1. Tom Tomberlin November 2, 2015 Fall Principal READY

2. September SBE Meeting Dr. Gary Henry, Vanderbilt University From 2010-11 through 2013-14, principals’ ratings assigned between 5.2 and 5.9 percent of teachers with full evaluations to the “needs improvement” category.

3. September SBE Meeting Dr. Gary Henry, Vanderbilt University For initially licensed teachers, the EVAAS scores and principal rating agree (Green) that approximately 2.0 percent need improvement. For the fully licensed teachers, the two types of ratings agree that 0.2 percent of teachers need improvement.

4. September SBE Meeting Dr. Gary Henry, Vanderbilt University Can other measures provide information to teachers improving student learning? Key Findings –Both teachers and principals want more information on how teachers can improve their practices, especially in ways that increase their value-added scores. –Using measures from principals’ ratings, student surveys, and classroom observations we found several measures associated with higher value- added scores than were predicted by their previous value-added score alone

5. How Can Student Surveys Help? Administrators are able to observe teachers approximately 3 to 4 times per year (often less). Does this provide us with a complete picture of teachers’ instructional practice? Students can provide us with 20-30 unique perspectives derived from hundreds of hours of direct observation. Does this provide us with a more complete picture of teachers’ instructional practice?

6. Feedback for Teachers Classroom Engagement How focused are you on the activities in class? How interested are you in this class? Climate In this class, how much does the behavior of other students hurt or help your learning? How often does your teacher seem excited to be teaching your class? Rigorous Expectations How often does this teacher make you explain your answers? Overall, how high are this teacher’s expectations of you?

7. Feedback for Teachers

8. Information for Administrators Standard IV: Teachers Facilitate Learning for Their Students Not DemonstratedDevelopingProficientAccomplishedDistinguished Pedagogical Effectiveness Bottom Quintile (1st-20th NCE) Second Quintile (21st-40th NCE) Third Quintile (41st-60th NCE) Fourth Quintile (61st-80th NCE) Top Quintile (81st-99th NCE)

9. Using Student Surveys to Inform Evaluation Ratings NCEES standards are criterion-referenced measures – performance is judged relative to a rubric (criterion). Student Surveys are norm-referenced measures – performance is judged relative to others in the distribution. There is not a direct relationship between NCEES standards and survey domains. Administrators must synthesize all the evaluation data they receive and use sound, professional judgment in determining appropriate ratings for teachers and specific feedback for improving instructional practices.

10. Questions/Comments? Tom Tomberlin Jen DeNeal (ASW & Student Surveys) Paul Marshall (EVAAS) educatoreffectiveness@dpi.nc.gov