Teacher Evaluation: Design Frameworks From Three States and Lessons Learned From Years 1-3 of Implementation

Thursday, June 20, 2013: 1:35 PM-2:30 PM
Chesapeake A-B (Gaylord National Resort and Convention Center)
  • PVAAS_CCSSO_ppt_20130619.ppt (2.2 MB)
  • TAMS PPT for Baltimore - PPT.ppt (3.0 MB)
  • NC Presentation.pdf (2.8 MB)
  • Handouts
  • PVAAS Roster Verfication Pilot in SY2012-13 FINAL 2_18_13.pdf (276.4 kB)
  • PVAASPilot_FAQs.pdf (273.9 kB)
  • PVAAS Teacher Reporting Implementation Timeline_4.12.2013 Final.pdf (302.4 kB)
  • History of Value-Added.pdf (415.8 kB)
  • Teacher Value-Added_Literature_References final 4_18_13v2.pdf (372.8 kB)
  • Content Strands:
    1. Evaluating and supporting educators
    2. Implementing state and federal programs and policy
    Pennsylvania, North Carolina, and Tennessee are three states that are respectively in years 1-3 of their transition to new educator evaluation systems. Learn how these states’ transitions have been planned, implemented, and modified at various phases of roll-out, while also integrated with new accountability and data systems, standards and assessments. State Department of Education leaders will discuss considerations for policy and practice, share their best available resources, and engage in discussion with attendees about evaluation decisions their states are undergoing or contemplating.

    Tennessee was one of the first Race to the Top states to implement a statewide educator evaluation system that incorporates student growth as one measure of teaching effectiveness. Zack Rossley, Deputy Assistant Commissioner for Data and Communications for the TN Department of Education, will outline the components of the TN TEAM Evaluation System, lessons learned after two full years of statewide implementation, and adjustments made along the way. He will discuss what questions states should think through prior to statewide implementation as well as how to reliably make decisions from the evaluation system in this new higher-stakes environment. An integral focus will center on the supports in place for educators to continuously improve their practice and elevate the profession as a result of new meaningful evaluation systems.

    As part of Race to the Top (RttT), North Carolina has transformed its Educator Evaluation System (NCEES) to include explicit measures of student growth.  The NCEES is used to evaluate all of the 90,000 teachers and school administrators in NC.  Initial roll-out of the system itself took place during the 2009 -2010 and 2010 – 2011 school years, with a transition to a completely online process during the 2011 – 2012 school year.  The inclusion of the student growth component will explicitly ground evaluation in the key goal of K-12 education: student progress. Jennifer Preston, the NC Department of Public Instruction’s RttT Project Coordinator for Teacher and Leader Effectiveness, will discuss:

    • Efforts to include multiple measures of student growth in educator evaluation
    • Necessary adjustments made along the way
    • The use of new assessments to measure student growth
    • Messaging around the new approach, especially with teachers in a time of low morale
    • The importance of technical and communications partners

    The Pennsylvania Department of Education began developing a new, comprehensive educator effectiveness system three years ago with a grant from the Gates Foundation. This included guidance from a steering committee, representatives across the educational spectrum, the business community and three research entities. The effectiveness systems for teachers, educational specialists, and principals assess teaching and leadership practice through multiple measures including a demonstrated positive impact on student achievement and growth.  The development of multiple measures of student achievement is a multi-year project as up to three years of data are needed to make reasonable decisions for inclusion of some data and district –designed instruments. PA continues to implement a criterion-referenced assessment system along with a network of statewide professional development to support educators. Dr. John White is SAS Institute’s Director for the Pennsylvania Value-Added Assessment System. On behalf of the Pennsylvania Department of Education, John will share PA’s best practices and lessons learned as policy, technical, and communications considerations for other states.