Increasing Student Growth and Achievement
A Systems Approach: Improving Our Teacher Evaluation System
Dawn Strong, Springfield Public Schools
EDLD 655 University of Oregon, November 27, 2012
SPS Current Teacher Growth and Evaluation System
Our current performance evaluation system is based on a
growth model, yet it does not lend itself to supporting frequent
conversations capable of strengthening teachers’ practice.
We will refine our current evaluation system to focus more on
collaboration with the intent to elevate the practice of all
teachers by promoting a culture of continuous professional
growth. Frequent mini observations, peer observations, and
coaching opportunities will highlight our new system. We will
also align professional development opportunities with individual
teacher needs identified through the evaluation process.
Additionally, providing ongoing training for both administrators
and teachers on using the refined process is critical to our
success
Improving the System to Increase Student
Growth and Achievement
Goal: Our primary goal is to use the evaluation
process to improve staff performance and to
positively impact student achievement.
Activities Connected to the Goal:
1. Develop a collaborative process designed to foster
meaningful discussion to consistently support and promote best
practice.
1. Complete the alignment process with the InTASC standards
(Senate Bill 290)
1. Develop administrators’ ability to utilize the growth and
evaluation process and to provide effective feedback.
1. Develop a shared understanding of our current system
through the implementation of an instructional rounds model
linked to the professional development blueprint. This work will
be led by a teacher leader (.5 FTE) and an established cadre of
teachers and administrators.
1. Align our current evaluation system to the InTASC standards
(SB290). A “Teacher Evaluation Committee” that will be
comprised of teachers, building administrators, union and
district officials, will do this work. It will include a professional
development plan to ensure all staff (teachers and
administrators) understand the new standards and the
requirements that are the result of the new standards.
1. Professional development for administrators focused on the
use of the evaluation system will be supported by embedded
coaching opportunities from retired elementary, middle and
high school administrators. Trainings over the course of the
year will include establishing higher levels of inter-rater
reliability.
1. Installation, training and implementation of new software
system, TalentEd.
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Improving the System to Increase Student
Growth and Achievement
State Timeline
University of Oregon
ODE Timeline
Springfield Timeline
Outcomes and Evidence
In the fall of 2010, as the recipient of a $40,000 CLASS grant,
SPS joined the Chalkboard’s CLASS Project. During the yearlong design phase, a team of Springfield Public School
teachers, classified employees, administrators, and a board
member worked together and developed blueprints in each of
the four areas. These blueprints became the framework for our
ODE Collaboration Grant Application.
1. Building-based evaluation processes and cycles will
incorporate instructional rounds as an essential element of
the evaluation and growth process. A CLASS Project survey
will include questions specific to the use of collaborative
strategies to support teacher growth.
1. The SPS Growth and Evaluation Handbook will fully align
with the InTASC standards (SB290) and both teachers and
administrators will receive professional development specific
to the new document.
1. Administrators will utilize collaborative evaluation
processes with specific mini-observation protocols designed
after the Kim Marshall model (2009). Administrators will track
the number of mini observations per teacher over the course
of the 2012-2013 school year and staff feedback will be
generated via the CLASS survey.
1. TalentEd will track the evaluation cycle of all licensed
employees. Data will be collected to assist with assessing
professional development needs of staff.
Senate Bill 290: Required Teacher and
Administrator Evaluation Changes
Teacher and Administrator Evaluation
SB 290 requires school district boards to use the core
teaching standards adopted by the State Board for all
evaluations of teachers and administrators. The
standards used in the evaluation process will be used
to strengthen the knowledge, skills, dispositions and
classroom and administrative practices of teachers
and administrators; refine the support, assistance and
professional growth opportunities; allow the teacher or
administrator to establish classroom or administrative
practices and student learning objectives based on
individual circumstances; establish a formative growth
process that supports professional learning and
collaboration; and use evaluation methods and
professional development, supports and other
activities based on curricular standards.
These new model core teaching standards outline
what all teachers across all content and grade levels
should know and be able to do to be effective in
today's learning contexts.
Initial Starting Point and Funding: Fall 2010
CLASS Project: Creative Leadership Achieves
Student Success
1.Career Pathways
2.Compensation
3.Professional Development
4.Teacher Evaluation
The State Vision for Educational Attainment
40/40/20
The State of Oregon has set an ambitious goal for
educational attainment, known as the “40-40-20” goal.
Approved by the Oregon Legislature in 2011 in Senate Bill
253, the “40/40/20” Goal” is for 40% of adult Oregonians to
hold a bachelor’s or advanced degree, 40% to have an
associate’s degree or a meaningful postsecondary certificate
and all adult Oregonians to hold a high school diploma or
equivalent by the year 2025.
Springfield’s Vision and it’s Alignment
with the State Vision
= SPS
Oregon Department of Education Collaboration
Grant: May 2012
In May 2012 Springfield Public Schools was the recipient of an
$873,000 Department of Education Collaboration Grant. The
grant is to assist SPS with achieving two critical goals:
1. Implement a collaborative leadership model designed to
support efforts in each of the four focus areas of CLASS, and
2. Move forward with the implementation of the CLASS project
blueprints.
This project will:
a) Allow the use of the performance evaluation system to
promote a culture of growth
b) Build a professional development system that improves
teaching practice and ultimately student achievement
c) Develop a Master teacher designation embedded within a
clearly articulated career pathway model
d) Further develop and implement a compensation model
that encourages and rewards staff that view continuous
professional development as a means to improving their
craft with the intent to improve student outcomes.
It is our belief that each of these four areas are interconnected
and contribute to effective practices at the classroom, building,
and district level. They also support our system, which is
designed to achieve the Springfield Public Schools vision
SPS 2011-2012 Cohort Graduation Data: 62%
Sources of Information
76th OREGON LEGISLATIVE ASSEMBLY--2011 Regular Session
37%
31%
15%
16%
Council of Chief State School Officers. (2011, April). Interstate Teacher Assessment
and Support Consortium (InTASC) Model Core, Teaching Standards: A Resource for
State Dialogue. Washington, DC:
Oregon Education Association, Center for Great Public Schools, Teacher Evaluation
and Support System Guidebook, Tools for Building an Effective, CollaborativelyDesigned Evaluation System, beginning in 2010.
From Goal to Reality 40-40-20 report, May 2012, ©2012 Oregon University System
(OUS). POB 751, Portland, Oregon 97207. 503-725-5700