THE SCHOOL I MPROVEMENT GRANT AND EDUCATOR EFFECTI VENESS AND EDUCATOR EFFECTI VENESS An overview session for teachers and leaders at SI G schools. M March 2011 h 2011 1
Agenda I. Overview and Update – LAUSD’s Work to Date on Educator Effectiveness II II. Facilitated Activity – Reflecting on past performance review Facilitated Activity – Reflecting on past performance review experiences III. Participating in activities regarding educator effectiveness IV IV. Facilitated Activity Facilitated Activity – Questions, concerns, comments, interests, Questions concerns comments interests etc. V. Next Steps 2
Overview and Update Overview and Update LAUSD’s Work to Date on Educator Effectiveness 3
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: effectiveness components in SY 2011 2012 and SY 2012 2013: � Multiple measure performance reviews � Personalized approach to professional development (aligned to � Personalized approach to professional development (aligned to performance reviews) � Recognition and rewards for improving student achievement and graduation rates graduation rates • In recognition of their participation in 50 hours of activities this S Spring, teachers and school leaders will earn a stipend of $2,500 f $2 00 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 • Three-year, three phased plan • Highlights of efforts in progress: � Teaching & Learning Framework � School Leadership Framework � Academic Growth over Time � 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 Garcia and Board Member Dr. Richard Vladovic. • The Task Force began meeting in Fall 2009. • Included the following key constituencies: � Administrators � Di t i t l � District leaders d � Higher education partners � Labor partners (UTLA & AALA) � Parents � Parents � Private sector leaders � Students � Teachers � Other community representatives 6
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 � Differentiated Compensation � Tenure � Support Mechanisms � Legislation • Each sub-committee developed recommendations, which are Each sub committee developed recommendations, which are detailed in the materials that follow. � No single aspect of these recommendations "works on its own." o 7
In Spring 2010, our Teacher Effectiveness Task Force (TETF) released a comprehensive set of interconnected recommendations. • Multiple measure evaluations that inform all decisions 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 g pp p • Legislative changes to layoff and dismissal laws, etc * Not all Task Force members agreed in full with every recommendation 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 p g 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 d d d d h f d k i f d d i i b their children's education. 9
We have developed a three-phased plan to implement these principles. Phase III – Scale (SY 2012-2013) Phase II – Initial I Implementation l t ti (SY 2011-2012) Phase I 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 easures asures Contributions to Student Practice Feedback to School Learning Observing teaching & Observing teaching & St d Student Surveys t S Multiple Me C Community it O t Outcomes Multiple Me reviewing artifacts of practice (e.g., lesson and Parent Surveys Academic Growth over unit plans, student work) Time By Administrators Analysis of Supplemental Analysis of Supplemental & Closed-Ended & Open- By Teacher Leaders Ended Assessments Development & Support Differentiated Compensation & Differentiated Compensation & Self-Reviews Recognition Individual Growth Plans 11
Teaching & Learning Framework Teaching & Learning Framework A Common Foundation for Effective Teaching • The development of a framework to describe effective teaching was a 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 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: y g g p � 60 focus groups conducted, mostly with teachers and administrators � Public surveys for educators and community members (hundreds completed) 12
Observation of practice Teaching & Learning Framework A Common Foundation for Effective Teaching • Based upon this framework, the District is Observation of easures easures developing rubrics and protocols for observing Practice teacher practice. Observing teaching & g g Multiple Me Multiple Me reviewing artifacts of practice (e.g., lesson and • Observation of practice by trained/certified unit plans, student work) administrators and expert peers (teacher leaders) By Administrators will be the majority component of the revamped 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 An educator s contribution to Contributions student academic growth over easures easures to Student time will be a fractional, but Learning important part of our Multiple Me Outcomes Outcomes Multiple Me performance review process. � Academic Growth over It would be inappropriate to judge a Time teacher’s effectiveness only using student outcomes data. Analysis of Supplemental y pp � It would be inappropriate not to Closed-Ended & Open- incorporate student outcomes data Ended Assessments 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 esu ts d p a d a confidential release of results to teachers in late April/early May. 14
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