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Aligning Teaching Standards and Teacher Practice Rubrics to Improve Teaching Effectiveness

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ALIGNING TEACHING STANDARDS AND TEACHER PRACTICE RUBRICS TO IMPROVE TEACHING EFFECTIVENESS * GREAT LAKES TURN MAY 3, 2012 * * The practice of an integrated approach ... – PowerPoint PPT presentation

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Title: Aligning Teaching Standards and Teacher Practice Rubrics to Improve Teaching Effectiveness


1
Aligning Teaching Standards and Teacher Practice
Rubrics to Improve Teaching Effectiveness
  • GREAT LAKES TURN MAY 3, 2012

2
TODAYS FOCUS
  • Standards and Rubrics to Improve Professional
    Practice
  • Understand the function of teaching standards as
    the foundation of a well designed evaluation
    system.
  • Examine how Standards and Rubrics have a dual
    purpose for both evaluation and professional
    growth (accountability and support)
  • Establish a shared understanding of the elements
    and performance indicators of the complexity of
    teaching (Teaching Standards) and a common
    language to describe the activities and behaviors
    for evidence of categories of performance
    (Rubrics).
  •  

3
The Focus on Teacher Quality
Accountability for student learning and research
confirming the strong impact teachers have on
student achievement has moved the field toward a
performance-based focus on teacher quality.
The demand for highly qualified teachers is
slowly but surely being replaced by a call for
highly effective teachers.
But teacher performance appraisals have been
unable or unwilling to differentiate
instructional competency or provide feedback on
improvement.
4
The Landscape is Changing
Context for Teaching Standards
  • The move to rethink how to evaluate teachers and
    explicitly tie assessments of teacher performance
    to student achievement marks an important shift
    in thinking about teacher quality. The change is
    significant because policymaking around improving
    teacher quality to date has focused almost
    exclusively on teachers qualifications rather
    than on their effectiveness in the classroom and
    the results they get with students.
  • NCTQ State of the State 2011

There are a host of policy recommendations
focused on increasing the effectiveness of the
teacher workforce that turn on the critical need
to be able to evaluate and differentiate teacher
performance reliably and consistently with clear
criteria that include measures of how well
teachers move students forward academically
5
THE EDUCATOR EVALUATION FOR EXCELLENCE IN
TEACHING AND LEARNING (E3TL) CONSORTIUM
  • AFT was awarded a federal i3 grant in 2010
  • Partnering with the New York State United
    Teachers, the Rhode Island Federation of Teachers
    and 10 districts across New York and Rhode Island
  • Implement high-quality, rigorous teacher
    development and evaluation systems in all 10
    districts that
  • Articulate an agreed-upon vision of effective
    teaching through
  • Teaching Standards
  • Accurately identify teachers on a continuum of
    performance
  • Provide accurate and rich data that can be used
    to assist all teachers to develop and improve
    throughout their career

6
THE STRENGTH OF COLLABORATION
  • The consequences of collective bargaining /
    labor-management agreement are integral to, not
    separate from, the primary goal of education
    reform improving student achievement
  • National polls of teacher members identify
    working for reforms to improve education and the
    teaching profession as the most important
    activity for the union
  • Developing union-management collaboration around
    issues of educational improvement can be
    challenging for unions and school districts
    alike
  • Management often maintains limited view of
    proper role of union
  • Unions have sometimes found it difficult to move
    beyond adversarial relations
  • New teachers say, My union should help me do my
    job better
  • AFT Task Force on Union
    Sponsored Professional Development
  • AFT Task Force on Union Sponsored
    Professional Development

7
NYSUT Innovation Initiatives Vision
  • Break new ground in the next generation of
    teacher evaluations.
  • Foster a shared responsibility by having
    practitioners (teacher/administrators) take the
    lead in designing an evaluation system that
    positions evaluation as summative and formative
    assessment.
  • Empower practitioners to take an active role in
    their professional evaluation.
  • Link professional growth with evaluation outcomes
    throughout the educators career.
  • Use Collective Bargaining as an essential tool in
    the development and implementation of a
    successful evaluation system.

7
8
Performance Based Teacher Evaluations and
Professional Growth
The link between evaluation (how well are you
doing?) and professional development (how can you
improve?) is key to successful performance
management systems in nearly every other
industry. Yet, in education there is still far
too little attention to how these two core
elements of teacher performance inform one
another, and how, in policy and practice, they
can be systematically aligned. The profession
is better served when the requirements for these
two purposes are embedded in the design of the
systems themselves.
9
Performance Based Teacher Evaluations and
Professional Growth
  • Teacher evaluation policy should reflect the
    purpose of helping all teachers improve.
    Evaluations should provide accurate and rich data
    that can be used to assist all teachers to
    develop and improve throughout their career.
  • Recent research finds that good evaluations
    impact teacher
  • effectiveness evaluations dont have to be just
    summative
  • report cards. If done well, they can be
    formative tools
  • that drive teacher improvement. (Kane, Taylor,
    Tyler and Wooten. 2011 )
  • Both purposes of teacher evaluation (support and
    accountability) can be addressed in a single
    evaluation system if carefully designed and
    implemented (Darling-Hammond, Wise, Pease,
    1983 Stronge, 1997).
  • How well is an individual teacher doing?
    Summative Accountability
  • How can an individual teacher improve?
    Formative Support

9
10
A New Vision For Teacher Evaluation
ISSUES Current Systems New Systems
PURPOSE Purpose is determination of evaluative rating Growth Purpose is a career long focus on the improvement of teaching and learning effective teachers
OUTCOMES Compliance rarely provided feedback to drive change Accountability Increase teacher effectiveness improve practice increase student achievement
CRITERIA Unclear or subjective criteria Teaching Standards evidence based
FORMATIVE/ SUMMATIVE Classroom observation-based (Summative) Professional development based (Formative and Summative)
PROCESS Single snapshot of instruction Multiple Measures Showcases all aspects related to teaching standards
WHOs RESPONSIBLE Evaluator-centered Teacher-centered. Evaluator supportive of teacher learning.
TIMING Intermittent Regular
11
Teacher Evaluation and Development System (TED)
  • Professional Teaching Standards advance a common
    vision of the profession and communicate a shared
    belief about what is important for teachers to
    know and be able to do.

12
Race To the TopIntegrated Initiatives
Standards for Teachers NYS Teaching
Standards (what teachers should know and be able
to do)
Standards for Students Common Core (what
students should know and be able to do)
Assessment Data from Multiple Measures of
Student growth and achievement on Common Core
assessments APPR results of assessment of
teacher professional practice supporting the
Common Core
13
Priorities of the Standards
  • Common Core Standards for Students
  • Cognitive Engagement
  • Constructivist Learning
  • 21st Century Skills
  • NYS Teaching Standards for Teachers
  • Cognitive Engagement
  • Constructivist Teaching
  • 21st Century Skills
  • Evaluation of Teacher Practice (multiple measures
    of practice observation artifacts, etc )
  • Evaluation of Student Learning (multiple measures
    of growth/achievement)
  • .. . . As quantified through assessments aligned
    with Common Core

14
NYS Teaching Standards define what teachers
should know and be able to do
  • I. Knowledge of Students and Student Learning
  • II. Knowledge of Content and Instructional
    Planning
  • III. Instructional Practice
  • IV. Learning Environment
  • V. Assessment for Student Learning
  • VI. Professional Responsibilities and
    Collaboration
  • VII. Professional Growth
  • NYS Teaching Standards replace the former eight
    criteria for APPR

15
COMMON THEMES ACROSS TEACHING STANDARDS AND
RUBRICS
  • Equity
  • Cultural competence
  • High expectations
  • Developmental appropriateness
  • A focus on individuals, including those with
    special needs
  • Appropriate use of technology
  • Student assumption of responsibility

16
COMPONENTS OF THE TEACHER PRACTICE RUBRIC
Knowledge of Students Student
Learning Element 1.1 Demonstrate knowledge of
child and adolescent development including
cognitive, language, social, emotional, and
physical developmental levels. A) Describes
developmental characteristics of students
Standards Summary statements
Elements
Indicators With rubrics
17
  • Standard II Knowledge of Content and
    Instructional Planning
  • Teachers know the content they are responsible
    for teaching and plan instruction that ensures
    growth and achievement for all students.
  • Element II.1 Teachers demonstrate knowledge of
    the content they teach, including relationships
    among central concepts, tools of inquiry,
    structures and current developments within their
    discipline(s).

  Performance Indicators Ineffective Developing Effective Highly Effective
C. Uses current developments in pedagogy and content   Teacher is not current on content-related pedagogy. Teacher has a limited understanding of current content-related pedagogy. Teacher understands current content- related pedagogy. Teacher understands current content- related pedagogy and seeks out new developments to enhance practice.
18
TED Teacher Practice Rubric CONTINUUM OF
QUANTITATIVE DESCRIPTORS
19
A Memorable Experience
  • Think back to your experience as a student pre-K
    through 12. What is the FIRST experience that
    pops into your mind?
  • What makes that experience so memorable?

20
MEMORABLE EXPERIENCES
  • POSITIVE
  • NEGATIVE
  • About Learning
  • About Environment
  • About Learning
  • About Environment

21
STANDARD 4 LEARNING ENVIRONMENT2A CREATING
AN ENVIRONMENT OF RESPECT AND RAPPORT
22
SIX CONSIDERATIONS WHEN SELECTING A RUBRIC FOR
TEACHING STANDARDS
  • 1. Is the Rubric designed around your state
    Teaching Standards?
  • Marzano, Danielson, Pearson are multi-state
    rubrics. Watch for language that is either
    holistic (open to interpretation) or very
    prescriptive (rigid interpretation).
  • 2. Does the Rubric use the same language for
    rating categories as specified in the law or
    regulation? Rating categories are defined in
    regulation, how will categories be translated
    from multi-state rubric?
  • 3 Does the Rubric address multiple measures of
    practice, not just what is observable? Rubrics
    should support evidence on all seven Teaching
    Standards, not just on what is seen in classroom,
    and should be able to be used with multiple
    measures.
  • 4. What kind of support is required to use the
    Rubric (training, licensing, data management,
    etc)? What kinds of up front and recurring costs
    are associated with the rubric? How will it merge
    with current systems in place?
  • 5. What kind of evaluation system is required to
    be used with the Rubric? Is the use of the Rubric
    tied to a particular evaluation system? Does it
    use an integrated approach?
  • 6. Is there an certification process for
    evaluators to assess inter-rater reliability?
  • Evaluators need to be assessed for bias,
    alignment and accuracy metrics.

23
WHY IS THE SELECTION OF RUBRICS A CRITICAL
DECISION POINT?
  • Rubrics provide the language to describe the
    Teaching Standards in action. Rubrics are the
    foundation of
  • what kinds of evidence to present (teacher) or
    collect (evaluator)
  • the process for evidence collection (evaluation
    system)
  • assigning a value or rating category based on
    evidence 1-4 (HEDI)
  • which translates into a score for the 60 point
    subcomponent.

24
Evidence is collected through theTED Process
25
Measures are integrated to inform the entire
assessment of teaching practice
26
MULTIPLE MEASURES OF TEACHER PRACTICE AND STUDENT
ACHIEVEMENT
  • Multiple measures yield the most accurate
    resultsmore accurate than any one measure on its
    own. (TNTP 2012)
  • Measures are integrated not disjointed
    activities in TED.
  • Measures provide many opportunities for teachers
    to present evidence of practice and/or for
    evaluators to collect evidence of practice
  • Measures or combination of measures to evaluate
    teacher effectiveness can be determined locally

27
CHANGE
  • If there is no struggle, there is no progress.
    Frederick Douglass
  • Things do not change we change. Henry
    David Thoreau
  • Do one thing everyday that scares you. Eleanor
    Roosevelt
  • Change is such hard work.
    Billy Crystal

28
  • Teachers are learners.

29
STANDARDS CHANGE THE DANCE
  • Address the FEAR in the room
  • Communication
  • Exposure
  • Common Language
  • New Structures
  • Scaffold Experiences

30
THE POWER OF STANDARDS
  • Structure Safety Trust
  • Objective Data
  • Teacher Empowerment/Reflection
  • Note and Target
  • Relationship building Coaching Collaboration
  • Professional Learning Plans

31
  • Life begins at the end of your comfort zone.
  • Neale Donald Walsch

32
Experiences across the district
  • Principals
  • Opportunity to develop teams
  • Significant time-management problem
  • Mandate that needed accommodation
  • Adjusted by stream lining or cutting back on the
    amount and types of evaluation evidence
  • Gave up personal time to complete all evaluations
  • All saw merits in the system
  • Most tried to complete the process
  • Teachers
  • Positive about the feedback received frequent,
    timely and positive
  • Cited specific examples of feedback that changed
    aspects of instruction questioning , materials,
    student engagement but not dramatic change
  • Some felt evaluators not qualified to evaluate
    content pedagogy.
  • Set the stage for fairness by seeking dialogue
    about the rating

33
TED Teacher Evaluation Process
  • Teachers are active participants in the TED
    evaluation processlearning is done by the
    learner through a process of active intellectual
    engagement in those activities that promote
    teacher learningnamely self-assessment,
    reflection on practice, and professional
    conversation.
  • The rubric used in the TED evaluation clearly
    outlines the practices of effective teachers, and
    becomes a common language for talking about
    professional practice both formally in evaluation
    process and informally in teachers many
    interactions.
  • Through the TED observation and post-observation
    feedback process, teachers have the opportunity
    to identify areas of strength and weakness at
    several points in the year, which then becomes
    the basis for ongoing support in the form of
    goal-setting, Professional Learning Plans and
    district PDP.
  • Classroom evaluation data and student
    growth/achievement scores guide in the planning
    of professional development directed toward the
    specific needs of the teachers in the school. The
    evaluation structure informs the process of
    collaborative teacher growth.

33
34
Targeted Professional Development Linking
Evaluation Results and Professional Support
  • Evaluation results inform Learning Plans or
    Improvements Plans
  • Summative evaluations should use the same
    description of teaching practices for evaluation
    that are used to describe standards for
    professional practice.
  • Summative evaluation and Goal-setting ties
    together what is being evaluated, what the rating
    is, and where to move forward.
  • When evaluation and professional learning are
    linked, powerful and practical connections can be
    made between individual, building and district
    goals and result in greater coherence across the
    system.

Facilitative
Teacher Improvement Plans Developing Ineffecti
ve
Professional Learning Plans
Effective Highly Effective
Supportive
35
Teacher evaluation can be an opportunity for
genuine professional learning. When organized
around clearly established and accepted standards
of practice, teacher evaluation offers an
opportunity for educators to reflect seriously on
their practice, and promote learning.
Charlotte Danielson The Handbook for Enhancing
Professional Practice
NYSUT Rubrics
36
Targeted Professional Development Linking
Evaluation Results and Professional Support
Professional Learning Plan
  • Teacher Improvement Plan
  • Help educator in need of improvement
  • Directed - locally negotiated, specify in writing
    the areas in need of improvement
  • Help educator to target specific weaknesses in
    professional practice through a collaborative,
    supportive process
  • Differentiate activities to support a teachers
    improvement in those areas
  • Timeline and assessment for achieving improvement
  • may challenge the review for alleged violations
    of rating and/or procedures
  • Central component of the teacher evaluation
    program
  • Self-directed proposed by the educator, written
    in collaboration with an evaluator
  • Connected to the evaluation outcomes/ Teaching
    Standards
  • Highlights areas of teacher development
  • Product and process
  • Both identifies a goal and the process of
    realizing that goal
  • Fluid may be revised during implementation in
    response to results or research

37
Thank you ! Ellen Sullivan Research and
Education Services NYSUT esulliva_at_nysutmail.org 51
8.213.6000 ex 6607
Lisa Goldberg lgoldber_at_nscsd.org (315)
458-5562 North Syracuse CSD
Terry Reynolds reynoldst_at_marlboroschools.org (845)
236-5812 Marlboro CSD
38
A good system of teacher evaluation must answer
four basic questions
  • ? How good is good enough?
  • ? Good enough at what?
  • ? How do we know?
  • ? Who should decide?

Evaluations That Help Teachers Learn by
Charlotte Danielson Educational Leadership
December 2010 ASCD
39
How does a comprehensive evaluation system
improve Effectiveness?
  • Improve the overall quality of the teacher
    workforce by
  • identify and builds upon individual and
    collective teacher strengths
  • improve instruction and other teacher practices
    to improve student learning
  • Identify exemplary teachers who might serve as
    mentor and/or master teachers
  • Identify ineffective teachers and develop a
    system of support to remediate their skills and
  • Ensure fair and valid employment decisions,
    including career paths, tenure and dismissal.

39
40
FOUR CORNERS
  • In our district there is a shared vision and
    common understanding of what good teaching and
    teaching practice is.
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