Empowering Educators to Improve Student Achievement

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Educator Evaluation Symposium Full Video Now Available

On Friday, May 25, 2012, over 2,300 educators attended Ohio’s Statewide Educator Evaluation Symposium at the Columbus Convention Center. This one-day event brought together educators throughout the state to learn about Ohio’s plan to implement a new system for evaluating teacher effectiveness.

View the full Symposium overview video below. Video includes snippets of breakout sessions on Ohio’s teacher and principal evaluations (OTES and OPES), student learning objectives, and interviews with teachers and principals that piloted the eTPES system in their districts and schools.

Remember to browse through the site to view a full listing of breakout summaries, presenter directory and visit our photo gallery.

Launch of Ohio Teacher Evaluation System

One-hundred fifty educators met in Columbus in May to learn the evaluation process that provides a richer, in-depth view of an educator’s performance, with a focus on specific strengths and opportunities for improvement. Sixty of them are now state trainers.

View video and hear what a TIF coordinator (Coshocton Schools)trainer (Stark County ESC), trainer (Montgomery County ESC), principal (Bellefontaine Schools), principal (New Lexington Schools), and  superintendent (Georgetown Schools) all say about the training and the importance of a better educator evaluation system for improving Ohio’s schools.

What Have We Learned About Performance-Based Compensation

Presenter:  Robert Stonehill, Managing Director, American Institutes of Research

Summary:

Performance-Based Compensation

Traditional compensation is driven by seniority, degrees, professional development units or special assignments.

Performance-based compensation is different from traditional in these ways:

  • Multiple entries into profession; therefore, can be different baseline salary. There are salary advancement and or incentives that are earned annually.
  • Different compensation for hard to staff subjects or schools.
  • Student achievement or growth.
  • Individual initiatives such as master teacher, peer evaluator, committee work, etc.
  • Teaching performance through multiple observations.

Successful initiative for performance-based compensation system:

  • First and foremost – must be collaboration of teachers, administrators, school board members, HR, families.
  • It is a mistake when incentive is not significant. Incentives should reward accomplishment in a substantial way.
  • Must provide compensation to all who qualify.
  • Works best if it is part of a system that addresses the life cycle of teacher.

Ohio has invested in longitudinal data system to link student performance with teacher performance.  This positions Ohio for performance-based compensation.

Younger teachers are more open than veteran teachers to performance-based compensation.

There is no correlation to years of experience or advance degrees correlate with student learning gains. There is a correlation to a teacher’s academic ability, college attended and scores on licensure test and higher student achievement. Higher achieving teachers go after national board certification.

Higher salaries and incentives can impact positively recruitment and retention. Working conditions can be the best incentive. Teachers value support from principals and district.

For More Information: ceccr.ed.gov – initiatives in other states on compensation reform; rstonehill@air.orgDownload Presentation (PDF)

Ready, Set, Jump

Presenter: Michele Winship, Education Reform Consultant, Ohio Education Association (OEA)

Summary:

This session reviewed steps to take in developing a local teacher evaluation system and how to plan for a successful pilot experience in 2012-2013.

Winship shared a 10-step plan for building a local teacher evaluation system, summarized below:

Step 1: Agree on the purpose of your teacher evaluation plan,  referring to the teacher evaluation plan language in Ohio House Bill HB 153. This bill has left the Ohio Senate and is currently under debate in the Ohio House.

Step 2: Start with a review of the Ohio Teacher Evaluation Framework, a 4-level rating system that identifies teachers as accomplished, proficient, developing, or ineffective. The Framework calculates student growth measures as 50 percent of the evaluation, and teacher performance as 50 percent. Also review the evaluation matrix that measures three levels of student growth in a year’s time.

Step 3: Look at your local system requirements, keeping in mind that:

  • By July 1, 2013, your local board must adopt a teacher evaluation policy in consultation with teachers and aligned with the state framework. Teacher inclusion is very important for collaboration and buy-in.
  • Student growth measures must include value-added data.
  • Every teacher must be evaluated every year, unless the board passes a resolution to allow “Accomplished” teachers to be evaluated every two years.

Step 4: Identify and engage a district evaluation team.

Top Tips:

  • Involve teachers from the very beginning.
  • Include educators from different buildings, grade levels, subjects and special areas and district roles.
  • Set up a schedule so everyone to be present.
  • Select co-chairs (administrative and teacher) who can define the work and move it forward.

Step5: The evaluation team’s work:

Top Tips:

  • Create a communications system.
  • Develop both internal and external communication systems that allow information to flow in both directions.
  • Utilize technology whenever possible.
  • Create a regular schedule for sharing evaluation development information and soliciting feedback from various stakeholders (e.g., board, administration, stakeholders).

Step 6: Review your district’s local current evaluation model, looking at:

  • Board policy
  • Current evaluation system processes procedures and tools
  • Collective bargaining agreement evaluation language

THEN

  • Conduct the gap analysis provided by the Ohio Department of Education to determine how much or how little your system will need to change.

Step 7: Review The Ohio Teacher Evaluation System, Ohio Principal Evaluation System and other models at the link found at the end of this page.

Top Tips:

  • Review current state models to determine what is appropriate to adopt.
  • Explore other models from other districts and state for best practice and best fit.
  • Select/design local processes, procedures and tools.
  • Who does what, when, where and how.

Step 8: Develop student growth measures

Top Tips:

  • Determine what measures you already have for value-added and vendor assessments.
  • Identify where assessment gaps exist and determine what locally developed measures need to be created.
  • Review state guidance for Student Learning Objectives.
  • Provide initial assessment literacy professional development for all staff.
  • Create work groups of teachers to select/develop appropriate assessments. The Austin, Texas, school district has done a good job of this. To learn more click here.

Step 10: Implement

  • Collectively bargain your new system.
  • Set up a regular system for review of the system.
  • Create evaluation resources for new hires and new evaluators.
  • Maintain open lines of communication for both evaluators and educators to provide feedback about the new system.
  • Be flexible to adapt to whatever changes may come.

For more information: Find the Ohio Teacher Evaluation Framework and other Ohio Department of Education resources here. | Download Presentation (PDF)

Differentiating Professional Development for Teachers

Presenter:
J. Michael Thomas, Senior Director – Innovation, Battelle for Kids

Summary: How to use information from the classroom-level data that place teachers in one of five categories of effectiveness: Most Effective; Above Average; Average; Approaching Average; and Least Effective.

  • Works the same as it does for students (differentiated instruction), except that adults have to “un-learn” things sometimes. Administrators are not experts in every subject.
  • How does the building leader use this information to provide different levels of professional development and support for teachers
  • Basic assumption – It’s everyone’s job to get better – everyone is on an improvement plan, but they have different needs

o      More effective teachers need less structure

o      Less effective teachers need more support

o      More effective  teachers ness fewer choices

o      Less effective teachers need more data

o      More effective teachers need less oversight

  • How do you allow teachers have a voice and a choice as far as development?
  • Teachers need focused learning, focused feedback and focused assessment.
  • Highly effective teachers are good at changing direction.

How teachers improve

  • Have clarity – what are you trying to improve
  • Have focus – pick no more than one or two things
  • Give effective feedback – are things getting better or worse
  • In pilot program, teachers have brought in their students to give them feedback
  • Support – from peers and administrators
  • Set deadlines
  • Some kind of data to show if it’s made a difference

Battelle for Kids has a model that can be used based on five years of experience. They have studied highly effective teachers. Result is a “Framework for Effective Teaching.”  Includes:

  • Structure (stable environment)
  • Child-centered (modeling collaboration, relationships, respect)
  • Classroom that is constantly evolving (continuous improvement)
  • High expectations (each child performs at his/her highest capability)

For More Information: www.BattelleforKids.org 

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