Operation Public Education University of Pennsylvania Assessment - PowerPoint PPT Presentation

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