what are we learning about evaluating teachers more effectively? a district’s perspective 2012...
TRANSCRIPT
What Are We Learning About Evaluating Teachers More Effectively? A District’s
Perspective
2012 Southern Regional Education Board Meetingand 61st Legislative Work Conference
June 24, 2012
Williamsburg, Virginia
Andy Baxter Director, Human Capital Strategies
Charlotte-Mecklenburg Schools
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Start with students.
Section 1
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From the first day,
we chart our children’sgrowth.
<picture: first day of kindergarten>
We can’t stop on the
first day of school.
Honey, how was school?
Fine.
I better call the teacher.
?What will my child learn in
this class?
How will you know if my child has mastered
the material?
Is my child keeping up with other children?
Is my child being
challenged to their
potential?
What can I do to help?
Each year our students enroll in close to 2,000
classes.We can measure what they’ve learned in 10% of
them.
We measure what we care about.
We must develop multiple ways to
assess what our students
learn.
We can track every child’s development.
K 1 2 3 4 5 6 7 8 9 10 11 12
Math
Critica
l
Thinkin
g
The
Arts
Reading
Problem-
Solving
Advanced
Beginning
Every grade. Every subject.
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Support their teachers.
Section 2
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But teachers differ in impact on students.
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2007 2008 2009 2010-100
-80
-60
-40
-20
0
20
40
60
80
-1
40
6067
-34
-60-69
-75
Average Days of Instruction in Math (Grades 4-8) for Students who had either Top or Bottom Third Teachers
Three Years in a Row
Top Third TeachersBottom Third Teachers
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This difference matters for students later in life.
For one year, difference for a student between having a 50th and 84th percentile teacher.
Difference in lifetime earnings is equivalent to giving each student $4,600. Raises probability of attending college at age 20 by 0.5 percentage points.Decreases probability of teenage pregnancy.
http://obs.rc.fas.harvard.edu/chetty/value_added.html
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We have not differentiated feedback to teachers.
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6%
Current Teacher Evaluation
Satisfactory
94%
Hey Boss,Can you give me any feed-back?
You’re fine.
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A new paradigm for human capital
Section 3
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Targeted recruiting
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Value-Added of Teachers by Undergraduate Institution First 5 Years of Teaching
Notes: 4th-8th grade math and reading teachers with five or fewer years of experience between 1998-99 to 2008-09
-.1
-.05
0.0
5R
eadi
ng V
AM
-.1 -.05 0 .05 .1 .15Math VAM
Institutions marked with a red dot have VA in math or reading significantly different from zero.
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Improving access to top teachers
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Development0
510
1520
Val
ue-A
dded
(Day
s of In
stru
ctio
n)
0 1 2 3 4 5 6 7 8 9-25 26+Years of Experience
Math Value-Added 95% Confidence Intervalcreated 20100526 at 15:30:48 using on
MathReturns to Experience
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Feedback
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How am I doing over time?
How am I doing with different
types of students?
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In the past, all year-end appraisal.
46%3%
1% 50%
-90
-45
0
45
90
135
Tea
cher
Eff
ective
ness
(Day
s Val
ue-A
dded
+/- 1
80)
0 1 2 3 4
Evaluation Score
Correlation of value-added estimate and evaluation rating is .24. Scores of 3 or higher on evaluation indicate that the teacher performed at or above standard.Value-Added estimates above 0 indicate above-average effectiveness.
CMS Teachers (2010), MathCorrelation of Evaluations to Value-Added Teacher Estimates
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Classroom Observatio
nsValue-Added
(Individual,
Team,School) Contributions
to Professional
Learning Communities
Student Feedback
Content Pedagogy
Student Work
Now, continuous feedback.
25
Purposeful retention
51 6580
30 19 31
31 3265
-80-60-40-20
020406080
100
-80-60-40-20
020406080
100
2008 2009 2010
2008 2009 2010
Teacher 1 Teacher 2
Teacher 3
Tea
cher
Eff
ect
(+/- 1
80 D
ays In
stru
ctio
n b
y Ave
rage
Tea
cher
)
Year (Spring)District percentile across all subjects taught by teacher label each point .
Middle School CTrajectory of Effectiveness for Teachers Just Granted Career Status
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Actual
CMS DataRandom
Data
Percentile of Teacher Value-added Score
Compensation
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We have learned the hard way.
Section 4
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They are measuring my performance.
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I don’t understand how they get this number.
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What am I aiming for?
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Top 1/3Middle 1/3Bottom 1/3
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Everyone seems to hate tests, at least part of the time.
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Dancing with the State to the beat of Race to the Top
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Remember the status quo
1. In what ways, and to what extent, might principal observations be biased?
2. How reliable are principal observations? (i.e., inter-rater reliability?)
3. How connected are observation results to student achievement results?
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Teachers want to be a part of the change
1.
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We asked 9 teams of teachers:1.Does this measure of teaching
effectiveness matter?2.If so, how do we measure it?3.Who should measure it?
They answered with:• 3,912 person-hours of volunteer
engagement over 18 months• Thoughtful policy recommendations based
on research and their experience
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Conclusion
• The work is will help students and teachers.
• It is scary.• It is not easy.• We will make mistakes.• And, we can do it.
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The graduation slides with the chairs
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Contact Information
Andy BaxterDirector, Human Capital StrategiesCharlotte-Mecklenburg [email protected]
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