1. ESEA, TAP, and Charter
handouts-- 3 per page with notes and cover of one page.

2. Charter School Needs Board Management Finance Operations
Communications
Personnel
Instruction

3. Human Capital Management
Systems and processes at the intersection of all aspects regarding personnel, interactions, requirements, instruction, finance, and communication. In summary, the system which deals with all needs related to instruction and student achievement.

4. Aspects of HCMS Recruitment Hard to staff areas Hiring
Placement and Advancement
Professional Development
Teacher Evaluation
Principal Evaluation
Teacher Compensation
Principal Compensation
Tenure and Dismissal
Retention

5. ESEA Waiver
Option B: South Carolina is committed to enhancing its current guidelines to create systems that appropriately evaluate and effectively support teachers and principals.

6. Evaluation System Timeline
June, 2012
ESEA Waiver accepted by the Federal Government
2012 – 2013 School Year
Beta project occurs with 24 schools across South Carolina
2013 – 2014 School Year
Pilot with 8 to 12 South Carolina School Districts
2014 – 2015 School Year
Statewide implementation

7. Design of the Evaluation System Charter Requirements
Continual improvement of instruction;
Differentiates performance using at least three performance levels;
Uses multiple valid measures in determining performance levels, including :
data on student growth for all students (including English Learners and students with disabilities) as a significant factor
other measures of professional practice (which may be gathered through multiple formats and sources, such as observations based on rigorous teacher performance standards, teacher portfolios, and student and parent surveys);
Evaluates teachers and principals on a regular basis;
Provides clear, timely, and useful feedback, including feedback that identifies needs and guides professional development; and
Will be used to inform personnel decisions.

8. Before TAP
After TAP
Stagnant Student Achievement
Disenfranchised faculty
High Teacher Turnover
Improved Student Achievement
Positive School Climate
Reduced Teacher Turnover

9. What Drives Student Achievement?
49%
49%
Home & Family

10. 43% What Drives Student Achievement? Quality Teacher 43% 8% Class Size
The driving factor behind a student’s success
43% 8%
Class Size

11. “A talented teacher
makes all the difference.”

12. How Does TAP Work?

13. How Does TAP Work?
Powerful opportunities for more responsibility and commensurate pay

14. How Does TAP Work?
Fair evaluations based on clearly defined, research-based standards
Multiple evaluations
Multiple trained and certified evaluators
Cluster training and classroom support

15. How Does TAP Work?
Continuous on-site professional development during the school day

16. TAP Steps for Effective Learning
Identify
the problem or need
Obtain
new teacher learning, aligned to student need and formatted for classroom applications
Develop
the new learning with support in the classroom
Apply
the new learning to the classroom
Evaluate
the impact on student performance
Evidence of need
(using pre-test) is
clear, specific,
high quality &
measurable in
student outcomes
and addresses
student content
learning with links
to teacher strategies
and the rubric
Evidence includes student assessment (post-test) aligned with data analysis & the new teaching strategies
Evidenced through observation, peer coaching & self-reflection applied to student work as a formative assessment
Development through demonstration, modeling, practice, team-teaching, and peer coaching with follow-up analysis of student work
Using credible sources
Proven application showing student growth

17. How Does TAP Work?
Salaries and bonuses tied to responsibilities, instructional performance and student achievement growth.
The teacher’s instructional performance
Student achievement growth a teacher makes in the classroom
Student achievement growth the school makes as a whole

18. How Teacher Performance is Measured School-wide Value added
Determined by
Evaluations
with TAP
Rubrics
Determined
by Approved
Testing
Individual
Teacher Value added
Achievement
Teacher Skills,
Knowledge and
Responsibilities
30%
With the 30% for the school -- team -- taking into account many facets of being a teacher -- efficacy in the classroom -- collegiality and of course to the individual student scores. This combinataion ensures the teacher will do their best in their classroom.
School-wide Value added
Achievement
40%
30%

19. Value-Added Analyses
Because value-added measures growth in achievement of the same students over time, and because schools are largely responsible for achievement growth, value-added scores reflect the school and teacher contribution to student learning, not family and neighborhood factors.

20. Comparison of High and Low Effectiveness
High achieving students, Teacher
above average in effectiveness B
High
- 5
+ 5
Low achieving students,
Teacher above average in effectiveness C
Observed
Student Score
Previously high achieving students,
Teacher below average in effectiveness A
What do we know about the students in Classroom C? Correct, they are the best prepared of all students in the drawing. But what happened to their progress? In Classroom C, the students scored much lower than you would have expected. This class did not make the Reference Gain. There was no ceiling effect in the tests. The students at school C lacked the opportunity to make progress because for whatever reason, the schooling was ineffective. The curriculum did not meet Classroom C’s academic needs AND the instructional strategies did not work. But most likely, they did test proficient. That sounds good until you see how much this suppressed opportunity affects their ultimate attainment in subsequent years.
+ 5
Low
L Previous Score H
(Previous Achievement)

21. Effective education for our youth…
Is an investment in the future.