America’s Promise Great teachers, weak teachers: What is quality teaching? National Council on Teacher Quality 1
3 big teacher quality levers: 1. Pipeline 2. Policies 3. Pay 2
The challenge 3
The stubborn achievement gap Source: B.D. Rampey, G.S. Dion, and P.L. Donahue, NAEP 2008 Trends in Academic Progress (NCES 2009- 479), National Center for Education Statistics, Institute of Educational Sciences, U.S. Department of Education, Washington, D.C. 4
The stubborn achievement gap Source: B.D. Rampey, G.S. Dion, and P.L. Donahue, NAEP 2008 Trends in Academic Progress (NCES 2009- 479), National Center for Education Statistics, Institute of Educational Sciences, U.S. Department of Education, Washington, D.C. 5
Teachers offer our best hope. 6
Odds of random assignment of great teacher — 1 in 7 in 17,000 6
Odds of random assignment of great teacher 5 years in a row — 1 in 17,000 in 17,000 8
1. Pipeline Who is being admitted? Are new teachers classroom- ready? 9
Average SAT scores by subject area 10
It’s getting harder to attract talent Source: Bacolod, Marigee , “Do alternative opportunities matter?” Review of Economic and Statistics, 2007. 11
GPAs of education majors Source: Cory Koedel, Grading Standards in Education Departments at Universities, April 2011 12
Value added by a college education Collegiate Learning Assessment Scores (scale 800-1600) Source: Richard Arum and Jospa Roksa, Academically Adrift (2011) 13
Findings from our teacher prep pilot studies Training in how to teach reading 15% Elementary mathematics 13% Student teaching 7% 14
Teacher prep isn’t adding enough value Source: Gordon, Kane, Staiger, Identifying Effective Teachers Using Performance on the Job , 16 The Hamilton Project, Brookings Institution, April 2006.
2. Policies • State laws and regulations • Teacher contracts and school board policies 16
We’re seeing big changes at state levels, prompted by Race to the Top 15 State requires annual evaluation of all teachers 22 2009 2011 Student achievement is 4 the preponderant criterion in teacher 12 evaluations 0 5 10 15 20 25 Source: NCTQ 2011 State Teacher Policy Yearbook 17
We’re seeing big changes at state levels, prompted by Race to the Top Source: NCTQ 2011 State Teacher Policy Yearbook 18
Where states stand now on evaluations 30 27 25 20 15 12 10 7 5 5 0 Student achievement is Evaluations "significantly Evaluations include Student achievement data preponderant criterion informed" by student objective measures of not required achievement student achievement Source: NCTQ 2011 State Teacher Policy Yearbook 19
3. Pay What do we value? 20
Experience doesn’t matter as much as we think…or pay for. 21 21
Salary trajectories often penalize younger teachers. Miami-Dade Salary Schedule $75,000 $70,000 $65,000 $60,000 $55,000 $50,000 $45,000 $40,000 $35,000 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 22
It takes too long to get to the top. 23
$$$ for advanced degrees Source: NCTQ TR 3 database, www.nctq.org/tr3 24
How many MA’s to get to the top? District Masters degree equivalent Baltimore Boston Hartford Kansas City Los Angeles Miami Seattle Springfield
One shining example from Harrison, CO 26
Harrison’s new salary schedule Each year, teachers are evaluated and assigned to one of nine effectiveness levels: Novice Progressing Proficient Exemplary Master I I II I II III I II I $35,000 $38,000 $44,000 $48,000 $54,000 $60,000 $70,000 $80,000 $90,000 27
Top salary • Before: $68,000 • Now: $90,000 Slide not included in original presentation
How teachers are rated: 50/50 Student Achievement Six traditional metrics A combination of 8 measures that involve: 1.Quality of instruction 1.Classroom scores on 2. Student engagement both the state test and 3. Effective strategies and district ssessments practices 2.School-wide scores on 4. Curriculum alignment the state test 5. Classroom management 3. A student achievement goal set by the teacher 6. Other criteria Slide not included in original presentation
Classroom observations • Frequent “spot observations” of all teachers (10 to 15 minute walk throughs). – Non-tenured teachers 8 times each semester. – Tenured teachers 4 times each semester. • All teachers are formally observed 2 times a year. • All teachers receive 1 summative evaluation each year, summarizing the spot and formal evals, and determining annual rating and salary. Slide not included in original presentation
State tests • As federal law requires, all students in grades 3 through 10 are tested by the state in language arts, mathematics and science. Slide not included in original presentation
District tests • Every grade and subject administers “progress monitoring assessments” – 4 common assessments during the year • 2 assessments administered at the end of semester • In non- tested subjects and grades, the district’s teachers have agreed upon a set of performance measures. – Retired teachers evaluate teachers each year on a set of standard performance metrics Slide not included in original presentation
Teachers must meet an objective standard of performance to progress from one level to another. – District established a “target distribution” range for each of the 8 effectiveness levels • District intentionally established a positively skewed distribution (meaning the majority of current teachers would be found proficient and progressing) – District set “cut scores” for each level that was based on past student achievement data, so that the actual distribution would approximate our target distribution. Slide not included in original presentation
The student learning measures for a 4 th grade teacher Weight Type Tested subjects 25% Classroom score on STATE test Reading, writing, math 25% Classroom performance on Reading, writing, DISTRICT summative test (2x/yr) math, science 25% Classroom performance on Reading, math and DISTRICT progress monitoring test writing 12.5% School-wide score on STATE test Reading, writing, math 12.5% Teacher’s own selection of a goal -- for student achievement The specific measures vary grade to grade, subject to subject. Slide not included in original presentation
Multiple measures brought to life State Tests District (Performance) District (Summative) District (Progress monitoring Individual goal set by teacher Slide not included in original presentation
The student learning measures for a 10 th grade English teacher Weight Type Tested subjects 25% Classroom score on STATE test Reading, writing, English 25% DISTRICT tests (summative; Reading, writing, administered 2x year) communicating 25% DISTRICT test (Progress Reading, writing, monitoring and timed constructed communicating response) 12.5% School-wide score on STATE test Reading, writing, math 12.5% Teacher’s own selection of a goal -- for student achievement The specific measures vary grade to grade, subject to subject. Slide not included in original presentation
The student learning measures for a high school AP English teacher Weight Type Tested subjects 12.5% Classroom score on STATE test Reading, writing, English 37.5% AP Exams English 25% DISTRICT tests (summative; English administered 2x year) 12.5% Schoolwide score on state tests Reading, writing, math 12.5% Teacher’s own selection of a goal -- for student achievement The specific measures vary grade to grade, subject to subject. Slide not included in original presentation
The student learning measures for a high school art teacher Weight Type Tested subjects 25% DISTRICT performance test (end Art of year performance; external scoring) 25% DISTRICT summative test Art 25% DISTRICT TESTS (Progress Art monitoring and timed constructed response) 12.5% Schoolwide score on state tests Reading, writing, math 12.5% Teacher’s own selection of a goal -- for student achievement The specific measures vary grade to grade, subject to subject. Slide not included in original presentation
A sample of performance measures for non-tested teachers Art Grade 3 In the space below, create an abstract or realistic drawing of an animal. Use at least two different shapes . Use at least one type of line. Show balance in the drawing. Your drawing will be scored on: Are all parts of the drawing neat and finished? How well were shapes, line, and balance used? Slide not included in original presentation
A before picture Slide not included in original presentation
And after: The results produce a standard bell curve, reflecting true performance. Where teachers fall on the scale: 2010-2011 Results 50 47 45 40 35 30 25 23 20 15 13 11 10 4 5 2 0 0 Unsatisfactory Progressing I Progressing II Proficient I Proficient II Proficient III Exemplary Slide not included in original presentation
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