North Dakota
Principal and Teacher Evaluation System Support (PTESS)
Connecting to AdvancED
http://ndlead.org/domain/295
SURVEY OF PRESENT PRACTICES AND SATISFACTION
How would you respond to the following questions on your present evaluation system?
1. Is the purpose of teacher and principal evaluation and supervision, to measure and rate the effectiveness, to provide feedback for growth, or both?
1. Rate (measure) only
2. Rate (measure) mainly, but some growth
3. 50% each Rate and Growth
4. Growth mainly, with some Rating.
5. Growth only
2. To what degree is your present system effective in providing useful, precise, actionable feedback?
1. Not at all
2. Some
3. Pretty good
4. Excellent
3. To what degree is your present system effective in measuring (rating) your professional practice?
1. Not at all
2. Some
3. Pretty good
4. Excellent
4. How satisfied are you with your present evaluation system?
1. Not at all
2. Some
3. Pretty Satisfied
4. Very Satisfied
5. Are you using or planning on using one of the following models for teacher evaluation?
1. Danielson
2. Marzano
3. Marshall
4. McREL
5. None of the ones listed
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STAGE 1
Policy Planning and Design
Gather All Perspectives: Stakeholders may be more likely to buy into evaluation systems—and the evaluation policy is more likely to improve—if they play an active role in developing the components and if their feedback is incorporated throughout implementation.
Develop a Shared Vision of Quality Instruction: Creating clear, common, and high standards for teacher performance can facilitate productive collaboration between teachers and administrators. It can also help focus principals and teachers on what matters for improving student learning.
Align Evaluation reforms with other district goals: Thoughtful and intentional alignment can reduce the perception that the new evaluation system will be burdensome or will undercut other important district initiatives.
Start Soon and Implement Gradually: Early and gradual exposure to new teacher evaluation systems can reduce anxiety and promote general understanding about its components.
STAGE 2
Communications, Training, and Support
Train Teachers Early, Consistently, and Continuously: Early and continuous training can help ensure that personnel throughout the district receive consistent information about the evaluation system. Training can also help facilitate teachers’ understanding of the importance of the system and how it works.
Build Evaluator Capacity: Well-trained observers can more effectively and more accurately distinguish between levels of teacher performance, set clear expectations for teachers, and provide productive feedback on practice.
STAGE 3
Implementation
Link Observations to Professional Development: Coupling evaluation with professional development can drive improvement goals and focus support for teachers at all levels of performance.
Streamline the System: Reducing the logistical demands placed on evaluators can help them conduct more observations, be more efficient, and focus on improving instruction.
Conduct More Observations: Observing teachers multiple times per year can help alleviate concerns about rater reliability, build teacher trust, and facilitate improvement.
Use Multiple Observers: Using multiple trained evaluators can reduce the time demands placed on principals and improve the accuracy of ratings.
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North Dakota Teacher Evaluation System
http://www.dpi.state.nd.us/approve/PTESS.shtm
Key Elements
1. Time Line
13-14 Spring State finalize guidelines with approved models as examples
14-15 Information on Guidelines and Examples provided by the State
14-15 Schools develop or select model for teacher evaluation by June 1, 2015
15-16 Schools begin the implementation process starting September 1, 2015
16-17 State monitor schools to see plans implemented
2. Plans based on InTASC Standards (All models will be based on the InTASC Standards)
A. The Learner and Learning
Standard 1: Learner Development
Standard 2: Learning Differences
Standard 3: Learning Environments
B. Content Knowledge
Standard 4: Content Knowledge
Standard 5: Application of Content
C. Instructional Practice
Standard 6: Assessment
Standard 7: Planning for Instruction
Standard 8: Instructional Strategies
D. Professional Responsibility
Standard 9: Professional Learning and Ethical Practice
Standard 10: Leadership and Collaboration
3. All plans include the following items In their model
A. Aligned to the InTASC Standards.
A. Select a commercial model or create a model that is aligned to the InTASC Standards
B. Can have more standards then InTASC
C. Must use at least the four general categories of InTASC
B. Performance Level must be differentiated by at least four levels. (Examples from ND Template)
Level 1 Non-Proficient
Level 2 Developing Proficiency
Level 3 Proficient
Lev el 4 Exemplary
C. Incorporation of multiple evaluation measures
1. Student growth and achievement measures must incorporate (a) performance reports from established standardized assessments within subjects and grades where such assessments are conducted, and (b) other non-standardized assessments in other non-tested subjects and grades.
a. Performance reports form standardized assessments
* North Dakota State Assessment (required)
a. District/school graduation rates
b. District/school attendance rates
c. District/school ACT, SAT, and WorkKeys achievement data
d. District/school Advanced Placement exams achievement and participation data
e. District/school interim assessment achievement and participation data (e.g., NWEA)
f. District/school local benchmark assessment data
g. District/school classroom- or curriculum-based assessment data
h. District/school curriculum pre- and post-tests
i. Comprehensive data analysis of various academic and non-academic measures
j. Other district/school-determined standardized measures
k. Other student growth and achievement indicators
l. Student learning objectives (SLO);
b. Evaluations for teachers of untested subjects and grades must include evaluations of student growth and achievement as chosen by individual districts, including locally-developed student achievement measures such as student learning objectives (SLOs).
D. Supervisory observation (Required) May include any or all of the following:
a. Classroom observation by a designated school leader, including but not limited to the principal, another school administrator, a mentor teacher, and/or a peer;
b. Teacher portfolios or other artifacts of teacher practice;
c. Student, parent, teacher, or community perception surveys;
d. Self-assessment instruments;
e. Teacher goal-setting;
f. Analysis of student, class, school, and district student achievement data;
g. Videos;
h. Focused collaborative discussions;
i. Peer feedback or assessment; and/or
j. Other indicators.
A district teacher evaluation model shall include minimally a combination of supervisory
observations and student growth or achievement data, which will constitute evidence of
teachers’ effectiveness in impacting actual student growth.
North Dakota Principal Evaluation System
http://www.dpi.state.nd.us/approve/PTESS.shtm
Key Elements
1. Time Line
13-14 Spring State finalize guidelines with approved models as examples
14-15 Information on Guidelines and Examples provided by the State
14-15 Schools develop or select model for principal evaluation by November, 2014
15-16 Schools begin the implementation process starting February, 2015
16-17 State monitor schools to see plans implemented
2. Plans based on ISLLC Standards (All models will be based on the ISLLC Standards)
http://www.ccsso.org/Documents/2008/Educational_Leadership_Policy_Standards_2008.pdf
1. Setting a widely shared vision for learning;
2. Developing a school culture and instructional program conducive to student learning and staff professional growth;
3. Ensuring effective management of the organization, operation, and resources for a safe, efficient, and effective learning environment;
4. Collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources;
5. Acting with integrity, fairness, and in an ethical manner; and
6. Understanding, responding to, and influencing the political, social, legal, and cultural contexts.
3. All plans include the following items In their model
A. Aligned to the ISLLC Standards.
A. Select a commercial model or create a model that is aligned to the ISLLC Standards
B. Can have more standards than the six ISLLC Standards
C. Must use at least the six standards of ISLLC
B. Performance Level must be differentiated by at least four levels. (North Dakota Example)
Level 1 Non-Proficient
Level 2 Developing Proficiency
Level 3 Proficient
Level 4 Exemplary
C. Incorporation of multiple evaluation measures
1. Student Growth and Achievement Measure (Required)
An adopted or developed principal evaluation model must incorporate multiple valid measures, which are clearly related to increasing the standards-based leadership competencies of principals, including a meaningful level of student growth, academic achievement, and school performance. These multiple measures include some or all of the following:
1. North Dakota State Assessment (required)
2. District/school graduation rates
3. District/school attendance rates
4. District/school ACT, SAT, and WorkKeys achievement data
5. District/school Advanced Placement exams achievement and participation data
6. District/school interim assessment achievement and participation data (e.g., NWEA)
7. District/school local benchmark assessment data
8. District/school classroom- or curriculum-based assessment data
9. District/school curriculum pre- and post-tests
10. Comprehensive data analysis of various academic and non-academic measures
11. Other district/school-determined standardized measures
12. Other student growth and achievement indicators
D. Supervisory observation (Required) May include any or all of the following:
1. Supervisor’s performance observation, including, but not limited, to the superintendent other administrators, peers, and /or others (required)
2. Portfolio compiled by the principal;
3. 360-degree surveys of staff;
4. School climate or other surveys;
5. Weighted summative measures of school and student performance;
6. Self-assessment;
7. Parent and community outreach efforts;
8. School improvement plan;
9. Artifacts that address previous goals;
10. Meeting agendas;and/or
11. Other indicators.
A district principal evaluation model shall include minimally a combination of supervisory observations and student growth or achievement data, which will constitute evidence of principals’ effectiveness in impacting actual student growth.
Why are we doing this?
1. Educators in general are ready for a change in the teacher and principal evaluation systems.
2. North Dakota students have performed well relative to other states in the past, and North Dakotans are proud of that. We want to continue to be one of the top states nationally.
3. Other states have made gains or passed North Dakota on the ACT results, and the NAEP results.
4. North Dakota Students will be taking the Smarter Balanced Assessment in the spring of 2015, and new skills are required to be successful.
5. North Dakota student population has become more mobile than in the past, and so there will be new challenges to face in providing a quality education.
How does this fit in with other initiatives?
Mike Heilman, ND State Director
AdvancED Midwest Region
121 East Rosser Avenue
Bismarck,ND58501
Phone:
888.413.3669, ext. 5757
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Before / Component / AfterCould be Binary – Satisfactory/Unsatisfactory / Performance Level Differentiation / At least Four Different Levels
Evaluation required twice yearly first three years, and yearly for after that / Frequency of Evaluations / No change: Evaluation required twice yearly first three years, and yearly after. Best practice observations more frequent.
Did Not need to be based on standards / Standards / Teachers based on InTASC Standards and
Principals based on ISLLC Standards
No existing requirement for Student Performance Data / Student Performance Indicator / Student Performance Data will be a portion of the teacher and principal evaluation
No District Summary Report Required / District Report / District should gather all of the evaluation reports in some form.
State does not require one model / Model / No change- the state will does not require one model.
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North Dakota Teacher Template: Standard 11 Data Use and Student GrowthIndicator / Exemplary / Proficient / Developing Proficiency / Non-Proficient
a. Student achievement data literacy: evidences foundational knowledge and use of district-, school-, and classroom-level student achievement and growth data. / The teacher demonstrates an advanced knowledge of the interpretation and use of student achievement data.
A variety of student achievement data and a variety of techniques are used to interpret student data. Additional data collection methods are used beyond those provided. Data is used to make to make instructional and other classroom decisions / The teacher demonstrates a solid knowledge of the interpretation and use of student achievement data.
The teacher uses a variety of student achievement data to make instructional and other classroom decisions / The teacher demonstrates a growing understanding of the interpretation and use of student achievement data. Limited or simple data is used to make instructional and other classroom decisions / The teacher demonstrates little to no knowledge of the interpretation or use of student achievement data. Data is not used to make instructional and other classroom decisions
b. Instructional improvement: Teachers apply student achievement data to frame and measure standards-based curricular claims/student learning objectives. / The teacher uses student achievement data as a normal and regular professional practice to measure standards-based curricular claims/student learning objectives. The use of student data results in significant impacts on student learning. / The teacher uses student achievement data to develop and measure curriculum and student learning goals. The use of data to measure student learning goals results in impacts on student learning / Teachers use data for limited purposes or use limited data to make instructional decisions.
Most instructional decisions are made without the use of data.
Data use results in little or no improvement to student achievement / The teacher does not apply student achievement data to frame and measure standards-based curricular claims/student learning objectives
c. Student Growth: students in the class demonstrate measureable growth and achievement / Multiple sources of growth or achievement data from at least two points in time show evidence of high growth for all or nearly all students. / Multiple sources of growth or achievement data from at least two points in time show clear evidence of growth for most students. / Multiple sources of growth or achievement data from at least two points in time show some evidence of growth for some students. / Growth or achievement
data from at least two points in time shows no evidence of growth for most students.
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North Dakota Principal Evaluation Template
Standard 7: Student Achievement Growth Indicator
Standard 7 Student Achievement Growth Indicator: An educational leader promotes the academic achievement and growth of every student and promotes an educational culture that understands and values the assessment of growth, the analysis of data, and the development of student learning objectives that match the expectations of the school high standards.Indicator / Exemplary (4 points) / Proficient (3 points) / Developing Proficiency
( 2 points) / Non-Proficient
(1 point)
A. Student achievement data literacy: evidences foundational knowledge and use of state-, district-, and school-level student achievement and growth data. / The principal demonstrates an advanced knowledge of the interpretation and use of student achievement data.
A variety of student achievement data and advanced statistical techniques are used to interpret student data. Additional data collection methods are used beyond those provided. Data is used to make decisions regarding school improvement, leadership and governance / The principal demonstrates a solid knowledge of the interpretation and use of student achievement data.
The principal uses a variety of student achievement data to make decisions regarding school improvement, leadership and governance / The principal demonstrates a growing understanding of the interpretation and use of student achievement data. Limited or simple data is used to make decisions regarding school improvement, leadership and governance / The principal demonstrates little to no knowledge of the interpretation or use of student achievement data. Data is not used to make decisions regarding school improvement, leadership and governance
B. Data-driven leadership: evidences meaningful school-wide professional learning that emphasizes all types and reporting levels of student achievement data. / The principal develops and leads professional learning that demonstrates a significant impact on student learning. / The principal leads or provides meaningful professional learning that emphasizes all types and reporting levels of student achievement data resulting in impacts on student learning. / The principal leads or provides school professional learning featuring limited use of or types of student achievement data. There is limited evidence of impact on student learning / The principal does not lead or provide professional learning that emphasizes the use of and types of student achievement data
C. Instructional improvement: guides teachers to apply student achievement data to frame and measure standards-based curricular claims/student learning objectives. / School staff uses student achievement data as a normal and regular professional practice to measure standards-based curricular claims/student learning objectives. Principal guides school staff to use student performance data for a wide variety of purposes. The use of student data results in significant impacts on student learning. / The principal guides school staff in the interpretation and use of student achievement data. Data is used by teachers to develop and measure curriculum and student learning goals. The use of data to measure student learning goals results in impacts on student learning / Under the principal’s guidance, school staff use data for limited purposes or use limited data to make instructional decisions. Most instructional decisions are made without the use of data. Staff data use results in little or no improvement to student achievement / The principal does not guide school staff to apply student achievement data to frame and measure standards-based curricular claims/student learning objectives
D. Student Growth: students in the school demonstrate measureable growth and achievement on specified standardized and non-standardized measures / Achievement data from
multiple sources or data points show evidence of consistent growth toward the district’s learning goals; there is consistent record of improved student achievement, on multiple indicators, with identified
subgroups of students. / Achievement data from multiple sources or data points show evidence of
improving student growth toward the district’s learning goals; the average achievement of the student population improved as does the achievement of
each subgroup of students identified as needing improvement. / Achievement data from
multiple sources or data
points shows minimum
evidence of student growth
toward the district’s
learning goals for identified
subgroups of students. / Achievement data from
multiple sources or data
points show no evidence of student growth toward the district’s learning goals; there are growing achievement gaps between student subgroups.
Sample Evidence:
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