1. Professional Growth and Student Achievement
Impacts of Evaluation
Professional Growth and Student Achievement

2. Updated Evaluation ResultsSY SY

3. 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.

4. 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.

5. 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.

6. Results from Fall READY Principals
Average ratings and differences for Ms. Jones by years of experience.
Ms. Jones
Novice
10 years
20 years
Average Rating
1.678
1.732
1.681
Difference vs. Novice
---
0.054
0.003
Difference vs. 10 years
-0.054
-0.510

7. Results from Fall READY Principals
Average ratings and differences for Ms. Brown by years of experience.
Ms. Brown
Novice
10 years
20 years
Average Rating
3.277
3.313
3.597
Difference vs. Novice
---
0.035
0.320***
Difference vs. 10 years
-0.035
0.285***

8. Results from Fall READY Principals
Average ratings and differences for Ms. Davis by years of experience.
Ms. Davis
Novice
10 years
20 years
Average Rating
3.544
3.758
3.812
Difference vs. Novice
---
0.214*
0.268***
Difference vs. 10 years
-0.214*
0.054

9. Does Evaluation Matter?
Taylor, E.S, & Tyler, J.H. (2012). The effect of evaluation on teacher performance . American Economic Review, 102(7), See more at:

10. 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 ?
Taylor, E.S, & Tyler, J.H. (2012). The effect of evaluation on teacher performance . American Economic Review, 102(7), See more at:

11. Accomplished or Better
NC Evaluation
Evaluation SY 11-12
Number
Mean
Min
Max
Less than Proficient
497
-1.35***
-15.02
11.05
Proficient
9537
-0.20
-16.88
15.23
Accomplished or Better
10454
0.66***
-12.27
19.20
Evaluation SY 12-13
296
-1.57***
-16.35
5.99
8779
-0.15
-21.46
18.86
11413
0.76***
-33.59
22.41

12. Standard 3 and Growth Standard 3 SY 11-12 Number Mean Min Max
Not Demonstrated 15
-0.25
-7.89
7.83
Developing
198
-1.54***
-11.71
9.36
Proficient
5282
-0.45
-16.88
11.85
Accomplished
5467
0.39***
-12.07
19.20
Distinguished
1184
1.17***
-10.83
14.55
Standard 3 SY 12-13 2
-0.00
-0.10
0.09
107
-1.19*
-6.84
2.63
4505
-0.33
-21.46
13.53
5258
0.52***
-33.59
22.41
1023
1.22***
-12.81
14.94

13. Standard 4 and Growth Standard 4 SY 11-12 Number Mean Min Max
Not Demonstrated 2
-5.53
-9.93
-1.13
Developing
275
-1.54***
-13.06
9.36
Proficient
6928
-0.42
-16.88
13.29
Accomplished
11369
0.49***
-12.27
19.20
Distinguished
1908
1.11***
-10.48
14.54
Standard 4 SY 12-13 4
-1.65
-3.20
-0.98
166
-1.78***
-16.35
5.55
6201
-0.39
-21.46
13.53
12087
0.57***
-33.59
22.41
2030
1.34***
-12.81
15.45

14. Evaluation and Change in Growth
Evaluation SY 11-12
Number
Mean
Min
Max
Less than Proficient
497
0.39*
-14.10
15.80
Proficient
9537
0.19***
-13.94
22.16
Accomplished or Better
10454
0.06
-35.69
15.45
Evaluation SY 12-13
296
0.18
8.04
8779
0.18*
11413
0.08
18.32

15. Reflection and Questions
How good of a job are we doing at recognizing instructional practices that predict student learning?
Does the conventional wisdom that lower evaluation ratings are demoralizing to teachers hold true?
Questions?

16. Impact of Standard 6 on Student Learning

17. Cohort Progress Low1 High2
Student Counts
Two groups of students captured:
Younger Cohort: began 5th grade in SY
Older Cohort: began 6th grade in SY
Low1
High2
Younger
Math
1935
1825
Reading
184
221
Older
1560
1547
183
301
1Students in the “Low Growth” category have consecutive years of teachers in the Does Not Meet Expected Growth category
2Students in the “High Growth” category have consecutive years of teachers in the Exceeds Expected Growth category

22. 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

23. Thank You
Tom Tomberlin Director, District Human Resources