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Measuring Teacher Effectiveness (MTE)

Measuring Teacher Effectiveness (MTE). How did we get here?. Video from the Arizona School Administrators PUSD Measuring Teacher Effectiveness Committee – 2 “Teacher A” and 2 “Teacher B” representatives from each building. 2013 and Beyond. Process for Measuring Teacher Effectiveness.

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Measuring Teacher Effectiveness (MTE)

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  1. Measuring Teacher Effectiveness (MTE)

  2. How did we get here? • Video from the Arizona School Administrators • PUSD Measuring Teacher Effectiveness Committee – 2 “Teacher A” and 2 “Teacher B” representatives from each building

  3. 2013 and Beyond Process for Measuring Teacher Effectiveness System for collaborative teacher appraisal and professional learning

  4. Overview of the Measuring teacher effectiveness Process • By the end of this presentation, the teacher will be able to • Know the number of formal/informal observations • Have a better understanding of the tripod survey administration • Know the timelines for goal setting and observations • Know the key components of the Measuring Teacher Effectiveness process • Understand the transition issues associated with HB2823 which allows school districts to postpone full implementation until school year 2013-14

  5. Teacher Appraisal (Evaluation)Weight= 50% of overall rating • The purpose of Teaching Appraisals is to help teachers grow and improve with support and feedback. • Collaboration builds a strong support system and evaluation is a process that includes activities such as, but not limited to: Formal Observations, Informal Observations, professional growth options, student achievement data, and various forms of evidence and artifacts.

  6. All Teachers will receive a minimum of 2 Formal and 3 Informal Observations • By the end of October, all teachers will receive a formal observation and rating on Domain 2 and 3. (Formal Observations = Uninterrupted Lesson) • By the end of February, all teachers will receive a second formal observation and a preliminary rating on Domains 2 and 3. • By the first of May, all teachers will receive a summative evaluation with ratings on all Domains and a calculation of points to determine level of performance. (2013 – 2014) • Evaluators reserve the right to initiate a Focused Plan of Assistance (FPA) for inadequacies determined in any Domain and at any time needed

  7. Goal SettingWeight- 17% of overall rating • The purpose of Goal Setting for Teaching Practices & Classroom Environment is to collect data focused on classroom learning conditions and student engagement. • Each teacher will develop two goals to submit to the Principal for approval. • PUSD uses a single administration of the Tripod Survey, a reliable measure and predictor of student achievement gains, to gage seven areas of classroom life and teaching practices for one of the two goals. • By mid-September, all teachers will administer the Tripod Survey to a class of students. Results should be available by late October. • The teacher will work with the administrator to develop the second goal focused on Domain 3 after the first formal evaluation.

  8. Measurement of Student GrowthWeight- 33% of overall rating The purpose of including Student Growth Measurements is to measure the teacher/principal impact on the growth of students • By the first of May, all teachers will receive student growth data but will NOT receive a formal rating that includes test data as a factor in that rating. • HB2823 allows school districts to postpone full implementation of the teacher/principal evaluation system until school year 2013-14. • This additional time will give PUSD an opportunity to evaluate both the technical (rating key) and policy issues involved in the inclusion of student growth measures.

  9. 2012 – 2013 This Year Only Teaching appraisal Orientation 2012-2013

  10. PUSD Integrated Model • Evaluation based on “A Framework for Teaching”; Charlotte Danielson’s model • Supported by PUSD professional development options

  11. Teacher Performance Standards • Domain 1: Planning and Preparation • Domain 2: The Classroom Environment • Domain 3: Instruction • Domain 4: Professional Responsibilities

  12. Power Standards for Teaching • Five essential standards have been identified. Three are in Domain 1-Planning and Preparation and two are in Domain 3 –Instruction. • All are critical for increasing student achievement. • Teachers must achieve a proficient/developing rating on these five to maintain a satisfactory evaluation

  13. Domain 1Planning and Preparation • Knowledge of content • Enhancing student literacy • Knowledge of students • Selecting instructional objectives • Arizona Standards • Designing coherent instruction • Assessing student learning • Coherence with instructional objectives

  14. Domain 2The Classroom Environment • Establishing a Culture for Learning • Managing Classroom Procedures • Managing Student Behavior

  15. Domain 3Instruction • Communicating clearly and accurately • Engaging students in learning • Modeling • Student involvement in learning • Flexibility and responsiveness

  16. Domain 4Professional Responsibilities • Reflecting on teaching • Maintaining accurate records • Communicating with families • Showing professionalism • Growing and developing professionally

  17. Definition of Inadequate Classroom Performance • Less than 80% of elements at proficient rating (11 or more) • One or more unsatisfactory rating • Less than proficient rating on one or more of the 5 Power Standards

  18. If I have an unsatisfactory evaluation, what happens then? • Focused Plan of Assistance– written definition of expectations • Support provided • Intensive evaluation for defined period • Decision regarding contract renewal

  19. Tracks • Track I • First three years in the district • Two formal observations • Several informal observations • Planning review (with first Pre-Observation Conference) • Summative review

  20. Tracks • Track IIA - Full evaluation • Continuing teachers: once every three years • All four domains • One formal observation • Several informal observations • Planning review (with Pre Observation Conference) • Summative review

  21. Tracks • Track IIB –Goals or Learning Teams • No formal observation • At least two 10 minute informal observations • Develop a plan based on student data/building goals • Plan activities that will improve your practice • Provide evidence that demonstrates learning and improved practice • Can be linked to Learning Team or Action Research plan for seat time.

  22. Focused Plan of Assistance • Track III – • Focused Plan of Assistance (after notice of inadequate classroom performance) • Plan for specific improvements • Support for improvements • Intensive evaluation period

  23. CHANGES FOR SY 12-13 • No Tracks • All teachers will receive a minimum of 2 formal and 3 informal observations • 1st formal will be before the end of October • 2nd formal will be before the end of February • Formal observations will consist of an uninterrupted lesson

  24. CHANGES FOR SY 12-13 • Pre observation will evaluate primarily Domain 1 through teacher provided evidence • Observation will evaluate primarily Domains 2 and 3 • Post observation will evaluate primarily Domain 4 and will involve the teacher bringing artifacts from Domain 1 and 4 to the summative conference to support rating

  25. PUSD Philosophy • Teachers grow and improve with support and feedback. • Collaboration builds a strong support system. • Evaluation is a constant process of reflection for teachers. • For evaluators, it is a process to provide feedback to teachers that encourages continuous improvement.

  26. Pilot Implementation for 2012-2013 Goal setting for teaching practices & classroom environment ORIENTATION 2012-2013

  27. CHANGES FOR SY 12-13 • By mid-September, all teachers will administer the Tripod Survey to a class of students. Results should be available by late October . • By the end of November, all teachers will develop TWO goals and submit to principal for approval. One will be based on data from the Tripod Survey and the second will be based on data from Domain 3 after the first formal evaluation.

  28. GOAL SETTING FORM

  29. GOAL ATTAINMENT RUBRIC

  30. 2013 - 2014 Student growth ORIENTATION

  31. By the first of May, all teachers will receive student growth data but will NOT receive a formal rating that includes test data as a factor in that rating. • HB2823 allows school districts to postpone full implementation of the teacher/principal evaluation system until school year 2013-14. • The district will use the 2012 – 13 school year to identify appropriate testing measures to use for both A and B teachers.

  32. In summary • For the 2012-13 school year the Summative Cover Sheet and Summative Evaluation Checklist will only have minor changes. • The current policy for Inadequate Performance will remain in effect • A new Goals Setting Process will be in place and the attainment of these goals will be a factor in determining level of proficiency. • Pursuant to HB2823, Levels of Proficiency have been changed. They are: • Ineffective • Developing • Effective • Highly Effective

  33. Two Resources to Assist in MTE Process

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