1. This is a partial PowerPoint
based on CESA 6 presentation
materials

3. The majority of our students have
great teachers and administrators
who want to:
• Maximize student learning for every child
• Be the very best teachers/administrators
that they can be

6. Majority is not
good enough!

7. Which teacher a student
gets within a school
matters more than which
school the student happens
to attend.
Nye, Konstantopoulos, & Hedges, 2004, (p. 247)
·

8. If a student had a good teacher
as opposed to an average teacher
for 4 to 5 years in a row, the
increased learning would be
sufficient to close entirely the
average gap between a typical
low income student and one who
is not on free and reduced lunch.
Hanushek, 2008.
·

9. Dallas Research: Cumulative
Effect
Students started at the same level of
math achievement. Three years later,
those students placed with highly
effective teachers vs. those placed
with ineffective teachers experienced
a 50% greater achievement level.
(Similar results occurred in their study
on Reading Achievement.)

10. Eliminating the worst 6% to 10% of
teachers in terms of effectiveness
would bring student achievement up
by ½ standard deviation. (Note:
Ranking of countries was based on
average mathematics score on the
PISA tests in 2003 - U.S. students
perform significantly below the
OECD average. The variance
between the U.S. and the top
performing country is 2/3 standard
deviation.)
Hanushek, 2008

11. Spillover Effect
Highly effective teacher –
achievement goes up in that
teacher’s classroom – that would be
expected. Also, however, the
achievement of surrounding
teachers’ classes will go up when
they work with this highly effective
teacher. Student achievement in
these other teachers’ classes goes
up 10-20%. (PLC’s)

12. Ineffective teachers
(bottom 5%) only result
in 1/2 year of student
growth per academic
year.
Hanushek, 2008

13. Highly effective teachers
(top 5%) result in 1 & 1/2
year of student growth per
academic year.
Hanushek, 2008

14. Phi Delta Kappa/Gallup Poll - 2011
What Americans said about the public schools
QUALITY TEACHING
We’ll take larger classes with more effective teachers over smaller
classes with less effective teachers and access to higher-quality
instruction over the Internet over learning in a classroom with a less
effective teacher. The message: Quality/Effectiveness of a teacher
does count.

15. Research on effective vs. ineffective
teachers and leaders clearly indicated
that there is a great cost to student
learning as a result of having ineffective
teachers and leaders in our schools.

16. Reality
We all know that we have ineffective
teachers and administrators that do
exist and have existed in our schools
for many years

17. So …
If we know that a teacher or
administrator is ineffective, why
haven’t we done something about
it?

18. • Lack of clearly • Lack of time?
defined, research-based
standards? • Seniority, First In Last Out?
• Substandard teacher • Lack of money?
preparation programs? • FEAR? Don’t ask…don’t tell?
• Too hard to remove ineffective • Burn out?
teachers?
• Politics?
• Union protection of the “bad
apples”? • Denial?
• Lack of quality supervision and • Lack of data?
evaluation systems? • Other?
• Lack of quality professional
development?
• Lack of supervisor “will” or
knowledge of due process?

25. President Obama is offering states flexibility
from NCLB in exchange for comprehensive
plans to raise standards; to create
fair, flexible and focused accountability
systems; and to improve systems for
teacher and principal evaluation and
support. This flexibility will not give states a
pass on accountability. It will demand real
reform.

26. Section 9401 of the Elementary
and Secondary Education Act of
1965 (as amended by the No Child
Left Behind Act) allows the
Secretary to waive certain
statutory or regulatory
requirements of the ESEA.

27. comprehensive plans to raise
standards; to create fair, flexible and
focused accountability systems; and to
improve systems for teacher and
principal evaluation and support.

28. Educator Evaluation
Process Product • State assessment
Teachers
(value-added growth);
•InTASC standards;
• District assessment
•Danielson’s 4 domains data;
and 22 components.
• Student Learning
Objectives (SLOs) or
50% 50%
Principals School Performance
Objectives (SPOs);
•ISLLC standards
• School-wide reading
(Elementary/Middle);
• Graduation rate
(High School);
• District choice.
DPI Framework
Models of Practice Student Outcomes

29. …proposed plans to raise
standards, improve
accountability, and support reforms
to improve principal and teacher
effectiveness.

30. • Student Achievement
• Student Growth
• Closing Gaps
• On-track to Graduation/Post-Secondary
Readiness
Overall Accountability Score:
Combination of 4 sub-scores
All Schools will be placed on an index of 0
to 100

31. Accountability Ratings
 Ratings: A multiple measures index
system, based on the four priority areas, will
replace our current AYP pass-fail system.
1. Significantly Exceeding Expectations
2. Exceeding Expectations
3. Meeting Expectations
4. Meeting Some Expectations
5. Meeting Few Expectations
6. Persistently Failing to Meet Expectations

32. • Student Achievement
• Student Growth
• Closing Gaps
• On-track to Graduation/Post-Secondary
Readiness
Your Accountability Index will directly
correlate to your
Educator Effectiveness

33. SENATE BILL 461
(PASSED ON 3/15/2012)
This bill requires DPI to develop an educator
effectiveness evaluation system and to develop, by
rule, an equivalency process aligned with the state
system (equivalency process) to assist school districts
in the evaluation of the performance of teachers and
principals in the district.
Each school district must begin evaluating teachers
and principals using either the state system or the
equivalency process in the 2014-15 school year.

34. SENATE BILL 461
Under the state system, 50 percent of the
total evaluation score assigned to a
teacher or principal must be based on
measures of student performance, and 50
percent of the total evaluation score must
be based upon the extent to which the
teacher's or principal's practice …..

37. Our primary means, however, for
improving student achievement will
occur as the result of our creating an
Effectiveness/Evaluation System that
will be:
• Fully customizable to district needs and
state requirements
• Easily and efficiently implemented
That will result in improved effectiveness for
EVERY teacher, specialist, and
administrator and

38. • Creates a balance between
PROCESS PRODUCT
Practices Student Achievement
Behaviors Growth & Attainment
Knowledge & Skills
Strategies
• Assures accountability
• Provides professional development

39. • INTASC Standards for
teachers
• Danielson’s Domains and
Components for teachers
• ISLLC Standards for
administrators

40. • Multiple Measures of Evidence
to evaluate teachers &
administrators:
Observations
Walk Throughs
Surveys
Teacher Artifacts & Documents
District identified measures of evidence

41. • District Assessments
• Student Learning Objectives
(SLOs)
• District Choice

43. • Monitor
• Measure
• Rate and Rank (if a district
desires)
Teacher & School Administrator
Effectiveness

44. • Generate diagnostic profiles of
effectiveness for individual teachers,
schools, districts, and regionally

45. • Identify professional development
opportunities based on this standards
driven, performance-based data

46. • Establish an Effectiveness Academy
that will provide on-going face-to-face
and virtual professional development
around the Evaluation System

47. • On-going training and coaching for:
teachers
evaluators
district Effectiveness Project Implementation
Coaches (EPICs)
Note: Each district will be assigned a CESA
Liaison to assist the district to implement the
Effectiveness System.

48. • Calibration training for evaluators to
assure consistency and fidelity of the
evaluation system

49. THREE HANDBOOKS
TEACHER
PROFESSIONAL
EVALUATION
SYSTEM
EDUCATIONAL
SPECIALISTS
PROFESSIONAL
EVALUATION
SYSTEM
SCHOOL
ADMINISTRATOR
PROFESSIONAL
EVALUATION
SYSTEM

50. Teacher Performance Standards
1. Professional Knowledge
The teacher demonstrates an understanding of the curriculum, subject content, and diverse needs of
students by providing meaningful learning experiences.
2. Instructional Planning
The teacher effectively plans using the approved curriculum, instructional strategies, resources, and
data to meet the needs of all students.
3. Instructional Delivery
The teacher effectively engages students in learning by using a variety of instructional strategies in order
to meet individual learning needs.
4. Assessment of/for Learning
The teacher systematically gathers, analyzes, and uses relevant data to measure student progress,
guide instructional content and delivery methods, and provide timely feedback to both students, parents,
and stakeholders.
5. Learning Environment
The teacher uses resources, routines, and procedures to provide a respectful, safe, positive, student-
centered environment that is conducive to student engagement and learning.
6. Professionalism
The teacher demonstrates behavior consistent with legal, ethical, and professional standards,
contributes to the profession, and engages in professional growth that results in improved student
learning.

51. Educational Specialist Performance
Standards
1. Professional Knowledge
The educational specialist uses professional knowledge to address the needs of the target learning
community while demonstrating respect for individual differences, cultures, and learning needs.
2. Communication and Collaboration
The educational specialist communicates and collaborates effectively with learners, families, staff, and the
community to promote student learning and well-being.
3. Assessment
The educational specialist gathers, analyzes, and uses data to determine learner/program needs, measure
learner/program progress, guide instruction and intervention, and provide timely feedback to learners,
families, staff, and community.
4. Program Planning and Management
The educational specialist effectively plans, coordinates, and manages programs and services consistent with
established guidelines, policies, and procedures.
5. Program Delivery
The educational specialist uses professional knowledge to implement a variety of services for the targeted
learning community.
6. Professionalism
The educational specialist demonstrates behavior consistent with legal, ethical, and professional standards,
contributes to the profession, and engages in professional growth.

52. School Administrator Performance Standards
1. Leadership for Student Learning
The school administrator drives the success of each learner through collaborative
implementation of a shared vision of teaching and learning that leads to student academic
progress and school improvement.
2. School Climate
The school administrator fosters the success of all students by advocating, developing,
nurturing, and sustaining a safe, positive, and academically engaging school climate.
3. Organizational Management
The school administrator fosters the success of all students by supporting, managing, and
overseeing the school’s organization, operation, and use of resources.
4. Human Resources Management
The school administrator provides effective leadership in the area of human resources by
assisting with selection and induction, and by supporting, developing, evaluating, and retaining
quality instructional and support personnel.
5. Communication and Community Relations
The school administrator fosters the success of all students by effectively communicating,
collaborating, and engaging stakeholders to promote understanding, support, and continuous
improvement of the school’s programs and services aligned with the school’s vision.
6. Professionalism
The school administrator fosters the success of all students by demonstrating behavior
consistent with legal, ethical, and professional standards, engaging in continuous professional
development, and contributing to the profession.

53. Main Components Performance
Standard
Standard 2: Instructional Planning
The teacher effectively plans using the approved curriculum, instructional strategies, resources, and data
to meet the needs of all students.
Sample Performance Indicators Performance
Examples may include, but are not limited to: Indicators
The teacher:
2.1 Align lesson objectives to approved curriculum using student learning data to guide planning.
2.2 Plans accordingly for pacing, sequencing content coverage, transitions, and application of
knowledge.
2.3 Plans for differentiated instruction.
2.4 Develops appropriate long- and short-range plans, and adapts plans when needed. Performance
2.5 Uses resources, including technology, to effectively communicate with stakeholders Appraisal
regarding curriculum shared in their classrooms. Rubric
Distinguished Effective Developing
In addition to meeting the Effective is the expected Unacceptable
Requirements for Effective … level of performance.
Needs Improvement
The teacher actively seeks The teacher plans using the The teacher inconsistently The teacher does not plan, or
and uses alternative data and approved curriculum, uses the curriculum, effective plans without adequately
resources, and regularly instructional strategies, strategies, resources, or data using the curriculum, or
differentiates plans and resources, and data to meet in planning to meet the needs without using effective
modifies instruction to meet the needs of all students. of all students. strategies, resources, or data
the needs of all students. to meet the needs of all
students.

54. • straight-forward
• easy-to-use
• customizable
• loaded into district systems/multiple
technology devices
• using the OASYS data management
webware

55. Observation forms
Documentary logs
Student surveys
Communication logs
Professional development logs
Numerous optional forms
Summative evaluation forms

57. • $80/User/Year
Users = Teachers, Ed.
Specialists, School
Administrators, and
Evaluators
• $1500 one-time cost
for OASYS webware
configuration
Possible Source of
Funding: Title II

58. Additional Services from CESA
 External Evaluation
 CESA as EPIC ($4800/year)
 EvaluationSystem Awareness
for Teachers