teacher effectiveness: what does it mean for language educators? gregory fulkerson delaware...
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Teacher Effectiveness: What Does it Mean for Language Educators?
Gregory Fulkerson
Delaware Department of Education
Helga Fasciano
North Carolina Department of Public Instruction
ACTFL
Denver, CO
Thursday, November 17, 2011
Race to the Top Aims to fundamentally redefine the education
landscape in America Gives states the incentive to lead reform in a
comprehensive and collaborative way $4.35 Billion Budget
To be eligible to compete, states must have their second round State Fiscal Stabilization applications approved by the U.S. Department of Education and not have any legal, statutory or regulatory barriers to linking data on student achievement or student growth to teachers and principals for evaluation purposes.
Four Assurance Areas Designing and implementing rigorous
standards and high-quality assessments Attracting and keeping great teachers and
leaders in America’s classrooms Supporting data systems that inform
decisions and improve instruction Using innovation and effective approaches to
turn-around struggling schools (STEM Priority Points)
Race to the Top Winners
Delaware Example World Languages not directly mentioned in
the State’s Race to the Top application Impacted by linking data on student
achievement or student growth to teachers and principals for evaluation purposes
Assurance 2: Attracting and keeping great teachers and leaders in America’s classrooms
DPAS II—Teacher Evaluation 5 Components
1—Planning and Preparation 2—Classoom Environment 3—Instruction 4—Professional Responsibilities 5—Student Growth
• 2011-2012: Teacher’s students collectively demonstrate appropriate levels of Student Growth as benchmarked against standards to be set by the Secretary based on input from stakeholder groups.
Performance Levels 2009-2010 2011-2012
Three Levels
•Effective Satisfactory on 4 of 5 Components
•Needs Improvement Satisfactory on 3 of 5 Components
•Ineffective 2 or fewer Satisfactory Ratings
Four Levels
•Highly Effective Satisfactory on 4 of 5 Components Students on average achieve Highest Rates of Growth
•Effective Satisfactory on at least 3 Components Satisfactory Student Growth
•Needs ImprovementSatisfactory in 1 or 2 Components including Student Growth ORSatisfactory on 3 or 4 Components with Unsatisfactory Student Growth
•Ineffective2 or Fewer Satisfactory Ratings with Unsatisfactory Student Growth
DPAS II Component 5 Three Parts
Part 1: School-Wide Assessment Measure (30%) Part 2: Student-Cohort Assessment Measure (20%) Part 3: Content-Specific Assessment Measures
(50%)
Teacher Effectiveness S-Box New data system connected to existing
student and teacher data systems that allow for Component 5 data entry and analysis
Pilot 2011-2012 Full implementation 2012-2013
World Languages Plan Pre/Post Integrated Performance
Assessments Interpretive Mode (Reading)—Multiple Choice Interpersonal (Speaking and Listening)—Rubric Presentational Mode (Writing)—Rubric
Administered within 90 minutes Teacher-Scored State-Verified
Proposed Rubric Mid-Range Proficiency Targets
Language Level
Interpretive(Reading)
Interpersonal(Speaking and Listening)
Presentational(Writing)
Roman Non-Roman
Roman Non-Roman
Roman Non-Roman
Middle School
NM NL-NM NM NM NM NL
Level 1 NM NM NM NM NM NM
Level 2 NH NM-NH NH NH NH NM-NH
Level 3 IL NH-IL IL IL IL NH-IL
Level 4 IM IL-IM IM IM IM IL-IM
Level 5 IH IM-IH IH IH IH IM-IH
North Carolina Example World Languages not directly mentioned in
the State’s Race to the Top application Impacted by:
Attracting and keeping great teachers and leaders in America’s classrooms (Assurance 2)
Linking data on student achievement or student growth to teachers and principals for evaluation purposes
Designing and implementing rigorous standards and high-quality assessments (Assurance 1)
Supporting data systems that inform decisions and improve instruction (Assurance 3)
Teacher Effectiveness: Evaluation
Incorporates original 5 Professional Teacher Standards Teachers Demonstrate Leadership Teachers Establish a Respectful
Environment for a Diverse Population of Students
Teachers Know the Content They Teach Teachers Facilitate Learning for Their
Students Teachers Reflect on Their Practice
Teacher Effectiveness: Evaluation
Developing Proficient Accomplished Distinguished Not Demonstrated
Teacher Effectiveness: EvaluationRttT Edition
Standard Six – Student Achievement Annual Evaluation – Standards 1, 4, 6 & a
minimum of 2 visits
NC Teacher Effectiveness Model: Under Construction
RFP for Student Survey Select Value Add Model and Develop
Process Measures of Student Learning
NC Measures of Student Learning Four Groups of Measures –
EOGs (3-8) EOCs ( High School Credit Courses) Performance-Based Locally Developed Courses
Selected Teacher Participants Selecting Vendor Participants (RFPs) Working on guidance for principals who will
determine growth for local courses
NC Measures of Student Learning World Language MSL Working Group
Looked at proficiency based standards Filtered through their program model, language
and program instructional time Rated NCES on Revised Bloom’s Taxonomy:
• Cognitive Process Dimension– Factual, Conceptual, Procedural, Meta-Cognitive
• Cognitive Process– Remember, Understand, Apply, Analyze, Evaluate, Create
Assign an appropriate assessment item type• Single Response, Constructed Response, Performance-
Based, Portfolio
NC Instructional Improvement System (IIS)
Single sign-on access to: Student Information and Data Standards and Assessments Lesson Planning and Resources Professional Development
Single sign-on portals for: Teachers Administrators Students Parents
For Additional Information USED Race to the Top sites:
Purpose
http://www2.ed.gov/programs/racetothetop/index.html
Applicant Information
http://www2.ed.gov/programs/racetothetop/applicant.html
FAQs
http://www2.ed.gov/programs/racetothetop/faq.html
For Additional Information Gregory Fulkerson, Ph.D. Education Associate
World Languages and International Education
Delaware Department of Education
[email protected] DPAS II Website:
http://www.doe.k12.de.us/csa/dpasii/default.shtml RTTT Information:
http://www.doe.k12.de.us/rttt/default.shtml
For Additional Information Helga Fasciano
Section Chief K-12 Program Areas
North Carolina Department of Public Instruction
[email protected] NC Teacher Professional Standards and Evaluation
http://www.ncpublicschools.org/profdev/standards/ RttT Information:
http://www.ncpublicschools.org/rttt/NC Education Cloud
Instructional Improvement System
NC RttT Plan
Alyssa Villarreal, World Language Coordinator
Memphis City SchoolsWorld Language Pilot
First to the Top
3 Part Program
• Student Assessment
• Teacher Language Development
• Teacher Pedagogical Development
Student Assessment
• Common Quarterly Assessments
• Common End of Course Assessments
• External Proficiency Assessment
Teacher Language Development Program
• OPIc
• Teachers grouped by language and proficiency
• Retested after a year of instruction
Teacher Pedagogical Development
Teacher Effectiveness for Language Learning (TELL)
• The Teacher Effectiveness for Language Learning (TELL) Project is a collection of products and processes that foreign language educators can use to enhance their effectiveness as teachers and leaders.
Check it out online!
www.tellproject.com