When students succeed, we all win

2013-20142012-20132011-20122010-2011

Working together for meaningful change

School Board Union

Superintendent

Helping students achieve byhelping teachers excel

Goals of the Initiative

• Empowering Effective Teachers initiative aims to:– Improve student achievement by focusing on

excellence in teaching

Helping students achieve by helping teachers excel

– Ensure every classroom has a highly effective teacher

– Especially high-needs students

– Increase the percentage of students who graduate ready for college/career

Elevating the teaching profession by supporting teacher development

Induction for New Teachers• Provide more mentoring support to new teachers

– Goal: keep promising new teachers in the district and help them accelerate their professional development. 86% of last year’s first year teachers returned compared to 72% the year before!

• Mentors are being selected from among the district’s most effective teachers– More than 600 teachers applied– Selected mentors will receive

intensive training• Mentors will work with and guide new

teachers on a weekly basis for theirfirst two years– Focus on building teachers’

instructional skills

Supporting teachers as professionals

Empowering Effective Teachers: Overview

Supporting teachers as professionals

• Human resource capabilities

Talentmanagement

Student Outcome Goals

Foundational infrastructure

Recruitment and placement

Induction

EvaluationProfessionalDevelopment

Career ladder&

compensation

• Define postsecondary readiness

• Set bold yet attainable 7-year goals

• Intensive 2-year induction program

• Fully released mentor / evaluators

• Significant hurdles to tenure• Redesigned evaluation instrument

– 40% determined by student gains

• Roving, fully released expert evaluators

• Curricula tied to state standards• Aligned pacing guides, lesson plans, and formative assessments

• Robust pre- and post-tests

• School scorecards• Performance dashboards for principals and teachers

• Bolster recruiting personnel

• Provide high-quality staffing support to principals

• Close link to evaluation and identified developmental needs

• Performance-based career ladder and salary supplements

• Incentives to teach high-needs students

• Realign strategy around high-quality applicant pools

• Tailor strategies to key shortage areas (eg, early hiring in math)

• Principal evaluation and compensation tied to student gains

Leadership and working conditions

• Priority: Employee communications

• Performance management system

• Instructional supports & assessments

Expanded Renaissance Schools Program to include additional

middle schools and three high schools

Will launch Lawson Talent Acquisition

Module in Late 2011

Expanded Recruitment

More Pre-Contract binders, especially ESE

New Teacher Center

Mentor Evaluators for first year teachers

PrincipalPeerVAM

Trained Peer Evaluators

Over 30,000 observations

Adjusted timelines

New Principal Evaluation

Val-Ed

Aligned Catalog with Danielson Rubric

Video training in rubric

Summer PD aligned with observation data

Extensive PD for evaluators in the form

of PLCs

“Next Steps” as a part of the post conference

process

IBM has begun the creation of a data

dashboard scorecord Performance

Management System

Expanded Assessment Department to improve

our processes

Communication of change in many ways

partnering with Hill and Knowlton

GreatteachersTeacher Forums

Pop-upsPodcastsWebsite

To ensure that communication is two

way:Surveys

Focus GroupsBiweekly meetings

Teacher Evaluations: More Input, More Balance

Teacher evaluations more balanced, meaningful

Principal's Written Evaluation Based Upon Charlotte Danielson’s Frameworks

Gains in Student Achievement Based Upon the Calculation of an Experienced Consultant

Mentor/Peer Evaluator's Written Evaluation Based Upon Charlotte Danielson’s Frameworks

30%

30%

Before0%

30%

40%

100%

Principal’s WrittenEvaluation

After

A Look at the Rubric

Helping students achieve by helping teachers excel

UPDATED (8/12/11) OBSERVATION CHART

TEACHERS ASSIGNED A PEER:

Prior Year

Evaluation Score

Administrative Formal

Observations

Administrative Informal

Observations

Peer Formal Observations

Peer Informal Observations

(minimum requirement)

Supervisor Formal

Observations

36.0 – 60.0

1

1

1

2

0

23.0 – 35.99

2

2

1

2

0

18.0 – 22.99

(or designated a “NI”)

2

2

3

2

0

0 – 17.99

(or designated a “U”)

2

2

4

2

1

***Teachers with experience who are new

to district

1

1

1

2

0

**Reminder: All teachers must have 1 formal observation conducted by the principal.

TEACHERS ASSIGNED A MENTOR:

Administrative Formal Observations

Mentor (Swap) Formal Observations

2 3

An observation cycle….

When students succeed, we all win

2013-20142012-20132011-20122010-2011

• Teacher completes a short questionnaire on his/her lesson, then conferences with the observer

• Full lesson observation (usually including conversations with students)

• Post-conference between teacher and observer to review things that went well, things that could have gone better, and next steps to greater success

When students succeed, we all win

2013-20142012-20132011-20122010-2011

Domain Weight

Component Weight

Sample Peer/Mentor

Multiplier for Peer/Mentor

Adjusted Pts

Sample Principal

Multiplier for Principal

Adjusted Pts

Domain 1 20%1a 20% 0.5 0.31b 20% 0.5 0.31c 10% 0.25 0.151d 10% 0.25 0.151e 20% 0.5 0.31f 20% 0.5 0.3

Domain 2 20%2a 25% 0.625 0.3752b 25% 0.625 0.3752c 12.50% 0.3125 0.18752d 25.00% 0.625 0.3752e 12.50% 0.3125 0.1875

Domain 3 40%3a 22.50% 1.125 0.6753b 22.50% 1.125 0.6753c 22.50% 1.125 0.6753d 22.50% 1.125 0.6753e 10% 0.5 0.3

Domain 4 20%4a 15% 0.64b 15% 0.64c 20% 0.84d 15% 0.64e 15% 0.64f 20% 0.8

How observations become an evaluation score

Assessing student learning: Value-added measures

When students succeed, we all win

2013-20142012-20132011-20122010-2011

For each student we ask……

What score was made on the pretest(s)?What is the previous level of reading/math achievement?Is the student an ESE student? If so, what category?Is the student an ELL student? Is the home language English?Is the student younger/older than the grade level cohort?How often did the student change schools?What did last year’s attendance look like?What are the characteristics of the student’s neighborhood?

Multiple measures increase validity

When students succeed, we all win

2013-20142012-20132011-20122010-2011

Pre-measures can include a variety of scores:• Final exams from a previous course• Stand alone pretest• PSAT• Previous Achievement in reading and math

Post-measures are a combination of:• FCAT• Final district course exams• AP and IB exams• ESE specific measures• Stanford 10 or similar standardized achievement tests

For Principals, Too – a New Evaluation Approach

Principal evaluations also more balanced

Gains in Schoolwide Student Achievement Based on the Calculation of an Experienced Consultant

Other Factors

Attendance & Discipline

Facilities & Audits

Retention of Effective Teachers

Evaluation of Teachers

Gains by Level 1 & 2 Students

30%

30%

10%

Input from Teachers and Area Director in 360-degree Val-Ed Principal Effectiveness Survey

30% 100%

Evaluation from Area Director

Before After

Professional Development is at the Heart of EET

• No district can fire its way to excellence. HCPS believes that it is a district responsibility to support struggling teachers and help them achieve.

• The new evaluation system provides rich data that allow schools and individuals to plan a professional development calendar to address the indicated needs.

• Trainings in Higher Order Thinking Skills, Differentiated Instruction, and a new series based on the book Teach Like a Champion, are examples of programs designed to help teachers achieve.

• Teacher evaluators undergo the most extensive training to ensure accurate, consistent, fair evaluations.

Supporting teachers as professionals

Supporting effective teaching with information technology

ALIGNING THE PERCEIVED NEEDS WITH PROFESSIONAL DEVELOPMENT

Teacher Survey:Feedback regarding peer evaluators

Feedback from peers

Respect: Did the peer evaluator treat you with respect?

Professionalism: Was the observation cycle conducted ina professional manner?

Relevance: Did you receive feedback?

Relevance: Did you receive it in a timely manner?

Reliability: Was the peer evaluator on time?

Communication: Did the peer evaluator contact you at least a week prior to schedule your observation?

Teacher Survey Regarding Peer Observations

Communication

Reliability

Relevance (Timely)

Relevance (Feedback)

Professionalism

Respect

0 10 20 30 40 50 60 70 80 90 100

NoYes

No: 1% Yes: 99%

2%

1%

4%

3%

Survey respondents: 6,079 teachers

98%

99%

96%

97%

2% 98%

Email us at: greatteachers@sdhc.k12.fl.us

Or visit us on the website:empoweringteachers.mysdhc.org

When students succeed, we all win