Thinking About Teacher/Leader Effectiveness at Scale ARRA Strategic Planning Meeting Phoenix, AZ December 18, 2009

2 3,180, ,989,572 3,011,760 1,983,880 1,437, * 3,088, * 3,246, * 3,051,240 3,286,000 3,204, * 396,720 3,369, * 2,613, ,160 2,929, ,860 3,326,000 2,770, * 3,143,003 2,954,423 3,579, *2012* 3,520,000 1,222,980 3,417,000 2,141,280 2,453, ,880 3,465, * 1,011,780 2,297,020 3,704, * 1,825,640 1,656, * 3,640,000 51% There is steady demand for new teachers: The United States will hire ~1.7 million new teachers between now and 2017 Workforce not replaced Annual new hires (6.0%) Cumulative new hires since 2010 Source:National Center for Education Statistics *Projected Number of positions, all public schools

Internationally benchmarked standards: an exemplary math problem. Figure 3 A campground has a large lawn with a soccer field that measures 100 × 50 meters (Figure 1). The park manager decides to keep the field open at night. Therefore, a decision needs to be made about where to place some light posts. Standard lamp posts are 13 meters high and light a circular region with a radius of 50 meters (see Figure 2). 1.The diagram below (Figure 3) shows the lighting of the field when lights are placed at points D and B. What is the area of the soccer field that is NOT lit when these two light posts are used. Show your work. Dutch examination item by the courtesy of the Freudenthal Institute.

THANK YOU Brad Jupp, Senior Program Advisor United States Department of Education o: c:

Effective Teachers & Leaders: State & District Strategies Gretchen Weber National Comprehensive Center for Teacher Quality Education Reform: Building Coherence with ARRA Funds An Invitational Forum for Federal and State Education Leaders Phoenix, NM December 18, 2009 Copyright © 2009 National Comprehensive Center for Teacher Quality. All rights reserved.

Federally-funded partnership whose mission is to help Regional Comprehensive Centers and states carry out the teacher quality mandates of ESEA  Learning Point Associates  Vanderbilt University  ETS 6

Focus on What Matters America’s central educational challenge is to dramatically improve student performance. Teachers drive student performance; therefore, we need a systemic approach to ensure the most effective teacher in every classroom. 7

8 Why Measure Teacher Effectiveness? There are many valid reasons, both formative and summative, to measure teacher effectiveness But the ultimate goal of all measurement of teacher effectiveness should be… to improve teaching and learning An evaluation system should be designed to improve teaching, not “rate” or “rank” teachers

Measuring Teacher Effectiveness How we measure teacher effectiveness is affected by the following: What is valued Our technological advances and limitations The data, evidence, and information we have or can acquire The resources (staff, money, time, policy levers) available to us The cooperation of the teachers themselves Our motivation for measuring effectiveness 9

Evaluating Effectiveness A Practical Guide to Evaluating Teacher Effectiveness 10 Provides an overview of the many purposes for evaluating teacher effectiveness. Indicates which measures are most suitable to use under different circumstances. Includes summaries of various measures and descriptions of the measures, along with a note about the research base and strengths and cautions to consider for each measure. Based on the TQ Center research synthesis Approaches to Evaluating Teacher Effectiveness by Goe et al. (2008). Approaches to Evaluating Teacher Effectiveness

Using ARRA Funds to Improve Teacher Effectiveness and Equitable Distribution: An Interactive Mapping Tool 11

System Design Suggestions Build a system through a collaborative effort among the state, districts, teachers, administrators, other education stakeholders Continue to evaluate the system and make adjustments based on new evidence The goal of all teacher evaluation should be to improve teaching and learning 12

13 Gretchen Weber P: > F: th Street NW, Suite 500 Washington, DC >