1. Teacher Performance Assessment for State Licensure and District Evaluation Raymond Pecheone, Stanford University Peter Youngs, Stanford University National Conference on Teacher Compensation and Evaluation November 22, 2002

2. A Continuum for Teacher Learning and Professional Development I.Preparation Phase -Teacher Education Coursework and Supervised Teaching II.Induction Phase -First 1 to 3 Years in the Profession III.Career Phase -Local Evaluation and Professional Development throughout Teaching Career

3. Preparation Phase I.Preparation Phase A. Standards for Teacher Preparation and Certification B. State Accreditation C. Tests of Basic Skills and Subject Matter Knowledge D. Teacher Performance Assessment

4. Teacher Performance Assessment During the Preparation Phase I. California State Law 2042 II. Performance Assessment for California Teachers (PACT) A. Embedded Assessment Tasks B. Teaching Events III. PACT Teaching Events -Subject-Specific Assessments -Involve Planning, Teaching, Assessing Student Learning, and Reflection/Self-Evaluation

5. Teacher Performance Assessment During the Induction Phase I. Connecticut’s Beginning Educator Support and Training (BEST) Program A. Mentoring and Induction Support B. Subject--Specific Portfolio Assessment

6. The Induction Phase - Mentoring and Induction Support I. Mentor Assigned to Each 1st-Year Teacher -Mentor must go through BEST Support Teacher Training -Mentor should have experience in same subject area/grade level as mentee -Support teams must include at least one trained mentor II.BEST Seminars -State provides series of seminars for 1st- and 2nd-year teachers that address INTASC Teaching Standards and BEST portfolio requirements

7. The Induction Phase - Mentoring and Induction Support III. Research Findings on District Induction Programs -Many districts provide multiple sources of support to beginning teachers -New Britain pays portfolio scorers to provide assistance to 2nd-year teachers as they go through the assessment process -Bristol assigns two mentors to each 1st- and 2nd-year teacher, compensates senior advisors, and maintains rigorous performance standards for tenured and non-tenured teachers.

8. The Induction Phase - Portfolio Assessment I.Portfolios Used For Making Licensure Decisions -Portfolios are subject-specific and integrated around a unit of instruction -Artifacts include lesson plans for a unit of instruction, videotaped segments of instruction, assignments and samples of student work, and written commentaries -Portfolios involve planning, teaching, assessing student learning, and reflection/self-evaluation -All 2nd-year teachers must earn passing scores on portfolios to maintain teaching license -Portfolios are evaluated by trained scorers who teach in the same subject area as the candidates being assessed

9. The Induction Phase - Portfolio Assessment II. Why Use Teaching Portfolios? -Multiple data sources -Authentic representations of teaching -Focus on student work and student learning -Examination of teacher thinking and decision making -Promote collaboration between and among teachers and administrators In sum, portfolios measure and promote teachers’ ability to integrate knowledge of subject matter, students, and context in making instructional decisions and reflecting on their practice

10. The Induction Phase - Portfolio Assessment III.Research Findings on Connecticut Portfolios -Generalizability - does choice of class make a difference? -Relationship of classroom observation to portfolio performance -On-site case study -Relationship between teaching and student achievement

11. The Induction Phase - Portfolio Assessment IV.Impact of Portfolios in Connecticut A. Passing Rates -15% of 1st-time test takers fail -5% of 2nd-time test-takers fail B. Student Learning -Student performance on state assessments has significantly improved -Connecticut’s performance on NAEP reading and writing is 1st in the nation

12. The Induction Phase - Portfolio Assessment V. Costs of using Portfolios in Connecticut (based on 2,800 beginning teachers) A. District and Regional Support to $1,120,000 (31%) Beginning Teachers B. State-provided Professional $1,210,000 (34%) Development C. Administration $1,270,000 (35%) ______________ $3,6000,000

13. The Career Phase - Teacher Evaluation I.Implications of Connecticut Portfolios for Teacher Evaluation -Require multiple artifacts: Lesson plans, videotapes of teaching, samples of student work, written commentaries -Focus on teachers’ subject-specific pedagogical knowledge -Used formatively and summatively -Allow flexibility based on teacher competence -Not a “one size fits all” approach; evaluation varies based on subject area, ability, experience, other factors -Basis for designing professional development

14. The Career Phase - Administrator Evaluation I.Implications of Connecticut Portfolios for Administrator Evaluation -Administrator portfolios focus on student outcomes -Require multiple artifacts including student test scores and student work samples generated through teacher evaluation process -Evidence of parent and community involvement efforts -Documentation of administrative leadership for professional development