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Colorado Teacher Evaluation Reform
http://www.edweek.org/ew/articles/2017/04/06/how-we-got-colorados-teacher-evaluation-reform-wrong.html?cmp=eml-enl-eu-news2
Take-Aways
- Colorado Senate Bill 10-191 - law required that 50 percent of a teacher evaluation be based upon student academic growth
- Teachers could gain or lose tenure based on the merits of their impact on student achievement.
- Many thought the law would allow the best teachers "to shine", be differentiated on an objective scale of effectiveness, lose tenure if they were not performing, and no longer be treated as interchangeable widgets.
- Backed by "Ivy League" research that made clear case for changes to former system.
- Funding from federal incentives, Bill and Melinda Gates Foundation and other private philanthropy.
- Support came from both Republicans and Democrats as well as the American Federation of Teachers.
- Recently released results show that 88% of teachers were rated effective or highly effective, 4% were partially effective, 7.8% were not rated and 1% were rated ineffective.
- New policy was built on data that only partially existed. Majority of teachers teach in untested areas.
- Few educators, including administrators, did not embrace the new system. Some districts created their own systems but most relied on state's program which resulted in more compliance than buy-in.
- Evaluators are not likely to give direct and honest feedback. Problem of school culture.
- All the state's charter schools waived out of the system.
-Wanted a new system to improve teaching , "we got an 18-page state rubric and a 345-page user guide for teacher evaluation.
- Put policy ahead of practice. Good in theory but unrealistic when it comes to implementation.
Take-Aways
- Colorado Senate Bill 10-191 - law required that 50 percent of a teacher evaluation be based upon student academic growth
- Teachers could gain or lose tenure based on the merits of their impact on student achievement.
- Many thought the law would allow the best teachers "to shine", be differentiated on an objective scale of effectiveness, lose tenure if they were not performing, and no longer be treated as interchangeable widgets.
- Backed by "Ivy League" research that made clear case for changes to former system.
- Funding from federal incentives, Bill and Melinda Gates Foundation and other private philanthropy.
- Support came from both Republicans and Democrats as well as the American Federation of Teachers.
- Recently released results show that 88% of teachers were rated effective or highly effective, 4% were partially effective, 7.8% were not rated and 1% were rated ineffective.
- New policy was built on data that only partially existed. Majority of teachers teach in untested areas.
- Few educators, including administrators, did not embrace the new system. Some districts created their own systems but most relied on state's program which resulted in more compliance than buy-in.
- Evaluators are not likely to give direct and honest feedback. Problem of school culture.
- All the state's charter schools waived out of the system.
-Wanted a new system to improve teaching , "we got an 18-page state rubric and a 345-page user guide for teacher evaluation.
- Put policy ahead of practice. Good in theory but unrealistic when it comes to implementation.
In Defense of Colorado Teacher Reform
http://www.edweek.org/ew/articles/2017/04/05/in-defense-of-teacher-evaluation-reform.html
Take-Aways
- New law wiped out "an arcane and ineffective evaluation and tenure system.
- It required annual performance evaluations, ensured tenure was earned and not guaranteed, ended seniority-based layoffs, and did away with forced placement of teachers into schools where they neither wanted to be nor fit well.
- Main objective: "was to open a policy window around evaluation and tenure to promote local innovation and improve human-capital practices.
- Teachers feels they are receiving frequent, meaningful feedback about performance.
- "Now it's really about teaching and learning systems that support continuous improvement both for teachers and principals and also for the profession."
- PARCC and Smarter Balance exams are just rolling out. Locally developed assessment are still being validated. Such delays are not an indication of failure but the result of the "need to make sure the academic-growth data educators are held accountable to are fair, reliable, and measure student learning.
Take-Aways
- New law wiped out "an arcane and ineffective evaluation and tenure system.
- It required annual performance evaluations, ensured tenure was earned and not guaranteed, ended seniority-based layoffs, and did away with forced placement of teachers into schools where they neither wanted to be nor fit well.
- Main objective: "was to open a policy window around evaluation and tenure to promote local innovation and improve human-capital practices.
- Teachers feels they are receiving frequent, meaningful feedback about performance.
- "Now it's really about teaching and learning systems that support continuous improvement both for teachers and principals and also for the profession."
- PARCC and Smarter Balance exams are just rolling out. Locally developed assessment are still being validated. Such delays are not an indication of failure but the result of the "need to make sure the academic-growth data educators are held accountable to are fair, reliable, and measure student learning.
Teacher Evaluation Assignment
Small Group/ Individual Assignment
You are part of a small Focus Group charged with creating a new teacher evaluation system for your school district. Using the information from Marshall's book, the articles read in class, and your own professional experiences, outline the ideal teacher evaluation model. Follow the steps given by Marshall in chapter 7 of "Rethinking Teacher Supervision and Evaluation". Those steps are given below. Two additional steps have been added to complete the assignment.
Step 1: Decide on Domains These are the major categories that define teaching. For Danielson, they include: Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibilities.
Step 2: Decide on a Rating Scale (What are the levels of proficiency and how many levels will you have?
Step 3: Sorting the Criteria What criteria belong under each domain? Criteria are specific skills that help define the domain. For example: "Exhibits fair and respectful demeanor to all students," may be a criteria for Classroom Environment. You only need to provide the criteria or one of the domains you list in Step 1.
Step 4: Creating the Rubrics Using your rating scale, describe the required performance level expected to achieve at the various levels.) Create a rubric for at least two of the criteria described in Step 3
Step 5: Describe the Evaluation Process What actions will take place to complete your evaluation process. Some things to consider: how many observations; what kind of observation; who will observe; what kind of feedback and how is it given; is there follow-up.
Step 6: General Reflection ( to be completed separately by each member of the design team)
What is the purpose of your evaluation and how does your design meet that purpose? Defend the value of your design. Briefly describe why you included the components you stipulated. What will make your system work where others have failed? How have you made your evaluation system valuable for your school district or school site?
Creating an Evaluation System
You are part of a small Focus Group charged with creating a new teacher evaluation system for your school district. Using the information from Marshall's book, the articles read in class, and your own professional experiences, outline the ideal teacher evaluation model. Follow the steps given by Marshall in chapter 7 of "Rethinking Teacher Supervision and Evaluation". Those steps are given below. Two additional steps have been added to complete the assignment.
Step 1: Decide on Domains These are the major categories that define teaching. For Danielson, they include: Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibilities.
Step 2: Decide on a Rating Scale (What are the levels of proficiency and how many levels will you have?
Step 3: Sorting the Criteria What criteria belong under each domain? Criteria are specific skills that help define the domain. For example: "Exhibits fair and respectful demeanor to all students," may be a criteria for Classroom Environment. You only need to provide the criteria or one of the domains you list in Step 1.
Step 4: Creating the Rubrics Using your rating scale, describe the required performance level expected to achieve at the various levels.) Create a rubric for at least two of the criteria described in Step 3
Step 5: Describe the Evaluation Process What actions will take place to complete your evaluation process. Some things to consider: how many observations; what kind of observation; who will observe; what kind of feedback and how is it given; is there follow-up.
Step 6: General Reflection ( to be completed separately by each member of the design team)
What is the purpose of your evaluation and how does your design meet that purpose? Defend the value of your design. Briefly describe why you included the components you stipulated. What will make your system work where others have failed? How have you made your evaluation system valuable for your school district or school site?
Outstanding 5-6
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The Norm 3-4
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Minimum Competency
1-2
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All steps of the assignment are addressed
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All steps of the assignment are addressed
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All steps of the assignment are addressed.
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Responses to each step are clear, succinct, yet with an apparent depth of thought and understanding.
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Responses are appropriate and clear and show an understanding of a fair and meaningful evaluation system.
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Responses are appropriate but lack clarity and depth.
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Reflection provides a clear and thoughtful background for the purposes and process of the designed system. It also provides a clear defense of why this design could be successful.
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Reflection is thoughtful and clear so that the reader understands the purpose of the system. An explanation of the value of the system is provided and is appropriate.
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Reflection describes the process but provides little insight into the thinking behind the design or the expectations for the system.
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