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Teacher and Principal Standards for Educator Effectiveness Updated Data Conference 2011

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Title: Teacher and Principal Standards for Educator Effectiveness Updated Data Conference 2011


1
Teacher and Principal Standards for Educator
EffectivenessUpdated Data Conference 2011
  • April 18-19, 2011

2
Educator Effectiveness Reforms
  • State policymakers across the nation are
    embracing comprehensive educator effectiveness
    reforms based on teacher and principal
    performance standards as the key to improving
    student achievement. Nebraska is involved in
    this process as well.

Why?
3
What Does the Research Show
The quality of an education system cannot
exceed the quality of its teachers.
--Michael Barber and Mona
Mourshed, How the Worlds
Best Performing School Systems Come Out
on Top (2007)
4
Nebraskas Educators
  • Approximately 24,980 teachers and 1,164
    principals and assistant principals, as well as
    more than 4,500 educational specialists of
    various kinds, served about 336,500 elementary
    and secondary students in 491 public and
    non-public school systems in Nebraska in 2010-11.

5
Why Educator Effectiveness?
  • Teachers and Principals make the greatest
    difference in student achievement.

Robert Marzano (2005) Nearly 60 percent of a
schools impact on achievement is attributable to
principal and teacher effectiveness.
6
Why Educator Effectiveness?
  • School reforms wont work unless educator
    effectiveness is improved.

Mariana Haynes (2010) It has become clear that
heavy investments in state reforms will not yield
the level of buy-in, ownership, and results
needed at the school level unless policy leaders
address the capacity of teachers and leaders to
implement instructional improvements.
7
Why Educator Effectiveness?
  • State policies on educator effectiveness are
    often designed piecemeal, in separate silos,
    each with its own constituency.

Managing Educator Talent (2010) .significant
and sustained improvements in teacher and
principal effectiveness will be achieved only if
all key policies across the educator career
continuum are addressed in a cohesive, aligned
and strategic manner.
8
Why Educator Effectiveness?
  • State policies often focus on preparation and
    certification and do not address the entire
    educator career continuum.
  • State policies may reflect a lack of coordination
    across different levels of governance.

The Wallace Foundation (2006) Absentcohesion
in policies and practices both within and
between different levels public education
victories won by leaders in improving teaching
and learning are likely to be smaller, more
isolated, and short-lived than they could be.
9
Why Educator Effectiveness?
  • Federal programs, such as Race to the Top, have
    put a strong emphasis on teacher and principal
    effectiveness.

Nebraskas Race to the Top application called for
the development of state teacher/principal
standards, statewide induction, mentoring, and
evaluation, continuous professional development,
and performance-defined certificate renewal.
10
Why Educator Effectiveness?
  • National organizations, such as the Council of
    Chief State School Officers, are urging
    comprehensive approaches to personnel
    development.

Taking Human Capital Seriously (2009) The
time has come to address these people issues
unless there are talented teachers in every
classroom and talented principals in every
building, policy reform will not be realized.
Delay is not acceptable.
11
Educator Effectiveness Initiative
  • In November, Nebraska Department of Education
    staff asked the State Board for a policy
    statement supporting an Educator Effectiveness
    Initiative and for permission to proceed with the
    development of Teacher and Principal performance
    standards as a first step.
  • Aims and elements of an Educator Effectiveness
    Initiative were outlined

12
Aims of an Educator Effectiveness Initiative
  • (1) Develop educator effectiveness policies that
    are cohesive, aligned and strategic.
  • (2) Focus on effective school leaders as well as
    teachers.
  • (3) Provide horizontal alignment across
    educators full careers.
  • (4) Create vertical alignment across levels of
    governance school, districts, state.

13
Aims of an Educator Effectiveness Initiative
  • (5) Manage educator talent systematically as a
    way to enhance student learning and upgrade the
    education profession.

Taking Human Capital Seriously (2009) States
should launch policies and strategies to recruit,
develop, reward and retain top teacher and
principal talent. The goal to improve student
learning through improved instruction and
effective teaching will not only benefit
students but it will also help teachers and
principals as well, giving them the
professionalism and respect they deserve as
shepherds of our nations most precious resource,
our children.
14
Educator Effectiveness Policies
  • Statewide Educator Standards
  • Teacher/Principal performance standards.
  • Tied to national standards for teachers and
    principals.
  • Form the basis for other effectiveness policies.
  • Example InTASC and ISLLC national standards.

15
Educator Effectiveness Policies
Preparation and Licensure
  • Standards-based accountability for preparation
    programs.
  • Standards-based performance assessments for new
    teacher and principals.
  • Traditional/alternative certification tied to
    standards.
  • Example Californias Teacher Performance
    Assessment.

16
Educator Effectiveness Policies
Induction and Mentoring
  • Coordination of state and district efforts.
  • Mentoring based on teacher/principal standards.
  • Full certification tied to successful induction.
  • Example Connecticuts BEST Program.

17
Educator Effectiveness Policies
  • Standards-based teacher/principal evaluation.
  • State mandated system or state guidance for local
    systems.
  • Linkage to student achievement as well as
    standards of practice.
  • Tied to professional development activities.
  • Example Iowas standards-based evaluation.

Teacher/Principal Evaluation
18
Educator Effectiveness Policies
Professional Development
  • Alignment to state performance standards/improveme
    nt goals.
  • Linkage to local school improvement plans.
  • Tied to teacher/principal evaluation.
  • Linked to recertification.
  • Example Wisconsins Individual Development
    Plans.

19
Educator Effectiveness Policies
Compensation and Incentives
  • Alternative compensation models. (Nebraskas LB
    1114)
  • Linkage to performance management (evaluation)?
  • Incentives for shortage areas/hard-to-staff
    schools.
  • Example Minnesotas Q-Comp program.

20
Educator Effectiveness Policies
Working Conditions
  • School climate and physical environment issues.
  • Equity in technology and resources.
  • Statewide student behavior/discipline policies.
  • Working conditions tied to recruitment/retention.
  • Example Ohios Teaching/Learning Conditions
    Survey.

21
The Process
22
Leadership needs of an Educator Effectiveness
System
  • High level leadership is critical.
  • State policymakers must take the lead.
  • Need a unified vision and a strategic plan.
  • Broad stakeholder engagement is crucial.

Managing Educator Talent (2010) Education
reform cannot be sustained in the long-term
without galvanizing the momentum and political
will needed for success from a broad range of
stakeholder and constituency groups.
23
November State Board Response
What do Stakeholders Think?
  • Is this something the state should be doing?
  • What are the benefits?
  • What are the costs?
  • Get the views of education stakeholder groups
    throughout the state.

.
24
Listening to Stakeholders
  • December 10, 2010, Stakeholder meeting involved
    26 participants representing 10 educational
    organizations as well as NDE staff and guests.
    Two small group discussion sessions were held
    one on educator effectiveness initiatives and one
    on performance standards followed by large
    group discussions.

25
Stakeholder Meeting Purposes
  • Gauge support for a comprehensive Educator
    Effectiveness Initiative.
  • Identify stakeholder concerns and provide
    guidance to State Board/NDE on effectiveness
    policies.
  • Define purposes and structure for Nebraska
    teacher/principal performance standards.
  • Recommend next steps to State Board/NDE.

26
Is an Educator Effectiveness Initiative needed in
Nebraska?
  • Strong consensus that an Educator Effectiveness
    Initiative is needed in Nebraska. Discussion
    themes included
  • Comprehensiveness is important.
  • Provides for commonality and consistency.
  • Provides expectations for teachers/administrators.
  • Provides for growth and alignment across careers.
  • It is purposeful.
  • Reflects public demands for a focus on educator
    effectiveness.
  • A system is needed that is both centralized and
    customized and that provides for local
    flexibility.

27
What are some of the concerns/limitations?
  • Themes from discussion included
  • Cost in money, time, and human resources.
  • Maintaining a tight/loose configuration. Need to
    be tight on standards but loose on the ways for
    districts to meet those standards.
  • Confidentiality and the risk of misuse of data.
  • Maintaining an ongoing discussion with
    stakeholders as changes are implemented.
  • Keeping diversity in mind.

28
Recommendations to NDE/State Board regarding an
Educator Effectiveness Initiative
  • Approach from standpoint of making a good system
    better rather than fixing a broken system.
  • Recognize that stakeholder groups in Nebraska are
    willing to collaborate and contribute.
  • Learn from experiences of other
    states/organizations.
  • Design policies for improving teaching and
    learning, not just comparing schools.
  • Approach this as a value-added opportunity.
  • Focus on development not regulation.
  • Recognize the end objective is improved student
    achievement.

29
Recommendations to NDE/State Board for next steps
regarding performance standards.
  • Broad consensus to create a Standards Drafting
    Committee.
  • Other recommendations included
  • Allow appropriate time to determine what will
    best serve the state.
  • Support the process that NDE is currently using
    for the development of standards.
  • The Board needs to understand how fortunate we
    are to have a group of stakeholders that can
    accomplish these things. This is not what we
    will find in other states.

30
Standards Drafting Participation
  • NASB
  • NSEA
  • NCSA
  • ESUs
  • NRCSA/GNSA
  • Omaha Public Schools
  • Non-public Schools
  • Professional Practices Commission
  • Higher Education/NCTE
  • Nebraska Association of Personnel Administrators
  • Parents PTA

31
Standards Drafting Process
  • Standards Drafting Committee created with 41
    educators, Board members, and parents
    representing 13 stakeholder groups as well as
    NDE. Met Feb. 15-16 to begin task.
  • Divided into Teacher/Principal Drafting Teams.
  • 12-person Editing Committee met Feb. 28.
  • Drafting Committee and Editing Committee met
    again on March 15-16 and Editing Committee held a
    final meeting on April 12.

32
Standards Drafting Process
  • Drafting Committee reviewed national standards
    from several organizations as well as standards
    from numerous states.
  • First meetings reached consensus on purposes,
    targets, and structure of standards as well as
    identifying standards topics.
  • Second meetings resulted in six draft standards
    for teachers and nine for Principals.
  • Further revisions by Editing Committee after
    Stakeholder and State Board reviews.

33
Purposes of Standards
  • Drafting Committee Consensus
  • The primary purpose of the Nebraska Teacher and
    Principal standards is to define effective
    practice in order to improve teaching and
    learning.

34
Purposes of Standards
  • State Board Accountability Committee
  • Members emphasized Standards as a resource for
    local districts and higher education
    institutions a guiding framework describing
    effective practice for teachers and principals
    not a regulatory mandate.
  • Standards only useful if they lead to improved
    student performance.

35
Target Group for Standards
  • Teachers and Principals Can be defined as
  • Educators whose primary task is working directly
    with students in a school setting.
  • Consensus that standards for specialists who do
    not fit the definition above could be developed
    by local districts.

36
Audiences for Standards
  • Professional audience Teachers, Principals,
    Stakeholder Groups, and Other Professionals
  • Policymaker audience State Board of Education,
    Legislators, Governor, Local Boards.
  • Public audience General Public, Media, etc.

37
Writing for diverse audiences
  • Important for Standards Statements to be
  • Clear and concise
  • Reasonably specific
  • Free of educational jargon
  • Able to be understood by all audiences whether
    with or without detailed indicators

38
Structure of Standards
  • Drafting Committee consensus on structure
  • Standard Statements Broad statements of
    effective practice.
  • Indicator Statements Examples that clarify
    Standards. Not an exhaustive list districts can
    add local Indicators.
  • Introductory Statement Preface to the document.

39
Standards Format
  • Standard Topic Instructional Strategies.
  • Standard Statement The Teacher intentionally
    uses a variety of effective instructional
    strategies to ensure growth in student
    achievement.
  • Example Indicators The Teacher
  • Uses a range of developmentally and culturally
    appropriate instructional strategies and
    resources that are targeted to meet learning
    goals.
  • Modifies, adapts, and differentiates instruction
    and accommodations based on data analysis,
    observation, and student needs.

40
Teacher Standards Topics
  • Foundational Knowledge
  • Planning and Preparation
  • The Learning Environment
  • Instructional Strategies
  • Assessment
  • Professionalism
  • Vision and Collaboration

41
Principal Standards Topics
  • Vision for Learning
  • Continuous School Improvement
  • Instructional Leadership
  • Culture for Learning
  • Systems Management
  • Staff Leadership
  • Developing Relationships
  • Professional Ethics and Advocacy

42
Recurring Themes Throughout Standards
  • Teacher and Principal Accountability for Student
    Learning.
  • Cultural Competence
  • Use of Technology

43
Standards Review Process
  • March 29Stakeholder Committee reviewed draft
    standards.
  • April 4 and April 11State Board Accountability
    Subcommittee reviewed draft and discussed
    purposes.
  • April 12Editing Committee refined draft
    standards.
  • May 4-5Final State Board review and adoption of
    public comment version of Standards.

44
Next Steps
  • May-September, 2011 Public/professional input
    on standards. Plans include
  • Administrator Days in August
  • Focus group meetings for teachers
  • Public forums throughout Nebraska
  • Public/professional comment via survey on NDE
    website.
  • September, 2011 Final revisions made to drafts.
  • October, 2011 State Board considers final
    drafts for approval.

45
Public Comment Survey
  • From July 1 to September 2, a public comment
    survey will be available at
  • www.education.ne.gov/StandardsSurvey
  • Survey includes opportunity to comment on each
    standard.

46
As You Review the Standards Things to Think About
  • Do the Standards reflect the skills and knowledge
    necessary to be an effective Teacher or Principal
    in the 21st century?
  • Are the Standards clear and understandable?
  • Are topics like technology, accountability and
    diversity reflected throughout the Standards?
  • How can the Standards be useful to your local
    school district?
  • What revisions to the Standards should be
    considered?

47
Teacher Standard 1 Foundational Knowledge
  • The Teacher demonstrates a comprehensive
    knowledge of content, pedagogy, students, and
    standards needed to provide all students with
    effective opportunities for learning,
    development, and achievement.
  • Example Indicators
  • Possesses a strong command of the content and
    related instructional strategies in the
    discipline(s) he or she teaches.
  • Understands multiple research-based instructional
    approaches, strategies, assessments and
    interventions.
  • Understands cultural and societal influences and
    their impact on teaching and learning.

48
Teacher Standard 2 Planning and Preparation
  • The Teacher integrates knowledge of content,
    pedagogy, students, and standards with
    established curriculum to develop rigorous and
    meaningful instruction for all students that
    supports the growth of student learning,
    development and achievement.
  • Example Indicators
  • Designs and adapts lessons based on student
    progress, assessment results, and interests.
  • Develops instruction that is effective in light
    of cultural and social influences.
  • Integrates a variety of resources, including
    technology, to provide challenging, motivating,
    and engaging learning experiences.

49
Teacher Standard 3 The Learning Environment
  • The develops and maintains a learning
    environment that promotes active students
    engagement in learning, development and
    achievement.
  • Example Indicators
  • Ensures a safe and accessible environment.
  • Creates a positive learning climate of openness,
    mutual respect, support, and inquiry, and
    interacts with students in ways that demonstrate
    and promote respect for diversity.
  • Establishes high expectations that cultivate
    learners self-motivation and encourage pride in
    their genuine accomplishments.

50
Teacher Standard 4 Instructional Strategies
  • The Teacher intentionally uses a variety of
    effective instructional strategies to ensure
    growth in student achievement.
  • Example Indicators
  • Uses a range of developmentally and culturally
    appropriate instructional strategies and
    resources that are targeted to meet learning
    goals.
  • Modifies, adapts, and differentiates instruction
    and accommodations based on data analysis,
    observation, and student needs.
  • Uses strategies that enable students to develop
    skills in critical thinking, creativity, and
    problem-solving.

51
Teacher Standard 5 Assessment
  • The Teacher systematically uses multiple
    methods of assessment to measure student progress
    and to inform ongoing planning, instruction, and
    reporting.
  • Example Indicators
  • Uses both formative and summative assessments and
    the resulting data to inform instruction, monitor
    student progress over time, and provide
    meaningful feedback to each student.
  • Ensures that assessment instruments and
    procedures are valid and address the cultural,
    societal, and linguistic diversity of students.
  • Uses strategies that enable students to assess,
    monitor, and reflect on their own work.

52
Teacher Standard 6 Professionalism
  • The Teacher acts as an ethical and responsible
    member of the professional community.
  • Example Indicators
  • Uses a variety of self-assessment strategies to
    reflect upon professional practice.
  • Adheres to school policies, procedures, and
    regulations.
  • Models ethical behavior in accordance with
    established standards.

53
Teacher Standard 7 Vision and Collaboration
  • The Teacher contributes to and promotes the
    vision of the school and collaborates with
    students, families, colleagues, and the larger
    community to share responsibility for the growth
    of student learning, development and achievement.
  • Example Indicators
  • Actively participates in the development and
    implementation of the schools vision, mission,
    and goals for teaching and learning.
  • Contributes to the continuous school improvement
    process.
  • Establishes and maintains collaborative
    professional relationships.

54
Principal Standard 1 Vision for Learning
  • The Principal establishes and communicates a
    vision for teaching and learning that results in
    improved student performance.
  • Example Indicators
  • Uses varied sources of information and analyzes
    data about current practices and outcomes to
    shape the vision, mission, and goals of the
    school.
  • Engages constituent groups within the school
    community to develop commitment to the vision,
    mission, and goals of the school.
  • Communicates the vision in order to establish
    high expectations for student performance.

55
Principal Standard 2 Continuous School
Improvement
  • The Principal leads a continuous school
    improvement process that results in improved
    student performance and school effectiveness.
  • Example Indicators
  • Develops and implements, in collaboration with
    the school community, a strategic schools
    improvement plan that is aligned with district,
    state, and federal guidelines and goals.
  • Makes informed decisions based on student
    achievement data, research, and best practices to
    improve teaching and learning.
  • Uses the continuous improvement plan to guide
    professional development within the school
    community.

56
Principal Standard 3 Instructional Leadership
  • The Principal provides leadership to ensure the
    implementation of a rigorous curriculum, the use
    of effective teaching practices, and
    accountability for results.
  • Example Indicators
  • Promotes teaching practices based on sound
    pedagogy, professional collaboration, and
    instructional interventions designed to meet the
    learning needs of all students.
  • Supports instructional content that reflects the
    perspectives of a diverse society.
  • Assumes responsibility for the continued
    improvement of student learning within the school
    and holds staff accountable for the growth of
    student achievement within their assigned areas.

57
Principal Standard 4 Culture for Learning
  • The Principal creates a school culture that
    enhances the academic, social, physical, and
    emotional development of all students.
  • Example Indicators
  • Provides full and equitable access to educational
    programs, curricular, and extra-curricular
    opportunities that address the needs, interests,
    and abilities of all students.
  • Fosters an environment of respect and rapport
    based on clear guidelines for appropriate
    behavior.
  • Uses multiple indicators of students success to
    encourage the development of the whole child in a
    manner consistent with academic achievement.

58
Principal Standard 5 Systems Management
  • The Principal manages the organization,
    operations, and resources of the school to
    provide a safe, efficient, and effective learning
    environment for all students and staff.
  • Example Indicators
  • Allocates financial, material, and human
    resources to support the educational program.
  • Monitors the schools site, facilities, services,
    and equipment to provide a safe and orderly
    environment.
  • Identifies and resolves problems, manages
    conflict, and builds consensus to achieve the
    efficient operation of the school.

59
Principal Standard 6 Staff Leadership
  • The Principal uses effective practices to
    select, develop, support, and lead high quality
    teachers and other staff.
  • Example Indicators
  • Recruits, hires, develops, and retains high
    quality professional and support staff to realize
    the schools vision.
  • Supervises the schools staff members and holds
    them accountable for results based on high
    expectations and professional standards.
  • Implements a performance evaluation system and a
    professional development program for teachers and
    instructional support staff based on a common
    instructional language and effective teaching
    practices.

60
Principal Standard 7 Developing Relationships
  • The Principal promotes and supports productive
    relationships with students, staff, families, and
    the community.
  • Example Indicators
  • Builds professional relationships that support
    the school and its vision.
  • Uses the communitys diverse cultural, social,
    and intellectual resources to strengthen the
    school community.
  • Encourages active family and community
    participation in the learning process in order to
    enhance student achievement.

61
Principal Standard 8 Professional Ethics and
Advocacy
  • The Principal advocates for policies of equity
    and excellence in support of the vision of the
    school, and acts with fairness, integrity, and a
    high level of professional ethics. .
  • Example Indicators
  • Responds to the political, social, economic,
    legal, and cultural influences affecting the
    school.
  • Holds others in the school community accountable
    for demonstrating integrity and ethical behavior.
  • Seeks to make decisions that are just, fair, and
    equitable.

62
Additional Survey Questions
  • At the end of the survey, youll be asked
  • Are the number of standards sufficient?
  • Are there key topics that are missing from the
    standards?
  • Are there topics that should be omitted?
  • Have the recurring themes of technology, cultural
    competence, and Teacher/Principal accountability
    for results been adequately integrated throughout
    the standards and indicators?

63
Additional Survey Questions
  • At the end of the survey, youll be asked
  • How can your local school district most
    effectively use these standards?
  • Would model teacher and principal evaluation
    systems based on the standards be useful to your
    local school district?
  • What next steps should the State Board of
    Education and NDE take to most effectively
    implement these standards?

64
Where do we go from here?
  • What priorities for Educator Effectiveness
    policies in Nebraska?
  • NDE and State Board will need your views.

65
THANKS for joining us today.
  • THANK YOU. If you have further comments or
    questions, please e-mail
  • standards.input_at_nebraska.gov

Or E-mail your comments directly to Donlynn
Rice donlynn.rice_at_nebraska.gov Jim Havelka
jhavelka_at_gpcom.net
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