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Aug 19, 2023 157 likes •357 views

Operation Public Education University of Pennsylvania Assessment and Accountability Systems to Transform Americas Schools NATIONAL ADVISORY BOARD Christopher Cross , Chair, Advisory Board, former President, Council on Basic Education Dan

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Operation Public Education University of Pennsylvania

Assessment and Accountability Systems to Transform America’s Schools

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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

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WHY

 Why do we have to develop a new system

for evaluating and compensating teachers?

 I hope we can address this question later in

ur discussions

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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

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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.

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Teacher Effectiveness

Tennessee

Teacher Experience

First 10-12 years Second 10-12 years After 20-24 years

Typical Salary Schedule

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Probability that a bottom-quartile 4th grade student will pass the high-stakes graduation exam in 9th grade

Two county-wide Tennessee school districts

Poor teacher sequence: <15% Average teacher sequence: 38% Good teacher sequence: 60%

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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”

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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

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Peer Review

 All observations in these domains are

conducted by expert peers

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Value-Added: Three Instructional Results

100%

}

One year’s worth of growth

Ineffective:

Below

Highly effective:

Above

Effective:

No Detectable Difference (NDD)

(using 3-year running averages)

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Problems with Merit Pay and Pay-for-Performance

 Too subjective when based solely on

bservation

 Deeply biased if achievement scores are

used

 Real world limitations in using bonuses  Creates competition among teachers

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Teachers start here.

ACSD Distinguished & NBPTS Distinguished Proficient Value-Added Highly Effective Highly Effective Effective Career Ladder Rung Distinguished Advanced Career Apprentice

Teacher Career Ladder

Career Ladder Rung Distinguished Advanced Career Apprentice Value-Added Highly Effective Highly Effective Effective Frameworks for Teaching * Distinguished & NBPTS Distinguished Proficient

30% 15% 10%

+ + +

* Developed by Charlotte Danielson

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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

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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

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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

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Administrators start here.