Teacher Evaluation System Test Rollout and Update

8/3/2019 Teacher Evaluation System Test Rollout and Update

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Teacher Evaluation System Update

Presented byLuis Tamez, Director Veronica Garcia, Director

Human Resources Human Resources

Dr. Claudia Rodriguez, Chief of Staff

February 9, 2012


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Board Update Summary

SBDM Feedback 41 schools and 278 respondents (as of 1/20/12)

Will share rubric for review with all SBDMs in

February

Focus groups and interviews 100+ Principals engaged

300+ Teachers engaged

Engagement Design

Define teacher rubric Draft rubric of effective teaching

4 domains, 22 indicators

4 performance categories

Testing in Spring 2012 Over 10 volunteering principals representing every

learning community and at least one at every level

Campus Instructional Leadership Teams

Counselors, Librarians, Special Education teachers,

Multilingual teachers, Psychologists, Fine arts, PE.

Teacher organization working session

50+ Parents engaged

PTA engaged for feedback

Committees / Virtual feedback panel 12 Principals engaged, 109 Teacher engaged, 17

Parents engaged

Pushed communication Monthly E-blasts, website updates

Teacher Evaluation System flyer sent to parents

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Testing only qualitative components in Spring

2012 Administrator Observations

Content Expert Observations

Peer Observations

Rubric of Effective Teaching

Portfolio creation and use

Video and Self-reflection

Student feedback

Train all volunteering schools

Develop an evaluation plan for tested components

Pilot planning for launching the system in

volunteering schools in 2012-2013

Gather feedback from SBDMs on initial design of the rubric

Share an informational flyer to all parents to provide feedback

Training of volunteering schools for Spring 2012 testing

Teacher Evaluation System Input Committee Meeting

Design Committee Meeting

Sub-committee meetings

Upcoming activities in February


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Vision of Teacher Evaluation

Identify excellence Help every teacher

get better

Create lasting

impact

Rubric of effective

Multi le orms o li nment with HR and

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teaching

Multiple measures

Classroom observations

Portfolio review Student data

feedback

for every

teacher

Written feedback

Verbal feedback

Multiple forms of

student data

From multiple sources

Administrators

Content experts

Peers

T&L

Teacher advancement

plans

Professional learning

opportunities

Recognizing effectiveteachers

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5/16

Brief Review of Design Methodology

Multiple mini-

observations

by administrators

Approx. 3/4 of principals want to spend at least 40%

of their time on teacher appraisals

50% of teachers want administrators to provide

feedback at least every month

81% of SBDM members agree mini-observations byadministrators should be included

Kim Marshalls evaluation suggests 10 mini

observations for every teacher

Danielson and Marzano describe multiple

observations as a way to understand daily

practice to make a reasoned judgment about a

teachers overall practice

from the Dallas ISD community from best practice research

Observations

by Content

Experts

Observations

and feedback

by Peers

69% of principals and 65% of teachers agreed with

content experts providing evaluations

67% of SBDM members agreed that content expert

observations should be included

Both principals and teachers believed content

knowledge was the most important area of teaching

Special groups of teachers (fine arts, librarians,

counselors) believe that content expert observationswould provide valuable feedback

National Comprehensive Center for Teacher Quality

warns of the limitations of principal observations for

specialized content areas or instructors.

The DC IMPACT system hires specialists to provide

content-based observations

Under the Teacher Advancement Program (TAP),

master teachers participate in teacher evaluations alongwith administrators

69% of teachers felt that peer feedback was

relevant to an evaluation

Librarians and fine arts teachers believe peer

observations would be very valuable since their

skill is specialized

81% of SBDM members agree that non-evaluative

peer observations would provide helpful feedback

Under the North Carolina Teacher Evaluation

Process (TEP), teachers will be observed once by a

peer for feedback

Under TAP, outstanding teachers provide mentoring

and coaching to peers

In Hillsborough County, FL, a forward- thinking

district, 30% of a teachers evaluation is based on a

peer evaluation


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Design Methodology Cont

Video and self-

reflection tool

94% of teachers believed that self-reflection

should be included in the evaluation system

Dallas ISD teachers participating in TAP have

positive feedback for the use of videos for

development

National Board for Professional Teaching Standards

The Gates Foundation Measures of EffectiveTeaching (MET) project in DISD found that the

video observation tool holds great promise for

feedback, reducing subjectivity, and trackingprofessional growth

from the Dallas ISD community from best practice research

Portfolio

review

83% of teachers believe reviewing a portfolio is at

least somewhat important to determine effective

teaching

Focus group participants thought it was a good view

into planning and preparation but can be time

consuming

75% of SBDM members agreed that the portfolio

review should be included in the evaluation

National Board for Professional Teaching Standards

Higher education teaching staff rely on portfolios to

document the multitude of activities that go into

enriching student learning

Districts such as Cincinnati, the State of Wisconsin,

the State of Indiana all require the evaluation of

portfolios

Teacher

Advancement

Plan

51% of teachers ranked evaluation outcomes

should provide teachers with opportunities for

targeted feedback and one-on-one coaching as most

important

Focus group participants want a system that provides

a way for them to advance to the next level

78% of SBDM members agreed that the Teacher

Advancement Plan should plan for leadership

development

TAPs evaluation system is aligned with different

teacher career paths and individual growth plans

Cincinnati Public Schools career-in-teaching program

allows teachers to work toward achieving lead teacher

status

The 1996 report of the National Commission on

Teaching & Americas Future (NCTAF) called for a

revamping and restructuring of the teaching profession

that supported and rewarded excellent educators


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Feedback from the Dallas ISD CommunityTeacher feedback:While the involvement of content experts certainly has value, the scope/weight of their involvement might call for more discussion. Feedback from experts might

accomplish more if perceived and utilized as a component of ongoing development rather than evaluation. However, given that it is not a deciding factor, its inclusion

in the evaluation may still have credence.

I believe the greatest strength is the number of feedback items available for the classroom teacher. It is always a plus to have a colleague with ideas to help engage at

higher levels, find ways to incorporate missing elements, or even to hear that you are doing a great job! I think the varying levels of observation and team work shows

a real commitment to finding and keeping great teachers in the classroom.

The conferences with the principal are valuableJust as different students learn in different ways, teachers need built-in flexibility regarding teaching practices ratherthan being required to fit into a certain mold.

Teacher feedback:While the involvement of content experts certainly has value, the scope/weight of their involvement might call for more discussion. Feedback from experts might

accomplish more if perceived and utilized as a component of ongoing development rather than evaluation. However, given that it is not a deciding factor, its inclusion

in the evaluation may still have credence.

I believe the greatest strength is the number of feedback items available for the classroom teacher. It is always a plus to have a colleague with ideas to help engage at

higher levels, find ways to incorporate missing elements, or even to hear that you are doing a great job! I think the varying levels of observation and team work shows

a real commitment to finding and keeping great teachers in the classroom.

The conferences with the principal are valuableJust as different students learn in different ways, teachers need built-in flexibility regarding teaching practices ratherthan being required to fit into a certain mold.

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I'm having a hard time understanding how we can front the money to research and develop this project when we are in a crunch with the budget. I realize the need to

evaluate teachers and make sure we have great people teaching our kiddos, but when schools are cutting back and going without in major areas, I don't understand how

this is a priority toward which the district should funnel money.

I'm having a hard time understanding how we can front the money to research and develop this project when we are in a crunch with the budget. I realize the need to

evaluate teachers and make sure we have great people teaching our kiddos, but when schools are cutting back and going without in major areas, I don't understand how

this is a priority toward which the district should funnel money.

Principal feedback:If the teacher evaluation system is about professional development, it should consist of several shorter walk-throughs ranging from 15-30 minutes that occur more

frequentlyso that teachers can grow as the year progresses. At least one walk-through should required per six weeks to get a better snapshot of the teacher's

performance.

A suggestion for improvement, the evaluation instrument might include a pre conference to set the stage for the evaluation, and post conference to allow time to

debrief and develop next steps after the evaluation.

Principal feedback:If the teacher evaluation system is about professional development, it should consist of several shorter walk-throughs ranging from 15-30 minutes that occur more

frequentlyso that teachers can grow as the year progresses. At least one walk-through should required per six weeks to get a better snapshot of the teacher's

performance.

A suggestion for improvement, the evaluation instrument might include a pre conference to set the stage for the evaluation, and post conference to allow time to

debrief and develop next steps after the evaluation.

Parent feedback:This tool should accomplish three tasks: First, it should be used by administrators to improve instruction by improving teachers. This is done by focusing upon the

weak aspects of a teachers instructional quality, by targeting places for improvement, by improving their teachers ability to affect student learning, thereby, impacting

student achievement. Second, this tool should be used directly to focus administrators attention upon mentoring all teachers, indirectly, by focusing their attention upon

instructional areas of need to be improved upon; thereby, directly impacting student learning and directly increasing students test scores. Lastly, by designing the

instrument to focus upon improving the quality of instruction rather than focusing upon weeding out "bad teachers", it will directly impact teacher turnover by

dramatically lowering turnover.

Parent feedback:This tool should accomplish three tasks: First, it should be used by administrators to improve instruction by improving teachers. This is done by focusing upon the

weak aspects of a teachers instructional quality, by targeting places for improvement, by improving their teachers ability to affect student learning, thereby, impacting

student achievement. Second, this tool should be used directly to focus administrators attention upon mentoring all teachers, indirectly, by focusing their attention upon

instructional areas of need to be improved upon; thereby, directly impacting student learning and directly increasing students test scores. Lastly, by designing the

instrument to focus upon improving the quality of instruction rather than focusing upon weeding out "bad teachers", it will directly impact teacher turnover by

dramatically lowering turnover.


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Spring 2012 Testing

Volunteering schools:

Elementary Schools: Herbert Marcus, DeGolyer, Hexter, Sidney Lanier,

Charles Rice, Whitney Young, Edna Rowe and Preston Hollow

Middle Schools: Dealey Montessori, Obama Leadership, TBD (1 more) High Schools: Seagoville, Thomas Jefferson, Booker T. Washington,

Obama Leadership

What we will be testing:

Technology tools to facilitate observations

Usability and usefulness of Rubric of Effective Teaching Peer observations

Content expert observations

Portfolio creation and review

Video and self-reflection

Student feedback8


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Project Timeline

July - October NovemberDecember

January 2012

February 2012-

July 2012

DesignPlanning & Stakeholder Engagement Testing Implementation

August 2012

Gather stakeholderinput

Communications andstakeholder engagement Communication andstakeholder engagement Communication and

stakeholder engagement Continue communication

with stakeholders (all

Launch subcommittees

(rubric, qualitative,

quantitative) of

principals, teachers and

central office chosen

and led by Design

committee

Establish key designquestions

Begin to establish

vision

Committee meetings &

design

Establish vision with

teachers

Drive content forward

through sub-committees

led by DesignCommittee


design

Select qualitative

components of

evaluation and

weighting system

Create process and

protocol

Determine

quantitative

components


testing

Test tools, gather

feedback, and adjust

Design training

process and materials

Develop training

schedule and train the

trainers


rollout

Roll-out to schools

Provide training to

principals and

teachers

Provide support,

technology, tools

Track progress of

implementation

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10/16

Progress ReportWhat has been completed

(Jul-Jan)

See calendar for specifics

What is going to happen

next

(March)

What is currently

underway

(Feb)See calendar for specifics

E-Blasts to all staff

Website launched and updated

Virtual feedback panel convened (111 members)

SBDMs engaged (41 schools as of 1/20/12)

E-Blast to all staff (minimum monthly)

Website updated (minimum monthly)

Virtual feedback panel engagement

Engagement opportunities:

E-Blast to all staff (minimum monthly)

Website updated (minimum monthly) Informational video launched at every campus level

Engagement goals: Principals engaged

145 principals surveyed

100+ principals engaged through focus groups

9 Learning Community presentations

Teachers engaged

3,688 teachers surveyed

138 teachers engaged through focus groups

100+ teachers engaged in working session

50+ parents engaged through focus groups

Committees formed Teacher Evaluation System Input Committee meeting

8/30, 9/20, 10/18, 11/08, 12/06, 1/10

Design Committee meetings 7/18, 8/10, 8/31, 9/21,

10/19, 11/09, 12/07, 1/11

Steering Committee meetings 7/20, and 8/29, 9/12,

10/10, 11/07, 12/12, 1/24

Convened sub-committees of teachers, principals and

central office chosen and led by design committee

Dallas ISD students engaged

Public Information Sessions by trustee district: 10/12,

10/19, 10/25, 11/7, 11/8,11/8,11/14, 11/29

Gathered and analyzed Dallas ISD 2010-2011 data onteacher evaluation

11+ schools involved in training on new teacher

evaluation system components

SBDM feedback

Committee meetings

Teacher Evaluation System Input Committee meeting

2/21

Design Committee meeting 2/22

Steering Committee meeting 2/22

Sub-committee meetings to plan training and initial

testing for spring Quantitative components

Rubric of effective teaching

Preliminary design of system continued to be shared

broadly for feedback and input

Finalize components for testing in March including

training materials and technology tools

Training of volunteer schools on their components for

testing including participating teachers, content experts,

principals, etc.

Teachers: 4 opportunities for focus group

participation, on-going virtual feedback

opportunity

Principals: 3 opportunities for focus group

participation

Parents: 1 opportunity for focus group participation

Continue engaging SBDMs

Committee meetings

Design Committee meeting Steering Committee meeting

Quantitative sub-committee

Begin testing of various teacher evaluation

components

Create monitoring tools to track compliance and

effectiveness of various components

Begin planning for pilot roll out

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System Design Update

Effective teaching Qualitative Quantitative

Deliverable:

Subcommittee:

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Outlining options and

developing prototypes

Reviewing internal and

external models

In process of developing

protocols for portfolio review

Currently incorporating

feedback from Teacher

Working Session in January

Process:

Quantitative elements Considering a mix of student

growth and value-added,

school performance

Evidence to rate rubric Potential components of a

portfolio review:

Portfolio Video/Self-reflection

Draft rubric of effective

teaching 4 domains

22 indicators

4 performance categories


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Communication PlanWhat has been completed

(July to December)

What is currently underway

(February)

What is going to happen next

(March)

ALL GROUPS

Committee meetings

Website launched

Public Information Sessions led by

DMC/Dallas ISD

Committee meetings

Website update with preliminary design /

Virtual feedback panel

SBDM meetings

Training for Spring 2012 Testing

Committee Meetings

Website update on preliminary design

Virtual feedback panel

SBDM meetings

Spring 2012 Testing Launch

Teachers

All teacher survey completed

Conducted multiple focus groups andinterviews

All teacher E-blast on website

Virtual feedback committee Training for Spring 2012 Testing

Participate in Spring 2012 Testing

Monthly E-blast SBDM feedback participation

eac er wor ng sess on ee ac par c pa on engagemen an ee ac

Parents

Invited and participated in committee

meetings

Initiated parent interviews

Kicked off monthly focus group

Monthly focus group

SBDM feedback participation

Monthly focus group


PTA engagement and feedback

Principals and

APs

Conducted multiple interviews and focus

groups

Introduction at LC meetings

Updates at all principal and feeder mtgs

All principal survey launched

Conduct interviews and focus groups

Updates at Principal Meetings

Training for Spring 2012 Testing


Participate in Spring 2012 Testing

Monthly E-blast


Teacher

Organizations

Interviewed

Invited and participated in committees

Working session at Alliance AFT

Continue interviews Follow-up interviews

Engage to reach teachers

Business/

Community

Interviewed Follow-up Interviews Follow-up interviews

Senior EDs Interviewed Follow-up interviews Follow-up interviews

Central staff Interviewed

In-depth meetings on student data

Follow-up interviews

E-Blast reminder on website

Follow-up interviews

Monthly E-blast

Trustees Interviewed Board briefings (6 Aug-Jan)

Monthly board briefing Monthly board briefing13


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Current Calendar (February)Monday Tuesday Wednesday Thursday Friday

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6 7 8 9 10

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13 14 15

Testing Training

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Testing Training

17

20

Testing Training

21

DAC Presentation

Teacher Evaluation

System Input Committee

Meeting

Testing Training

22

Design Committee Meeting

Quantitative sub-committee

Testing Training

23

Testing Training

24

Testing Training

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Teacher Evaluation System

Update

Q&A15


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Teacher Evaluation System Test Rollout and Update

Documents

Transcript of Teacher Evaluation System Test Rollout and Update