Teacher Evaluation-Take Control or Be Controlled-

Willard R. Daggett, CEODeb Delisle, Senior Fellow

Teaching

Organ

izational

Lead

ersh

ipInstructional

Leadership

Student Achievement

Daggett System for

Effective Instruction

RESEARCH

Student Teacher Relationship

0.72

0

0.2

0.4

0.6

0.8

1

0.90

0

0.2

0.4

0.6

0.8

1

Effective Efficient

Application of Knowledge

0.65

0

0.2

0.4

0.6

0.8

1

0.80

0

0.2

0.4

0.6

0.8

1

Effective Efficient

Professional Development

0.62

0

0.2

0.4

0.6

0.8

1

0.75

0

0.2

0.4

0.6

0.8

1

Effective Efficient

Teacher Expectations and Clarity

0.75

0

0.2

0.4

0.6

0.8

1

0.90

0

0.2

0.4

0.6

0.8

1

Effective Efficient

FINDINGS

TEACHERS are our greatest HOPE

RESEARCHMODEL

SCHOOLS

Daggett System for

Effective Instruction

Daggett System for

Effective Instruction

RESEARCHMODEL

SCHOOLSSTRUCTURE

Teaching

Organ

izational

Lead

ersh

ipInstructional

Leadership

Student Achievement

Culture

Vision

Structure and

systems

Sel

ectio

n, s

uppo

rt,

eval

uatio

n

Organizational Leadership

Bui

ld le

ader

ship

RESEARCHMODEL

SCHOOLS

BEST PRACTICES

STRUCTURE

Daggett System for

Effective Instruction

RESEARCHMODEL

SCHOOLS

ACTION PLAN

BEST PRACTICES

STRUCTURE

Daggett System for

Effective Instruction

FINDINGS

TEACHERS are our greatest HOPE

Questions

• Can 99+ % of our teachers be satisfactory?

• What is satisfactory?

Teacher Evaluation – NOT Going Away

Teacher Evaluation – NOT Going Away

• Governors

Teacher Evaluation – NOT Going Away

• Governors

• Legislators

State Actions on Teacher Evaluation and Tenure

• Wisconsin• New Hampshire• Tennessee • Indiana• Ohio

• Idaho• Florida• New York• Minnesota• Illinois• Michigan

Teacher Evaluation – NOT Going Away

• Governors

• Legislators• President Bush

Teacher Evaluation – NOT Going Away

• Governors

• Legislators• President Bush• President Obama

Teacher Evaluation – NOT Going Away

• Governors

• Legislators• President Bush• President Obama• RttT

Teacher Evaluation – NOT Going Away

• Governors

• Legislators• President Bush• President Obama• RttT• Reauthorization

Take CONTROL or

Be CONTROLLED

We are now evaluated as a school

• AYP

We will soon be evaluated at the teacher level

• AYP• Teacher evaluations

What

• AYP• Teacher Evaluation• Transition Plan

Teacher Evaluation• Take Control or Be Controlled• Evaluate what you value

– Rubrics

Rubrics• AASA• NEA• AFT• NASSP• NSBA

• CCSSO• NASBE• ASCD• AIR• Gates Foundation

Criteria• Foundation Learning (Achievement in the

core subjects of English language arts, math and science and others identified by the school)

Criteria• Foundation Learning (Achievement in the

core subjects of English language arts, math and science and others identified by the school)

• Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements)

Criteria• Foundation Learning (Achievement in the

core subjects of English language arts, math and science and others identified by the school)

• Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements)

• Student Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning)

Criteria• Foundation Learning (Achievement in the core

subjects of English language arts, math and science and others identified by the school)

• Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements)

• Student Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning)

• Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes)

Guiding Principles

• Responsibility• Contemplatio

n• Initiative• Perseverance• Optimism• Courage

• Respect• Compassion• Adaptability• Honesty• Trustworthines

s• Loyalty

Survey Tools for Rigor, Relevance and

RelationshipsWE LEARN™ Student Survey

WE TEACH™ Instructional Staff Survey

WE LEAD™ Whole Staff Survey

Teacher vs. Student Comparison

T – Students can apply what I am teaching to their everyday lives.

92%

S – I can apply what I learn to my everyday life.

58%

Teacher vs. Student Comparison

T – Students in my classroom engage in hands-on activities.

88%

S – We do lots of hands-on activities in my classes.

45%

Teacher vs. Student Comparison

T – I make learning exciting for my students.

84%

S – My teachers make learning exciting.

40%

Teacher vs. Student Comparison

T – I am aware of my students’ interests outside of school.

87%

S – My teachers know my interests outside of school.

30%

Teacher vs. Student Comparison

T – I recognize students when they demonstrate positive behavior in school.

95%

S – Good citizenship is rewarded in this school.

40%

Criteria• Foundation Learning (Achievement in the core

subjects of English language arts, math and science and others identified by the school)

• Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements)

• Student Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning)

• Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes)

Those things that are easy to measure are least important.

Those things that are most important are hardest to

measure.

Teacher Evaluation• Take Control or Be Controlled• Evaluate what you value

– Rubrics

Rubrics• AASA• NEA• AFT• NASSP• NSBA

• CCSSO• NASBE• ASCD• AIR• Gates Foundation

So the real question before us is…

What are the primary purposes/goals of teacher

evaluation?

1. Sorting2. Ranking3. Merit Pay4. Value-Added/Student

Growth5. Anything Different6. Differentiated Scales7. When: Annual or Other?8. Subjective or Objective?9. Focus on Teacher

1. Enhanced Instructional practices

2. Resulting in Improved Student Performance

3. Measurable and Observable

4. Goal Setting connected to Data Sources

5. Long Term and Short Term Growth

6. Component of Larger Human Capital Issue

Confusion vs. Deliberateness

Being Thoughtful and WiseRecruitment Selection Support

Evaluation Internal Decisions

Compensation

System of Rewards & Recognition

Mentoring Continued Employment

Being Thoughtful and WiseRecruitment Selection Support

Evaluation Internal Decisions

Compensation

System of Rewards & Recognition

Mentoring Continued Employment

EnhancedInstructional

Practices & Increased Student

Performance

Most Essential: FOCUS EVERYONE in SCHOOL SYSTEMON WHAT MATTERS MOST: ensuringthat EVERY student is on track tograduate college ready and lifeprepared.

And-if we aren’t?

Short Term Solution or Long Term Investment???

1. Student engagement2. Problem-solving3. Communication4. Creativity5. Collaboration6. Individual student growth7. Student and parent satisfaction

What is Important?

Teaching

Organ

izational

Lead

ersh

ipInstructional

Leadership

Student Achievement

How does a comprehensive performance review stem reflect these essential components?

When used appropriately, evaluations should identify

and measure the instructional strategies, professional

behaviors, and delivery of content knowledge that

impact student learning. (Danielson & McGreal)

Two TypesFormative

Provides feedback on how to improve performance and

what types of professional development

opportunities will enhance practices.

Summative

Used to make final decisions on

factors such as continued

employment, tenure, salary

assignments, etc.

Two TypesFormative

Provides feedback on how to improve performance and

what types of professional development

opportunities will enhance practices.

Summative

Used to make final decisions on

factors such as continued

employment, tenure, salary

assignments, etc.

Neither is effective without the other!

Essential Attributes Differentiated system Based on and supported by reliable

data Excellence not defined as minimally

acceptable performance. Consideration of multiple measures Specificity on differences between

and among ratings

Essential Attributes (cont.) Internal and external measures Clear, rigorous and aligned

accountability system for instructional leaders

Inherent accountability for quality of feedback

Never “done”: responds to changing needs of district, schools, staff, students and best practices.

Teacher Evaluation• Take Control or Be Controlled• Evaluate what you value

– Rubrics

• Be part of a comprehensive system

Comprehensive Teacher Development System

• Supervision• Support• Evaluation

Teacher Evaluation

• Take Control or Be Controlled• Evaluate what you value• Be part of a comprehensive system• Tie to professional development

A B

DC

Professional Development• Effective Instruction

– System wide

• Rigor/Relevance/Relationship– Conditions

• Focused/Sustained• Job Embedded

Teacher Evaluation• Take Control or Be Controlled• Evaluate what you value• Be part of a comprehensive system• Tie to professional development• Ownership

Teacher Evaluation• Take Control or Be Controlled• Evaluate what you value• Be part of a comprehensive system• Tie to professional development• Ownership• Begin with Needs Assessments

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International Center for Leadership in Education