Iowa’s Statewide Approach to Performance Evaluation & Compensation Judy Jeffrey, Director

Download Iowa’s Statewide Approach to Performance Evaluation & Compensation Judy Jeffrey, Director

Post on 01-Jan-2016

212 views

Category:

Documents

0 download

Embed Size (px)

TRANSCRIPT

<ul><li><p>Iowas Statewide Approach to Performance Evaluation &amp; CompensationJudy Jeffrey, Director</p></li><li><p>Iowas Approach to Evaluation, Professional Development, &amp; CompensationThe Iowa ContextInfrastructure in placeIntent of the LegislationThe Iowa Student Achievement and Teacher Quality ProgramComponents that provide support and accountabilityCross-walk of essential elementsGoing to scale state-wideLessons learnedNext steps</p></li><li><p>The Iowa ContextInfrastructure Well functioning Area Education Agencies (AEAs)Strong pre-service programsState initiatives in content already underwayCooperative atmosphere between teacher unions, administrator organizations, DE, and AEAs</p></li><li><p>The Iowa ContextIowa Student Achievement and Teacher Quality Program (2001) Establishes structure for Mentoring and Induction, Professional Development, Evaluation, and Career Levels</p></li><li><p>Intent of the Iowa Legislation To create a student achievement and teacher quality program that acknowledges that outstanding teachers are a key component in student success. </p><p>Senate File 476</p></li><li><p>The program's goals are to: enhance student achievement and to redesign compensation strategies and teachers' professional development. Senate File 476</p></li><li><p>Student Achievement and Teacher Quality Program</p><p>Senate file 476</p><p>Beginning Teacher 2 year</p><p>Mentoring/</p><p>Induction</p><p>Career</p><p>Teacher I</p><p>Career</p><p>Teacher II</p><p>Advanced</p><p>Quality Instruction Leading to Student Achievement Gains</p><p>Teaching Standards and Criteria</p><p>Professional Development</p><p>District Comprehensive Evaluation</p><p>Performance Review</p><p>Performance Review</p><p>Professional Development Standards</p></li><li><p>Teacher Quality Program Supports:are designed to increase student achievement by increasing teacher qualityoffer teachers opportunities to improve their instructional practices attract and retain high performing teachersreward teachers for improving their skills and knowledge in a manner that translates into better student learningestablish increased accountability for quality teachingbuild on already existing supports</p></li><li><p>Iowa Teaching StandardsStandards in Iowa Code: Criteria established by stakeholder group and adopted by State Board</p><p>Provide a set of knowledge and skills that reflects the best evidence available regarding effective teaching. Provide teachers and administrators consistent criteria for determining what constitutes effective teaching in Iowa schools. Foster ongoing dialogue about effective practices. Teachers and the evaluator use the standards and criteria for determining what evidence to collect for the comprehensive evaluation for beginning teachers and the performance reviews for career teachers.Iowa Teaching</p></li><li><p>Eight Iowa Teaching Standards1.Demonstrates ability to enhance academic performance and support for implementation of the school districts student achievement goals. 2.Demonstrates competence in content knowledge appropriate to the teaching position.3.Demonstrates competence in planning and preparing for instruction.Senate File 476</p></li><li><p>4.Uses strategies to deliver instruction that meets the multiple learning needs of students. 5.Uses a variety of methods to monitor student learning. 6.Demonstrates competence in classroom management. 7.Engages in professional growth. 8.Fulfills professional responsibilities established by the school district.</p><p>Senate File 476</p></li><li><p>Beginning TeachersSalary minimum Initial License (2 year)</p><p>Evaluation (Comprehensive Evaluation)Must meet teaching standardsEvaluation determines eligibility for standard license</p></li><li><p>Mentoring and Induction Provided for all 1st and 2nd year beginning teachers Funds are appropriated for districts/AEAs based on the number of 1st and 2nd year teachers ($1,300 per mentee)AEAs provide technical assistance and training for mentorsA model plan has been developed to assist districts in their work</p></li><li><p>Mentoring and Induction4th year of program 100% of districts have a mentoring planAt the end of the 2nd year the beginning teachers evaluator makes a decision to move the teacher from an initial license to a standard licenseA 3rd year of mentoring is available to beginning teacher who needs additional assistance to move to a standard license. The district must pay for the program. (Title II)</p></li><li><p>Career TeachersSalaryEvaluation (Performance Reviews)Classroom observationImplementation of individual career planDocumentation from other evaluators, peers, students, parentsNot meeting Iowa Teaching Standards Intensive Assistance5th year in career level ineligible for pay increases</p></li><li><p>Professional DevelopmentIowa Professional Development Model District Career Development Plans</p><p>Iowa Content Networks</p><p>Individual Teacher Career Development Plans</p></li><li><p>Iowa</p><p>Professional Development Model</p><p>Student learning At the Center </p><p>of School Improvement and Staff Development</p><p>Operating Principles:</p><p> Focus on Curriculum, Instruction and Assessment</p><p> Participative Decision Making (School &amp; District)</p><p> Leadership</p><p> Simultaneity</p><p>District Career Development Plan</p></li><li><p>Key Elements of the ModelFocus on curriculum and instructionStudy of implementation All site personnelSpecific student learning goalsIntensive professional developmentCollaborationOngoing follow-up, support, &amp; technical assistanceFormative and summative evaluation</p></li><li><p>Iowa Professional Development StandardsDistrict Career Development Plans address:Iowa Teaching Standards Research-based instructional strategiesDistrict student achievement goalsTraining and learning opportunities that target instruction and design that includes:Theory, demonstration, practice, observationCollaboration and study of implementationIntegration of instructional technologyEvaluation (instructional practice &amp; student learning)All staff responsible for instruction </p></li><li><p>Individual Teacher Career Development PlanBased on Iowa Teaching Standards and district/building student achievement goalsAnnual meeting with teacher and evaluator to review goal(s) and refine planIndividual Plans should be a direct fit with District Career Development Plans</p></li><li><p>Professional Development ResourcesIowa Content NetworksSource for reviews of research studies for use by local districtsIowa PD Model Training MaterialsSet of print resources for local districtsCase studies of Iowa Districtshttp://www.state.ia.us/educate/ecese/tqt/tc/prodev.html</p></li><li><p>What you will find on the Content Network website is an initial organization of research in the areas of reading, mathematics, and science.</p></li><li><p>The Research Continuum </p><p>The Content Network Teams reviewed the research articles based on a continuum that measured the research according to specific criteria. </p><p>SearchPath: State of Iowa &gt; Educate &gt; Teacher Quality &gt; Professional Development &gt; Content NetworkUpdated 1-20-2005</p><p>SearchPath: State of Iowa &gt; Educate &gt; Teacher Quality &gt; Professional Development &gt; Content NetworkUpdated 1-20-2005</p></li><li><p>Evaluation SystemEvaluation processes locally drivenEvaluations are required at the end of year two for beginning teachers and every three years for career level teachersIncludes an intensive assistance componentStatewide adoption of standards and criteria for teachersUniform summative evaluation tool for beginning teachers</p></li><li><p>Preparing EvaluatorsExtensive evaluator training provided $1,000 awarded for completion of trainingThe Evaluator Training process developed skills in the following areas:Support for Teaching StandardsData Collection SkillsFeedback TechniquesData-driven Leadership</p></li><li><p>Evaluator Training Process:</p><p>Train administrators to make license recommendations at the end of a 2 year induction program.Integrates with district career development planning efforts.Is an interagency effort. Higher education programs are certified to provide training.</p></li><li><p> Going to ScaleDE provided:State-wide capacity building efforts to support PD, MI and EvaluationRules/procedures to create structures and accountability for PD, MI, &amp; EvaluationModels of quality professional development in Reading and Math (Science to be added)</p></li><li><p>Legislative Proposal2007Revamp Career II/AdvancedFocus on strengths of professional developmentEstablish Regional AcademiesEstablish teacher leadersEstablish Administrator Quality ProgramMentoring/InductionIowa Leadership StandardsEvaluationProfessional Development</p></li><li><p>Implementation Timeline02-03 Districts volunteered to implement over 95%Mentoring and InductionSalary increases for beginning and career teachers (year 3)Team-based variable pay pilots implementedContent networks formed</p></li><li><p>Implementation Timeline03-04 All districts implementing10 days of training for evaluators Stakeholder group develops Iowa professional development modelContent networks release initial informationTeam-based variable pay evaluation</p></li><li><p>Implementation Timeline04-05 Salary increases$24,500 (1st &amp; 2nd year teachers)$25,500 (3rd year teachers)$26,000 (4th year teachers)TBVP Pilot continuesSchool districts implement district career plans as approved in their Comprehensive School Improvement PlanRegional Academies implemented/summer 05Addition of equivalent of 1 PD day to teacher contracts</p></li><li><p>EvaluationTBVP pilots did not reveal any conclusive resultsMentoring and Induction are viewed as a retention factor and supportive of new teachersSalary rankings in US have not improved (budget shortfalls, etc. have not provided additional increases as expected)Comprehensive evaluation of program due in 2007</p></li><li><p>Professional Development EvaluationExamining District PD Plans Iowa Teacher Development AcademiesStudying teacher implementation and student resultsPreliminary input shows students are responding to changes in instruction</p></li><li><p>When Quality PD is provided positive things happenKids are excited about the books from which they can choose.Kids like coming to this class!</p><p>A student who refused to pick a book to read, so I picked for him, hated the book, dislikes reading, told me last Friday, Hey, this is really a good book!</p><p>Im surprised about the number of my students who have finished books and gone on to the second or third. Also, the smiles on their faces when they proudly show me how much they have read.</p><p>Several students have said they are really happy they can read their book.</p></li><li><p>04-05 Costs$1,300 per new teacher for 2 years = $4.2MOne day of PD = $10MDistrict allocation for teacher salaries = $46.3MDepartment costs for staffing, technical assistance = state funds $400,000 and is supplemented with federal funds</p></li><li><p>For Additional Information http://www.state.ia.us/educate/ecese/tqt/tc/index.html</p></li><li><p>Presentation Notes:In recent years research in the fields of school improvement and staff development has converged in a remarkable consensus about the most effective ways to improve student achievement.Overwhelming evidence that well designed staff development can increase student achievement.This list identifies the essential attributes necessary to accomplish increases in student achievement through professional development. Over 60 studies suggested that schools that were able to accomplish increased student achievement through staff development had these key elements in place.These foundational elements are integrated throughout the Model.</p><p>Rationale:The list of elements provides evidence that the model is well grounded in research and highlights the elements that a quality PD program needs to include.Presentation Notes:The yellow circle suggest an ongoing cycle. The components discussed up to this point occur once, at the beginning of the cycle. The cycle in yellow -- planning and delivering training, organizing an implementation plan, studying data from implementation, and making decisions about how to refine the training and adjust collaborative structures is repeated many times as a professional development effort is implemented. The information gathered in studying implementation and as part of the formative evaluation process informs the design of learning opportunities, as well as the collaborative work of teachers. For example, formative evaluation data may suggest that teachers are not accurately using a newly learned strategy in their classrooms.These data are used by those planning the implementation to make adjustments such as increased opportunities to learn theory, more demonstrations, and more time for practice.Rationale:Slide explains the relationship between the components that make up ongoing cycle.</p><p>Presentation Notes:The Individual Teacher Career Development Plan supports the learning needs that are identified in the teacher evaluation process. The Individual plan is developed by the teacher and the teachers supervisor.For example, a fourth grade teacher whose school is engaging in the study and implementation of a new math curriculum would likely have an individual plan to study and learn the new math curriculum. Should he/she be identified during the evaluation process as needing additional skills in classroom management, however, that teachers individual teacher career development plan would include staff development to address this specific need in addition to the learning of the new math curriculum. The individual teacher career development plans of the faculty members of this building would look very similar because of the collaborative work being undertaken to study the same instructional content.In some instances, a teachers assignment may necessitate the study of specialized content and the acquisition of specific skills needed for their role. For example a secondary science teacher may need specialized training in particle physics to prepare for an Advance Placement physics class.Rationale: The last two slides address the alignment between the district and the individual career development plan.Presentation Notes:Add your contact information here. Questions or comments may be directed to Deb Hansen at the Iowa Department of Education. </p></li></ul>