THE SCHOOL I MPROVEMENT GRANT AND EDUCATOR EFFECTI VENESS An overview session for teachers and leaders at SI G schools. March 2011 1 Agenda I. Overview and Update – LAUSD’s Work to Date on Educator Effectiveness II. Facilitated Activity – Reflecting on past performance review experiences III. Participating in activities regarding educator effectiveness IV. Facilitated Activity – Questions, concerns, comments, interests, etc. V. Next Steps 2 Overview and Update LAUSD’s Work to Date on Educator Effectiveness 3 1
Teachers and leaders at SIG schools are positioned to play a pivotal role in the District’s educator effectiveness efforts. • Per the grant requirements, SY 2010-2011 activities are to inform the development and prepare for the implementation of educator effectiveness components in SY 2011-2012 and SY 2012-2013: � Multiple measure performance reviews � Personalized approach to professional development (aligned to performance reviews) � Recognition and rewards for improving student achievement and graduation rates • In recognition of their participation in 50 hours of activities this Spring, teachers and school leaders will earn a stipend of $2,500 less relevant taxes and benefits. 4 LAUSD’s work to date on educator effectiveness • The Teacher Effectiveness Task Force • Board of Education Principles regarding educator effectiveness • Components of our strategy: � Multiple-measure performance reviews � Personalized development and support � Differentiated compensation and recognition � Differentiated compensation and recognition • Three-year, three phased plan • Highlights of efforts in progress: � Teaching & Learning Framework � School Leadership Framework � Academic Growth over Time 5 The Teacher Effectiveness Task Force (TETF) was launched in response to a Board Resolution. • April 2009 Board Motion, “Quality Leadership and Teaching to Ensure a World Class Education for All” � Brought forward by Board Vice President Yolie Flores, Board President Monica Garcia and Board Member Dr. Richard Vladovic. • The Task Force began meeting in Fall 2009. • Included the following key constituencies: Included the following key constituencies: � Administrators � District leaders � Higher education partners � Labor partners (UTLA & AALA) � Parents � Private sector leaders � Students � Teachers � Other community representatives 6 2
The TETF was charged with making recommendations related to teacher, administrator and support personnel effectiveness. • The TETF was subdivided into five sub-committees: � Evaluation � Differentiated Compensation � Tenure � Support Mechanisms � Legislation • Each sub-committee developed recommendations, which are detailed in the materials that follow. � No single aspect of these recommendations "works on its own." 7 In Spring 2010, our Teacher Effectiveness Task Force (TETF) released a comprehensive set of interconnected recommendations. • Multiple measure evaluations that inform all decisions • Differentiated compensation/career pathways based on district needs • Tenure as a true achievement • Coherent and targeted support and development • Legislative changes to layoff and dismissal laws, etc * Not all Task Force members agreed in full with every recommendation 8 In September 2010, the LAUSD Board of Education unanimously adopted a set of educator effectiveness principles. 1. Our new evaluations must include multiple measures including a balanced use of appropriate value-added data. 2. Our new evaluations must differentiate levels of instruction and performance including actual good instruction/leadership. 3. Our new evaluations must place strong emphasis on evidence of student learning over time, offering feedback to instruction rather than feedback to simple routines. 4. Our new evaluations must mean something to the employee; ratings must always be useful to teachers and administrators. They must result in timely, specific feedback on all levels of performance, be used to establish a roadmap for needed supports, and to improve instructional dialogue at the school level, not just provide summative judgment. 5. Our new evaluation ratings must inform all employment decisions including tenure, hiring for specialist or leadership positions, new hires, or when restructuring a school. 6. Our new evaluation ratings must include and reflect meaningful parent engagement that will result in multiple evaluation measures that address the needs of parents to understand student and teacher performance, and to make informed decisions about their children's education. 9 3
We have developed a three-phased plan to implement these principles. Phase III – Scale (SY Scale (SY 2012-2013) Phase II – Initial Implementation (SY 2011-2012) Phase I – Research & Development (SY 2010-2011) 10 LAUSD is therefore on a path toward multiple measure performance reviews with aligned development and recognition. Teaching & Learning Framework A Common Foundation for Effective Teaching Contributions Observation of Stakeholder to Student Contributions Practice Feedback to School Learning Observing teaching & Outcomes Student Surveys Community reviewing artifacts of practice (e.g., lesson and Academic Growth over Parent Surveys unit plans, student work) it l t d t k) Time By Administrators Analysis of Supplemental & Closed-Ended & Open- By Teacher Leaders Ended Assessments Development & Support Differentiated Compensation & Self-Reviews Recognition Individual Growth Plans 11 Teaching & Learning Framework • The development of a framework to describe effective teaching was a keystone of the recommendations from the Teacher Effectiveness Task Force (TETF). • This framework will provide a common language and a common foundation for defining, supporting, developing, and measuring instruction. • It will speak not to what we teach, but instead to how we teach in LAUSD. • Our framework is an adaptation of Charlotte Danielson’s Framework for Effective Teaching. • The Framework will be finalized this month (March 2011) � Guided by our Ad Hoc Teaching & Learning Framework Committee – approximately 150 members with representation from all stakeholder groups � Informed by a stakeholder engagement process: � 60 focus groups conducted, mostly with teachers and administrators � Public surveys for educators and community members (hundreds completed) 12 4
Observation of practice Teaching & Learning Framework A Common Foundation for Effective Teaching • Based upon this framework, the District is Observation of iple Measures ple Measures developing rubrics and protocols for observing Practice teacher practice. Observing teaching & reviewing artifacts of practice (e.g., lesson and • Observation of practice by trained/certified Observation of practice by trained/certified unit plans student work) unit plans, student work) Multip Multi administrators and expert peers (teacher leaders) By Administrators will be the majority component of the revamped, & By Teacher Leaders multiple measure performance review process. 13 Contributions to student learning outcomes Teaching & Learning Framework A Common Foundation for Effective Teaching • An educator’s contribution to Contributions student academic growth over iple Measures ple Measures to Student time will be a fractional, but Learning important part of our Outcomes performance review process. Academic Growth over � It would be inappropriate to judge a Multip Multi Time teacher’s effectiveness only using student outcomes data. Analysis of Supplemental � It would be inappropriate not to Closed-Ended & Open- Ended Assessments incorporate student outcomes data in a teacher’s evaluation. � (This is also a requirement of SIG). • LAUSD is on track for an initial public release of school level results in mid-April and a confidential release of results to teachers in late April/early May. 14 Stakeholder feedback Teaching & Learning Framework A Common Foundation for Effective Teaching • Surveys of students and Stakeholder iple Measures ple Measures parents/guardians regarding Feedback classroom climate will also play a (fractional) role in the new Student Surveys performance review process. Parent Surveys Multip Multi • Over the next few months, SIG schools be involved with informing the content of these surveys. • Note: There will also be staff surveys as part of the school leader performance review process. 15 5
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