Qualities of Effective TeachersQualities of Effective Teachers

Video

• http://www.youtube.com/watch?v=7bIQ4-3XSxU

Why are effective teachers Why are effective teachers so important?so important?

What factor had the largest What factor had the largest effect on student achievement?effect on student achievement?

Mixed Ability Grouping?Mixed Ability Grouping?

Class Size?Class Size?

Prior Achievement?Prior Achievement?

The Teacher?The Teacher?

What factor had the largest What factor had the largest effect on student achievement?effect on student achievement?

Mixed Ability Grouping?Mixed Ability Grouping? 4

Class Size?Class Size? 3

Prior Achievement?Prior Achievement? 2

The Teacher?The Teacher? 1

Influences on Student Achievement:Influences on Student Achievement:Explained VarianceExplained Variance

Hattie (2003): http://acer.edu.au/documents

Three-year Impact ofThree-year Impact ofEffective vs. Effective vs.

Less Effective TeachersLess Effective Teachers

Dallas Research: Teacher QualityDallas Research: Teacher Quality

Dallas, Texas data: 2800-3200 students per cohortComparison of 3 “highly effective” & 3 “ineffective” teachers (Jordan, Mendro, & Weerasinghe, 1997)

4th Grade Math Achievement4th Grade Math Achievement

Dallas Research: Teacher QualityDallas Research: Teacher Quality

Dallas, Texas data: 2800-3200 students per cohortComparison of 3 “highly effective” & 3 “ineffective” teachers (Jordan, Mendro, & Weerasinghe, 1997)

4th Grade Reading Achievement4th Grade Reading Achievement

Residual EffectResidual Effect

Two years of effective teachers could Two years of effective teachers could not remediate the achievement loss not remediate the achievement loss caused by one year with a poor caused by one year with a poor teacher. teacher.

Mendro, Jordan, Gomez, Anderson, & Bembry (1998)

Time in the School Year NeededTime in the School Year Neededto Achieve the Same Amount of Learningto Achieve the Same Amount of Learning

Leigh, Economics of Education Review (2010)

0 1/4 1/2 3/4 1

25th Percentile Teacher

75th Percentile Teacher

Years Needed

Time in the School Year NeededTime in the School Year Neededto Achieve the Same Amount of Learningto Achieve the Same Amount of Learning

Leigh, Economics of Education Review (2010)

0 1/4 1/2 3/4 1

10th Percentile Teacher

90th Percentile Teacher

Years Needed

What is an effective teacher?What is an effective teacher?

Qualities of Effective TeachersQualities of Effective Teachers

The Person

BackgroundBackground

Prerequisites

Classroom Management & Instruction

Organizing for Instruction

Implementing Instruction

Job Responsibilities and Job Responsibilities and PracticesPractices

EFFECTIVE TEACHERSEFFECTIVE TEACHERS

Monitoring Student

Progress & Potential

Stronge, Qualities of Effective Teachers, ASCD (2007). Diagram is used with the permission of Linda Hutchinson, Doctoral Student, The College of William and Mary

Which teacher factor is a strong Which teacher factor is a strong predictor of student achievement gains? predictor of student achievement gains?

• Teacher experience

• Teacher level of education

• Type of teacher certification

X

X

X

Prerequisites of Effective TeachersPrerequisites of Effective Teachers

The Teacher as a PersonThe Teacher as a Person

• CaringCaring

• Fairness & RespectFairness & Respect

• AttitudeAttitude

• Reflective PracticeReflective Practice

The Bottom LineThe Bottom Line

Joe Carroll (1994)

“… “… nothing, absolutely nothing, nothing, absolutely nothing, has happened in education until has happened in education until it has happened to a student.”it has happened to a student.”

Video

http://www.youtube.com/watch?v=1lcZbRY_bYs

Effectiveness Effectiveness is the goal.

EvaluationEvaluation is merely the means.

Teacher Performance Evaluation Teacher Performance Evaluation SystemSystem

• What is the basis of teachers’ evaluation?

• How will teacher performance be documented?

• How will teacher performance be rated?

Teacher Performance Evaluation Teacher Performance Evaluation SystemSystem

What is the basis of What is the basis of teachers’ evaluation?teachers’ evaluation?

Question 1Question 1

Sample Performance IndicatorsExamples may include, but are not limited to:

The teacher: 2.1 Align lesson objectives to approved curriculum using student learning data to guide planning.2.2 Plans accordingly for pacing, sequencing content coverage, transitions, and application of knowledge.2.3 Plans for differentiated instruction.2.4 Develops appropriate long- and short-range plans and is able to adapt plans when needed. 2.5 Uses resources, including technology, to effectively communicate with stakeholders regarding the curriculum shared in their classroom. .

Standard 2: Instructional PlanningStandard 2: Instructional PlanningThe teacher effectively plans using the approved curriculum, instructional strategies, resources, and data to meet the needs of all students.

Performance Standard

Performance Indicators

Main ComponentsMain Components

DistinguishedDistinguishedIn addition to meeting the In addition to meeting the

requirements for Effective…requirements for Effective…

EffectiveEffectiveEffective is the expected level of Effective is the expected level of

performance.performance.

Developing Developing Needs ImprovementNeeds Improvement UnacceptableUnacceptable

The teacher actively seeks and uses alternative data and resources, and regularly differentiates plans and modifies instruction to meet the needs of all students.

The teacher effectively plans using the approved curriculum, instructional strategies, resources and data to meet the needs of all students.

The teacher inconsistently uses the curriculum, effective strategies, resources, or data in planning to meet the needs of all students.

The teacher does not plan, or plans without adequately using the curriculum, or without using effective strategies, resources, or data to meet the needs of all students.

Performance Appraisal

Rubric

1. Professional Knowledge

2. Instructional Planning

3. Instructional Delivery

4. Assessment For and Of Learning

5. Learning Environment

6. Professionalism

Teacher Performance Standards Teacher Performance Standards

Professional KnowledgeProfessional Knowledge

The teacher demonstrates an understanding of the curriculum, subject content, and diverse needs of students by providing meaningful learning experiences.

Performance Standard 1 Performance Standard 1

Instructional PlanningInstructional Planning

The teacher effectively plans using the approved curriculum, instructional strategies, resources, and data to meet the needs of all students.

Performance Standard 2 Performance Standard 2

Instructional DeliveryInstructional Delivery

The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.

Performance Standard 3 Performance Standard 3

Assessment For and Of LearningAssessment For and Of Learning

The teacher systematically gathers, analyzes, and uses relevant data to measure student progress, guide instructional content and delivery methods, and provide timely feedback to students, parents, and stakeholders.

Performance Standard 4 Performance Standard 4

Learning EnvironmentLearning Environment

The teacher uses resources, routines, and procedures to provide a respectful, safe, positive, student-centered environment that is conducive to student engagement and learning.

Performance Standard 5 Performance Standard 5

ProfessionalismProfessionalism

The teacher demonstrates behavior consistent with legal, ethical, and professional standards, contributes to the profession, and engages in professional growth that results in improved student learning.

Performance Standard 6 Performance Standard 6

How will teacher How will teacher performance be performance be documented?documented?

Question 2Question 2

ObservationsObservations • Teachers formally observed at least two times per year• Additional formal observations at evaluator’s discretion • Observations last at least 45 minutes, include a post-conference• Informal observations at evaluator’s discretion

DocumentationDocumentation LogLog

• Includes both specific required artifacts and teacher-selected artifacts

• Artifacts provide evidence of meeting selected performance standards

• Provides teacher with opportunity to demonstrate quality work

Student Student SurveysSurveys

• Teachers survey their students twice a year• Four survey instruments provided• Teachers enter summary of the results in their Documentation Log• Surveys provide additional data to teachers than can influence

teaching strategies

Multiple Data Sources for Teachers Multiple Data Sources for Teachers

Goal SettingGoal Setting • Appropriate measures of academic progress are determined • Teachers set goals for improving student progress based on the

results of performance measures• Quality of the objectives and their attainment provide an important

data source for evaluation

Data Collection Data Collection ProcedureProcedure Form(s)Form(s) EvaluatorEvaluator TeacherTeacher

Formal Observations

Formal Classroom Observation Form

Informal Observations

Informal Classroom Observation Form

Student SurveysStudent Survey Forms (K-2, 3-5, 6-8, 9-12)Student Survey Growth PlanStudent Survey Analysis

Documentation Logs

Documentation Log Cover Sheet

Goal Setting Goal Setting for Student Progress Form

Data Collection ResponsibilitiesData Collection Responsibilities

How will teacher How will teacher performance be rated?performance be rated?

Question 3Question 3

Interim Interim Evaluation Evaluation

• All New to District teachers

• Used to document evidence of meeting standards

• Does NOT include rating of performance

Summative Summative EvaluationEvaluation

• Comes at end of evaluation cycle

• Four point rating scale

• Performance rubric for every standard

• Rating based on “preponderance of evidence”

EvaluationsEvaluations

Distinguished

The teacher maintains performance, accomplishments, and behaviors that consistently surpass the established standard.

• Sustains high performance over period of time• Behaviors have strong positive impact on

learners and school climate• May serve as role model to others

CategoryCategory DescriptionDescription DefinitionDefinition

EffectiveThe teacher meets the standard in a manner that is consistent with the school’s mission and goals.

• Meets the requirements contained in job description as expressed in evaluation criteria

• Behaviors have positive impact on learners and school climate

• Willing to learn and apply new skills

Developing/ Needs Improvement

The teacher is inconsistent in meeting standards and/or in working toward the school’s missions and goals.

• Requires support in meeting the standards• Results in less than quality work performance• Leads to areas for teacher improvement being

jointly identified and planned between teacher and evaluator

Ineffective

The teacher consistently performs below the established standards or in a manner that is inconsistent with the school’s missions and goals.

• Does not meet requirements contained in job description as expressed in evaluation criteria

• Results in minimal student learning• May contribute to recommendation for teacher

not being considered for continued employment

Terms used in Rating ScaleTerms used in Rating Scale

TimelineTimeline Activity for Professional ImprovementActivity for Professional Improvement

During 1During 1stst Month Month • All teachers establish student progress goal

Evaluation ProcessEvaluation Process

By October 15By October 15thth • All teachers survey students first time

By end of 1By end of 1stst grading period grading period • First observation of probationary teachers

By December 15By December 15thth • Probationary teachers survey students second time

By January 15By January 15thth• Second observation of probationary teachers• First observation of continuing contract teachers

Mid-YearMid-Year • Mid-year review of student progress goal

By February 1By February 1stst • Interim performance review of probationary teachers

By February 15By February 15thth • Continuing contract teachers survey students second time

By May 1By May 1stst

• Second observation of continuing contract teachers • Teachers submit end-of-year review of student progress goal• Review Documentation Log

By Last Week of SchoolBy Last Week of School • Summative Evaluation

Focus on EffectivenessFocus on Effectiveness

OutstandingOutstanding Teachers & Leaders

= Student ResultsResults

Video

http://www.youtube.com/watch?v=sQVgniNcO_g

• Having knowledge of the content, students, and curriculum

• Planning instruction that meets student needs and curricular requirements

• Offering appropriate and engaging instruction

• Assessing student work

• Providing a safe and secure learning environment• Demonstrating professionalism and communicating

effectively

Teacher ResponsibilitiesTeacher Responsibilities

Student LearningStudent Learning

Limitations of ObservationLimitations of Observation

• Observe 2 to 4 classes per year (.4% of performance)

• Classroom responsibilities only

• Subject to evaluator bias

• Focus on process of teaching versus outcomes

• Inspector model of evaluation

Obs

erva

tions

Documentation

LogSurveys

Goal Setting for

Student Achievement

Teacher EvaluationTeacher Evaluation

Multiple Data SourcesMultiple Data Sources

ObservationObservation

Intended to provide information on a wide variety of contributions made by teachers in the classroom or to the school community as a whole.

May take a variety of forms• Formal observation• Informal observation• Walk-through observation

May occur in a variety of settings• Classroom environment• Non-classroom environment

Formal ObservationsFormal Observations• Directly focused on teacher performance standards

May not see all standards in one observation May include review of teacher artifacts or student data

• Announced or unannounced; at least 45 minutes in duration• Teachers observed at least twice per year

New to District teachers observed by end of 1st grading period and then by January 15

Continuing contract teacher observed by January 15 and then by May 1

• Additional observations at evaluator’s discretion• At least one pre-observation conference for teachers in first

year in district• Evaluator provides feedback during post-observation

conference, typically within five working days

Informal ObservationsInformal Observations

• Provide more frequent information on wide variety of teacher contributions

• Classroom and non-classroom settings

• Less structured than formal observations

• No specified duration

• Occur throughout the year

• Evaluator completes observation form; provides copy to teacher

Documentation LogDocumentation Log• Provides evidence of performance related to specific

standards – teacher’s voice in evaluation

• Complements classroom observation

• Includes both specific required artifacts and teacher-selected artifacts

• Emphasis is on quality, not quantity

• Should include analysis and reflection

• More concise than portfolios; district needs to relay expectations

• Reviewed by evaluator by mid-year for New to District teachers; by May 1 for all teachers

• Electronic or paper files

Student SurveysStudent Surveys• Provide students’ perceptions of how teacher is performing --

direct knowledge of classroom practices

• All teachers survey students prior to October 15th

New to District teachers survey same cohort by December 15th

Continuing contract teachers survey same cohort by February 15th

• Age considerations for survey

• Surveys are anonymous

• Actual responses seen only by individual teacher

• Teachers fill out Student Survey Growth Plan and Student Survey Analysis and include in documentation log

• Helps teachers reflect on practice; set goals for continuous improvement (formative evaluation)

Example: I like to eat pizza. 1. My teacher listens to me. 2. My teacher gives me help when I need it.

Abbreviated for training purposes

Sample Student SurveySample Student Survey

StronglyDisagree

Disagree Neutral AgreeStrongly

Agree

Example: I like listening to music. 1 2 3 4 5

1. My teacher gives clear instructions. 1 2 3 4 5

2. My teacher shows respect to all students.

1 2 3 4 5

3. My teacher handles classroom disruptions well.

1 2 3 4 5

4. My teacher helps me to be organized. 1 2 3 4 5

Abbreviated for training purposesAbbreviated for training purposes

Sample Student SurveySample Student Survey

• Teachers receive feedback from the receivers of their services

• Teachers can use as a formative evaluation to improve practice

• Concern that results are based on popularity

• Surveys might not ask the right questions

• Surveys might not ask the right students

BenefitsBenefits ChallengesChallenges

Student Surveys: Benefits & ChallengesStudent Surveys: Benefits & Challenges

• Ample evidence to support use of student surveys in teacher evaluation

• Research consistently indicates that students from K-12 can provide reliable information related to teacher effectiveness

• Student ratings of teachers are a significant predictor of student achievement--better than parent or administrator ratings

Faucette, Ball, & Ostrander, 1995; Stronge & Ostrander, 2006; Wilkerson, Mannatt, Rogers, & Maughan, 2000

What Does the Research Say?What Does the Research Say?

Review results and ask yourself the following questions:

•Is the information your students provided about you accurate?

•If you agree that the information is accurate, are you satisfied with the students’ perceptions about you?

•If you believe the information is inaccurate, do you know why your students have these perceptions?

•Do you need to make changes to improve your students’ perceptions?

•If you think changes are justified, consider using the student data to set a personal or instructional goal for improvement.

Recommendations for Interpreting Recommendations for Interpreting Survey ResultsSurvey Results

Goal Setting for Student Achievement

Observations

DocumentationLog

Surveys

Performance PortraitPerformance Portrait

Advantages to Volunteering

• Have the ability to give feedback to the Admin Team – Pilot Year.

• Ability to assist other staff members next year, therefore increasing opportunities for Professionalism Documentation

• This program, volunteer or not, will assist everyone on the PI-34 License Renewal.

How to Volunteer to Pilot in 2013• If you are interested, let your Building Principal

know by Wednesday, January 13.• If we get more than 50% of that staff in any one

building, we will ask for volunteers to wait until the following year.

• If we do not get at least 50%, Building Principals will choose staff to be evaluated.

• Reason for 50% = You will be formally observed once every two years once you reach “Continuing Educator” status.

• Staff with 3 years or less will be evaluated each year.

Who will be evaluated this year?

• All Administrators

• All staff “New to the District”

• All staff in their third year or less in the district.

• All staff on a Plan of Improvement.

• Staff that the Building Principal select to be evaluated.

Next Steps

• For those that Volunteer or “Will be Evaluated,” we will meet as a group on January 30 (next Extended PLC day).

• We will go through how the My Learning Plan Software works, how to utilize the forms available, and the general procedures to be followed.

Questions?