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Barnes' Basic Rules For Audience Participation

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Rule 1 Do not ask any questions, not even

an easy one!

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Rule 2 During the presentation, if I say

something that is unclear or confusing, just pretend to understand.

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Rule 3 If you find a mistake in spelling or

grammar, keep it to yourself.

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Rule 4 Smile, sit quietly, act interested,

and no one will get hurt.

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Rule 5 Remember, with just a little bad

luck, you could be standing here next year!

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Cincinnati Public Schools

Cincinnati Federation of Teachers

&

Presented byKathleen T. Ware, Associate Superintendent, and

Harry Barnes, Intervention Principal

November 29-30, 2001

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Status of Teacher Evaluation and Compensation SystemOctober 2001

Teacher Evaluation System

- second year of implementation

Teacher Compensation System - to go into effect August 2002

unless voted out in May 2002 by CFT or Board by 70%

majority

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What Cincinnati Had in Place

Peer Assistance & Evaluation Program

Career-in-Teaching Program School Incentive Award School Accountability Plan Salary Increments based on

Evaluations 6-year commitment for new system

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Inception:

December, 1998

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Structure of the Work

Committee of Whole met monthly CPRE Consultants helped facilitate

meetings Subcommittees worked in between

meetings on assignments

Committee of Whole

Evaluation Committee

5 teachers 5 administrators

Compensation Committee

12 teachers 3 administrators

Professional Development (LPDC) 5 teachers

5 administrators

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Task of the Committee:

How do we measure teachers against these standards.

How do we provide opportunities for teachers to improve practice against these standards.

How do we provide financial incentives for teachers to “match” the standards.

“What is Good Teaching”

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Duration:

Two Years, Eight Months

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Domain 1

Planning and Preparing for Student

LearningDomain 2

Creating an Environment for

LearningDomain 3

Teaching for Learning

Domain 4

Professionalism

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Domain 1Domain 13

Standards

Domain 3Domain 36

Standards

Domain 2Domain 24

Standards

Domain 4Domain 44

Standards

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• National Board for Professional Teaching Standards

• PRAXIS• INTASC

Standards are based on the common characteristics of good teaching in high-achieving classrooms as identified by current research -

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Four-point Rubric for each standard

4 = Distinguished

3 = Proficient

2 = Basic

1 = Unsatisfactory

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Two types of evaluation

Comprehensive Evaluation

Annual Assessment

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Comprehensive Evaluation

Occurs at least once every five years

Results in four scores, one per domain

Results in teacher’s placement on vertical axis of salary schedule

Correlated with student achievement gains

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Evidence to support rubric statements comes from

•Classroom observations

•Portfolio

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PORTFOLIO

Comprised of work that provides evidence of good teaching and professional growth

Organized by standards within a domain

Must be presented for Comprehensive Evaluation

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ANNUAL ASSESSMENT Occurs every year that a comprehensive

evaluation is not scheduled Focuses on professional development in

one set of standards each year Requires that at least one classroom

observation be recorded and that a Classroom Observation Summary Report be given to the teacher

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Who evaluates?For new teachers and teachers on intervention:

Consulting Teachers

For all other teachers on comprehensive evaluation:

Teacher Evaluators- 3 of 5 classroom observations- Responsible for scores on Domains 2 & 3

Principals:2 of 5 classroom observationsResponsible for scores on Domains 1 & 4Responsible for all annual assessments

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Trained Evaluators

Goal: For evaluators to make consistent judgments based on evidence

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Field Study

Conducted during the 1999-2000 school year

Ten of Seventy-six schools participated in the year long study.

Comprehensive evaluation involved six observations and a portfolio

Annual assessment consisted of one observation and evidence of work in one standard in domains one or four.

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Field StudySignificant findings

According to CPRE study, the median time estimate for each comprehensive evaluation was 18 hours per teacher (most of the time was spent gathering evidence, assigning rubrics, and writing summaries.)

The time estimate for conducting an annual assessment was 2 to 3 hours per teacher.

The surveys indicated that 100% of the evaluators believed they had a good understand of the standards rubrics, and the overall system.

On the May survey, 93% of the evaluators agreed that they would prefer to continue using the new system.

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Changes After the Field Study Principals were required to complete

only 2 observations.

Teach evaluators made 4 observations.

Individual pre-conferences were replaced with a group orientation session.

Individual post-observation conferences were discontinued.

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Highlights of TES at a GlanceA Principal’s Perspective

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Standard 1.2

Write clear instructional objectives

Aligned with Promotion Standards

Objective, activity, and evaluation

Within and across disciplines

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Lesson Presentation DesignStandards Standards for the lesson are established.

Anticipatory Students are told what is to be learned. Purpose for the learning is established.Transfer of new learning to old is made.

Pre-test

Informal questioning to determine level of student understanding.

TeachInput provided by the teacher.Teacher models and uses examples.

Guided PracticePractice is related to the learning.

Post-test

ClosureStudents provide closure statement.

Independent practice

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Standards Of Teaching

Teach to an objective

Teach to the correct level of difficulty

Monitor and adjust

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Standard 2.3

Safe orderly, maximizes instructional time

Established routines

Transition from large to small group

activities

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Standard 3.1

Demonstrates content knowledge, corrects misconceptions

Mastery of the subject area

Going in to detail

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Standard 3.4

Standards based instruction, conceptual understanding, monitor, and adjust

Is the lesson challenging

Use of demonstrations and

examples

Mastery of content

Check for understanding

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Bloom’s Taxonomy Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

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Standard 3.5

Timely constructive feedback, using a variety of methods

Verbal feedback

Monitor written responses

Wipe off boards

Self and peer assessment

Individual conferences

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Standard 3.6

Reflect on lesson, plan for instruction

Make adjustments to instructions and

activities

Is evidence of reflection sheet an

accurate reflection of your work

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Standard 4.3

Professional relationships, instructional teams, and involvement

Instructional Team Member

ILT, LSDMC, PTO

Sponsor after school clubs

Tutoring

Levy campaign

Grant Writing Committee

One Plan

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Pre-observation Self Assessment

Harry Barnes, PrincipalKirby Road School

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Identify the learning objective (Promotion Standards).

How did you determine the correct level of difficulty?

Is this lesson part of a unit?

What materials will you need?

How will you clearly communicate the learning objective, directions, procedures, etc.?

What will be the evidence of student achievement?

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Barnes’ Theory

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ENJOY TEACHING

ORGANIZED

LIFE LONG LEARNER

CONTENT MASTER

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TES StrengthsA Principal’s Perspective

Promotes growths as an instructional leader A structured approach to evaluating

teachers. Creates a common language. Evaluations are supported by evidence. Compare findings with another trained

evaluators. Training for administrator and evaluators. Training for teachers.

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Placement on vertical axis of

salary schedule based on results

of comprehensive evaluation.

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Cincinnati Teacher Evaluation and Compensation System

Career Levels

Apprentice

Novice

Career

Advanced

Accomplished

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Apprentice Teacher

Beginning teachers

Must exit level in two years

Must earn 2’s in each domain to exit level

Will be nonrenewed at end of year 1 if scores in Domain 3 and one other domain are 1’s

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Novice Teacher

Teacher “learning” the profession

Must exit level in 5 years, although the expectation is in 3rd year

Must get 3’s in all domains

First two years are focused on professional development

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Career Teacher

Good, solid performer

Can remain at this level for the rest of career

Will get across-the-board increases only after Career 3 has been reached

Expectation that teachers will get training to move up to higher levels

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Advanced Teacher

Teacher must have a 4 in “teaching” domain and a 4 in one other domain

Expectation that this is level of most veteran teachers

Eligible for lead teacher credentials

During phase-in period, may have a 3 in Domain 3 if 4 has been achieved in the other domains

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Accomplished Teacher

Teacher is at highest levels of practice

Must have 4’s in all domains

Eligible for lead teacher credentials

Compensation is higher than currently available

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2 30,885 Apprentice 30,900

3 32,747 Novice 32,960

4 34,136 34,248

5 35,549 35,535

6 37,778 36,823

7 39,454 Career (40%) 39,913

8 41,130 43518

9 42,724 47,123

10 45,463 50,728

11 47,862 Advanced (25%) 54,075

12 50,640 55,363

56,650

17 54,032 57,938

Accomplished (15%) 61,800

22 56,244 63,088

64,375

27 57,917

Money – effective January 1, 2001

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Horizontal Movement on Salary Schedule

Master’s degree in content areaincludes a Master’s in elementary education for elementary teachers

National Board certification as long as teacher holds National Board credentials

Doctorate in education or content area Dual certifications in any two of the following:

English, mathematics, social studies, foreign language,physical science, biological science, special education, or elementary education

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Horizontal Movement on Salary Schedule

One-time Payment

Skill BlocksFor example:- Technology- Comprehensive Reform Model training- Team skills- Leadership skills- Specific curriculum training

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Pay GainBased on results of one evaluation

Pay LossBased on results of two evaluations

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Consequences of a Poor Evaluation

If loss of pay would result - another comprehensive evaluation the following year to verify the result. Then loss of pay occurs.

If 2’s on any domain - teacher placed on intervention and assigned mentor

If 1’s on any domain - teacher could be nonrenewed

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Why Do This?

Focuses on teaching and learning

Is standards-based

Replaces an indefensible system

Is more professional

Changes accountability discussion

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Issues We Faced – Implementation in Year 1

Teacher Evaluator Caseloads

Teacher Anxiety

Training of Evaluators

System Errors

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Results

TES pie chart 8.24.01394 total

19%

16%

1%

33%

8%

3%

11%

4%

2%

2%

1%

Accomplished

Advanced

Apprentice

Career

Career obs

Intervention

Novice

NTR

Old sys

Retire,resign, sick lv

No data

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Mean Residuals for Students

  

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Changes in Evaluation SystemSeptember 2001

1. Provided teachers fifth year and above with four years of professional development before having a comprehensive evaluation

2. Exempted teachers at step 16 or above from going on new compensation system

3. Provided appeals process for Domains 2 & 3

4. Requires a certification process for evaluation

5. Provides a comprehensive professional development system.

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“A ship in the harbor is safe,

  but that is not what ships are

made for.” 

William Shedd