’ cultures. Students
exhibit only minimal respect for
teacher.
Teacher-student interactions are
friendly and demonstrate general
warmth, caring, and respect.
Such interactions are appropriate
to developmental and cultural
norms. Students exhibit respect
for teacher.
Teacher demonstrates genuine
caring and respect for individual
students. Students exhibit respect
for teacher as an individual,
beyond that for the role.
Student
Interaction
Students do not demonstrate
negative behavior toward one
another.
Student interactions are generally
polite and respectful.
Students demonstrate genuine
caring for one another as
individuals and as students.
Student interactions are
characterized by conflict,
sarcasm, or put-downs.
The Framework for Teaching
Charlotte Danielson
Processing Tool – How Do We Know…
Examples
Notes
Denver
Public
Schools
Hillsborough
County
Public Schools
Pittsburgh
Public
Schools
Prince George’s
County
Public Schools
Emerging Trends and Issues in Teacher Evaluation: Implications for Alaska
ASDN Leadership Retreat; April 2013; Facilitated by Al Bertani, RAPPS Senior Design Consultant
How Do We Know…
Take your pink packet, blue sheet, and something to write
with and form a quartet with leaders from other tables –
Find a place to work in the room…
➽ Once you have your quartet - Count off by four.
➽ Each person will have a primary assignment to review.
➽ Take a few minutes to analyze your assigned reading.
➽ Use the advance organizer to take notes.
➽ Be prepared to discuss your findings with your colleagues.
You have the next twelve minutes to complete your task.
Emerging Trends and Issues in Teacher Evaluation: Implications for Alaska;
ASDN Leadership Retreat; April 2013; Facilitated by Al Bertani, RAPPS Senior Design Consultant
Deep Dive:
Different
Educator
Evaluation
Models
Desired Outcomes
1. Provide multiple models for learning
purposes.
1. Help leaders expand their mental models
for educator evaluations.
1. Offer choice to meet individual learning
needs.
Emerging Trends and Issues in Teacher Evaluation: Implications for Alaska;
ASDN Leadership Retreat; April 2013; Facilitated by Al Bertani, RAPPS Senior Design Consultant
Deep Dive Break-Out Sessions
Danielson’s Framework for Teaching – Main Room
Steve Atwater, Superintendent
Sean Dusek, Melissa Linton, and Tim Peterson
Kenai Peninsula Borough School District
Marzano’s iObservation Process - Room
Sue Johnson, Coordinator of School Improvement, BSSD
5d+ Teacher Evaluation Rubric – Room
Sandra Austin, University of Washington - Center for Educational Leadership
Bill and Melinda Gates Foundation MET Project – Room
Findings and Recommendations
Al Bertani, Senior Design Consultant, RAPPS Project
Emerging Trends and Issues in Teacher Evaluation: Implications for Alaska;
ASDN Leadership Retreat; April 2013; Facilitated by Al Bertani, RAPPS Senior Design Consultant
Local Implications:
Designing and
Implementing
A New Educator
Evaluation System
Desired Outcomes
1. Engage in school or district level action
planning.
1. Use reflection to consolidate learnings.
1. Help determine next steps.
Emerging Trends and Issues in Teacher Evaluation: Implications for Alaska;
ASDN Leadership Retreat; April 2013; Facilitated by Al Bertani, RAPPS Senior Design Consultant
Designing Comprehensive Teacher Evaluation Systems
Component Steps
1. Specifying evaluation system goals
2. Securing and sustaining stakeholder investment and
cultivating a strategic communication plan
3. Selecting measures
4. Determining the structure of the evaluation system
5. Selecting and training evaluators
6. Ensuring data integrity and transparency
7. Using teacher evaluation results
8. Evaluating the system
A Practical Guide to Designing Comprehensive Teacher Evaluation Systems;
National Comprehensive Center for Teacher Quality; May 2012
Designing Comprehensive Teacher Evaluation Systems
Evaluation
System Goals
Evaluating the
System
Stakeholder
Investment
Selecting
Measures
Using Results
Structure of
the System
Data Integrity
Preparing
Evaluators
A Practical Guide to Designing Comprehensive Teacher Evaluation Systems;
National Comprehensive Center for Teacher Quality; May 2012
Evaluation
System
Goals
 What type of impact do you want the evaluation
system to achieve?
 Will evaluation results be used for personnel
and compensation decisions?
 Will supports be available for teachers in need?
 What human and financial resources are
available?
 How will the teacher evaluation efforts affect
other district initiatives?
A Practical Guide to Designing Comprehensive Teacher Evaluation Systems;
National Comprehensive Center for Teacher Quality; May 2012
Establishing
Standards
 Are there existing standards that can be used to guide
the development of a teacher evaluation system?
 Do the standards explicitly define desired teaching
competencies?
 Have levels of teaching performance been established
for the standards?
 Will the district move beyond improving student
learning to define an effective teacher?
 Will evidence based teaching practices be a factor in
identifying an effective teacher?
A Practical Guide to Designing Comprehensive Teacher Evaluation Systems;
National Comprehensive Center for Teacher Quality; May 2012
Stakeholder
Involvement
 Who are the crucial stakeholders that need to be
involved in designing the teacher evaluation system?
 What skills, experience, and knowledge do
stakeholders bring to the table?
 Will the group have authority to make decisions or
serve in an advisory capacity?
 Is there a communication plan including strategies to
maintain communication throughout the process?
 How does the planning group seek feedback from
others?
A Practical Guide to Designing Comprehensive Teacher Evaluation Systems;
National Comprehensive Center for Teacher Quality; May 2012
Selecting
Measures
➩Do the measures match the goals and purposes of the
evaluation?
➩Do the measures provide data on effective teacher
practices and professional development needs?
➩Are the measures research-based?
➩Are the measures fair and accurate indicators?
➩Can the measures be implemented with limited human
and financial resource capacity?
A Practical Guide to Designing Comprehensive Teacher Evaluation Systems;
National Comprehensive Center for Teacher Quality; May 2012
Selecting
And Training
Evaluators
 Who will be eligible to conduct evaluations?
 Will there be examples and explicit guidance in
determining levels of proficiency and approval?
 To what extent will training provide opportunities for
guided practice paired with specific feedback to
improve reliability?
 Will evaluators be monitored regularly for reliability
checks?
 How will implementation fidelity be ensured?
A Practical Guide to Designing Comprehensive Teacher Evaluation Systems;
National Comprehensive Center for Teacher Quality; May 2012
Green Sheet
Planning and Implementation Template
Goal: To design or implement a teacher evaluation system consistent with the
EED Alaska Requirements concerning educator effectiveness.
ACTION
RESPONSIBILITY
OUTCOME
TIMELINE
Emerging Trends and Issues in Teacher Evaluation: Implications for Alaska;
ASDN Leadership Retreat; April 2013; Facilitated by Al Bertani, RAPPS Senior Design Consultant
Teacher Evaluation 2.0 Report
Recommendations
1. Should be annual - Every other year for "performing teachers”.
2. Should include clear and rigorous expectations based primarily
on evidence of student learning.
3. Should consider multiple measures - classroom observations,
teacher-generated tests, and district-wide assessments.
4. Should include rating scales based on four or five categories (ie.
highly effective, effective, needs improvement, and ineffective).
5. Should provide regular feedback to teachers on their progress.
6. Should impact employment decisions based on the outcomes of
evaluation.
New Teacher Project; Teacher Evaluation 2.0
October 2010
Definition of Effective Teachers
1. Have high expectations for all students and help students learn, as
measured by value-added or other test-based growth measures or by
alternative measures.
2. Contribute to positive academic, attitudinal, and social outcomes for
students such as regular attendance, on-time promotion to the next
grade, on-time graduation, self-efficacy, and cooperative behavior.
3. Use diverse resources to plan and structure engaging learning
opportunities; monitor student progress formatively; adapting
instruction as needed; and evaluate learning using multiple sources of
evidence.
4. Contribute to the development of classrooms and schools that value
diversity and civic-mindedness.
5. Collaborate with other teachers, administrators, parents, and education
professionals to ensure student success, particularly the success of
students with special needs and those at high risk for failure.
Approaches to Evaluating Teacher Effectiveness; Goe, Bell, and Little;
National Comprehensive Center for Teacher Quality; June 2008
“One of the few areas of consensus among
education policy makers, practitioners, and
the general public today is that improving
teacher quality is one of the most direct and
promising strategies for improving public
education outcomes in the United States
especially for children who have historically
been taught by the least qualified teachers.”
Evaluating Teacher Effectiveness
How Teacher Performance Assessments Can Measure and Improve Teaching
Linda Darling Hammond for the Center for American Progress
October 2010
An Alternative - Walk-Throughs…
SEE LINK BELOW TO YOUTUBE VIDEO
http://www.youtube.com/watch?v=yFX_Q8TQmRw
Thank You for Your Participation
If you would like additional information,
please feel free to contact:
Al Bertani, RAPPS Senior Design Leader
225 N. Columbus Drive – Suite 6808
Chicago, Illinois 60601
Phone: 312-505-1450
E-Mail: AlbertBertani@gmail.com