THE SCHOOL I MPROVEMENT GRANT AND EDUCATOR EFFECTI VENESS AND - - PowerPoint PPT Presentation

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 h 2011 March 2011

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Agenda

I. Overview and Update – LAUSD’s Work to Date on Educator Effectiveness II Facilitated Activity – Reflecting on past performance review II. Facilitated Activity – Reflecting on past performance review experiences III. Participating in activities regarding educator effectiveness IV Facilitated Activity Questions concerns comments interests IV. Facilitated Activity – Questions, concerns, comments, interests, etc. V. Next Steps

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Overview and Update Overview and Update

LAUSD’s Work to Date on Educator Effectiveness

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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 f $2 00 Spring, teachers and school leaders will earn a stipend of $2,500 less relevant taxes and benefits.

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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

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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 d District leaders Higher education partners Labor partners (UTLA & AALA) Parents Parents Private sector leaders Students Teachers Other community representatives

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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

• wn."
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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

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Not all Task Force members agreed in full with every recommendation

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

• ver 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

• n 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 d d d d h f d k i f d d i i b understand student and teacher performance, and to make informed decisions about their children's education.

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We have developed a three-phased plan to implement these principles.

Phase II – Initial I l t ti Phase III – Scale (SY 2012-2013) Phase I Implementation (SY 2011-2012) Phase I – Research & Development (SY 2010-2011)

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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

Observation of Practice

Observing teaching &

Contributions to Student Learning O t Stakeholder Feedback

St d t S

Contributions to School C it

easures asures

Observing teaching & reviewing artifacts of practice (e.g., lesson and unit plans, student work) By Administrators

Outcomes

Academic Growth over Time Analysis of Supplemental Student Surveys Parent Surveys

Community

Multiple Me Multiple Me

& By Teacher Leaders Analysis of Supplemental Closed-Ended & Open- Ended Assessments

Development & Support Differentiated Compensation &

Self-Reviews Individual Growth Plans

Differentiated Compensation & Recognition

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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:

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• 60 focus groups conducted, mostly with teachers and administrators
• Public surveys for educators and community members (hundreds completed)

Observation of practice

Teaching & Learning Framework

A Common Foundation for Effective Teaching

Observation of Practice

Observing teaching &

easures easures

• Based upon this framework, the District is

developing rubrics and protocols for observing teacher practice.

g g reviewing artifacts of practice (e.g., lesson and unit plans, student work) By Administrators &

Multiple Me Multiple Me

• Observation of practice by trained/certified

administrators and expert peers (teacher leaders) will be the majority component of the revamped

& By Teacher Leaders

will be the majority component of the revamped, multiple measure performance review process.

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Contributions to student learning outcomes

Teaching & Learning Framework

A Common Foundation for Effective Teaching

• An educator’s contribution to

Contributions to Student Learning Outcomes

easures easures

• An educator s contribution to

student academic growth over time will be a fractional, but important part of our Outcomes

Academic Growth over Time Analysis of Supplemental

Multiple Me Multiple Me

performance review process.

• It would be inappropriate to judge a

teacher’s effectiveness only using student outcomes data.

y pp Closed-Ended & Open- Ended Assessments

• It would be inappropriate not to

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

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esu ts d p a d a confidential release of results to teachers in late April/early May.

Stakeholder feedback

Teaching & Learning Framework

A Common Foundation for Effective Teaching

Stakeholder Feedback

Student Surveys

easures easures

• Surveys of students and

parents/guardians regarding classroom climate will also play a (fractional) role in the new

Student Surveys Parent Surveys

Multiple Me Multiple Me

a (fractional) role in the new performance review process.

• Over the next few months, SIG

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

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leader performance review process.

Contributions to school community

Teaching & Learning Framework

A Common Foundation for Effective Teaching

Contributions to School Community

easures easures

• Based upon the Teaching & Learning Framework,

the District is also developing mechanisms to Community

Multiple Me Multiple Me

assess how teachers contribute to their school communities.

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Development and support

Teaching & Learning Framework

A Common Foundation for Effective Teaching

• These measures have been designed with the singular goal of improving
• These measures have been designed with the singular goal of improving

instruction en route to increased student learning outcomes. Development and support is therefore a key component of this system.

• The development and support process will be begin with self-reviews.
• Then, based upon self-reviews and feedback from other measures, each

Development & Support Then, based upon self reviews and feedback from other measures, each educator will create an Individual Growth Plan with goals and activities based in the elements of the Teaching & Learning Framework.

Self-Reviews Individual Growth Plans

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Differentiated compensation and recognition

Teaching & Learning Framework

A Common Foundation for Effective Teaching

• This system will also include
• This system will also include
• pportunities to recognize and reward

excellence.

• Roles such as that of Teacher Leader

will create new, substantive promotional

• pportunities for highly effective

t h t d th i i t Differentiated Compensation & teachers to expand their impact.

• As a grant requirement, in 2011-2012

and 2012 2013 SIG schools will be Differentiated Compensation & Recognition and 2012-2013, SIG schools will be implementing some approach to reward educators who have significantly improved student outcomes and/or

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graduation rates.

Components of School Leader Effectiveness

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Self-reflection

• On a sheet of paper, spend of moment reflecting on any of the

following prompts: Whether as an educator or in another profession, describe a positive performance review (evaluation) experience. What was positive about it? What did you learn? What factors made it a positive about it? What did you learn? What factors made it a particularly positive experience? Whether as an educator or in another profession describe a Whether as an educator or in another profession, describe a negative performance review (evaluation) experience. What was negative about it? What, if anything, did you learn? What factors made it a particularly negative experience? factors made it a particularly negative experience?

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Pair-share

• With a neighbor, spend the next few minutes to discussing your

reflections.

• In your discussion, try to highlight the features of positive/helpful

performance review processes.

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Share-out

• Let’s discuss some of the elements of the most salient points in your

discussions.

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SIG SY 2010-2011 SIG SY 2010-2011

Participating in Activities Regarding Educator Effectiveness

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SIG schools will participate in educator effectiveness activities to inform district-wide efforts and prepare for SY 2011-2012.

• In person workshops

Self g ided small gro p acti ities ( ith eb based feedback forms

• Self-guided small group activities (with web-based feedback forms

to capture input)

• Feedback surveys (web-based)
• Web-based learning modules
• Opportunities to try out elements of the new performance reviews

and personalized growth and development processes a d pe so a ed g o t a d de e op e t p ocesses

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During March, we will participate in two activities related to the proposed School Leadership Framework.

• Self-guided small group activity (see agenda and instructions)

Online feedback s r e

• Online feedback survey

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In early April, SIG educators will participate in a weekend workshop.

• The workshop will provide an in depth introduction to the LAUSD

Teaching & Learning Framework.

• It will also provide the foundation for several follow-up activities

throughout the remainder of the year.

• Workshops will be conducted in groups of 50 at various locations.
• Details and invitations coming soon.

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Self-reflection

• On a sheet of paper, spend of moment reflecting on what we have

just discussed: What questions do you have these components of educator effectiveness? What concerns do you have? Do you find any of this particularly intriguing or exciting?

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Small group discussion

• With two colleagues, spend the next few minutes discussing your

reflections.

• In your discussion, try to identify common questions amongst your

group.

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Share-out

• Let’s capture some of your key questions.

If o r q estion is not capt red

• ill be able to record them on
• If your question is not captured, you will be able to record them on

an online feedback form using the SIG portion of Supporting All Employees website.

• The District will in turn supply responses to your Frequently Asked

Questions.

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Questions and feedback

• To learn more, please visit http://sae.lausd.net.

To access acti it information or to s bmit o r q estions please

• To access activity information or to submit your questions, please

visit http://sae.lausd.net/sig.

• To provide input regarding the activities, please speak to your

Principal or Chapter Chair.

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