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The Framework for Teaching in Action: One District’s Story and ResultsDr. Sandra P. HodgesOmaha Public SchoolsEmail: [email protected]
Mission
The mission of the Omaha Public Schools is to provide educational opportunities which enable all students to achieve their highest potential.
Educational Aims1. High Student Achievement2. Safe and Secure Learning Environment3. Professional Work Force4. Partnerships5. Effective and Efficient use of District Resources
Omaha and OPS ContextDiversity is abundant in the Omaha Public Schools, which enrolls about 48,000 students of various ethnic, cultural and religious backgrounds.
African American student population – 31.2%A i A i t d t
Omaha is home to one of the poorest black communities in North America.
It has the 3rd highest black poverty rate and the highest percentage of black children
Asian American student population – 1.7%Caucasian American student population – 49.1%Hispanic/Latino American student population – 16.6%Native American student population – 1.4%
in poverty ranks in the nations. 6 out of 10 black children live below the poverty line.At OPS, 62% of student enrollments are free/reduced lunch students; 60% of enrollments are minorities.
20%
30%
22.1%
14.5% 14.7%
Omaha and Nebraska Poverty Levels, 2005pula
tion
ation
40%
60%
40.2
%36.9
%% e
,TN
OK
,N
E
NY
OH
58.7
%49.7
%
59.4
%
55.4
%57.2
%
42.5
%40.6
%40.4
%
Top 5 Cities in Level of African American Poverty, 2005
District Demographics
Omaha Has More Poverty than the State Overall and Has One of the Highest Levels of African American Poverty in the U.S.
Source: U.S. Census (2006)
0%
10%
Children BelowPoverty Level
City ofOmaha
State
Residents BelowPoverty Level
City ofOmaha
State
11.2%
Per
centa
ge
of
Pop
Per
centa
ge
of
Popula
0%
20%
African AmericanPoverty Rates
Knoxvi
lle,
TN
Madis
on,
WI
U.S
Aver
age
Syr
acu
se,
NY
Tole
do,
OH
Om
aha,
NE
25.6
%
African American ChildPoverty Rates
Knoxv
ille
Okl
ahom
aC
ity,
Om
aha
Syra
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StaffOver 8,000 employees3,500 teachers– average of 11.7 years of
experience – 43 percent have advanced
degreesapproximately 400 new
Schools60 elementary schools11 Middle Schools7 High Schools2 Special Education School
Total of 80 schools(17 of our schools are
– approximately 400 new teachers hired each year
designated as magnet theme schools representing elementary, middle and high school)8 Alternative programs
A Blueprint for Teacher EvaluationDesigning the System
Human Resources Study Committee (8)
District Teacher Appraisal Committee (100)
Steering Committee (36)
Writing Committee (10)
Training Design Committee (14)
Pilot Process Schools (6)
CADRE of Trainers (29) 215
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Charlotte Danielson
Author of Enhancing Professional PracticeCo-author with Thomas McGreal of the bookTeacher Evaluation to Enhance Professional PracticeConsultant to Omaha Public SchoolsRecognized by National Education Association
Teacher Appraisal Committee
Met monthly100 membersRepresentatives from each school, various central office departments and Omaha Education AssociationAssociationShared information with the building staff and principal
Implementation Process
CADRE of Trainers
Training of Evaluators
Teacher Appraisal System Handbook
Teacher Appraisal System Forms
Training of Teachers
Question and Answer Sheets
Ongoing Discussions with key groups
Post Implementation Process
Implemented Walk Through Observations
Developed sample Program of Assistance Plans
Provided ongoing New Teacher TrainingProvided ongoing New Teacher Training
Provided Observation and Data Collection Skills Training
Current OPS Appraisal FrameworkDomain 1:
Planning and Preparation
Domain 2: The Classroom Environment
Domain 3:Instruction
Domain 4:Professional and Leadership
Responsibilities
1. Demonstrating Knowledge of Subject Matter, Pedagogy and Best Practices
2. Understanding and Using District Content Standards
3. Designing Coherent Instruction
4. Assessing Student Learning
5 Demonstrating Knowledge
7. Creating an Environment of Respect and Rapport
8. Managing Classroom Procedures and Practices Consistent with Building and District Policies
9. Managing Student Behavior
10. Establishing a Culture for Learning through
12. Communicating Clearly and Accurately
13. Engaging Students in Learning
14. Providing Feedback to Students
15. Using Questioning and Discussion Techniques
16. Demonstrating Flexibility and Responsiveness
17. Maintaining Accurate Records and Reports
18. Communicating and Developing Positive Relationships with Students, Families, Colleagues and Community Partners
19. Growing and Developing Professionally
5. Demonstrating Knowledge of Students
6. Demonstrating Knowledge of and Utilizing Instructional Resources
Support of the Mission and Aims of the District
11. Organizing Physical Space
and Responsiveness20. Demonstrating
Professionalism
21. Contributing Positively to the School Environment
Inputs / Sources of Information / Evidence
• Announced formal classroom observations (1 per non-tenured teacher, 1 per tenured teacher)
• Unannounced formal classroom observations (2 per non-tenured teacher, 1 per tenured teacher)
• Walk-through observations (unscheduled, 3-10 minutes)
• Teaching artifacts (e.g., lesson plan review)
• Student work
• Teaching artifacts (e.g., lesson plans, unit plans, grade book)
• Teacher performance goals
• Unit plans and grade books
• Parent-teacher conference notes
• Teacher performance goals• Logs of professional
development activities• Teacher self-assessment
60%
80%
100%B
P
447
B
P
148
P
410U
B
P
28
ntof
Total
Teacher Appraisals Distribution of Teacher Evaluation Scores by Rating, Tenure and Year
0%
20%
40%
2007-08Non-
Tenured
D
2008-09Non-
Tenured
D
2007-08Tenured
D
2008-09Tenured
D
Perce
n
Source: OPS HR; OPS Summative Teacher Evaluations (n=1040)
U Unsatisfactory (1-1.8)B Basic (1.8-2.6)P Proficient (2.6-3.3)D Distinguished (3.3-4)
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Program of Assistance Plan Sequence
Informal Intervention (Building )Select Problem Area(s)
– Description of deficiency related to core competencies
Develop Performance Goals– Supervisor’s Expectations– (How should things look after the
deficiency has been corrected)
Select Strategies/Activities with Timetable– Recommended program to correct
Formal Intervention (Human Resources)Select Problem Area(s)
– Description of deficiency related to core competencies
Develop Performance Goals– Administrator’s and Human Resources’
Expectations– (How should things look after the
deficiency has been corrected)
Select Strategies/Activities with Timetablep gdeficiency
Choose Data Collection Sources– Criteria which will be used to measure
correction
Establish Assistance Team and Support Structures
– Assistance and resources to be provided
Decide on Evidence to Document Progress– Monitor procedures and completion date– May move to formal intervention
Select Strategies/Activities with Timetable– Recommended program to correct
deficiency
Choose Data Collection Sources– Criteria which will be used to measure
correction
Establish Assistance Team and Support Structures
– Assistance and resources to be provided
Decide on Evidence to Document Progress– Monitor procedures and completion date
Employment Decision
Targeted Support for Struggling TeachersTeachers usually are struggling in components of Domain I, 2 & 3.
– Domain I: Planning and Preparation (Designing Coherent Instruction, Assessing Student Learning, and Demonstrating Knowledge of Students)
– Domain 2: Classroom Management (Managing Classroom Procedures and Practices Consistent with Building and District Policies and Managing Student Behavior)
– Domain 3: Instruction (Engaging Students in Learning, Providing Feedback to Students and Using Questioning and Discussion Techniques)
Support in these areas may include:Released Time for Classroom Visitation Mentor Teacher/Teacher Leader SupportBest Practices professional development (differentiated instruction, writing, lesson planning and design, Marzano’s nine effective strategies, etc.)Resources
Teachers generally will move to the next rating level with a successful intervention with targeted support structures implemented.
Results
2025303540
2005-20062006-2007
05
101520
Informal Formal Termination
2006 20072007-20082008-2009
Differentiated Instruction Five Year Capacity Building Plan
Differentiatedand Culturally Responsive
InstructionImplementation Plan
Year One (2004-2005) Y T (2005 2006)( )Phase I: 16 Elementary Schools
Year Two (2005-2006)Phase II: 10 Elementary Schools
4 Middle Schools
Year Three (2006-2007)Phase III: 6 Middle Schools
Year Four (2007-2008)Review
Differentiated Instruction
2009-2010 +Continuation of Implementation
Plan
Year Five (2008-2009)Review through Steering
Committee
Next steps
Find more effective measures to tie teacher evaluation to student outcomesAlign professional development with teacher core competencies within each domaincompetencies within each domainProvide more training for inter-rater consistency