teacher evaluation: implications for special educators leading change 2014
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Virginia Stodola Teacher Evaluation Audra Ahumada Alternative Assessment Lisa Aaroe Professional Learning and Sustainability. Teacher Evaluation: Implications for Special Educators Leading Change 2014. Special Educators: A Look at Teacher Evaluation. - PowerPoint PPT PresentationTRANSCRIPT
Teacher Evaluation: Implications for Special EducatorsLeading Change 2014
Virginia StodolaTeacher Evaluation
Audra AhumadaAlternative Assessment
Lisa AaroeProfessional Learning and Sustainability
Special Educators:A Look at Teacher EvaluationProvide information on the
implications for Special EducatorsHighlight National Trends Share concerns from the field Discuss the use of Student
Learning Objectives as one measure of growth
Four Corners ActivityWhat have you heard?What questions do you have?What concerns do you have?How are you currently evaluated?
Each group has 5 minutes to chart and share.
Choose 1 spokesperson to share out.
Teacher Effectiveness (Evaluation)Teachers face tougher evaluations than ever, according to the National Council on Teacher Quality report. "The number of states that have moved so far forward on teacher evaluation is just striking -- more than 40 states now require student achievement to be a factor in teacher evaluations is very different from where we were before," Sandi Jacobs, the group's vice president, said in an interview. "There's been a real transformation."
Review of States’ Models(Teacher Effectiveness)
Include a variety of data into the measuring of teacher effectiveness (including growth measurements)
Have varying levels of models being implemented ( i.e. pilot systems)
Trying to develop fair and rigorous measures for all teachers
Similarities and Differences Across States
http://www.nctq.org/dmsView/State_of_the_States_Teacher_Evaluation_and_Effectiveness_Policies_NCTQ_Report
National Concerns for Special Educators
1. Sensitivity of progress in models for students with the most significant disabilities
2. Ambiguity of writing SLOs for classes/subjects- not IEP goals/objectives for individuals- writing an SLO for class of very diverse students for use in effectiveness models
National Concerns for Special Educators
3. Trained observers who recognize the knowledge and skills of a special educator as research based practice
4. Limited research base for how to link academic growth to teacher evaluation and the consequences of doing so
5. Implications and impact of service delivery models (co-teaching)
CEC’s Position
4 General Characteristics of Teacher Evaluation Systems
One evaluation system.
Identify appropriate professional learning opportunities.
Support continuous improvement.
Open and transparent
Recognize the Complex Roles and Professionalism of Special Education Teachers
Based on a special education teacher’s specific roles and responsibilities
Considers the population of children and youth and their range of exceptionalities
Evaluations must be conducted by evaluators with expertise in special education.
Evaluations must respect special education teachers’ professional practice and have reasonable case loads and paperwork responsibilities; competitive salaries; benefits; access to resources; and positive working conditions.
Rules of Evaluations
Must be based on multiple reliable measures
Should never be based solely on student growth.
Should not use a student’s progress on their goals, objectives, and benchmarks in the IEP as a measure of a special education teacher’s contribution to student growth.
Continually Incorporate Findings From Research
Leaders of evaluation systems reforms must collaborate to ensure that the development and implementation of evaluation systems are carried out in a systematic, coordinated, and efficient manner.
Research should identify reliable measures and indicators of student growth that can be validly used to evaluate special education teachers.
Policy makers and leaders should consider the intended and unintended consequences of wide-scale implementation of teacher evaluation systems.
ADE’s Educator Evaluation Model
The Effective Teachers and Leaders Unit &
The Research and Development Section2013-2014
http://www.azed.gov/teacherprincipal-evaluation/
Holistic View of Teacher Effectiveness and Use of Multiple Measures:
ADE Teacher Evaluation Model
50%
33%
17%
Teaching Performance: • Planning and Preparation• The Classroom
Environment• Instruction• Professional
Responsibilities
Student Academic Progress• Achievement• Growth• College and Career
Ready
Surveys• Student
Survey• Parent Survey• Peer Review• Self-Reflection
Pre-Conference ConsiderationsExample Role Play:
Danielson Framework, 2013Indicator 3c Student Engagement
Self Contained- Alternate Assessment (Audra)
Resource Classroom (Lisa)
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Student Academic Progress
Performance& Surveys
67%
Achieve-ment 13%
Growth20%
College and Career ReadyAchieveme
nt
Growth
STATE ASSESSMENT PRIOR YEAR
DATA
Student Efficacy: Attendance and Graduation Rates-Lag Data
Current Year Data for Achievement and
Growth
Student Academic Progress Data-Multiple Measures
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Group A Teachers Arizona Framework For Measuring Educator Effectiveness – April 2011
Elementary Teachers Grades 2-6Special Education TeachersMath & English Grades 9-10
Science Teachers Grades 4, 8, & 10Reading and Math Interventionists
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Group B Teachers Arizona Framework For Measuring Educator Effectiveness – April 2011
CTE Performing Arts Computers P.E. Gr. K-1 Elementary Gr. 7-10 Social
Studies Gr. 7 & 9 Science Gr. 11-12 All Subjects
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So why use SLOs?SLOs are one way to assess teacher impact on student performance that involves the teacher in the process of goal setting, monitoring, and assessing of student progress within the expertise of their own content area.
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What is a Student Learning Objective?
What They AreClassroom level measures of student growth and/or achievementOver the entire courseStandards based contentSpecific & Measurable
What They Are NotIndividual lesson objectivesUnits of studyTeaching to the test
Planning a system of support to measure growth
Prior Year Data
Assessments
Setting SLO Targets
Interventions
Collecting Data
SLO Process-ADE ModelDetermining
Students’ Preparedness
Choosing Quality
Assessments
Setting SLO
Targets
Monitoring and Adjusting
Instruction
Establishing Summative
Score
What do we expect students to learn?
How will we know if students have learned it?
What will we do if they don’t learn it?
What will we do if they already know it?
75%
SLO Achievement StatementIncludes ALL Students
in the class, including SPED & ELL
Student Learning Objective Process
SLO Achievement Statement Example
80% of the students will score a minimum of 75% on the end of course final by May 2015.
80% of the students will score a 3 in the proficiency range on the performance assessment by May 2015.
45%55%65%
GROWTH
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Option #1: Levels of Preparedness Growth Approach
Preparedness of Students
Low
Adequate
High
? Growth
? Growth
? Growth
Option #1: Levels of Preparedness Growth Approach
High Level of Preparedness◦All students will increase their
potential growth score by at least ? %Adequate Level of Preparedness
◦All students will increase their potential growth score by at least ? %
Low Level of Preparedness◦All students will increase their
potential growth score by at least ? %
Differentiates for each individual student based on a
prescribed rubric
Option #2: Individualized Growth Statements
Example of Individualized SLO Growth Statements
Each student will reach their individual growth cut score on AimsWeb by moving over at least one category’s growth on the performance rubric by May 2015.
Each student will reach their individual growth cut score on the final general science exam calculated by using the prescribed formula by May 2015.
3-2-1-Wrap-Up
3 actions I will take immediately2 actions I will plan to have in place 2-3 months from now1 action I will have in place in 6 months
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Interest CardsI am interested in receiving technical assistance for:Teacher Evaluation System (All Components)______Teacher Performance Component_______Student Academic Progress Component______Student Learning Objectives -SLOs_______ESS Support for effective teacher evaluations____
Contact Information
Lisa AaroeDirector of Recruitment and Retention
Exceptional Student Services602.542.4831
Audra AhumadaDirector of Alternative Assessment
Assessment602.542.4061
Virginia StodolaEducation Program Specialist
Effective Teachers and Leaders 602-364-3552