develop and monitor teacher effectiveness and implementation kelli millwood, tony mcguinness &...
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Develop and Monitor Teacher Effectiveness and Implementation
Kelli Millwood, Tony McGuinness & Chris Morgan3.5.2012
What We Know:
49 hours PD -> +21percentile points
5-14 hours PD -> NO IMPACT
High Quality Professional Developmen
t
Teacher Knowledge and Skills
Classroom Teaching
Student Achievemen
t
Yoon, K. S., Duncan, T., Lee, S. W.-Y., Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement (Issues & Answers Report, REL 2007–No. 033). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. Retrieved from http://ies.ed.gov/ncee/edlabs
Sustained high quality PD impacts
teaching and learning
TX Elem AE Breakout l 01/11/122
Best Practices of Teacher Effectiveness
• Pragmatic Rigor
• Multiple measures / Perspectives
• Frequency
• Inclusion / Collaboration
• Formative Practices
• Differentiated PD
• Evolution
Educator Effectiveness4
D & R
VideoProd.
Professional Development Partnerships
Connecting Teacher Effectiveness to Leader Effectiveness
Balanced, formative assessment strategies
Improving student learning
Implementing effective elements of teaching
Defining the competencies of effective school leadership
Using Value Added Analysis
Identifying highly effective teachers
Jon Saphier - Research for Better Teaching
Rick Stiggins – Assessment Training Institute (ATI)
Dr. Robert Marzano
Online Demonstration
Diagnostic and Research Services
Pearson Diagnostic & Research Team ProvidesM
EA
SU
RA
BLE
CH
AN
GES
HIGH-QUALITY PROFESSIONAL DEVELOPMENT
(SIOP, WTW, Classroom Technology, Common Core Math, and Common Core ELA)
Why is Inter-Rater Reliability Important?
• Calibrate individual observers with expert rater
• All observers “see” the same thing and rate the same way
• Ensure VALID and RELIABLE observations○ Valid = accurate○ Reliable = consistent
Calibration Process For Valid & Reliable Observations
Discussion of Observables for Features
Watch & Rate Video
EnterRatings
Debrief & CalibrateRatings
7. Concepts explicitly linked to students' background experiences
10%
30%
55%
5%0
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Calibration Process For Valid & Reliable Observations
Discussion of Observables for Features
Watch & Rate Video
EnterRatings
Debrief & CalibrateRatings
Pearson Diagnostic and Research Team Provides
HIGH-QUALITY PROFESSIONAL DEVELOPMENT
MEA
SU
RA
BLE
CH
AN
GES
(SIOP, WTW, Classroom Technology, Common Core Math, and Common Core ELA)
Impacts on Student Performance
Localized Video Production Services
KCMO Goal
Create a library of classroom video segments
using district talent which could be used for in-
district professional development.
Process + Toolbox = Sustainable Solution for PD
Pro
cess
Delivera
ble
s
Questions?
Principal Compass
Educator EffectivenessPrincipal Compass - Why now?
Research shows that behind teachers, effective principals have the greatest impact on student achievement. e.g., Mike Schmoker, Results: the Key to Continuous School Improvement
Race to the Top language — the four assurances—speak to the leadership need.
Adopting rigorous standards that prepare students for success in college and the workforce;
Recruiting and retaining effective teachers, especially in classrooms where they’re needed most;
Turning around low-performing schools; and
Building data systems to track student achievement and teacher effectiveness
As a result, states — e.g., IL, NY, TN, IN, OH, DE — are now calling for educator evaluation systems that address both principals and teachers.
Educator EffectivenessPrincipal Compass - Why now?
“... if you think we know shockingly little about
good teachers, you’ll be thoroughly despondent
about how little we know about effective
principals, other than that they are relentless and
good team builders, and that ed leadership
programs don’t produce very good ones.”
—The Education Trust © 2009
“You want to build a principal development
program? Then please, teach people what they
never learned in grad school, which was
basically a waste of time and had nothing to do
with what this job is really all about.”
— From an interview with a high-achieving Massachusetts principal
Highlights
• Full development and sales partnership with ASCD and . . .
• Robert Marzano – aligned to his “Growth and Development” framework
• Includes the exclusive rights to Lyle Kirtman’s “7 Competencies of School Leadership”
• Will eventually provide 50+ online modules with 24/7 access
• Optional onsite / virtual coaching and team development
• Features the voice of the practitioner through a special video component
• Problem-based approach provides immediate application to the work in the building
Educator EffectivenessPrincipal Compass: Overview
An holistic system of analysis and support
Educator EffectivenessPrincipal Compass: The “On Ramps”
5 Domains and 24 Elements
(1) a data-driven focus on student achievement
(2) continuous improvement of instruction
(3) a guaranteed and viable curriculum
(4) cooperation and collaboration, and
(5) school climate
Educator EffectivenessPrincipal Compass: The “On Ramps”
The Workplace Personality Inventory (WPI) is already recognized as a reliable and valid inventory of desired leadership practices. FMS has augmented the WPI to reflect 7 competencies of highly successful principals by cross-matching it to accepted principal leadership frameworks and the data derived from working with more than 1000 principals over the last 25 years.
The 7 desirably competencies of successful principals are:
• Challenges status quo
• Builds trust through clear communication and expectations
• Creates a commonly owned plan for success
• Focuses on team over self
• Has a high sense of urgency for change and sustainable results
• Commitment to continuous improvement
• Builds external networks / partnerships
Principals and other leaders taking the augmented WPI will be directed to targeted professional development that will help address perceived weaknesses in one or more of these areas.
Educator EffectivenessPrincipal Compass: On Line Support
10 modules will be ready by the end of March 2012
Featured launch at ASCD’s Annual Conference
In Philadelphia
Educator EffectivenessPrincipal Compass: On Line Support
All topic modules include:
• Introductory / stage setting videos with current or former principals
• Illustrated overviews (Animated PowerPoint)
• Extended readings
• “Check for Understanding”
• Enrichment videos
• Applications for immediate relevance to the work in the building
• Quick “Tips and Tools”
Educator EffectivenessPrincipal Compass: On Site PD
Coaching
Team Building
Educator EffectivenessPrincipal Compass: Benefits
Practical: Not just an evaluation tool – a leadership team growth and development tool
Realistic: Built with the time constraints of the job in mind. Not days out of the office at a workshop training, but rather quick-start modules that principals and their teams can more easily build into their schedules
Flexible: Different “on-ramps,” or needs analysis assessments for different purposes
Authentic: Includes the wise voice of the building practitioner in every module and real problem-based learning situations
Reliable: Features the important authorities — Marzano, Kirtman, Saphier, Stiggins — who are working to improve school leadership where it counts – in the buildings
Questions?
Agenda – Examples of State Implementations
Overview of state practices
Kentucky – State wide implementation plan and formative assessment training
Wisconsin – State wide implementation through service centers