What reformers should do is develop the tools that can allow families to make school overhauls successful; this includes building comprehensive school data systems that can be used in measuring success, and continuing to advance teacher quality reforms (including comprehensive
teacher and principal evaluations based mostly on value - added analysis of student test score growth data, a subject of this week's Dropout Nation Podcast) that can allow school operators of all types to select high - quality talents.
Not exact matches
Charter school leader Deborah Kenny's op - ed in today's The New York Times argues against the move by many states toward
teacher evaluations based on multiple measures, including both student progress on achievement tests
and the reviews of
principals.
The new policy would have eventually
based teachers» salaries in part on
evaluations by the
principal and a number of outside evaluators hired by the district.
That model, I think, is now well known across the state: standards -
based curriculum, radically better assessments,... a fair but rigorous accountability system which, as you know, the Regents will soon put into regulations creating the framework of
evaluation for
principals and teachers.
They are less able to distinguish among
teachers in the middle of this distribution (the middle 60 — 80 percent), suggesting that merit - pay programs that reward or sanction
teachers should be
based on
evaluations by
principals and should be focused on the highest -
and lowest - performing
teachers.
Montgomery County's school district
and union are focusing on standards -
based professional development
and the
evaluation of
teachers by
principals, with the goal of improving student achievement.
These include: link achievement gains to performance
evaluations, which will incentivize
teachers to leverage their impact via technology; use «activity -
based cost» (ABC) accounting; empower
principals as school - level CEOs; adopt performance -
based dollar distribution formulas
and school - level financial budgeting;
and outsource operational services where proven to save money.
In his letter, Duncan expressed his disappointment in the failure of Washington state's legislature to heed his instruction «to put in place
teacher and principal evaluation and support systems that take into account information on student learning growth
based on high - quality college -
and career - ready (CCR) state assessments as a significant factor in determining
teacher and principal performance levels.»
While this approach contrasts starkly with status quo «
principal walk - through» styles of class observation, its use is on the rise in new
and proposed
evaluation systems in which rigorous classroom observation is often combined with other measures, such as
teacher value - added
based on student test scores.
We oppose high - stakes standardized tests that falsely
and unfairly label students of color, students with disabilities
and English Language Learners as failing, the use of standardized test scores as
basis for refusing to fund schools or to close schools,
and the use of student test scores in
teacher and principal evaluations, a practice which has been repeatedly rejected by researchers.
Jason Kamras, deputy to D.C. Schools Chancellor Michelle Rhee in charge of human capital, talks with Education Next about the new
teacher evaluation system put in place in D.C. Beginning this year,
teachers in D.C. will be evaluated
based on student test scores (when available)
and classroom observations (by
principals and master educators),
and poorly performing
teachers may be fired, regardless of tenure.
[vi] The transformation model required replacing the
principal, implementing curricular reform,
and introducing
teacher evaluations based in part on student performance
and used in personnel decisions (e.g., rewards, promotions, retentions,
and firing).
Those high - performing schools did things like «set measurable goals on standards
based tests
and benchmark tests across all proficiency levels, grades,
and subjects»; create school missions that were «future oriented,» with curricula
and instruction designed to prepare students to succeed in a rigorous high - school curriculum; include improvement of student outcomes «as part of the
evaluation of the superintendent, the
principal,
and the
teachers»;
and communicate to parents
and students «their responsibility as well for student learning, including parent contracts, turning in homework, attending class,
and asking for help when needed.»
They created a new system of performance
evaluation for
teachers and principals,
and created a system of performance -
based pay.
Principal -
evaluation systems must be «
based in significant part on evidence of improved student academic achievement
and growth
and student outcomes, including the English language proficiency of English language learner students,
and evidence of providing strong instructional leadership
and support to
teachers and other staff.»
Implement a comprehensive
evaluation system for
teachers and principals based on multiple measures of effectiveness, including student achievement
Other school characteristics associated with better student achievement included: more time spent on English instruction;
teacher pay plans that were
based on
teachers» effectiveness at improving student achievement,
principals»
evaluations, or whether
teachers took on additional duties, rather than traditional pay scales; an emphasis on academics in schools» mission statements;
and a classroom policy of punishing or rewarding the smallest of student infractions.
Teacher and principal evaluation systems now emerging in response to federal, state and / or local policy initiatives typically require that a component of teacher evaluation be based on m
Teacher and principal evaluation systems now emerging in response to federal, state
and / or local policy initiatives typically require that a component of
teacher evaluation be based on m
teacher evaluation be
based on multiple
Develop professional development plans in partnership with
teachers, support professionals
and principals based on
evaluation data that provides supports
and multiple pathways to obtain support
and tools needed to be successful.
As full implementation of both the
teacher and principal evaluation systems looms for September 2013, it is imperative that boards of education, district leaders,
and the DOE ensure that
principals and teachers have a viable curriculum
based on the Common Core Standards; valid
and reliable assessment tools to measure growth in every subject area (tested
and nontested);
and time to work in professional teams to set growth targets, analyze data,
and provide the appropriate instructional interventions for every student.
State of Washington Office of Superintendent of Public Instruction (OSPI) has determined Dr. Robert Marzano's Causal
Teacher Evaluation Model to meet the requirements of a research - based teacher practice evaluation system and to be eligible for the state's Teacher / Principal Evaluation pilot (TPEP) p
Teacher Evaluation Model to meet the requirements of a research - based teacher practice evaluation system and to be eligible for the state's Teacher / Principal Evaluation pilot (TPEP
Evaluation Model to meet the requirements of a research -
based teacher practice evaluation system and to be eligible for the state's Teacher / Principal Evaluation pilot (TPEP) p
teacher practice
evaluation system and to be eligible for the state's Teacher / Principal Evaluation pilot (TPEP
evaluation system
and to be eligible for the state's
Teacher / Principal Evaluation pilot (TPEP) p
Teacher /
Principal Evaluation pilot (TPEP
Evaluation pilot (TPEP) program.
One of the commitments that Washington —
and every State that received ESEA flexibility — made was to put in place
teacher and principal evaluation and support systems that take into account information on student learning growth
based on high - quality college -
and career - ready (CCR) State assessments as a significant factor in determining
teacher and principal performance levels, along with other measures of professional practice such as classroom observations.
'' (Washington) is completely silent on the issue of compensating, promoting
and retaining
teachers and principals on the
basis of
evaluations where student growth is a significant factor,» a reviewer complained.
Federal law in postsecondary education must also be a robust source of support for local innovation, research,
and implementation of strategies designed to improve
teacher and principal effectiveness
and include: Evidence -
based preparation
and professional development; Evidence -
based evaluation systems that include, in part, student performance; Alternative certification programs that meet workforce needs; State
and school district flexibility regarding credentials for small
and / or rural schools, special education programs, English learners
and specialized programs such as science, technology, engineering, arts,
and mathematics;
and Locally - determined compensation
and teacher and principal assignment policies.
iObservation provides each
teacher and principal with a custom professional growth plan
based on
evaluation data from observations, walkthroughs, self - assessments,
and student achievement.
A central piece of Maryland's application is a new state law
and regulations that require new
teacher and principal evaluations, half of which will be
based on growth in student achievement, said William Reinhard, the spokesman for the Maryland education department.
Fifteen percent of the
evaluation will be
based on other Student Growth Objectives, or SGOs, established by
teachers and their
principals.
To win federal Race to the Top grants or waivers from No Child Left Behind (NCLB), most states adopted
teacher and principal evaluation systems
based heavily on student test scores.
Audrey has worked with many joint committees to develop comprehensive standards
based evaluation systems
and trained
principals and teachers to successfully use such systems.
Denver Public Schools has been using SGOs for many years; their 2008 - 2009
Teacher Handbook states that an SGO must be «focused on the expected growth of [a teacher's] students in areas identified in collaboration with their principal,» as well as that the objectives must be «Job - based; Measurable; Focused on student growth in learning; Based on learning content and teaching strategies; Discussed collaboratively at least three times during the school year; May be adjusted during the school year; Are not directly related to the teacher evaluation process; [and] Recorded online» (for more information click
Teacher Handbook states that an SGO must be «focused on the expected growth of [a
teacher's] students in areas identified in collaboration with their principal,» as well as that the objectives must be «Job - based; Measurable; Focused on student growth in learning; Based on learning content and teaching strategies; Discussed collaboratively at least three times during the school year; May be adjusted during the school year; Are not directly related to the teacher evaluation process; [and] Recorded online» (for more information click
teacher's] students in areas identified in collaboration with their
principal,» as well as that the objectives must be «Job -
based; Measurable; Focused on student growth in learning; Based on learning content and teaching strategies; Discussed collaboratively at least three times during the school year; May be adjusted during the school year; Are not directly related to the teacher evaluation process; [and] Recorded online» (for more information click h
based; Measurable; Focused on student growth in learning;
Based on learning content and teaching strategies; Discussed collaboratively at least three times during the school year; May be adjusted during the school year; Are not directly related to the teacher evaluation process; [and] Recorded online» (for more information click h
Based on learning content
and teaching strategies; Discussed collaboratively at least three times during the school year; May be adjusted during the school year; Are not directly related to the
teacher evaluation process; [and] Recorded online» (for more information click
teacher evaluation process; [
and] Recorded online» (for more information click here).
We propose federal support to help states measure the effectiveness of individual
teachers —
based on their impact on student achievement, subjective
evaluations by
principals and peers,
and parental
evaluations.
Requires a rigorous
and transparent
teacher and principal evaluation system
based on multiple criteria, including student achievement
and classroom practice.
She writes in that letter about the test -
based evaluation of
teachers and principals, a policy that's received increasing national attention from policy makers.
Often bypassing Congress, Duncan used the money to work directly with states, persuading them to adopt favored policies by providing incentives through Race to the Top, a $ 4.35 billion competitive grant program in which states were awarded points for adopting ideas such as performance -
based teacher and principal evaluations, higher academic standards,
and raising charter school caps.
To gain a waiver, states will have to adopt college -
and career - ready standards
and tie state tests to them, adopt a differentiated accountability system that focuses on 15 percent of their most troubled schools,
and craft guidelines for
teacher -
and principal -
evaluation systems that will be
based partly on student growth
and be used for personnel decisions.
One of the historical failings of
teacher evaluation systems in the United States has been their reliance on the school
principal alone as the person expected to observe
teachers, mentor beginners, coach those who need help, document concerns
and support processes for those who struggle,
and make the final call on whether to recommend dismissal
based on the assembled record.
At the heart of their recommendations, compiled in two separate policy papers, are the following strategies: empowering
principals and educators with more autonomy over staffing; leadership
and coaching opportunities for excellent
teachers; student - focused professional development designed at the school site; direct investment in community engagement;
and financial incentives to attract
and keep
teachers making progress with their students (
based on a multi-measured
evaluation system) in hard - to - staff schools.
In exchange for the waivers, states had to develop their own school accountability systems
based on college -
and career - ready expectations
and also develop
teacher and principal evaluation systems, among other things.
Technology facilitates such practices through video -
based teacher evaluation modules for aspiring
principals and leader tracking systems, which build a district's capacity to collect
and organize data on experience
and performance to inform staffing
and other decisions.
The other 50 percent of a
teacher's or
principal's
evaluation will be
based on meeting standards for planning
and preparation, classroom environment, instruction
and professional responsibilities
and development.
And the new teacher evaluations, heavily based on detailed classroom observations in lieu of more emphasis on test scores, drastically increase what was already a tremendous workload for principals and assistant principa
And the new
teacher evaluations, heavily
based on detailed classroom observations in lieu of more emphasis on test scores, drastically increase what was already a tremendous workload for
principals and assistant principa
and assistant
principals.
Standardized tests should not be used as the
basis for decisions on student promotion,
teacher and principal evaluation,
and school probation
and closings.
STAND UP
AND SPEAK OUT FOR HIGH QUALITY: * Pre - Kindergarten — College Graduation Systems * Real Parent Power through School Governance Councils * School Choice Options * Early Child Education & Afterschool Programs * English Language Learners (ELL) Supports * Children w. Special Needs & School
Based Health Care Services * Effective
Teacher /
Principal Preparation &
Evaluation Systems * High School Drop Out Prevention Supports * Children in Foster / Adoptive Care & Alternative Education Services
The regulations adopted by the New York State Board of Regents
based on the 2010 law changing how the
evaluations must work includings a line that says the new
evaluations must be «a significant factor in employment decisions such as promotion, retention, tenure determinations, termination,
and supplemental compensation,» as well as how
teacher and principal development is approached.
For
teachers and principals, 35 % of the
evaluation will be
based on student growth (TVAAS where it is available, or some other comparable measure of student growth).
We now allow local school systems to create local salary schedules for
teachers and principals that permit us to compensate, promote,
and terminate
teachers as a result of rigorous annual
evaluations that are
based on student learning.
We will support evidence -
based policy reforms aimed at ensuring
principals have the autonomy
and data they need to lead schools with strong cultures focused on improving teaching
and learning,
and that they are trained to use
teacher evaluations to deliver high - quality observations
and feedback.
Assess
principals» learning needs
and priorities
based on
principal and teacher evaluation data.
Informed by the Memphis strategy, Tennessee will work with
and provide support for its LEAs to create clear, differentiated career paths for
teachers and principals,
based on their performance levels using the new
evaluation system.
Local boards will now be able to compensate, promote,
and dismiss
teachers and principals on the
basis of annual
evaluations of student learning gains.