MPS Teacher Evaluation System

Design and Implementation Update

Board of Education Presentation: March 13, 2012

Overview
Context review Progress update Lessons learned Next steps Summary

Strengthening teacher effectiveness

2008: Strategic plan adopted 2010: Design process launched 2010-present: Many partners involved, including:
Think Tank Outside expertise

2011: Legislature mandated comprehensive teacher evaluation systems

Goals of teacher evaluation

Focus and align all district and school work on needs of students Create a professional culture of respect and trust Continuously improve teaching to increase student achievement Engage teachers in reflective practice to improve student learning Increase and strengthen instructional leadership across the district Enhance and institutionalize support structures for educators Recognize excellence and provide support/intervene if needed

Supporting infrastructure and feedback

Observations Student Achievement Data Other Measures Summative Rating

System Design

System Readiness

Communication & Engagement Support Structures & Focused Instruction IT infrastructure Training & Certification

System Effectiveness
Feedback Evaluation Quality Control Total System Alignment

Teacher evaluation timeline

Design pilot Partial implementation for selected teacher groups
2011-2012

Implementation for all classroom teachers

2012-2013

Full Implementation for all teacher groups*

2013-2014

Spring 2011

State deadline for implementation: 2014-15

*Teachers include school psychologists, nurses, physical therapists, guidance counselors, etc.

2011-2012 focus to date

Common Tool and Process: Identifying and using a common tool

district-wide
National Best Practice and Research: Learning from other districts models In-depth Training: All observers must achieve certification; Observations: Conducting formal observations in all schools:
All probationary teachers All teachers in six Turnaround schools Tenured teachers who volunteered from all schools

Engaged participants
Over 300 post-observation teacher surveys 12-15 focus groups/roundtables All teachers briefed in August 2011 by principals, supported by Superintendent/MFT president joint video Regular website and principal communications to staff Monthly Think Tank Group meetings (teachers, principals, district and MFT leadership) Monthly Teacher Evaluation Advisory Group meetings (30 teachers)

Observation and evaluation

Observation The act of collecting evidence of a teacher's instructional practice for purposes of evaluation and feedback. Evaluation The act of assigning a final or summative performance rating.

Certification requirement
Train Observers learn to collect objective evidence and align evidence with the rubric Certify Observers rate pre-scored videos and must achieve adequate match with correct scores
Observe Observers are permitted to observe and rate teacher practice

YES

NO

Observation certification

Source: Teacher evaluation working team, trained observers as of 2/15/12

Certification with support

% of Principals & Assistant Principals certified
15%
1% 14%

56% 85%

Not yet certified Conditionally certified

Fully certified
29% Round 1 Training After additional support

Source: Teacher evaluation working team, trained school leaders as of 2/15/12

Observations

* Probationary teachers have not yet achieved tenure, which typically takes 3 years Source: Teacher evaluation working team (number of teachers evaluated as of 2/15)

Approximately 40% of classroom teachers observed 2011-2012

Lessons learned
Investing in training and certifying observers paid off This work requires on-going professional development The formal observation process, and teacher evaluation in general, can build trust but also be impeded by a lack of trust across the district

Teachers can achieve incredible growth in a short amount of time

Overall, teachers are positive about their experiences being observed and receiving feedback

Observation impact

Source: Post-observation teacher feedback surveys, 2011-12 (n=265)

Observation objectivity

Source: Post-observation teacher feedback surveys, 2011-12 (n=265)

Next steps
Finalize MPS Teacher Evaluation System Design Revise the rubric and formal observation process Finalize formal observation model for classroom teachers Define multiple measures including value-added Design summative evaluation model Design rubrics and processes for non-classroom teachers

More next steps

Develop Supporting Infrastructure and Plan for 2012-2013 Evaluation System Implementation Develop and implement an online system Build additional quality control and inter-rater reliability structures

Develop communications plan

Develop and implement professional development

Summary
A lot has been accomplished and a lot has been learned District leadership, principals and teachers are all in this together, learning and adjusting as we go Teacher evaluation system is about support and development

This work will help us:

Target professional development Help teachers reflect on and improve their practice Deepen and target conversations about improving student achievement