Operation Public Education University of Pennsylvania Assessment and Accountability Systems to Transform America’s Schools
NATIONAL ADVISORY BOARD Christopher Cross , Chair, Advisory Board, former President, Council on Basic Education Dan Challener , President, Public Education Foundation, Chattanooga John Deasy , Superintendent, Santa Monica-Malibu Unified School District Jim Geringer , Former Governor, Wyoming, and former Chair, Education Commission of the States John Grossman , Former President, Columbus Education Association Gerry House , President of the Institute for Student Achievement and former superintendent of the Memphis School District Walter Hussman , Publisher, Arkansas Democrat Gazette Tim Kremer , Executive Director, New York State School Boards Association Kent McGuire , Dean, College of Education, Temple University and former Assistant Secretary, U.S. Department of Education Margaret Raymond , President, CREDO, Hoover Institution, Stanford University Howard Wainer , Distinguished Research Scientist, National Board of Medical Examiners Randi Weingarten , President, United Federation of Teachers, NYC
WHY Why do we have to develop a new system for evaluating and compensating teachers? I hope we can address this question later in our discussions
Achievement and Growth Critical Distinctions Achievement: – is an absolute or raw test score: a 2400 on the SAT – is best predicted by family background or income – Coleman Report Growth : – is student progress over the school year – is best predicted by the quality of instruction – Good teaching is 15-20 times more powerful in predicting growth than family income, race, or class size – Value-added studies
Teacher Compensation Teacher compensation must not be tied to achievement because it is biased by family income. Use growth when student learning is part of the basis by which teacher performance is measured. This requires sophisticated value-added methodologies rather than simple “pre-test/post- test” approaches to growth.
Teacher Effectiveness Tennessee Second 10-12 years First 10-12 After 20-24 years years Typical Salary Schedule Teacher Experience
Probability that a bottom-quartile 4 th grade student will pass the high-stakes graduation exam in 9 th grade Two county-wide Tennessee school districts Poor teacher sequence: <15% Average teacher sequence: 38% Good teacher sequence: 60%
Evaluation & Compensation Evaluation A system that for the first time considers student learning results – outputs – along with multiple input measures through an improved observation process – Value-added progress – Charlotte Danielson’s “Framework for Teaching”
Danielson’s Framework for Teaching (published by Association for Supervision & Curriculum Development) Observation protocols in four domains: Planning and preparation Classroom environment Instruction Professional responsibilities
Peer Review All observations in these domains are conducted by expert peers
Value-Added: Three Instructional Results Highly effective: Above } One Effective: year’s 100% No Detectable Difference (NDD) worth of growth Ineffective: Below (using 3-year running averages)
Problems with Merit Pay and Pay-for-Performance Too subjective when based solely on observation Deeply biased if achievement scores are used Real world limitations in using bonuses Creates competition among teachers
Teacher Career Ladder Career Ladder Frameworks Career Ladder Rung Value-Added ACSD for Teaching * Value-Added Rung Highly Distinguished Distinguished Highly Effective Distinguished Distinguished + Effective & NBPTS & NBPTS 10% Highly Distinguished Advanced + Effective Advanced Highly Effective Distinguished 15% Career Proficient Effective + Career Effective Proficient Teachers start 30% here. Apprentice Apprentice * Developed by Charlotte Danielson
Differentiated Compensation Additional Incentives Districts may differentiate compensation and/or offer bonuses for hard-to-staff positions such as math and science or to work in hard-to-serve school environments Bonus amounts are negotiated through collective bargaining
Professional Development Mentoring for new teachers Teacher coaches Significant increase in number of profess- ional development days to help all teachers and administrators master new skills
Mandatory Remediation Mandatory remediation for struggling teachers PAR Panel (including teachers and administrators) reviews all requests for remediation and designs interventions Struggling teachers are guided by expert peers throughout the process
Administrator Career Ladder Career Ladder Career Ladder Value- Rung Value-Added ACSD AYPs SLLC* Rung Added Exceeding Distinguished Distinguished Advanced Advanced Highly Effective Distinguished + + AYPs & NBPTS Meeting Proficient Proficient Career + + AYPs Advanced Highly Effective Distinguished Intern Career Effective Proficient Administrators start here. Apprentice 50% 25% 25% * School Leaders Licensure Consortium
For additional information on our package of reforms, please contact: cgpinfo@pobox.upenn.edu or (215) 746-6478 Or see our website at http://operationpubliced.org
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