teaching matters, series part i power point
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Teaching MattersThe Importance Of Supporting Teachers So That Each And Every Child Succeeds
March 7, 2013
Photo by Oakland North
“The district is necessary, but not sufficient. We need to create an Oakland that takes responsibility for better outcomes for all children.”
- OUSD Superintendent Tony Smith
Effective Teaching Coalition Vision
Each and every child in Oakland has consistent
access to effective teaching, and our highest
need students have equitable access to the most effective teaching.
Photo by Hasain Rasheed
Coalition Values
1. We must take collective responsibility for student learning.
2. Oakland teachers deserve our community’s support.
3. Oakland needs a culturally competent teaching force that reflects the diversity within our community.
4. Our efforts should work with teachers unions and not undermine their ability to collectively bargain.
5. Parent, student, educator, and other community voices are essential to shaping this work.
Tonight’s Agenda
1. Effective Teaching Coalition
2. This Moment
3. Importance of Effective Teaching
4. Oakland Context
5. Bright Spots
6. Our RolePhoto by Hasain Rasheed
OUSD has made teaching excellence a top priority.
Board Approved December 2012
Our Opportunity to Support
Effective Teaching Task Force1) Recommend Oakland Effective Teaching Framework
2) Plan pilot of “Teacher Growth and Development” system
OEAOUSD
Jan Feb Mar Apr May Jun Summer
3/7 –Teaching Matters I:
Importance of Supporting
Teachers for Students
OUSD finalizes
2013-2014 budget
3/20 – Teaching
Matters II: NCTQ Study
Release
Teaching Support
Project(s) TBD
4/10 -OUSD Board Mtg: NCTQ Study Presentation
(Tent)
4/24 – OUSD Board Study Session on Teaching
Teacher Policy Fellowship
launched in Dec 2012
April/May TBD – Teaching Matters III:
Bright Spots Event
Effective Teaching
Workshops launched for
parents in Jan
This Moment
At your tables – 5 minutes
• On a post it note, write a one sentence description of your favorite teacher and what made them so effective.
• Share with your table and introduce yourself
Photo by Hasain Rasheed
How Important is Effective Teaching?
Photo by Hasain Rasheed
The Education Trust—West
March 7, 2013
Teaching Matters
Policy & Research
AdvocacyPractice
The Education Trust-West works for the high academic achievement of all students at all levels, pre-k through college. We expose opportunity and achievement gaps that separate students of color and low-income students from other youth, and we identify and advocate for the strategies that will forever close those gaps.
The Education Trust—West Mission
© 2013 THE EDUCATION TRUST – WEST
Effective Teaching & Leading
“The only way we are going to get to excellence in public education is to teach our way there. We need to be able to define and measure what makes great
teaching.”
- Dr. Peter Gorman, SuperintendentCharlotte-Mecklenburg Schools
The New Majority: Changing Demographics
Total Enrollment 5.3 million% low-income* 44%# English Learners 1.2 million
Total Enrollment 6.2 million
% low-income* 57%# English Learners 1.4 million
1993-94 2011-12
*Defined as the percentage of students eligible for free or reduced price meals. 20
Students Then & Now
Oakland Unified Demographic Trends
19%
54%
18%7%
1%1%
1%
Total Enrollment 51,748% low-income* 60%# English Learners 14,044
Total Enrollment 46,472
% low-income* 80%
# English Learners 13,378
1993-94 2011-12
*Defined as the percentage of students eligible for free or reduced price meals.
41%
31%
13%9%4% 0% 1%1%
Latino
African-American
Asian
White
Multiple/No Response
American Indian
Filipino
Pacific Islander
Students Then & Now
The 2025 Challenge
• 5½ million new college degrees and technical certificates by the year 2025
• 2.3 million degrees and certificates short
SOURCE: California Competes Council. The Road Ahead: Higher Education, California’s Promise, and Our Future Economy. June 2012. 22
The Challenge
Three quarters will
graduate from high
school
Half will enroll in
post-secondary
after graduation
Out of all 9th
graders…
Hypothetical California high
school class
About a third will obtain a 2 or 4-year
college degree
About half of students at UC, CSU,
and CCC fail to complete one year of coursework in
two years
California’s Leaky College and Career Pipeline
The Pipeline
24
The Class of 2025 (Currently in 4th
grade)
Of 100 African-American and
Latino 4th graders…
The Class of 2025 (Currently in 4th
grade)
Of 100 African-American and Latino students that enter
9th grade
…16 African American and 16
Latino students will graduate with the requirements to enroll in a UC or
CSU…
…Just 8 African American and 8 Latino students will enroll in a
CSU or UC…
…And just 4 African-American
and 5 Latino students will
graduate college within 6 years.
…52 African-American and 57 Latino students
will graduate from high school…
Pipeline to College
UCLA Institute for Democracy, Education and Access, 2011Chronicle of Higher Education, 2010
California will not meet its 2025 workforce needs if it
fails to strengthen its education “pipeline,”
particularly for African-American and Latino
students.
24
Oakland Education Continuum
25
Less than ½ of a sample of OUSD students had strong
academic and social preparation before starting
school.
African-American and Latino 3rd graders struggle to read at grade level, with proficiency
rates of 32 and 28% respectively.
Although nearly 90% of OUSD 8th graders enrolled in Algebra
I in 2011-12, just 23% of students scored proficient.
A little more than half of OUSD African-American (55%) and Latino (52%) students graduate high school in 4
years. On average, 21% of these students graduate AND complete the
a-g course sequence.For more information, see Oakland Achieves: A Public Education Progress Report.
School Readiness
Elementary Education
High School Readiness
College and Career Readiness
Student Achievement
What Matters Most?• The classroom teacher
matters most among any in-school factor to student achievement (e.g., Goldhaber, 2009)
• Other factors outside of school influence student achievement, but effective teaching can level the playing field
ACCESSING MULTIPLE EFFECTIVE TEACHERS CAN DRAMATICALLY AFFECT STUDENT LEARNING
CST math proficiency trends for second-graders at ‘Below Basic’ or ‘Far Below Basic’ in 2007 who subsequently had three consecutive high or low value-added teachers
MORE EXPERIENCED DOES NOT NECESSARILY MEAN MORE EFFECTIVE
• The difference between top and bottom-performing teachers is far greater than the difference between more and less experienced teachers.
• While teachers improve greatly in their first few years, effectiveness is fairly stable after that.
• The difference between the average first year teacher and the average 10th year teacher amounts to only about two and a half weeks of learning.
Impact of LAUSD teachers on student learning, by years of experience and Highly Qualified Teacher status, compared with 25th-percentile and 75th-percentile teachers (2010)
EFFECTIVE TEACHERS ARE UNEVENLY DISTRIBUTED ACROSS LAUSD
Teacher Recruitment
Teacher Layoffs Teacher Distribution
Teacher Development/Support
Teacher Selection/Mutual Consent
Teacher Evaluation/Support
Teacher RetentionTeaching Matters
Why Effective Teaching in Oakland?
Photo by Hasain Rasheed Photo by Hasain Rasheed
From The Headlines – Spring 2011
"All teachers and administrators at Futures Elementary in danger of lay offs"
“The list is staggering: 538 full-time positions, including 231 elementary school teachers, 41 English teachers, 45 social science teachers, 28 sixth-grade teachers, 25 P.E. teachers, 13 social workers, and the entire adult education staff.”
2011 “Tell OUSD” Survey Results
Professional development is differentiated to meet the needs of individual teachers.
56% disagree or strongly disagree
The non-instructional time provided for teachers in my school is sufficient.
60% disagree or strongly disagree
Teacher performance is assessed objectively.
65% agree or strongly agree
SOURCE: Oakland Unified - http://www.tellousd.org/reports/detailed.php?stateID=OLn ≈ 1,376 teachers
Instructional leadership?
Teacher Evaluation?
Local hiring?
Career Ladders?
Cultural Competency?
Teacher Retention Rates?
Support for developing teachers?
Supporting English
learners?
Is there a framework?
Competitive pay?
Collaboration time?
Layoffs?
Assignment rules?
Class-size?
Other Studies• Boston Public Schools• Baltimore Public Schools• Denver Public Schools• Hartford Public Schools• Kansas City Public Schools• Los Angeles Unified• Miami Dade Public Schools• Seattle Public Schools• Springfield Public Schools
(MA)Photo by Hasain Rasheed
Goals for the study:
1. Help us understand the system
2. Help access information
3. Get a third party perspective on strengths and areas for improvement
Photo by Hasain RasheedSTUDY RELEASE– MARCH 20
NCTQ’s Ideal System Current System What to change
Teacher Assignment
Supportive System
Evaluations
Compensation
Tenure
Work Schedule
Actions the OUSD central office can initiate without changes to the teacher contract
Actions that require negotiation in the collective bargaining agreement between the school district and the teachers union
Actions requiring state policy change to implement
Photo by Hasain Rasheed
Teaching Matters IIOakland NCTQ Study Release
Edna Brewer Middle School
6pm, March 20, 2013
Mark your calendar
At your tables – 15 minutes
• On post its – 1. How have you
experienced effective teaching in Oakland being supported and valued?
2. What are some road blocks that get in the way of supporting effective teaching?
3. What best supports effective teaching in Oakland?
Photo by Hasain Rasheed
The Education Trust—West
Part II – “Bright Spots”
March 7, 2013
Teaching Matters
What Matters Most? The classroom
teacher matters most among any in-school factor to student achievement
(e.g., Goldhaber, 2009)
Principal Influence . . .
Teachers say that the number one factor in whether or not they stay at a school is their principal.
Source: Boyd, D., Grossman, P., Ing, M., Lankford, H., Loeb, S., & Wyckoff, J. (2011). The influence of school administrators on teacher retention decisions. American Educational Research Journal, 48(2), 303-333.
Principals have a “multiplier effect”
Source: New Leaders: http://www.newleaders.org/impact/leadership-matters/.
Principal Evaluation & Support
46
Student Growth Percentiles
20%
API Targets5%
ELL Redesignation Rate5%
Graduation Rate5%
Family Surveys5%Student Surveys
5%Faculty Survey10%
Multiple Measures
Professional Practice
45%
What’s Included in Multiple MeasureEvaluation Systems?
•Supervisor Evaluationincludes observations for teachers
•Student Growth DataIndividual and/or schoolwide
•Stakeholder Feedback• Family Surveys• Student Surveys• Peer Surveys
Image Source: Rand Corporation: http://www.rand.org/education/projects/measuring-teacher-effectiveness.html
Lucia Mar UnifiedDistrict Profile: 10,500 students (50% low-income); 500 teachers
Teacher Evaluation Model: District is using TAP™: The System for Teacher and Student Advancement, a comprehensive approach to teacher support, development, evaluation, and performance-based compensation. The evaluation component includes: 3 observations each year (2 announced and 1 unannounced) conducted by multiple trained evaluators, including master teachers; and contributions to student learning growth using individual and school-wide value-added scores.
Impetus/Catalyst: District applied for and was awarded a $7.2 million Teacher Incentive Fund (TIF) grant in 2010 to implement TAP. Majority of teachers at seven schools voted to participate. One additional school was funded by a private foundation.
Progress: Two and a half years into TAP implementation . First year was a planning year (2010-2011), Year 2 was the first year of implementation (2011-2012). Year 3 educators received first bonuses in December 2012.
SYSTEM PROFILES
Lucia Mar Unified Best PracticeSYSTEM PROFILES
• District Cultivated Buy-In• Leadership from the top (Superintendent, Board, Staff)• Teachers and union leaders visited TAP schools in other states• Teachers voted to adopt TAP on 7 campuses (with >75% vote)
• Focus is on Student Learning• Student needs driven (based on multiple data sources)• Field testing with students to “test drive” instructional practices
• Clear Description of Effective Teaching• TAP Rubric is clear and teachers share a common language• More consistent learning experience for students• Teachers get formal feedback three times a year, informal more
Lucia Mar Unified Best PracticeSYSTEM PROFILES
• Teachers Feel Supported• Master Teachers design meaningful professional development for
all teachers in weekly small group “cluster” meetings, offer demonstration lessons and coaching support, and conduct classroom observations and field test strategies.
• Mentor teachers also offer support to teacher colleagues support and conduct classroom observations (2 hrs/wk release time).
• Administrators attend cluster meetings and visit classrooms in addition to formal evaluations.
• Performance-based compensation structure• Most teachers said the pay was an “after thought”• Teachers and principals got a bonus this year (Dec 2012)
The College-Ready Promise (TCRP)District Profile: Four CMOs serving 30,000 students (78% low-income)
Teacher Evaluation Mechanism: The TCRP framework is aimed at developing teachers through targeted supports, professional development, and recognition/rewards. The evaluation component includes: Observations of teacher practice and behavior; Teacher impact on student achievement over time, using a model called Student Growth Percentiles; Feedback from students, families, and peers.
Impetus/Catalyst: In 2009, TCRP received a $60M grant from the Bill & Melinda Gates Foundation to increase effective teaching so more students graduate college-ready.
Progress: Framework design began in 2009. At Green Dot, initial evaluation system pilot in 2010-2011 included 4 schools and 16 teachers; pilot expanded to all schools in 2011-12. All teachers expected to receive their first evaluation rating and bonuses in 2012-13.
SYSTEM PROFILES
52
Green Dot: Weight of Measuresfor Tested Subjects/Grades
Individual SGP 30%
Classroom Observa-tion 40%
Student Survey 10%
Family Survey 5%
360 Survey 5%
School Level SGP 10%
Individual SGP 30%
Observation 40%
Student Survey 10%
Family Survey 5%
360 Survey 5%School Level SGP 10%
SYSTEM PROFILES
53
Green Dot: Weight of Measuresfor Non-Tested Subjects & Grades
Classroom Observa-tion 55%
Student Survey 10%
Family Survey 5%
360 Survey 5%
School Level SGP 25%
Observation 55%
Student Surve
y 10%Family Survey 5%
360 Survey 5%
School LevelSGP 25%
SYSTEM PROFILES
Green Dot Best PracticesSYSTEM PROFILES
• Strong Communication Efforts• Teachers value role the union played in ensuring teacher input
and transparency with the process (e.g. frequent focus groups, surveys, weekly email communication)
• Ratification vote by union members last spring (May 2012)
• Clear Description of Effective Teaching• TCRP rubric is clear and most stakeholders agree the rubric calls
out the “right” things to be an effective teacher• More evidence-based, detailed conversations about practice • Piloting more frequent shorter observations in 3 schools now
• Building Instructional Leadership Capacity• Added an additional administrator at most schools to support the
implementation• Focused more on teacher supports
SYSTEM PROFILES
Pittsburgh Public SchoolsDistrict Profile: 26,500 students (71% low-income) and 1,875 teachers
Teacher Evaluation Model: Developed a multi-measure teaching evaluation system that includes student learning (test scores), teacher practice (observations) and student perceptions (survey data).
Impetus/Catalyst: 2008 Teacher survey revealed 15% of teachers agreed with the statement, “Teacher evaluation in my building is rigorous and reveals what is true about teachers’ practice. ” The Bill & Melinda Gates Foundation funded the Empowering Effective Teachers plan with $40M and an additional $40M in state and federal grants. The district applied for and won a $37.4M Teacher Incentive Fund (TIF) grant in 2012.
Progress: This year is the third year of implementation. The rubric was designed in 2010-2011 and the evaluation process was piloted in 2011-2012 with 24 schools, implemented across all 66 district schools in 2012-2013.
SYSTEM PROFILES
Pittsburgh Public Schools
SYSTEM PROFILES
• Empowering Effective Teachers Plan -- Collaboration with Pittsburgh Public Schools & Pittsburgh Federation of Teachers to:
1. Increase the number of effective teachers2. Increase exposure of high-needs students to highly effective
teachers3. Ensure all learning environments promote college readiness
• Multiple Measures• Measuring professional practice (observations)• Measuring other student outcomes (student surveys)• Measuring student learning and growth (test scores)
Tripod Student Survey QuestionsSYSTEM PROFILES
Using a 5-point scale (Totally True to Totally Untrue)• I have pushed myself hard to completely understand
my lessons in my class (Effort)• Our class stays busy and doesn’t waste time
(Classroom Management)• My teacher asks students to explain more about
answers they give (Challenge)• My teacher has several good ways to explain each
topic that we cover in this class (Clarify)
Pittsburgh Public SchoolsSYSTEM PROFILES
Findings:1) Teachers' impacts on students are substantial. "A 90th-
percentile teacher in Pittsburgh produces a little more than a year of additional learning (in one school year of instruction) relative to a 10th-percentile teacher.“
2) Effective teachers have the ability to close the racial achievement gap. “The most effective teachers in PPS produce gains in student achievement that, if accumulated over several years without decay, could erase achievement gaps between black and white students, or between Pittsburgh students and statewide averages.”
Source: Mathematica Policy Research, Inc., 2010
Pittsburgh Public Schools
SYSTEM PROFILES
Findings (con’t):3) The use of multiple measures outperforms traditional teacher
evaluations. “The combination of classroom observations, student feedback, and student achievement carries three advantages over any measure by itself: (a) it increases the ability to predict if a teacher will have positive student outcomes in the future, (b) it improves reliability, and (c) it provides diagnostic feedback that a teacher can use to improve.” “Combining the three approaches (classroom observations, student feedback, and value-added student achievement gains) capitalizes on their strengths and offsets their weaknesses.”
Source: Gathering Feedback for Teaching, MET Project, 2011, p.29
Source:
What do these Systems have in Common?• Clear definitions & calibration of effective teaching• Opportunities for deep reflection of practice• Frequent feedback from multiple sources• Professional development tied to student & teacher
learning needs• Systematic efforts to build instructional capacity of
school leaders• Expanded teacher responsibilities based on teaching
expertise• Strong District-Union Collaboration
At your tables – 10 minutes
About what you just heard:1. What is exciting and
promising?2. What questions do you
have?
Photo by Hasain Rasheed
Our Opportunity: Right Now
Oakland Effective Teaching Framework
-- Based on “best in field” practices
Because Students and Educators Deserve Quality
Pilot “Teacher Growth and
Development” System
-- Geared toward support
-- Resourced for success
Jan Feb Mar Apr May Jun Summer
3/7 –Teaching Matters I:
Importance of Supporting
Teachers for Students
OUSD finalizes
2013-2014 budget
3/20 – Teaching
Matters II: NCTQ Study
Release
Teaching Support
Project(s) TBD
4/10 -OUSD Board Mtg: NCTQ Study Presentation
(Tent)
4/24 – OUSD Board Study Session on Teaching
Teacher Policy Fellowship
launched in Dec 2012
OUSD and OEA are negotiating a new teachers’ contract.
OUSD Scorecard: new framework & pilot “growth and development” systems
April/May TBD – Teaching Matters III:
Bright Spots Event
Effective Teaching
Workshops launched for
parents in Jan
Our Role: Big Ideas
LEARN
SHARE
LEAD
Our network “getting smarter” about how the system works and could work
We share this opportunity with others and bring in additional educators,
students, and parents to shape the discussion.
Our collective responsibility for high quality programs and supports for
students and educators.
Our Role: Nuts and Bolts
LEARN
SHARE
LEAD
Attend the 3/20 NCTQ Study ReleaseAttend the 4/24 Board Study Session
Share on FacebookRecruit a neighbor or colleague
Comment at a board meetingReach out to board members, district,
and union leaders
At your tables – BEFORE YOU LEAVE
• On your table• Please take a moment
to fill out commitment forms
• Flip over and fill out the evaluation on the back
Photo by Hasain Rasheed
Teaching Matters
THANK YOU!
APPENDIX / CUT SLIDES
Teacher Salaries BA+30 unitsDistrict Year 1 Year 5 Year 10 Year 30 Notes
OaklandUSD $39,775 $44,520 $52,062
$58,094 (raises end after the
26th year)
Teachers receive salary plus healthcare benefits.
San FranciscoUSD
$50,000 $53,000 $56,500 $60,000
(raises end after the 15th year)
Teachers receive salary plus healthcare benefits; Includes parcel tax revenue from San
Francisco voters
Hayward USD $52,180 $55,125 $66,453
$73,248 (raises end after the
13th year)
Hayward teachers are responsible for 100% of
healthcare costs.
San Leandro USD $48,567 $51,828 $58,499
$67,397 (raises end after the
24th year)Includes $6,901 within salary to
cover health benefits
San Lorenzo USD
$44,397 $47,158 $54,668$61,259
(raises end after the 23rd year)
Teachers receive salary plus healthcare benefits.
http://slzusd.ca.schoolloop.com/file/1241915236380/1218758558436/2435943435412671869.pdfhttp://publicportal.ousd.k12.ca.us/199410811175930900/lib/199410811175930900/K12T_Salary_Schedule.pdfhttp://haywardusd-ca.schoolloop.com/file/1289141219277/1298973008260/8701465105791391020.pdfhttp://www.sanleandro.k12.ca.us/20771083115311603/lib/20771083115311603/2010-2011_SLTA_Salary_schedule.pdfhttp://www.sfusd.edu/en/assets/sfusd-staff/contract%20and%20salary%20schedules/Salary%20Schedule%20K-12%20Teachers%20and%20Intern%20Teachers.pdf
Research from Nov 2011
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