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Human Resources: Teacher Evaluation Presentation at U of M Dearborn


Human Resources: Teacher Evaluation Presentation at U of M Dearborn October 30, 2012 BY GLENN MALEYKO, Ph.D Director of Human Resources A few of the s are based ... – PowerPoint PPT presentation

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Title: Human Resources: Teacher Evaluation Presentation at U of M Dearborn

Human Resources Teacher Evaluation Presentation
at U of M Dearborn
  • October 30, 2012
  • Director of Human Resources

A few of the slides are based on a presentation
by Jim Gullen Oakland Schools at the MIEM
conference in Lansing on February 29th, 2012. The
video protocol is based on work by Wendy
Zdeb-Roper MASSP. Some of the Slides are also
based on the Danielson iobservation training (Pam
Rosa) from WCRESA on April 3rd and 4th.
Presentation Topics
  • Legislative Changes July 19, 2011
  • Teacher Evaluation Changes Mandated by the State
  • Dearborn Evaluation
  • Training Administrators and other resources
  • HR website and service orientation
  • The Covey model
  • HR Blog and Website
  • http//

Tenure Act Amendments
  • Rating scale, ineffective, minimally effective,
    effective and highly effective by September 19,
  • Changes tenure to 5 years unless a probationary
    teacher receives highly effective on 3 annual
    evaluations, then it is 4 years of probation
  • Tenure only granted after receiving effective or
    highly effective rating 3 years in a row.

  • Must have been in place by September 1st, 2011.
    All Administrators and Teachers must receive a
    year-end evaluation.
  • The Dearborn Model was in compliance with that

Evaluation Continued
  • By 2013-14 IDP goals developed for all first
    year probationary teachers or any teacher rated
    minimally effective or ineffective on most recent
  • By 2013-14 Mid year progress report required for
    a first year teacher or for a teacher rated
    minimally effective or ineffective on his/her
    most recent year end evaluation

  • Performance evaluations must include classroom
    observations. MCL 380.1249
  • The observer must review
  • 1. Lesson Plans
  • 2. State Curriculum Used
  • 3. Pupil Engagement

  • -The observation does not have to be for a full
  • -There is a formal template titled Conference
    Observation Form
  • -Multiple (minimum of two) observations are
  • -Administrators can still conduct
    informational/walkthrough observations and use
    the information gathered for the evaluation

  • -Multiple observations are needed for teachers
    unless they received a rating of effective or
    highly effective on the 2 most recent year-end

Tenure 4625 Continued
  • Tenured Teachers rated minimally effective or
    ineffective have 180 days to improve via an IDP
  • Tenured teachers rated minimally effective or
    ineffective on three most recent year end
    evaluations must be dismissed.
  • Probationary Teachers are notified 15 days rather
    than 60 for non-renewal of a contract
  • Tenure hearing must be concluded 75 days after a
    claim vs. 90 days.

4626 Tenure Act Amendments
  • Changes the dismissal standard for tenure
    teachers from reasonable and just cause.. To
    not arbitrary and capricious.
  • Demote is now defined as 15 or more consecutive
    days of suspension (unpaid) vs. the previous
    standard of 3 days.
  • No more than 30 days of lost compensation in
    total during the year.

  • Administrator includes building level school
    administrators and central office-level
    administrators who are regularly involved in
    instructional matters
  • Administrator Evaluations must include how
    administrators evaluate teachers or other

4628 Collective Bargaining
  • Effective after the current CBA expires in June
    30, 2013 In Dearborn
  • Prohibited areas for bargaining include
  • Teacher placement, decisions on reduction in work
    force and/or layoff
  • The standard for any decisions on Teacher
    Discipline or Discharge
  • All of this depends on what happens with Ballot
    Proposal 2

4628 Other Prohibited areas of Collective
  • Number of Classroom Observations
  • Merit Pay
  • How parents are to be notified about ineffective
  • Teacher Evaluation Tool

Collaboration and Committee Work in Dearborn
  • Committee Work I implemented a committee of
    teachers and administrators to create the
    modified tool for teacher evaluations
  • Presented before all faculty in November 2011
  • Presented and approved by the board of education
    December 2011
  • We also implemented a committee to modify
    administrator evaluations.

Teacher Evaluation Committee
  • Rose Bruno Mark Palise
  • Jill Chochol Shannon Peterson
  • Andrew Denison Linda Salamey
  • Fatme Faraj Robert Seeterlin
  • Hassane Jaafar Gail Shenkman
  • Julia Maconochie Chris Sipperley
  • Glenn Maleyko Marc Zigterman

Legislation Requires
  • Rigorous, transparent, and fair performance
    evaluation systems
  • Evaluations based on multiple rating categories
    (ineffective, minimally effective, effective and
    highly effective ).
  • Evaluation based in part on student growth as
    determined by multiple measures of student
    learning including national, state or local
    assessments or other objective criteria as a
    significant factor.

Evaluation Components Observation Protocol
  • 1. The measurement of practice (what an educator
    does) based on a definition of practice that is
    clear, observable, commonly accepted, and
    supported by transparent measurement methods and
    instruments that are technically sound and
    validated against desired outcomes.

Evaluation Components Student Outcomes
  • 2. The measurement of student outcomes based on a
    definition of desired student outcomes that is
    clear commonly accepted, and supported by
    transparent measurement methods and instruments
    that are technically sound and validated against
    desired outcomes.

Defining Effective Teaching
  • Two basic approaches
  • Teacher practices, that is, what teachers do, how
    well they do the work of teaching
  • Results, that is, what teachers accomplish,
    typically how well their students learn

Assessing Teacher Effectiveness, Charlotte
Observation Protocol has been the predominant
focus, however that will shift soon
  • Currently calls for a significant portion based
    on student growth and assessment.
  • What does that mean?

Evaluation Focus Shift What does this mean?
  • Evaluation must include student growth data by
  • 2013-2014 25,
  • 2014-15 40,
  • 2015-16 50.
  • Use 3 Years of Data where available

Sec 1249 1c
  • Evaluates a teacher's or school administrator's
    job performance, using multiple rating categories
    that take into account data on student growth as
    a significant factor. For these purposes, student
    growth shall be measured by national, state, or
    local assessments and other objective criteria.

From MEAP manual
  • Test Results Will Be Included in Educator
  • The 2011-12 school year is the first time
    schools will be required to incorporate data on
    student growth into all educator evaluations.
    Schools and districts will be provided with
    student rosters for each teacher that list the
    achievement level and growth information for each
    student. For more information on the legislation
    and requirements for the conduct of educator
    evaluations, please visit our Educator Evaluation
    webpage at
    lthttp// .

Winston Churchill
  • True genius resides in the capacity for
    evaluation of uncertain, hazardous, and
    conflicting information.

Governors Council Will
  • Make specific recommendations to the Governor and
    Legislature regarding this by April 30, 2012
  • They Shall submit a growth and assessment tool
    (MCL) 380.1249(5)(a)
  • (Governors Council Renamed the Michigan Council
    for Educator Effectiveness MCEE)

They Shall submit a growth and assessment tool
(MCL) 380.1249(5)(a)
  • That is value-added (MCL) 380.1249(5)(a) (I)
  • Has at least a pre and post test (MCL)
    380.1249(5)(a) (IV)
  • It must be based on 3 years of data if the data
    is available. (MCL) 380.1249(2)(a) (II)

Dearborn Admin Training
  • Training in Dearborn as the Primary Area
    Observation Protocol
  • Attempting to comply on the student growth piece
    which is in our model
  • What do the percentages really mean?

MCEE update
  • Interim Report Came out in May Link on the HR
    Website and MCEE website http//
  • They will pilot models in 12 districts.
  • Dearborn applied and was selected but we opted
    out after consulting with the State

Growth-Achievement Measurement Options
  • 1. State Tests (MEAP/MME/MiAccess)
  • 2. Other third party assessments (Tera Nova,
    Iowa, etc)
  • 3. Locally Created Assessments
  • -common assessments ?
  • - unique assessments
  • (SRI, DRA, Writing prompts, other).

Growth- Achievement Measures continued.
  • 4. Measures other than Tests
  • Portfolios, presentations, projects, product
  • 5. Some combination of the above- The legislation
    calls for multiple measures.
  • Each measure comes with strengths and weaknesses.

The Dearborn Teacher Evaluation Process and the
Danielson Model A Framework for
The Complexity of Teaching
  • After 30 years of doing such work, I have
    concluded that classroom teaching is perhaps
    the most complex, most challenging, and most
    demanding, subtle, nuanced, and frightening
    activity that our species has ever invented.
    ..The only time a physician could possibly
    encounter a situation of comparable complexity
    would be in the emergency room of a hospital
    during or after a natural disaster
  • Lee Shulman, The Wisdom of Practice

Features of The Framework for Teaching
  • Comprehensive
  • Grounded in research
  • Public
  • Generic
  • Coherent in structure
  • Independent of any particular teaching methodology

Benefits of Any Framework for Teaching
  • Common language
  • Development of shared understandings
  • Self-assessment and reflection on practice
  • Structured professional conversation

Why Assess Teacher Effectiveness?
  • Quality Assurance
  • Professional Learning

The Framework for Teaching Charlotte Danielson
Summary of The Framework for Teaching and the
Dearborn Model
  • A research-based definition of good teaching
  • A roadmap to, and for navigating through, the
    complex territory of teaching
  • A framework for novice-level practitioners,
    through accomplished teaching

Dearborn Teacher Evaluation Program Major Changes
  • 2005 initial Document based on East Grand Rapids
    Model and the Danielson Model
  • 2010 Changes-All teachers every year
  • 2011 Changes- Major Changes continue in alignment
    with June 19, 2011 legislation

Dearborn Teacher Evaluation Program Major Changes
  • Dearborn was further ahead based on the current
  • Administrator Evaluation Changes 2008 Major
    Recent 2012.
  • All Documents Found on the HR website in Dearborn

Plan I Probationary Teachers
  • Prior to 10-1, IDP Goals, and expectations.
  • 1st year probationary teachers need to have an
  • Prior to 12-15 1st formal observation
  • Observation Times have changed (no less than 40
  • Prior to 3-15 2nd formal observation
  • Prior to 4-30 Year End Evaluation to be
    completed and include multiple observations
  • Please note that all timelines are recommended

Plan II Tenured Teachers
  • Prior to 10-1, Distribute forms and review
  • Prior to 11-15 Initial Meeting to set goals
  • Prior to 4-30 Multiple Formal Observations
    (minimum of 2)
  • Prior to 5-31 Year End Evaluation to be
    completed and include multiple observations

Plan II Year End Evaluation
  • If a teacher is rated minimally effective or
    ineffective on the Year End Evaluation, then an
    IDP must be initiated.
  • If a teacher is rated minimally effective at the
    Year End Evaluation they will enter an awareness
    phase for the upcoming year. The Year End
    Evaluation evaluator will complete the awareness
    phase documents to begin at the start of the
    upcoming school year.

Plan II Year End Evaluation
  • If a teacher is rated ineffective on the Year End
    Evaluation, a Plan III awareness phase document
    must have occurred prior to April 30.

Plan III IDP Tenured Teachers with Concerns
  • 3 Phases (no major changes to the process.
  • Awareness
  • Assistance (3 reporting stages recommended
  • Disciplinary
  • The recommended timeline is 30 calendar days
    between each phase and report

Overall Changes
  • Attendance will be reported on the evaluation
    template for informational purposes.
  • Student Growth Must be a significant Part of the
  • Thus Standard IV. Assessment, and Element 5.
    Student Growth and Achievement must be referenced
    on the Year-End Evaluation

Training and Resources for Administrators/Teachers
  • General Administrator meetings.
  • Principal Forum Meetings
  • Other training sessions
  • Growth Data Training
  • Teachscape Training
  • Stages Software
  • HR technology infrastructure.

Training and Resources for Administrators/Teachers
  • Teachscape Training
  • http//
  • Stages Software
  • http//
  • HR technology infrastructure. http//blog.dearborn

HR Website
  • http//

State Waiver Applied for on November 1st, 2011
What is your definition of Effective Instruction?
The Dearborn Model
  • Standard 1 Classroom Environment
  • Standard 2 Preparation and Planning
  • Standard 3 Instruction
  • Standard 4 Assessment
  • Standard 5 Communication and Professional

Common Themes
  • Equity
  • Cultural sensitivity
  • High expectations
  • Developmental appropriateness
  • Accommodating individual needs
  • Appropriate use of technology
  • Student Assumption of responsibility

The Wisdom of Practice
  • If you were to walk into a classroom, what might
    you see or hear there (from the students as well
    as the teacher) that would cause you to think
    that you were in the presence of an expert?
  • What would make you think Oh, this is good if
    I had a child this age, this is the class I would
    hope for.

What is your definition of Effective Instruction?
  • Please take an index card and write down your
  • Pass the definition throughout the table, and
    circle or underline the important terms.
    Circulate the cards until you receive your
    original card.
  • Next, as a group, please come to a consensus and
    write down your key words/definition on chart
    paper. We will then display the chart paper.

A Memorable Teacher
  • Consider your long life as a student. Recall an
    occasion (or a pattern of occasions) that you
    still remember. The memory can be either
    positive or negative.
  • What makes this so memorable?

A Quote from Maya Angelou
  • People will forget what you said. People will
    forget what you did.
  • But they will never forget
  • how you made them feel
  • Commencement Address, 2002

Maria Montessori
  • One test of the correctness of educational
    procedure is the happiness of the child.

  • General Evaluation Procedures
  • Observations of practice
  • Conferences
  • Samples of student work, with analysis
  • Teacher artifacts

Superintendents comments
  • Treat staff as you want to be treated
  • Would you want your children in this class
  • Share some positive comments
  • Share opportunities to improve
  • No surprises
  • Have a real conversation
  • Set the time not rushed
  • Do not just put in mailbox and ask them
    to review and sign
  • This is important treat with respect

Danielson I-observation technique
  • 1. Verbatim, scripting of teacher or student
  • 2. non-evaluative statements of observed teacher
    and student behavior.
  • 3. Quantitative Data, time on task, assessment
  • 4. Environmental observations

Evaluator Rater Reliability I am providing
Training In Dearborn
  • With the administrators We view one or two clips
    from teachers and then rate the lesson. A table
    and then a whole group discussion will follow.
  • We will vote using poll

Rate the Lesson
  • Based on what you observed of the lesson, how
    would your rate the teacher? (understanding that
    this is just a snapshot
  • Highly Effective
  • Effective
  • Minimally Effective
  • Ineffective

  • What are the strengths?
  • What are the weaknesses?
  • What do you still wonder after viewing a snapshot
    of the lesson? What questions?
  • What recommendations might you have?