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Regents Task Force on teacher & Principal Effectiveness

Regents Task Force on teacher & Principal Effectiveness. February 10, 2011. Ed Law 3012-c.

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Regents Task Force on teacher & Principal Effectiveness

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  1. Regents Task Force on teacher & Principal Effectiveness February 10, 2011

  2. Ed Law 3012-c Education Law 3012-c establishes a new statewide comprehensive evaluation system for classroom teachers and building principals based on multiple measures of effectiveness. The law took effect on July 1, 2010. The law provides for a phase-in of the new comprehensive evaluation system, including prescribed student achievement measures, beginning with the 2010 – 2011 school year.

  3. Ed Law 3012-c Multiple Measures 60%: Non-growth measures for teachers / principals 20%: Student growth data on state assessments (as prescribed by the commissioner) 20%: Based on “other locally selected measures of student achievement that are determined to be rigorous and comparable across classrooms”

  4. Ed Law 3012-c Implementation 2010-11 / 2011-12 • Classroom teachers in common branch or ELA and Math 4 – 8 and to principals in such buildings. 20% on growth and 20% on locally-selected 2012-13 • Evaluation system applies to all classroom teachers and building principals. 20% on growth and 20% on locally-selected

  5. Ed Law 3012-c Implementation Subsequent years following Regents approval of a value-added model for all classroom teachers and principals: • 25% of the evaluation shall be based upon student growth data in NYS assessments or comparable measures • 15% of the evaluation shall be based upon other locally-selected measures that are rigorous and comparable across classrooms • 60% of the evaluations would be based upon locally developed measures that meet standards are prescribed by the Commissioner

  6. Regents Task Force on Teacher & Principal Effectiveness 3012-c requires that the Commissioner convene an advisory committee comprised of representatives of teachers, principals, superintendents of schools, school boards, school districts, and BOCES officials and other interested parties. The advisory committee must be consulted in the development of Commissioner’s Regulations for the implementation of the provisions in this statute. The Commissioner’s Regulations must be effective no later than July 1, 2011.

  7. Regents Task Force on Teacher & Principal Effectiveness Representative Groups: NYSUT, SAANYS, NYSCOSS, NYSSBA, BOCES, NYC Teachers and Administrators, Higher Education, Board of Regents, State Education Department

  8. Regents Task Force on Teacher & Principal Effectiveness Operating Philosophy – Teachers are the key to the academic success of a student and students learn when they have a teacher who is excellent pedagogically. Principals are key to creating the conditions for good teaching and students learn when they are in a safe and secure environment that focuses on academic success. The goal is to improve student learning. The question is how can we evaluate whether teachers and principals are fostering student learning?

  9. Regents Task Force on Teacher & Principal Effectiveness Organization: The work of the group is organized into five different “work groups.” The work groups include: • Locally-Selected Assessments • Non-tested Subjects • 60% Non-growth Measures for Teachers • 60% Non-growth Measures for Principals • Metrics for Evaluation

  10. Regents Task Force on Teacher & Principal Effectiveness Locally – Selected Assessments This work group has been given the task of defining the meaning of comparability across classrooms, the difference between locally selected and locally developed assessments, and the type of assessments that teachers are able to use for the purpose of measuring student growth.

  11. Regents Task Force on Teacher & Principal Effectiveness Locally Selected Assessments – Framing Q’s • What criteria should the Commissioner prescribe in regulation to ensure that locally selected measures are rigorous and comparable across classrooms? • Should the State develop a list of acceptable non-State assessments that meet specified standards set forth in regulation? • Will districts need to demonstrate how locally selected assessments map to NYS Learning Standards?

  12. Regents Task Force on Teacher & Principal Effectiveness Non-tested Subjects The NTS group worked to identify which teachers were covered by this group. The question that they are grappling with is “how are assessments developed for non-tested?” The issue becomes complicated for performance-based disciplines such as music, art, and physical education.

  13. Regents Task Force on Teacher & Principal Effectiveness Non-tested Subjects – Framing Q’s • What recommendations can be made to assess student learning and measure student growth for non-tested subjects? • Should the Regents consider requiring districts to demonstrate how assessments align with NYS Learning Standards? • What are appropriate comparable measures of student growth for teachers in non-State tested subjects?

  14. Regents Task Force on Teacher & Principal Effectiveness 60% Non-growth Measures for Teachers The 60% teachers work group is discussing how various non-growth measures might be incorporated into an evaluation instrument. Is this traditional observations or professional growth plans? What professional standards should we use as a baseline for teachers? There have been discussions about Danielson, etc.

  15. Regents Task Force on Teacher & Principal Effectiveness 60% Non-growth Measures for Teachers – Framing Q’s • What should the Regents consider acceptable sources of a non-growth component of the evaluation for grades 4 – 8 ELA/Math Teachers? How must the remaining portion of the composite score relate to NYS Teaching Standards and APPR regulations?

  16. Regents Task Force on Teacher & Principal Effectiveness 60% Non-growth Measures for Teachers – Framing Q’s • What should be the criteria to which districts must adhere in developing the non-growth portion of the composite score? • Should SED issue non-regulatory guidance identifying which evaluation rubrics meet the criteria outlined in regulation? If so, what evaluation rubrics should appear on the menu?

  17. Regents Task Force on Teacher & Principal Effectiveness 60% Non-growth Measures for Principals The 60% principals group has focused on defining the general tasks that a principal has as building leader. Interstate School Leaders Licensure Consortium's (ISLLC) "Standards for School Leaders“ - are the standards that are informing the work of the group.

  18. Regents Task Force on Teacher & Principal Effectiveness 60% Non-growth Measures for Principals – Framing Q’s • To what extent should the Regents consider the work completed under the Wallace Grant when developing a Principal Performance Evaluation System? • What should the Regents consider acceptable sources of a non-growth component of the evaluation for principals whose schools include grades 4-8 ELA/Math teachers? • What criteria should the Commissioner prescribe in regulations for districts to adhere to in developing the non-growth portion of the composite score?

  19. Regents Task Force on Teacher & Principal Effectiveness Scoring & Metrics Work Group The purpose of this group is to develop a recommendation for how the Commissioner should establish the scoring bands that determine the HEDI scoring categories. The HEDI categories are Highly Effective, Effective, Developing, & Ineffective. The challenge is to translate student growth, achievement, etc. to an effectiveness score.

  20. Regents Task Force on Teacher & Principal Effectiveness Scoring & Metrics Work Group – Framing Q’s • Should teacher and principal effectiveness categories be based on fixed standards or are these categories in any way conditional, variable, or relative? • What options exist for constructing the scoring bands that relate to the four summative rating categories (HEDI) and what do you see as the pros and cons of each?

  21. Regents Task Force on Teacher & Principal Effectiveness • One of the key policy decisions that the Regents have to make is to have a minimal approach to policy or are there going to be prescribed standards that have to be followed by every district. • Another policy decision regards the role of locally bargained contracts. The Board of Regents is discussing the level of flexibility that should be allowed in regulation.

  22. Regents Task Force on Teacher & Principal Effectiveness • Are the ratings for teacher and principals conditional, variable, relative, or based on fixed standards? • What is the value-added growth model? How is it determined? How is it applied to teachers at each level? To administrators? To school districts? This is an essential question.

  23. Sept. 2012 First year field testing and related research and data collection begins Sept. 2013 Second year field testing begins and related research and data collection continues Sept. 2014 Full administration of PARCC assessments begins Summer 2015 Set achievement levels, including college-ready performance levels Oct. 2010 Launch and design phase begins Sept. 2011 Development phase begins PARCC Timeline

  24. Discussion

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