Oklahoma’s Teacher and Leader Evaluation System and Great Expectations: Putting the Pieces Together Alicia Currin-Moore Executive Director, TLE Oklahoma State Department of Education PresenterMedia.com

Overview WHAT?– What is TLE? WHERE?- Where is Oklahoma in the TLE Process? WHAT? HOW?-How do each of the three teacher evaluation frameworks fit with Great Expectations? WHERE HOW?

Overview WHAT?– What is TLE? WHAT?

Oklahoma Teacher and Leader Evaluation System (TLE)  During the 2010 Regular Session, the Oklahoma Legislature passed SB  The Legislature mandated some elements of the TLE and required that the Oklahoma State Board of Education adopt additional guidelines of the TLE by December 15,  By the school year, each school district in the State must adopt a teacher and principal evaluation policy based on the statewide TLE System.

The TLE will have a five-tier rating system.  Superior  Highly effective  Effective  Needs improvement  Ineffective 70 O.S. §

Oklahoma TLE Components  50% Qualitative Component  50% Quantitative Component  35% Student Achievement  15% Other Academic Measures

Qualitative Components Oklahoma’s TLE System

Qualitative Components 50% of the evaluation ratings based on rigorous and fair qualitative components 70 O.S. §

Qualitative Components Qualitative assessment must be evidence-based and include observable and measureable characteristics that are correlated to student performance. 70 O.S. §

Qualitative Components Teacher Characteristics  Organizational and classroom management skills,  ability to provide effective instruction,  focus on continuous improvement and professional growth,  interpersonal skills, and  leadership skills. 70 O.S. §

Qualitative Components Leader Characteristics  Organizational and school management skills,  instructional leadership,  professional growth and responsibility,  interpersonal skills,  leadership skills, and  stakeholder perceptions. 70 O.S. §

Qualitative Components  Teacher Frameworks  Tulsa TLE Observation and Evaluation System  Marzano Causal Teacher Evaluation Model  Danielson’s Framework for Teaching

Qualitative Components  Leader Framework  McREL Principal Evaluation  Reeves’ Leadership Performance Matrix

Quantitative Components Oklahoma’s TLE System

Quantitative Components  50% of ratings based on quantitative components 35% student academic growth using multiple years of standardized test data 15% based on other academic measurements 70 O.S. §

Quantitative Components The State Board voted to use a Value Added Model to measure student academic growth for teachers and leaders in grades and subjects for which multiple years of standardized test data exist.

Quantitative Components  Teachers in grades and subjects for which there is no state-mandated testing measure  An assessment using objective measures of teacher effectiveness including student performance on unit or end-of-year tests

Quantitative Components  Teachers in grades and subjects for which there is no state-mandated testing measure  Emphasis shall be placed on the observed qualitative assessment as well as contribution to the overall school academic growth. 70 O.S. §

Quantitative Components Oklahoma’s TLE System

Quantitative Components Other Academic Measures (15%)  The State Board voted to conduct further study of best practices to develop a list of appropriate measures for Oklahoma.

WHERE?- Where is Oklahoma in the TLE Process? WHERE

Oklahoma’s Progress All Oklahoma districts are to notify the State Department of the district’s teacher and leader framework selections by April 16, Training on each teacher and leader framework will begin in late spring and continue throughout the summer.

Oklahoma’s Progress The school year will be the Qualitative TLE Pilot Year. Currently, the Oklahoma TLE Commission is reviewing a variety of Value-Added Models to determine which Model best fits Oklahoma.

HOW ?-How do each of the three teacher evaluation models fit with Great Expectations? HOW?

How does TLE fit with GE? DanielsonMarzanoTulsa Great Expectations

Practice #1: The teacher models desired behaviors and attitudes such as those set forth in the Life Principals and the 8 Expectations for Living.

GREAT EXPECTATIONS Teacher arrives early to prepare classroom atmosphere and lessons Organizing Physical Space (2e) pleasing, inviting atmosphere Effective use of physical resources DANIELSON

GREAT EXPECTATIONS Teacher arrives early to prepare classroom atmosphere and lessons Planning and Preparing for Use of Resources and Technology (Domain 2) The teacher identifies the available traditional resources for upcoming lessons. MARZANO

GREAT EXPECTATIONS Teacher arrives early to prepare classroom atmosphere and lessons Teacher plans for delivery of the lesson repetitive to the short- term and long-term objectives (Domain 1) Materials and equipment are ready at the start of the lesson. TULSA

Practice # 5: Critical thinking skills are taught.

GREAT EXPECTATIONS Teacher accommodates different learning styles Demonstrating Flexibility and Responsiveness (3e) Incorporation of student interests Seek alternate approaches DANIELSON

GREAT EXPECTATIONS Teacher accommodates different learning styles Managing Response Rates Teacher uses wait time Students can describe their thinking MARZANO

GREAT EXPECTATIONS Teacher accommodates different learning styles Teacher teaches the objectives through a variety of methods Utilizes the knowledge of student skills and interests to determine appropriate activities TULSA

Practice # 11: Word identification skills are used as a foundation for expanding the use of the English language.

GREAT EXPECTATIONS Teacher provides the decoding skills needed for students to read and comprehend rich vocabulary drawn from wisdom literature. Knowledge of Content and Pedagogy Lessons and unit plans reflect important concepts DANIELSON

GREAT EXPECTATIONS Teacher provides the decoding skills needed for students to read and comprehend rich vocabulary drawn from wisdom literature. Identifying Critical Information (1CS1) Teacher begins lesson by explaining why the content is important MARZANO

GREAT EXPECTATIONS Teacher provides the decoding skills needed for students to read and comprehend rich vocabulary drawn from wisdom literature. Teacher teaches the objectives through a variety of methods. Teacher uses differentiated tasks to teach the objectives that are research- based. TULSA

Practice # 14: All students experience success. The teacher guarantees it by comparing students to their own past performance, not the performance of others. Students are showcased and past failures are disregarded.

GREAT EXPECTATIONS Teacher encourages and affirms students throughout the learning process. Establishing a Culture for Learning High expectations, supported through both verbal and nonverbal behaviors. DANIELSON

GREAT EXPECTATIONS Teacher encourages and affirms students throughout the learning process. Establishing a Culture for Learning (2a) High expectations, supported through both verbal and nonverbal behaviors. MARZANO

GREAT EXPECTATIONS Teacher encourages and affirms students throughout the learning process. Use of common/varied assessments, tracking of student progress, use of data from various assessment, etc. Teacher informs student and parent of student progress TULSA

QUESTIONS???? Visit the Oklahoma State Department’s website at   Or contact:  Alicia Currin-Moore   