michele winship, ph.d. winshipm@ohea.org.  presentation slides  ohio teacher evaluation system...

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Michele Winship, Ph.D. winshipm@ohea.org Slide 2 Presentation slides Ohio Teacher Evaluation System Framework Current draft Ohio Teacher Evaluation System Model (OTES) Battelle for Kids Value-Added Talking Points Battelle for Kids Value-Added Resources Race to the Top Work Flow Chart District Assessment Mapping District Assessment Mapping Sample Template 2 Slide 3 A national push for teacher evaluation reform from policy makers Recognition through research that current teacher evaluation practices are not effective in helping teachers improve performance and identifying underperforming teachers A desire to identify levels of teacher performance to reward high performers and remove low performers RttT mandate to change evaluation practices State-level policies that change evaluation requirements Student performance as a significant factor in teacher (and principal) evaluation (adopted in 13 states currently) 3 Slide 4 4 Slide 5 Sec. 3319.112 Sec. 3319.112 (A) Not later than December 31, 2011, the state board of education shall develop a standards- based state framework for the evaluation of teachers. The framework shall establish an evaluation system that does the following: (1) Provides for multiple evaluation factors, including student academic growth which shall account for fifty per cent of each evaluation; (2) Is aligned with the standards for teachers adopted under section 3319.61 of the Revised Code; (3) Requires observation of the teacher being evaluated, including at least two formal observations by the evaluator of at least thirty minutes each and classroom walkthroughs; (4) Assigns a rating on each evaluation in accordance with division (B) of this section; (5) Requires each teacher to be provided with a written report of the results of the teacher's evaluation; (6) Identifies measures of student academic growth for grade levels and subjects for which the value-added progress dimension prescribed by section 3302.021 of the Revised Code does not apply; (7) Implements a classroom-level, value-added program developed by a nonprofit organization described in division (B) of section 3302.021 of the Revised Code; (8) Provides for professional development to accelerate and continue teacher growth and provide support to poorly performing teachers; (9) Provides for the allocation of financial resources to support professional development. (HB 153 as signed by the Governor) 5 Slide 6 6 Slide 7 Sec. 3319.111 Sec. 3319.111 [Effective 9/29/2011] Teacher evaluation (A) Not later than July 1, 2013, the board of education that of each school district, in consultation with teachers employed by the board, shall adopt a standards-based teacher evaluation policy that conforms with the framework for evaluation of teachers developed under section 3319.112 of the Revised Code. The policy shall become operative at the expiration of any collective bargaining agreement covering teachers employed by the board that is in effect on the effective date of this section and shall be included in any renewal or extension of such an agreement. (B) When using measures of student academic growth as a component of a teacher's evaluation, those measures shall include the value-added progress dimension prescribed by section 3302.021 of the Revised Code. For teachers of grade levels and subjects for which the value-added progress dimension is not applicable, the board shall administer assessments on the list developed under division (B)(2) of section 3319.112 of the Revised Code. (C)(1) The board shall conduct an evaluation of each teacher employed by the board at least once each school year, except as provided in divisions (C)(2) and (3) of this section. The evaluation shall be completed by the first day of April and the teacher shall receive a written report of the results of the evaluation by the tenth day of April. (2) If the board has entered into a limited contract or extended limited contract with the teacher pursuant to section 3319.11 of the Revised Code, the board shall evaluate the teacher at least twice in any school year in which the board may wish to declare its intention not to re-employ the teacher pursuant to division (B), (C)(3), (D), or (E) of that section. One evaluation shall be conducted and completed not later than the fifteenth day of January and the teacher being evaluated shall receive a written report of the results of this evaluation not later than the twenty-fifth day of January. One evaluation shall be conducted and completed between the tenth day of February and the first day of April and the teacher being evaluated shall receive a written report of the results of this evaluation not later than the tenth day of April. (3) The board may elect, by adoption of a resolution, to evaluate each teacher who received a rating of accomplished on the teacher's most recent evaluation conducted under this section once every two school years. In that case, the biennial evaluation shall be completed by the first day of April of the applicable school year, and the teacher shall receive a written report of the results of the evaluation by the tenth day of April of that school year. 7 Slide 8 Opportunities Create evaluation systems that improve instructional practice through formative feedback and educator reflection Design a complete system of evaluation with formative feedback and support and not just a typical observation check list Work together to identify best practices and scale them up through our locals Bargain the process for changing the evaluation system as well as the procedures, practices and tools Work collaboratively with administrators who are subject to the same requirements 8 Slide 9 Challenges Short timeline to complete the work and operationalize the system (July 1, 2013) Unfunded mandate for non-RttT locals Changing perceptions (ours and theirs) about the purpose of evaluation Incorporating student growth in a way that benefits teachers and doesnt rank and sort them Limited state support at the present time Non-explicit requirement to create assessment systems to provide required student growth metric Annual evaluations for all but accomplished teachers 9 Slide 10 HB 153 leveled the evaluation playing field HB 153 RttT districts and non-RttT districts are all required to reconstruct their evaluation systems to align with the adopted state framework based on the Ohio Standards for the Teaching Profession All districts are now on virtually the same timeline: RttT districts were required to implement their new evaluation systems by the 2013-2014 school year or sooner depending on their Scope of Work timeline and changes that are bargained collaboratively (MOU) Non-RttT districts are required to adopt their evaluation systems no later than July 1, 2013 and implement them at the expiration of the current CBA (discrepancy in timelinecant implement if not created) 10 Slide 11 HB 153 places an additional burden on ALL districts to address the requirement of the 50% student growth measure The only measure currently available is value- added data for teachers in grades 3-8 in reading and math (some districts have extended data through Battelle for Kids initiatives) ODE is creating a list of student assessments that measure mastery of course content which districts can use (may need to purchase) However, there will be many grade levels and courses with no existing assessments; districts will have to create their own 11 Slide 12 HB 153 creates an advantage for RttT districts RttT districts can use their funds to buy the time and support to re-create their evaluation systems, including the development of an assessment system RttT districts can use their funds to purchase support for assessment systems (data management, specific testing protocols, testing materials and grading support) Howeverthese funds will go away. How will the systems be supported financially in the future? 12 Slide 13 We must begin with the belief that the main purpose of teacher evaluation is improved teaching practice and student learning. Teacher performance is to be measured through multiple sources of evidence, with observation as one source. Student performance is required to be 50% of the evaluation, BUT student performance is to be measured through multiple sources of data, not just a single standardized test score. The State Board of Education has adopted a framework; districts must still develop their evaluation system that includes processes, procedures and forms. frameworksystem 13 Slide 14 14 Slide 15 Student academic growth will be measured through multiple measures which must include value-added scores on evaluations for teachers where value-added scores are available. Value-added scores are ONLY available for tested grades and subjects, math and reading in grades 3 8. Some extended reports are available in locals who participate in Battelle for Kids projects. Even if there are value-added scores, there must be additional student growth measures for all teachers. 15 Slide 16 Districts will create a local student growth measure worth 50% of the evaluation from a combination of the following: Value-Added Data ODE-approved Student Assessments Menu of Options Determined by the District 16 Slide 17 Local boards of education may administer assessments chosen from the Ohio Department of Educations assessment list ($$$) for teachers of subjects where value-added scores are not available. and/or local measures of student growth using state-designed criteria and guidance. This will require districts to create local measures of student growth (assessments) in areas where there are no standardized assessments. 17 Slide 18 18 Slide 19 19 Slide 20 20 Accountability Measures and Reports Technical Assistance and Support SAS Data Processing Maintained by SAS Single Limited Access Password Protected Data: District/LEA and school Student

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