ready initiative in nc ppt

7/30/2019 READY Initiative in NC Ppt

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NORTH CAROLINA

Educator Effectiveness Update

ROCKINGHAM COUNTY SCHOOLS


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Getting Students READY

The central focus ofREADY isimproving student learning ...

by enabling and ensuringgreat teaching.

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New StandardCourse of Study

Balanced Assessment System

New AccountabilityModel

Strong Leaders

A Fair Evaluation System

Support in Low-AchievingLEAs and Schools

Improved Supply of Teachers

Tools and Training to

Improve Practice

PROJECTMAP

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What is our goal?

StudentReadinessAchievementand growth forall students

GreatTeachersand LeadersAn effectiveteacher in everyclassroom andleader in everyschool

Before Teachingand LeadingDevelop effective teachers andleaders in preparationprograms

During Teaching

and LeadingUse meaningful evaluation andprofessional development toincrease effectiveness ofteachers and leaders

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Why educator effectiveness?

So why is the State focusing on educatoreffectiveness in the face of so many otherchanges?

NC is implementing a new curriculum, new assessments, newtechnology tools to improve instruction, new ways of engagingstudents, and the list goes on

Because all our efforts in other areas depend on an effectiveteacher in every classroom and an effective leader in every schoolbuilding.


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Every student in North Carolina deserves an

effective teacher in all courses and grades.

The work around educator effectiveness, including the Measures ofStudent Learning, is grounded in the belief that:

Our students need to learn all of the standards in the NorthCarolina Standard Course of Study in order to be READY for theirfutures.


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Every teacher in North Carolina deserves

feedback on the growth of their students.

In order to increase their effectiveness, teachers need access tohigh-quality data.

Its not about firing our way to a better teaching force. Its aboutcreating a system that:

Identifies the strongest teachers so that we can all learnfrom them, and

Identifies those teachers who need additional supportand targets that support to their needs


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Educator EffectivenessPolicies


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Big Question:

What is the bestapproach to

Educator Evaluationand how do we get

NC there?

How do we get there?

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Evaluation Tools

Standards 1-5

Some Assessmentsto Measure Growth

Standard 8Standards 1-7

End of Grade

End of CourseVoCATs

Standard 6

End of GradeEnd of CourseVoCATs

From the MET

ObservationToolsAssessments to

Measure GrowthStudent Survey

ExploringPiloted in 47 LEAs in

2011-12

What We Have


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What do we need?Standard 6 and 8

We need a state-adopted growth modeland a fair 6 & 8 rating strategy

StatusWe need an overall method to determineeducator effectiveness status

Measures of Student Learning (MSLs)For those grades and subjects that are currently non-tested, we need ways to measure growth

Observation + Other Measures

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Standards 6 & 8 The Basics

Teachers

1 65432Demonstrate

LeadershipEstablish

EnvironmentKnow

ContentFacilitateLearning

Reflect onPractice

Contributeto Academic

Success

Principals (and other Administrators)

1 65432 7 8Strategic

LeadershipInstructional

LeadershipCultural

LeadershipHuman

ResourceLeadership

ManagerialLeadership

ExternalDevelopment

Leadership

Micro-political

Leadership

AcademicAchievement

Leadership

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Growth Model

Teachers

Principals6


Success

AcademicAchievement

Leadership8Academic

AchievementLeadership

Standard 6 and 8are measures of

Growth

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Growth Model

Teachers

Principals6


Success

AcademicAchievement

Leadership8Academic


We will use

Educator Value-AddedAssessment System

EVAAS

for standards 6 & 8 when possible

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Growth Model

Teachers

Principals6


Success

AcademicAchievement

Leadership8Academic


How do Value-Added models work?They measure growth by predicting how well a student willdo on an assessment.

How do they predict how wellthe student will do?They look at previous test scores and estimate how wellthe student should do at the end of the year.Every student must grow based on where they start.

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Ratings

Teachers

Principals6


Success

AcademicAchievement

Leadership8Academic


How will the ratings onStandards 6 & 8 work?

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Principal Rating Categories

Principals

5 Rating CategoriesNot Demonstrated

Developing

Proficient

Accomplished

Distinguished

3 Rating CategoriesDoes not Meet Expected Growth

Meets Expected Growth

Exceeds Expected Growth

1 65432 7InstructionalLeadership CulturalLeadership HumanResourceLeadership ManagerialLeadership ExternalDevelopmentLeadership Micro-politicalLeadershipStrategicLeadership 8Academic


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Teacher Ratings Categories

Teachers

1 65432DemonstrateLeadership EstablishEnvironment KnowContent FacilitateLearning Reflect onPracticeContribute

to AcademicSuccess

5 Rating CategoriesNot Demonstrated

Developing

Proficient

Accomplished

Distinguished

3 Rating CategoriesDoes not Meet Expected Growth

Meets Expected Growth

Exceeds Expected Growth

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Ratings

Teachers


to AcademicSuccess

5 Rating Categories 3 Ratings Categories

Why the difference?

Identifying only three rating categories on standard 6& 8 improves certainty of categorization.


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Teacher Ratings in 2011-12

School-wideEVAAS Growth

TeacherEVAAS Growth

70% 30%Weighted Average

Yearly Rating

Does not MeetExpected GrowthMeets Expected GrowthExceeds Expected Growth

Why is school-wide EVAAS growth included?

To encourage collaboration and collectiveownership of overall outcomes.

Note: In 2011-12, teachers without individual EVAASgrowth will have school-wide growth for Standard 6.

6


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Yearly Rating

Does not MeetExpected GrowthMeets Expected GrowthExceeds Expected Growth

Sixth standard ratings available in two locations:

Rating only will be back-populated into the McRELtool and available to see on the 2011 2012 summaryrating formsRating and component data available in EVAAS

6 Teacher-level EVAAS reports available atend of September 11 (estimated)Teacher sixth standard ratings available at

end of September


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School-wideEVAASGrowth

TeacherEVAASGrowth

Weighted Average

Yearly RatingDoes notExpected GrowthMeets Expected GrowthExceeds Expected Growth

6StudentSurveys(?)

2012 2013 is the first year of data for all teachers andschool administrators who have their own data

Possible additionalelement

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Principal RatingsRationale - MET Research - Standard 6 & 8 - Status - Support

Standards 8 rating will be determined usingschool-wide EVAAS growth

School-wideEVAASGrowth

Yearly Rating

Does not MeetExpectationsMeets Expected GrowthExceeds Expected Growth

8

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RatingsRationale - MET Research - Standard 6 & 8 - Status - Support


to AcademicSuccess

1 65432 7 8Strategic

LeadershipInstructional

LeadershipCultural

Leadership

HumanResource

Leadership

ManagerialLeadership

ExternalDevelopment

Leadership

Micro-political

Leadership

AcademicAchievement

Leadership

Teachers

Principals

Key Note on RatingsEvery educator is evaluated every yearEach standard and rating stands on its own(1 out of 6, not 1/6)Ratings are used to create professional development plans each yearRatings are used to determine status


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StatusRationale - MET Research - Standard 6 & 8 - Status - Support

What is the differencebetween Ratings andStatus?

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Ratings StatusTeachers

6 separate ratings to help

teachers grow each yearPrincipals

8 separate ratings to helpprincipals grow each year

A single overall status

that is determined once aprincipal or teacher hasthree years of growth datato populate 6 or 8

Categories for Status

In Need of Improvement

2.Effective

3.Highly Effective

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Status and Standard 6 & 8Rationale - MET Research - Standard 6 & 8 - Status - Support

An educator receives aneffectiveness status only once she has 3

years of data onStandard 6 or 8

A 3-year rolling average of growth

data from standard 6 or 8 is used as partof determining overall status

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3-Year Rolling Average

6 6Contributeto Academic

Success

Contributeto AcademicSuccess6

1.9 + -2.5 + 1.2

1.9MetExpectedGrowth

-2.5Did not meetExpectedGrowth

1.2MetExpectedGrowth

Rating from2012 - 2013



Standard Standard Standard

3

= .2Met Expected Growth

3- year average rating onstandard 6 fordetermining status

Note:A similar methodology applies to principals as well.Note:The values above represent values from the MRM model in EVAAS.

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Three Years of Data

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Any three years of data attributable to a teacher orprincipal will be combined and used:

Any grades

Any subjectsAny schoolsAny districts

The three years of data do not start until they arespecific to that teacher and his or her students


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So once a educator has a

three-year average ratingfor Standard 6 or 8, how

is status determined?

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The Three Status Categories are

In Need of Improvement2.Effective

3.Highly Effective

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Why should you care about your EVAASTeacher Value Added Report?

Beginning with your 2013 report, it becomes part of yourevaluation.Standard 6 Teachers contribute to the academic success oftheir students. (Measurable Progress)Standard 4 Teachers facilitate learning for their students

Teachers plan instruction appropriate for their studentsUse data for short and long range planning

Standard 5 Teachers reflect on their practice.Teacher analyze student learning.

But your report is not just an evaluation component. It isalso a powerful tool for improving your effectiveness as a

teacher. So why else should you care?


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Effectiveness Categories

0.0

Index is equal to or greater than a-2 but less than +2

Index is 2

or higher

Index is less than -2

State Growth Standard/State Average = 0.0

Standard Error = a measure of uncertainty

Usually, the more data you have, the smaller the standard error.

Index = Teacher Estimate divided by its Standard Error


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EVAAS Teacher Value Added Report

Rules of Effectiveness Level Determination

Exceeds Expected Growth: Teachers whose students are making substantially more

progress than the state average (the teacher's index is 2 or greater).Meets Expected Growth: Teachers whose students are making the same amount ofprogress as the state average (the teacher's index is equal to or greater than -2 but lessthan 2).

Does Not Meet Expected Growth: Teachers whose students are making substantially lessprogress than the state average (the teacher's index is less than -2).


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EVAAS Teacher Value Added Report


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Student Teacher Linkages


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EVAAS Student Report


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EVAAS T h Di ti R t


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EVAAS Teacher Diagnostic Report

EVAAS T h Di ti R t


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EVAAS Teacher Diagnostic Report

U d l i Phil h


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Underlying PhilosophyAll students deserve opportunities to make appropriateacademic progress every year.

There is no one size fits all way of educating students whoenter a class at different levels of academic achievement.Adjustments to instruction should be based on the academicattainment of students, not on socio-economic factors.Given reliable information on past effectiveness, educatorscan make appropriate adjustments to improve student

opportunities."What teachers know and can do is the most importantinfluence on what students learn." (National Commission onTeaching and America's Future, 1996)One of the most important things educators can know is who

they are effective with and who they are not.

ready initiative in nc ppt

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