Teacher Evalua,on Data - NCEES - NCEES Wikincees.ncdpi.wikispaces.net/file/view/READY Principals...

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Teacher Evalua,on Data Exploring the Rela,onship Between Teacher Evalua,on and Student Growth

Transcript of Teacher Evalua,on Data - NCEES - NCEES Wikincees.ncdpi.wikispaces.net/file/view/READY Principals...

Teacher  Evalua,on  Data  

Exploring  the  Rela,onship  Between  Teacher  Evalua,on  and  Student  

Growth  

Exploring  the  Data  

3322..55%% Percent of students who were not proficient on the ELA and Math End-of-Grade assessments

1199..66%% Percent of students who did not graduate from high school

6688..00%% Percent of students who were not proficient on the eighth grade NAEP Reading assessment

6677..00%% Percent of students who were not proficient on the eighth grade NAEP Reading assessment

2200..55%% Percent of schools that did not make expected growth with students

1188..99%% Percent of teachers who did not make expected growth with students

Exploring  the  Data  11..66%% Percent of teachers who were less than proficient on Standard One of the NCEES

22..55%% Percent of teachers who were less than proficient on Standard Two of the NCEES

22..44%% Percent of teachers who were less than proficient on Standard Three of the NCEES

11..99%% Percent of teachers who were less than proficient on Standard Four of the NCEES

22..55%% Percent of teachers who were less than proficient on Standard Five of the NCEES

Exploring  the  Data  

0   10   20   30   40   50   60   70   80   90   100  

Standard  One  

Standard  Two  

Standard  Three  

Standard  Four  

Standard  Five  

Standard  Six  

Consider this school in NC:  

Percentage  of  Teachers  Rated  Proficient  or  Be?er  

0   10   20   30   40   50   60   70   80   90   100  

Standard  One  

Standard  Two  

Standard  Three  

Standard  Four  

Standard  Five  

Standard  Six  

Exploring  the  Data  Consider this school in NC:  

Percentage  of  Teachers  Rated  Proficient  or  Be?er  

Exploring  the  Data  

There is a disconnect between outcomes for students and

outcomes for teachers.

Why do you think this disconnect exists in many of our schools in

the state?

Evalua,on  and  Growth  

Evalua,on  and  Growth  

Evalua,on  and  Growth  

Evalua,on  and  Growth  

Evalua,on  and  Growth  

Evalua,on  and  Growth  

Digging  into  the  Data  Large  Urban  District  

0%  

10%  

20%  

30%  

40%  

50%  

60%  

70%  

80%  

90%  

100%  

Standard  1   Standard  2   Standard  3   Standard  4   Standard  5  

Percentage  of  Teachers  in  RaDng  Categories  

DisDnguished  

Accomplished  

Proficient  

Developing  

Not  Demonstrated  

0%  

10%  

20%  

30%  

40%  

50%  

60%  

70%  

80%  

90%  

100%  

Standard  6  

Exceeds  Expected  Growth  

Meets  Expected  Growth  

Does  Not  Meet  Expected  Growth  

Digging  into  the  Data  Large  Mixed  District  

0%  

20%  

40%  

60%  

80%  

100%  

Standard  1   Standard  2   Standard  3   Standard  4   Standard  5  

Percentage  of  Teachers  in  RaDng  Categories    

DisDnguished  

Accomplished  

Proficient  

Developing  

Not  Demonstrated  

0%  

10%  

20%  

30%  

40%  

50%  

60%  

70%  

80%  

90%  

100%  

Standard  6  

Exceeds  Expected  Growth  

Meets  Expected  Growth  

Does  Not  Meet  Expected  Growth  

Digging  into  the  Data  Small  Mixed  District  

0%  

10%  

20%  

30%  

40%  

50%  

60%  

70%  

80%  

90%  

100%  

Standard  1   Standard  2   Standard  3   Standard  4   Standard  5  

Percentage  of  Teachers  in  RaDng  Categories  

DisDnguished  

Accomplished  

Proficient  

Developing  

Not  Demonstrated  

0%  

10%  

20%  

30%  

40%  

50%  

60%  

70%  

80%  

90%  

100%  

Standard  6  

Exceeds  Expected  Growth  

Meets  Expected  Growth  

Does  Not  Meet  Expected  Growth  

Digging  into  the  Data  Small  Rural  District  

0%  

10%  

20%  

30%  

40%  

50%  

60%  

70%  

80%  

90%  

100%  

Standard  1   Standard  2   Standard  3   Standard  4   Standard  5  

Percentage  of  Teachers  in  RaDng  Categories  

DisDnguished  

Accomplished  

Proficient  

Developing  

Not  Demonstrated  

0%  

10%  

20%  

30%  

40%  

50%  

60%  

70%  

80%  

90%  

100%  

Standard  6  

Exceeds  Expected  Growth  

Meets  Expected  Growth  

Does  Not  Meet  Expected  Growth  

Understanding  the  Data  

•  Districts  are  very  similar  in  how  they  evaluate  teachers  –  there  are  few  differences  between  Urban  and  Rural  districts,  regardless  of  size.  

•  The  category  of  performance  with  the  greatest  percentage  of  teachers  is  Accomplished  –  approximately  50%  of  the  teachers  in  the  state  fall  into  this  category.  

•  Approximately  14%  of  teachers  across  the  state  did  not  meet  expected  growth  with  their  students.  

•  On  average,  one  percent  of  teachers  across  the  state  are  designated  as  Developing.  

•  Approximately  15%  of  the  teachers  across  the  state  exceeded  expecta,ons  for  student  growth.  

Inter-­‐Rater  Reliability  

•  Inter-­‐rater  reliability,  inter-­‐rater  agreement,  or  concordance  is  the  degree  of  agreement  among  raters.  

•  A  lack  of  agreement  among  raters  indicates  that  either  the  scale  is  defec,ve  or  that  raters  need  addi,onal  training.  

•  Three  opera,onal  defini,ons  of  agreement:  •  Reliable  raters  agree  with  each  other  about  the  exact  ra,ngs  

to  be  awarded.  •  Reliable  raters  agree  with  the  “official”  ra,ng  of  a  

performance.  •  Reliable  raters  agree  about  which  performance  is  be?er  and  

which  is  worse.  

Understanding  Bias  

Edward  Thorndike  The  Halo  Effect  

The  halo  effect  or  halo  error  is  a  cogni,ve  bias  in  which  one's  judgments  of  a  person’s  character  can  be  influenced  by  one's  overall  impression  of  him  or  her.  It  can  be  found  in  a  range  of  situa,ons  from  the  courtroom  to  the  classroom  and  in  everyday  interac,ons.  

Overcoming  Bias  

•  We  all  carry  bias  into  the  evalua,on  system.    Bias  is  inherent  in  the  human  condi,on,  it  is  not  a  character  flaw.  

•  Understanding  that  we  have  biases  is  an  important  step  in  elimina,ng  them  from  our  prac,ce.  

•  Training  is  very  helpful  in  reducing  bias  from  the  evalua,on  system  –  the  second  half  of  this  convening  is  targeted  toward  helping  becoming  more  accurate  raters.