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The Framework for Teaching in Action: One District’s Story and ResultsDr. Sandra P. HodgesOmaha Public SchoolsEmail: phdsandra@gmail.com

Mission

The mission of the Omaha Public Schools is to provide educational opportunities which enable all students to achieve their highest potential.

Educational Aims1. High Student Achievement2. Safe and Secure Learning Environment3. Professional Work Force4. Partnerships5. Effective and Efficient use of District Resources

Omaha and OPS ContextDiversity is abundant in the Omaha Public Schools, which enrolls about 48,000 students of various ethnic, cultural and religious backgrounds.

African American student population – 31.2%A i A i t d t

Omaha is home to one of the poorest black communities in North America.

It has the 3rd highest black poverty rate and the highest percentage of black children

Asian American student population – 1.7%Caucasian American student population – 49.1%Hispanic/Latino American student population – 16.6%Native American student population – 1.4%

in poverty ranks in the nations. 6 out of 10 black children live below the poverty line.At OPS, 62% of student enrollments are free/reduced lunch students; 60% of enrollments are minorities.

20%

30%

22.1%

14.5% 14.7%

Omaha and Nebraska Poverty Levels, 2005pula

tion

ation

40%

60%

40.2

%36.9

%% e

,TN

OK

,N

E

NY

OH

58.7

%49.7

%

59.4

%

55.4

%57.2

%

42.5

%40.6

%40.4

%

Top 5 Cities in Level of African American Poverty, 2005

District Demographics

Omaha Has More Poverty than the State Overall and Has One of the Highest Levels of African American Poverty in the U.S.

Source: U.S. Census (2006)

0%

10%

Children BelowPoverty Level

City ofOmaha

State

Residents BelowPoverty Level

City ofOmaha

State

11.2%

Per

centa

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Pop

Per

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ge

of

Popula

0%

20%

African AmericanPoverty Rates

Knoxvi

lle,

TN

Madis

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WI

U.S

Aver

age

Syr

acu

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OH

Om

aha,

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25.6

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African American ChildPoverty Rates

Knoxv

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Okl

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StaffOver 8,000 employees3,500 teachers– average of 11.7 years of

experience – 43 percent have advanced

degreesapproximately 400 new

Schools60 elementary schools11 Middle Schools7 High Schools2 Special Education School

Total of 80 schools(17 of our schools are

– approximately 400 new teachers hired each year

designated as magnet theme schools representing elementary, middle and high school)8 Alternative programs

A Blueprint for Teacher EvaluationDesigning the System

Human Resources Study Committee (8)

District Teacher Appraisal Committee (100)

Steering Committee (36)

Writing Committee (10)

Training Design Committee (14)

Pilot Process Schools (6)

CADRE of Trainers (29) 215

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Charlotte Danielson

Author of Enhancing Professional PracticeCo-author with Thomas McGreal of the bookTeacher Evaluation to Enhance Professional PracticeConsultant to Omaha Public SchoolsRecognized by National Education Association

Teacher Appraisal Committee

Met monthly100 membersRepresentatives from each school, various central office departments and Omaha Education AssociationAssociationShared information with the building staff and principal

Implementation Process

CADRE of Trainers

Training of Evaluators

Teacher Appraisal System Handbook

Teacher Appraisal System Forms

Training of Teachers

Question and Answer Sheets

Ongoing Discussions with key groups

Post Implementation Process

Implemented Walk Through Observations

Developed sample Program of Assistance Plans

Provided ongoing New Teacher TrainingProvided ongoing New Teacher Training

Provided Observation and Data Collection Skills Training

Current OPS Appraisal FrameworkDomain 1:

Planning and Preparation

Domain 2: The Classroom Environment

Domain 3:Instruction

Domain 4:Professional and Leadership

Responsibilities

1. Demonstrating Knowledge of Subject Matter, Pedagogy and Best Practices

2. Understanding and Using District Content Standards

3. Designing Coherent Instruction

4. Assessing Student Learning

5 Demonstrating Knowledge

7. Creating an Environment of Respect and Rapport

8. Managing Classroom Procedures and Practices Consistent with Building and District Policies

9. Managing Student Behavior

10. Establishing a Culture for Learning through

12. Communicating Clearly and Accurately

13. Engaging Students in Learning

14. Providing Feedback to Students

15. Using Questioning and Discussion Techniques

16. Demonstrating Flexibility and Responsiveness

17. Maintaining Accurate Records and Reports

18. Communicating and Developing Positive Relationships with Students, Families, Colleagues and Community Partners

19. Growing and Developing Professionally

5. Demonstrating Knowledge of Students

6. Demonstrating Knowledge of and Utilizing Instructional Resources

Support of the Mission and Aims of the District

11. Organizing Physical Space

and Responsiveness20. Demonstrating

Professionalism

21. Contributing Positively to the School Environment

Inputs / Sources of Information / Evidence

• Announced formal classroom observations (1 per non-tenured teacher, 1 per tenured teacher)

• Unannounced formal classroom observations (2 per non-tenured teacher, 1 per tenured teacher)

• Walk-through observations (unscheduled, 3-10 minutes)

• Teaching artifacts (e.g., lesson plan review)

• Student work

• Teaching artifacts (e.g., lesson plans, unit plans, grade book)

• Teacher performance goals

• Unit plans and grade books

• Parent-teacher conference notes

• Teacher performance goals• Logs of professional

development activities• Teacher self-assessment

60%

80%

100%B

P

447

B

P

148

P

410U

B

P

28

ntof

Total

Teacher Appraisals Distribution of Teacher Evaluation Scores by Rating, Tenure and Year

0%

20%

40%

2007-08Non-

Tenured

D

2008-09Non-

Tenured

D

2007-08Tenured

D

2008-09Tenured

D

Perce

n

Source: OPS HR; OPS Summative Teacher Evaluations (n=1040)

U Unsatisfactory (1-1.8)B Basic (1.8-2.6)P Proficient (2.6-3.3)D Distinguished (3.3-4)

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Program of Assistance Plan Sequence

Informal Intervention (Building )Select Problem Area(s)

– Description of deficiency related to core competencies

Develop Performance Goals– Supervisor’s Expectations– (How should things look after the

deficiency has been corrected)

Select Strategies/Activities with Timetable– Recommended program to correct

Formal Intervention (Human Resources)Select Problem Area(s)

– Description of deficiency related to core competencies

Develop Performance Goals– Administrator’s and Human Resources’

Expectations– (How should things look after the

deficiency has been corrected)

Select Strategies/Activities with Timetablep gdeficiency

Choose Data Collection Sources– Criteria which will be used to measure

correction

Establish Assistance Team and Support Structures

– Assistance and resources to be provided

Decide on Evidence to Document Progress– Monitor procedures and completion date– May move to formal intervention

Select Strategies/Activities with Timetable– Recommended program to correct

deficiency

Choose Data Collection Sources– Criteria which will be used to measure

correction

Establish Assistance Team and Support Structures

– Assistance and resources to be provided

Decide on Evidence to Document Progress– Monitor procedures and completion date

Employment Decision

Targeted Support for Struggling TeachersTeachers usually are struggling in components of Domain I, 2 & 3.

– Domain I: Planning and Preparation (Designing Coherent Instruction, Assessing Student Learning, and Demonstrating Knowledge of Students)

– Domain 2: Classroom Management (Managing Classroom Procedures and Practices Consistent with Building and District Policies and Managing Student Behavior)

– Domain 3: Instruction (Engaging Students in Learning, Providing Feedback to Students and Using Questioning and Discussion Techniques)

Support in these areas may include:Released Time for Classroom Visitation Mentor Teacher/Teacher Leader SupportBest Practices professional development (differentiated instruction, writing, lesson planning and design, Marzano’s nine effective strategies, etc.)Resources

Teachers generally will move to the next rating level with a successful intervention with targeted support structures implemented.

Results

2025303540

2005-20062006-2007

05

101520

Informal Formal Termination

2006 20072007-20082008-2009

Differentiated Instruction Five Year Capacity Building Plan

Differentiatedand Culturally Responsive

InstructionImplementation Plan

Year One (2004-2005) Y T (2005 2006)( )Phase I: 16 Elementary Schools

Year Two (2005-2006)Phase II: 10 Elementary Schools

4 Middle Schools

Year Three (2006-2007)Phase III: 6 Middle Schools

Year Four (2007-2008)Review

Differentiated Instruction

2009-2010 +Continuation of Implementation

Plan

Year Five (2008-2009)Review through Steering

Committee

Next steps

Find more effective measures to tie teacher evaluation to student outcomesAlign professional development with teacher core competencies within each domaincompetencies within each domainProvide more training for inter-rater consistency