ESEA, TAP, and Charter handouts-- 3 per page with notes and cover of one page.

Charter School Needs Board Management Finance Operations Communications Personnel Instruction

Human Capital Management Systems and processes at the intersection of all aspects regarding personnel, interactions, requirements, instruction, finance, and communication. In summary, the system which deals with all needs related to instruction and student achievement.

Aspects of HCMS Recruitment Hard to staff areas Hiring Placement and Advancement Professional Development Teacher Evaluation Principal Evaluation Teacher Compensation Principal Compensation Tenure and Dismissal Retention

ESEA Waiver Option B: South Carolina is committed to enhancing its current guidelines to create systems that appropriately evaluate and effectively support teachers and principals.

Evaluation System Timeline June, 2012 ESEA Waiver accepted by the Federal Government 2012 – 2013 School Year Beta project occurs with 24 schools across South Carolina 2013 – 2014 School Year Pilot with 8 to 12 South Carolina School Districts 2014 – 2015 School Year Statewide implementation

Design of the Evaluation System Charter Requirements Continual improvement of instruction; Differentiates performance using at least three performance levels; Uses multiple valid measures in determining performance levels, including : data on student growth for all students (including English Learners and students with disabilities) as a significant factor other measures of professional practice (which may be gathered through multiple formats and sources, such as observations based on rigorous teacher performance standards, teacher portfolios, and student and parent surveys); Evaluates teachers and principals on a regular basis; Provides clear, timely, and useful feedback, including feedback that identifies needs and guides professional development; and Will be used to inform personnel decisions.

Before TAP After TAP Stagnant Student Achievement Disenfranchised faculty High Teacher Turnover Improved Student Achievement Positive School Climate Reduced Teacher Turnover

What Drives Student Achievement? 49% 49% Home & Family

43% What Drives Student Achievement? Quality Teacher 43% 8% Class Size The driving factor behind a student’s success 43% 8% Class Size

“A talented teacher makes all the difference.”

How Does TAP Work?

How Does TAP Work? Powerful opportunities for more responsibility and commensurate pay

How Does TAP Work? Fair evaluations based on clearly defined, research-based standards Multiple evaluations Multiple trained and certified evaluators Cluster training and classroom support

How Does TAP Work? Continuous on-site professional development during the school day

TAP Steps for Effective Learning Identify the problem or need Obtain new teacher learning, aligned to student need and formatted for classroom applications Develop the new learning with support in the classroom Apply the new learning to the classroom Evaluate the impact on student performance Evidence of need (using pre-test) is clear, specific, high quality & measurable in student outcomes and addresses student content learning with links to teacher strategies and the rubric Evidence includes student assessment (post-test) aligned with data analysis & the new teaching strategies Evidenced through observation, peer coaching & self-reflection applied to student work as a formative assessment Development through demonstration, modeling, practice, team-teaching, and peer coaching with follow-up analysis of student work Using credible sources Proven application showing student growth

How Does TAP Work? Salaries and bonuses tied to responsibilities, instructional performance and student achievement growth. The teacher’s instructional performance Student achievement growth a teacher makes in the classroom Student achievement growth the school makes as a whole

How Teacher Performance is Measured School-wide Value added Determined by Evaluations with TAP Rubrics Determined by Approved Testing Individual Teacher Value added Achievement Teacher Skills, Knowledge and Responsibilities 30% With the 30% for the school -- team -- taking into account many facets of being a teacher -- efficacy in the classroom -- collegiality and of course to the individual student scores. This combinataion ensures the teacher will do their best in their classroom. School-wide Value added Achievement 40% 30%

Value-Added Analyses Because value-added measures growth in achievement of the same students over time, and because schools are largely responsible for achievement growth, value-added scores reflect the school and teacher contribution to student learning, not family and neighborhood factors.

Comparison of High and Low Effectiveness High achieving students, Teacher above average in effectiveness B High - 5 + 5 Low achieving students, Teacher above average in effectiveness C Observed Student Score Previously high achieving students, Teacher below average in effectiveness A What do we know about the students in Classroom C? Correct, they are the best prepared of all students in the drawing. But what happened to their progress? In Classroom C, the students scored much lower than you would have expected. This class did not make the Reference Gain. There was no ceiling effect in the tests. The students at school C lacked the opportunity to make progress because for whatever reason, the schooling was ineffective. The curriculum did not meet Classroom C’s academic needs AND the instructional strategies did not work. But most likely, they did test proficient. That sounds good until you see how much this suppressed opportunity affects their ultimate attainment in subsequent years. + 5 Low L Previous Score H (Previous Achievement)

Effective education for our youth… Is an investment in the future.