Impacts of Evaluation Professional Growth and Student Achievement

Updated Evaluation Results SY SY

Results from Fall READY Principals Ms. Jones – taught a lesson to first graders on weight and measurement. Rated on Standard 2b – Teachers embrace diversity in the school community and the world.

Results from Fall READY Principals Ms. Brown – taught a lesson to middle school students on area and perimeter. Rated on Standard 3b – Teachers know the content appropriate to their teaching specialty.

Results from Fall READY Principals Ms. Davis – taught a lesson to high school students on finding the center of a triangle. Rated on Standard 4e – Teachers help students develop critical-thinking and problem- solving skills.

Results from Fall READY Principals Average ratings and differences for Ms. Jones by years of experience. Ms. JonesNovice10 years20 years Average Rating Difference vs. Novice Difference vs. 10 years

Results from Fall READY Principals Average ratings and differences for Ms. Brown by years of experience. Ms. BrownNovice10 years20 years Average Rating Difference vs. Novice *** Difference vs. 10 years ***

Results from Fall READY Principals Average ratings and differences for Ms. Davis by years of experience. Ms. DavisNovice10 years20 years Average Rating Difference vs. Novice *0.268*** Difference vs. 10 years-0.214*

Does Evaluation Matter?

What would this analysis look like in North Carolina? How do you think teachers respond to lower ratings on their evaluations? Standards 3 and 4 have the highest correlation with growth scores. What does growth look like for teachers across the ratings of these standards? How does SY differ from SY ?

NC Evaluation Evaluation SY 11-12NumberMeanMinMax Less than Proficient Proficient Accomplished or Better * Evaluation SY 12-13NumberMeanMinMax Less than Proficient Proficient Accomplished or Better *

Standard 3 and Growth Standard 3 SY 11-12NumberMeanMinMax Not Demonstrated Developing *** Proficient Accomplished *** Distinguished *** Standard 3 SY 12-13NumberMeanMinMax Not Demonstrated Developing *** Proficient Accomplished *** Distinguished ***

Standard 4 and Growth Standard 4 SY 11-12NumberMeanMinMax Not Demonstrated Developing Proficient Accomplished *** Distinguished *** Standard 4 SY 12-13NumberMeanMinMax Not Demonstrated Developing *** Proficient Accomplished *** Distinguished ***

Evaluation and Change in Growth Evaluation SY 11-12NumberMeanMinMax Less than Proficient * Proficient *** Accomplished or Better Evaluation SY 12-13NumberMeanMinMax Less than Proficient Proficient * Accomplished or Better

Reflection and Questions How good of a job are we doing at recognizing instructional practices that predict student learning? Does the conventional wisdom that critical feedback is demoralizing to teachers hold true? Questions?

Impact of Standard 6 on Student Learning

Cohort Progress STUDENT COUNTS Low 1 High 2 Younger Math Reading Older Math Reading Two groups of students captured: Younger Cohort: began 5 th grade in SY Older Cohort: began 6 th grade in SY Students in the “Low Growth” category have consecutive years of teachers in the Does Not Meet Expected Growth category 2 Students in the “High Growth” category have consecutive years of teachers in the Exceeds Expected Growth category

Reflection and Questions Discuss with your table what these graphs mean to you as principals/educators. What should/could be the policy implications of these data? What other types of analyses would you like to see? Questions/Comments

Thank You Tom Tomberlin Director, District Human Resources