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Enhancing Student Achievement Through Teacher Evaluation: An Analysis of Professional Growth

Explore the impacts of teacher evaluation on professional growth and student achievement based on updated results from fall evaluations in different grade levels. Understand the correlation between teacher standards, growth scores, and changes in evaluation over two school years, with specific insights on Standard 3 and 4. Reflect on the impact of evaluation on student learning and cohort progress, discussing policy implications and potential analyses. Presented by Tom Tomberlin, Director of District Human Resources in North Carolina.

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Enhancing Student Achievement Through Teacher Evaluation: An Analysis of Professional Growth

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  1. Impacts of Evaluation Professional Growth and Student Achievement

  2. Updated Evaluation Results SY 2011-2012 SY 2012-13

  3. Results from Fall READY Principals Ms. Jones – taught a lesson to first graders on weight and measurement. Rated on Standard 2b – Teachers embrace diversity in the school community and the world.

  4. Results from Fall READY Principals Ms. Brown – taught a lesson to middle school students on area and perimeter. Rated on Standard 3b – Teachers know the content appropriate to their teaching specialty.

  5. Results from Fall READY Principals Ms. Davis – taught a lesson to high school students on finding the center of a triangle. Rated on Standard 4e – Teachers help students develop critical-thinking and problem-solving skills.

  6. Results from Fall READY Principals Average ratings and differences for Ms. Jones by years of experience.

  7. Results from Fall READY Principals Average ratings and differences for Ms. Brown by years of experience.

  8. Results from Fall READY Principals Average ratings and differences for Ms. Davis by years of experience.

  9. Does Evaluation Matter?

  10. Does Evaluation Matter? • What would this analysis look like in North Carolina? • How do you think teachers respond to lower ratings on their evaluations? • Standards 3 and 4 have the highest correlation with growth scores. What does growth look like for teachers across the ratings of these standards? • How does SY 2011-12 differ from SY 2012-13?

  11. NC Evaluation

  12. Standard 3 and Growth

  13. Standard 4 and Growth

  14. Evaluation and Change in Growth

  15. Reflection and Questions • How good of a job are we doing at recognizing instructional practices that predict student learning? • Does the conventional wisdom that critical feedback is demoralizing to teachers hold true? • Questions?

  16. Impact of Standard 6 on Student Learning

  17. Cohort Progress Student Counts • Two groups of students captured: • Younger Cohort: began 5th grade in SY 2010-2011 • Older Cohort: began 6th grade in SY 2010-2011 1Students in the “Low Growth” category have consecutive years of teachers in the Does Not Meet Expected Growth category 2Students in the “High Growth” category have consecutive years of teachers in the Exceeds Expected Growth category

  18. Reflection and Questions • Discuss with your table what these graphs mean to you as principals/educators. • What should/could be the policy implications of these data? • What other types of analyses would you like to see? • Questions/Comments

  19. Thank You Tom Tomberlin Director, District Human Resources thomas.tomberlin@dpi.nc.gov 919-807-3440

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