evaluating teachers across content areas

Evaluating Teachers Across Content Areas

School Accountability Growth

25.39%

31.75%

42.86%

Percentage of Schools by Growth Rating (2014)

Does Not Meet Expected GrowthExceeds Expected GrowthMeets Expected Growth

28.73%

28.57%

42.70%

Percentage of Schools by Growth Rating (2013)

Does Not Meet Expected GrowthExceeds Expected GrowthMeets Expected Growth

Better Evaluation of Teachers In order to improve practice, teachers need

feedback that is accurate, authentic, and actionable. Accurate: Feedback precisely reflects the

teacher’s practice in the classroom (not just during observation).

Authentic: Feedback recommends action that is consistent with established best practice.

Actionable: Feedback provides concrete examples of what teachers can do to improve.

The feedback that teachers receive should be specific to the content that the teacher delivers.

Standards 3 and 4

Standard 3 (Content Knowledge) and Standard 4 (Facilitate Learning) should be strongly related to student achievement and growth.

Standard 3 is the “what” and Standard 4 is the “how” of student learning.

While teacher behavior measured by Standard 4 could be uniform across subject areas, Standard 3 is highly variable across content domains.

How well do higher ratings on Standard 3 relate to student growth (as compared to ratings on Standard 4)?

Standards 3 and 4 (Math)Standard 4 (Proficient) Standard 4 (Accomplished)

-1.6

-1.4

-1.2

-1

-0.8

-0.6

-0.4

-0.2

0

-1.52

-0.88*

Difference in Math Growth (2012-13)

Index

Stan

dard

3 (Pro

ficien

t)

Stan

dard

3 (Acc

omplishe

d)

-1.6

-1.4

-1.2

-1

-0.8

-0.6

-0.4

-0.2

0

-1.52-1.43

Difference in Math Growth (2012-13)

Index

Value-Added Index Grades 6 and up

Standards 3 and 4 (ELA)Standard 4 (Proficient) Standard 4 (Accomplished)

-1.6

-1.4

-1.2

-1

-0.8

-0.6

-0.4

-0.2

0

-0.33

-0.07*

Difference in ELA Growth (2012-13)

Standard 3 (Proficient) Standard 3 (Accomplished)

-1.6

-1.4

-1.2

-1

-0.8

-0.6

-0.4

-0.2

0

-0.33

-0.10*

Difference in ELA Growth (2012-13)

Value-Added Index Grades 6 and up

Principal Content Expertise

Principa

l Not

Mat

h-Cer

tified

Principa

l Mat

h-Cer

tified

Principa

l Not

ELA

-Cer

tified

Principa

l ELA

-Cer

tified

-1.6

-1.4

-1.2

-1

-0.8

-0.6

-0.4

-0.2

0

-1.52-1.42

-0.33

-0.15*

Differences in Growth by Principal's Teacher Certification

Value-Added Index Grades 6 and up

Conclusions

Differences in Standard 4 ratings (the how) in math are more predictive of student growth than differences in Standard 3 ratings (the what).

This doesn’t mean that content knowledge doesn’t matter, but that, on average, we aren’t measuring this aspect of teaching as well the facilitation of learning.

We cannot determine from these data whether the issue of evaluating math content knowledge is “skill” or “will.”

Our READY Principals meetings will focus on improving the observation and evaluation of mathematics instruction.

Questions and Comments

Thomas Tomberlin

919-807-3440

thomas.tomberlin@dpi.nc.gov

educatoreffectiveness@dpi.nc.gov

Analysis of Student WorkPrincipal Updates

ASW - Principal Role

Approve the Teacher’s Schedule Principal receives notification from TNL

Signature step in TNL looks exactly like signature steps in the evaluation platform.

Practice Schedule Validation Approval window in January 2015

Final Schedule Validation Late January - Early February 2015

ASW - Principal Role

Approve Chosen Objectives Approve objectives chosen by Teacher

Approval window opens in early February No final deadline – can be done in the system at

any time. Guidance

Review objectives with the Teacher, and then approve in TNL system.

Strands and Standards Guidance Charts available on the ASW Wiki for each content area.

ASW - Resources

ASW Wiki: ncasw.ncdpi.wikispaces.net Implementation Timeline Strands and Standards Guidance Charts ASW Memos from NCDPI Participation Requirements for ASW List of Courses included in the ASW Process Information on Standard 6 Waivers Teacher Resources FAQ

Questions and Comments

Jennifer DeNeal

919-807-3288

Jennifer.DeNeal@dpi.nc.gov

educatoreffectiveness@dpi.nc.gov