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The Use of Student Assessments in Teacher Evaluations Through the Next Decade National Conference on Student Assessment June 27, 2012 Minneapolis.

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Presentation on theme: "The Use of Student Assessments in Teacher Evaluations Through the Next Decade National Conference on Student Assessment June 27, 2012 Minneapolis."— Presentation transcript:

1 The Use of Student Assessments in Teacher Evaluations Through the Next Decade National Conference on Student Assessment June 27, 2012 Minneapolis

2 edc.org Agenda Introduction: Julie Kochanek Study profile: Julie Riordan – Performance-based teacher evaluation systems in five states Study profile: Karen Shakman – Changing culture and building capacity: An exploration of district strategies for implementation of teacher evaluation systems District profile: David Heistad – The use of value-added in Minneapolis public schools Q & A discussion: Julie Kochanek 10/8/20152

3 edc.org An Examination of Performance-based Teacher Evaluation Systems Karen Shakman Julie Riordan Maria-Teresa Sanchez Kyle DeMeo Cook Richard Fournier Jessica Brett 10/8/20153

4 edc.org10/8/20154 Rationale for Study Regional need Recent research Race to the Top State policy context

5 edc.org Selection Criteria Required for all practicing general educators Operational statewide in 2010–11 school year Multiple rating categories Multiple measures of teacher effectiveness 10/8/20155

6 edc.org Research Questions What are the key characteristics of state-level performance-based teacher evaluation systems in the study states? How do state teacher evaluation measures, the teaching standards the evaluations are designed to measure, and rating categories differ across states that have implemented statewide systems? 10/8/20156

7 edc.org Approach Examined 50 SEA websites Conducted additional online search Reviewed evaluation guides/manuals, rubrics, training materials, regulations, program reports Contacted state directors 10/8/20157

8 edc.org States Included in Study Delaware (RTT Phase 1) Georgia (RTT Phase 2) North Carolina (RTT Phase 2) Tennessee (RTT Phase 1) Texas (did not apply) 10/8/20158

9 edc.org Evaluation Measures Classroom observations Principal evaluations Analysis of classroom artifacts Analysis of teaching portfolios Teacher self-reports of practice Student ratings of teacher performance Value-added (student growth) strategies (Goe, Bell, and Little, 2008) 10/8/20159

10 edc.org Findings: RQ1 – Key Characteristics 10/8/201510

11 edc.org Findings: RQ 2 – Teaching Standards 10/8/201511

12 edc.org Findings: RQ 2- Rating Categories 10/8/201512

13 edc.org10/8/201513 Future Directions Further investigation about specific nature of the measures in place, including how student data are used in the overall assessment of teachers Identify the types of knowledge and skills that are commonly observed and evaluated in performance-based systems Investigate the fidelity of implementation of these systems

14 edc.org Changing Culture and Building Capacity: Karen Shakman Nicole Breslow Julie Kochanek Julie Riordan Tom Haeford 10/8/201514 An Exploration of District Strategies for Implementation of Teacher Evaluation Systems

15 edc.org Context National attention on teacher evaluation Focus on districts Systems change as framework 10/8/201515

16 edc.org Research Questions 1.What challenges are districts facing as they design and implement new teacher evaluation systems? 1.What strategies have districts developed to address these challenges? 10/8/201516

17 edc.org Approach Conducted semi-structured interviews with 16 district representatives Employed an emergent code strategy to transcripts and interview notes to identify key themes 10/8/201517

18 edc.org Findings: 2 Major Challenges 1.Changing district and school level culture 1.Building district and school level capacity 10/8/201518

19 edc.org Findings: Strategies for Changing Culture 1.Focus on effective teaching 2.Engage stakeholders in the design process 3.Involve the teachers union 4.Align professional development 5.Establish differentiated and direct communication strategies 10/8/201519

20 edc.org Findings: Strategies for Building Capacity 1.Invest in training evaluators and teachers 2.Establish district-level, cross-functional teams 3.Identify new roles and fill gaps in expertise 4.Sequence implementation strategies 10/8/201520

21 edc.org Remaining Challenges Redefine d role for principals Use of student achievement measures Lack of alignment between local and state level reform efforts 10/8/201521

22 edc.org10/8/201522 Future Directions Research – Implementation studies – Measurement studies – Impact studies Building a community of practice

23 edc.org10/8/201523

24 edc.org History of Value-Added Use in Minneapolis Public Schools Evaluation of the Public School Academy (1992-94) Longitudinal Achievement Effects – Rob Meyer and U of W Teachers who Beat the Odds in 2 nd Grade Reading (1997-99) Quality Performance Awards (1995–2005) Multiple Measures with School Awards Teacher Advancement Program (TAP) School, Grade level and individual teacher bonuses (2006-2010) Teachers who Beat the Odds in Kindergarten Literacy (2006-2010) Grade level value-added to all K-8 Principals (2010-11) – Bush Foundation and VARC Classroom level value-added to all K-8 Teachers (2012-13) – VARC and Dr. Chris Moore

25 edc.org Predictive Validity of the Minneapolis Public Schools Beginning of Kindergarten Assessment (BKA) 25 Measures (MPS Beginning of Kindergarten Assessment) N= 1674 9 months later (EKA Total Literacy) 1.75 years later (Gr. 1 Oral Reading) 2.75 years later (Gr. 2 MAP Reading) 3.75 years later (Gr. 3 MCA Reading) Alphabetic Principle - letter names - letter sounds.74.66.71.60.64.54.58.52.50 Phonological Awareness - initial sounds - rhyming.70.63.65.60.58.53.63.57.59.63.57.58 Vocabulary - picture naming.61.47.54.52 Listening Comprehension.63.52.65.67 Concepts of Print.55.49.55.57 Total Literacy.81.74.70.65

26 edc.org Value-added Kindergarten Teacher Effects “beat the odds teachers” Post-test reading score= – Pretest literacy score – + Free or reduced price lunch – + Racial/ethnic code (4 dummy codes) – + Gender – + English Language Learner status – + Special Education status – + Lives with single parent – + Teacher effects

27 edc.org Follow-up with teachers who beat the odds Surveys, observations, video tape These teachers can be leads in staff development, mentors, etc. What about inviting these teachers to work in schools with the high concentrations of poverty and students of color? Videos at: http://rea.mpls.k12.mn.us/uploads/teachers_who_beat_the_odds.pdf http://rea.mpls.k12.mn.us/uploads/teachers_who_beat_the_odds.pdf

28 edc.org Current Work with the Bush Foundation and Value-added Research Center (VARC) 1)Teacher level value-added rolled out K-8 in 2012-13 (Rubric Scores and Value-added) 2)Graduates from 14 institutions tracked into MPS system for feedback to first year teachers and the Institutions of Higher Education (IHEs) 3)Studies of the human capital teacher pipeline 10/8/2015Presentation Title Appears Here28

29 edc.org For more information…. jkochanek@edc.org jriordan@edc.org kshakman@edc.org dheistad@mpls.k12.mn.us 10/8/2015Presentation Title Appears Here29

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