1. Teacher Evaluation -Take Control or Be Controlled- Willard R. Daggett, CEO Deb Delisle, Senior Fellow

2. Teaching Organizational Leadership Instructional Leadership Student Achievement

3. Daggett System for Effective Instruction RESEARCH

4. Student Teacher Relationship Effective Efficient

5. Application of Knowledge EffectiveEfficient

6. Professional Development Effective Efficient

7. Teacher Expectations and Clarity EffectiveEfficient

8. FINDINGS TEACHERS are our greatest HOPE

9. RESEARCH MODEL SCHOOLS Daggett System for Effective Instruction

10. RESEARCH MODEL SCHOOLS STRUCTURE

11. Teaching Organizational Leadership Instructional Leadership Student Achievement

12. Culture Vision Structure and systems Selection, support, evaluation Organizational Leadership Build leadership

13. RESEARCH MODEL SCHOOLS BEST PRACTICES STRUCTURE Daggett System for Effective Instruction

14. RESEARCH MODEL SCHOOLS ACTION PLAN BEST PRACTICES STRUCTURE Daggett System for Effective Instruction

15. FINDINGS TEACHERS are our greatest HOPE

16. Questions Can 99+ % of our teachers be satisfactory? What is satisfactory?

17. Teacher Evaluation – NOT Going Away

18. Governors

19. Teacher Evaluation – NOT Going Away Governors Legislators

20. State Actions on Teacher Evaluation and Tenure Wisconsin New Hampshire Tennessee Indiana Ohio Idaho Florida New York Minnesota Illinois Michigan

21. Teacher Evaluation – NOT Going Away Governors Legislators President Bush

22. Teacher Evaluation – NOT Going Away Governors Legislators President Bush President Obama

23. Teacher Evaluation – NOT Going Away Governors Legislators President Bush President Obama RttT

24. Teacher Evaluation – NOT Going Away Governors Legislators President Bush President Obama RttT Reauthorization

25. Take CONTROL or Be CONTROLLED

26. We are now evaluated as a school AYP

27. We will soon be evaluated at the teacher level AYP Teacher evaluations

28. What AYP Teacher Evaluation Transition Plan

29. Teacher Evaluation Take Control or Be Controlled Evaluate what you value –Rubrics

30. Rubrics AASA NEA AFT NASSP NSBA CCSSO NASBE ASCD AIR Gates Foundation

31. Criteria Foundation Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school)

32. Criteria Foundation Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school) Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements)

33. Criteria Foundation Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school) Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements) Student Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning)

38. Criteria Foundation Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school) Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements) Student Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning) Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes)

39. Guiding Principles Responsibility Contemplation Initiative Perseverance Optimism Courage Respect Compassion Adaptability Honesty Trustworthiness Loyalty

40. Survey Tools for Rigor, Relevance and Relationships WE LEARN Student Survey WE TEACH Instructional Staff Survey WE LEAD Whole Staff Survey

41. Teacher vs. Student Comparison T – Students can apply what I am teaching to their everyday lives. 92% S – I can apply what I learn to my everyday life. 58%

42. Teacher vs. Student Comparison T – Students in my classroom engage in hands-on activities. 88% S – We do lots of hands-on activities in my classes. 45%

43. Teacher vs. Student Comparison T – I make learning exciting for my students. 84% S – My teachers make learning exciting. 40%

44. Teacher vs. Student Comparison T – I am aware of my students interests outside of school. 87% S – My teachers know my interests outside of school. 30%

45. Teacher vs. Student Comparison T – I recognize students when they demonstrate positive behavior in school. 95% S – Good citizenship is rewarded in this school. 40%

46. Criteria Foundation Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school) Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements) Student Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning) Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes)

47. Those things that are easy to measure are least important. Those things that are most important are hardest to measure.

48. Teacher Evaluation Take Control or Be Controlled Evaluate what you value –Rubrics

49. Rubrics AASA NEA AFT NASSP NSBA CCSSO NASBE ASCD AIR Gates Foundation

51. So the real question before us is… What are the primary purposes/goals of teacher evaluation?

53. 1.Sorting 2.Ranking 3.Merit Pay 4.Value-Added/Student Growth 5.Anything Different 6.Differentiated Scales 7.When: Annual or Other? 8.Subjective or Objective? 9.Focus on Teacher 1.Enhanced Instructional practices 2.Resulting in Improved Student Performance 3.Measurable and Observable 4.Goal Setting connected to Data Sources 5.Long Term and Short Term Growth 6.Component of Larger Human Capital Issue Confusionvs.Deliberateness

54. Being Thoughtful and Wise RecruitmentSelectionSupport EvaluationInternal DecisionsCompensation System of Rewards & Recognition MentoringContinued Employment

55. Being Thoughtful and Wise RecruitmentSelectionSupport EvaluationInternal DecisionsCompensation System of Rewards & Recognition MentoringContinued Employment Enhanced Instructional Practices & Increased Student Performance

56. Most Essential: FOCUS EVERYONE in SCHOOL SYSTEM ON WHAT MATTERS MOST: ensuring that EVERY student is on track to graduate college ready and life prepared.

57. And-if we arent?

58. Short Term Solution or Long Term Investment???

61. 1.Student engagement 2.Problem-solving 3.Communication 4.Creativity 5.Collaboration 6.Individual student growth 7.Student and parent satisfaction What is Important?

62. Teaching Organizational Leadership Instructional Leadership Student Achievement How does a comprehensive performance review stem reflect these essential components?

63. When used appropriately, evaluations should identify and measure the instructional strategies, professional behaviors, and delivery of content knowledge that impact student learning. (Danielson & McGreal)

64. Two Types Formative Provides feedback on how to improve performance and what types of professional development opportunities will enhance practices. Summative Used to make final decisions on factors such as continued employment, tenure, salary assignments, etc.

65. Two Types Formative Provides feedback on how to improve performance and what types of professional development opportunities will enhance practices. Summative Used to make final decisions on factors such as continued employment, tenure, salary assignments, etc. Neither is effective without the other!

66. Essential Attributes Differentiated system Based on and supported by reliable data Excellence not defined as minimally acceptable performance. Consideration of multiple measures Specificity on differences between and among ratings

67. Essential Attributes (cont.) Internal and external measures Clear, rigorous and aligned accountability system for instructional leaders Inherent accountability for quality of feedback Never done: responds to changing needs of district, schools, staff, students and best practices.

69. Teacher Evaluation Take Control or Be Controlled Evaluate what you value –Rubrics Be part of a comprehensive system

70. Comprehensive Teacher Development System Supervision Support Evaluation

71. Teacher Evaluation Take Control or Be Controlled Evaluate what you value Be part of a comprehensive system Tie to professional development

72. A B D C

73. Professional Development Effective Instruction –System wide Rigor/Relevance/Relationship –Conditions Focused/Sustained Job Embedded

74. Teacher Evaluation Take Control or Be Controlled Evaluate what you value Be part of a comprehensive system Tie to professional development Ownership

75. Teacher Evaluation Take Control or Be Controlled Evaluate what you value Be part of a comprehensive system Tie to professional development Ownership Begin with Needs Assessments

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