Pioneering Districts: Implementing Educator Effectiveness Systems, Highlights of Findings by The Colorado Education Initiative

OCTOBER 2011

Pioneering Districts

Implementing Educator Eﬀectiveness Systems Highlights of Findings

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Table of Contents Introduction

Steps for Implementation

What Helped?

Lessons Learned

Pioneering Districts Implementing Educator Effectiveness Systems Highlights of Findings

Introduction SB-191 requires Colorado school districts to revise their evaluation systems for teachers and principals according to new state standards. In the spring of 2011 the Colorado Legacy Foundation (CLF) sponsored studies to identify what pioneering districts creating educator eﬀectiveness systems were doing that could inform other districts as they begin to implement SB-191. This resource is a result of that work.

Who Should Use This Resource School and district leaders who will be responsible for developing and implementing new evaluation systems, speciﬁcally superintendents, principals, and teacher leaders.

How to Use This Resource This chart is a brief synopsis of actions three districts took to revise their evaluation systems. Two stages of implementation are included: planning and initial implementation. Each Step for Implementation listed is necessary in order to design and implement a new evaluation system. Individuals who are leading implementation planning teams in districts and schools should use these steps to facilitate conversations and subsequently develop an action plan. The examples provided should spark dialogue and provide concrete ideas for how other districts could approach the process.

Why CLF is Featuring Brighton, Eagle and Harrison CLF is committed to helping all Colorado districts successfully implement new evaluation systems. We chose to highlight Brighton, Eagle and Harrison for diﬀerent reasons. Brighton is an example of a district that very recently (in the last two years), and through a collaborative process with administrators, teachers, and the union, revamped their evaluation system in order to more meaningfully support teachers. Eagle and Harrison have a longer history with their evaluation systems. Each district goes well beyond what the state required prior to SB191 passage, and has intentionally aligned the evaluation system with bigger district goals to improve student achievement, and most importantly, improving instructional practice.

Pioneering Districts Implementing Educator Effectiveness Systems Highlights of Findings

Steps for Implementation P L A N N I N G S TA G E BRIGHTON 27J

STEPS FOR

EAGLE COUNTY

HARRISON TWO

I M P L E M E N TAT I O N District demographics

14,000 students; 1,400

6,032 students; 470 teach-

10,472 students; 860

teachers; 48% white; 44%

ers; 47% white; 51% His-

teachers; 30% white; 39%

Hispanic; 13% ELL; 34%

panic; 34% ELL; 39% FRL;

Hispanic; 20% African

FRL; $6,880 PPE

$7,100 PPE

American; 14% ELL; 70% FRL; $6,576 PPE

Impetus for developing

In 2010, both the teachers’

In 2001 a mill levy was

In 2006, the district was

an evaluation system

association and district

proposed that, if passed,

on academic watch. The

leaders agreed that the

included resources for a

board sought a new su-

teacher evaluation system

teacher pay-for-

perintendent with a vision

added no value to im-

performance plan and

to improve teaching and

proving teacher effective-

cost of living adjustments.

learning and make “hard

ness. An MOU was

The district wanted to

decisions.” Miles brought

signed to work together to

attract and retain high

a systemic vision with a

develop a new system.

quality teachers.

centerpiece of teacher effectiveness.

Aligning the system to

District leaders believe

Eagle values effective

Harrison has five core

the district’s core beliefs

teachers can improve their

teachers who support

beliefs. Two in particular

skills with coaching, feed-

their core values of inno-

impact the design of the

back and reflective ques-

vation, team work, and

evaluation system: There

tions. Teachers were val-

professional pride. A core

is no excuse for poor qual-

ued and expected to im-

belief is to provide ongo-

ity instruction, and staff

prove their instructional

ing job-embedded profes-

members must have a

skills through observa-

sional learning linked to

commitment to children

tions and “learning logs.”

teacher evaluation results

and a commitment to the

and student achievement.

pursuit of excellence.

Pioneering Districts Implementing Educator Effectiveness Systems Highlights of Findings

P L A N N I N G S TA G E BRIGHTON 27J

EAGLE COUNTY

Engaging stakeholders in

An evaluation subcom-

A small cross-role com-

Most development work

designing the system

mittee of six teachers (in-

mittee selected the initial

was done in the central

cluding the teachers’ as-

teacher evaluation model.

office. School board

sociation president) and

Few teachers were in-

members and the public

six administrators were

volved. In a redesign six

information officer com-

convened to design the

years later, more stake-

municated district efforts

new system.

holders were included

to stakeholders. Feedback

and the system has more

and concerns from teach-

support.

ers are taken seriously

STEPS FOR

HARRISON TWO

I M P L E M E N TAT I O N

and addressed quickly. Developing or selecting

27J developed their own

Eagle adopted the evalua-

Harrison relied on a mul-

professional standards

teacher “quality compo-

tion rubric developed by

titude of research to en-

nents” based on the Colo-

the Teacher Assessment

sure that teachers and

rado Teaching Standards,

Program (TAP) as their

principals were evaluated

Charlotte Danielson’s

teacher quality standards.

on proven practices and

work and other sources.

strategies that have a positive impact on student achievement. Standards were developed with teacher and principal input to create a clear rubric outlining performance in all evaluation categories.

Pioneering Districts Implementing Educator Effectiveness Systems Highlights of Findings

P L A N N I N G S TA G E BRIGHTON 27J

STEPS FOR

EAGLE COUNTY

HARRISON TWO

I M P L E M E N TAT I O N Identifying desired sys-

A two track system was

The TAP model included

tem criteria and outcomes

developed—intensive

four components:

track and growth track.

•Multiple career paths

The evaluation system was designed to be forma-

•Ongoing, applied pro-

tive with opportunities for

fessional growth

coaching, feedback and reflection. Professional

•Instructionally focused

learning at the school and

accountability

district level was con-

•Performance-based

nected to evaluation re-

compensation

sults.

Eagle also wanted to attract and retain high quality teachers.

To create a system where: •School leaders understand and coach good instruction. •Teachers are observed, coached and get feedback using an evaluation rubric. •Data are used to improve instruction. •Support and professional learning helps improve instruction.

Integrating the evalua-

Essential learning targets,

Traditional schools and

The evaluation system is

tion system with the in-

formative assessments,

schools of choice teach a

linked to data (formative,

structional program

data review teams, the

common core curriculum.

common assessments,

district’s Instructional

The formative assessment

summative); and, profes-

Model, teacher observa-

process was new to the

sional behaviors known to

tions and professional

district in school year

improve student

learning were used in

2010-11 and new curricu-

achievement. Teacher

combination to improve

lum units were shared in

observations are designed

teaching practice.

June 2011. Professional

to improve individual

learning “clusters” sup-

teachers’ instruction

port deepening use of

through coaching. Princi-

research-based instruc-

pals are trained in systems

tional strategies.

thinking to help them understand the alignment of the system.

Pioneering Districts Implementing Educator Effectiveness Systems Highlights of Findings

P L A N N I N G S TA G E BRIGHTON 27J

STEPS FOR

EAGLE COUNTY

HARRISON TWO

I M P L E M E N TAT I O N Embedding the evalua-

The evaluation process

Professional staff con-

The evaluation process

tion system into district

was written into the Mas-

tracts and compensation

was written into board

policy

ter Agreement. It includes

are defined in board pol-

policy under instructional

the desired outcomes and

icy. These clearly state

staff contracts and com-

evaluation process. Flexi-

contract provisions, the

pensation. Basic require-

bility of implementation is

role of master, mentor and

ments for the evaluation

provided to schools, but

career teachers and the

system are specified in-

each must have a shared

calculation of perform-

cluding an outline of the

understanding of the

ance pay.

evaluation process.

evaluation process. Governance and

The board uses Policy

The board uses the Endâ&#x20AC;&#x2122;s

The board uses a coherent

decision-making models

Governance including

Policy Governance model

governance model that

global ends as a govern-

to determine desired out-

helps the board focus on

ance model. The board

comes. The superinten-

results, operational expec-

has determined three

dent and district office

tations, board/CEO rela-

multi-year student

staff identify and imple-

tionships and culture.

achievement outcomes,

ment the means to reach

Significant operational

leaving the means to

the outcomes.

decision-making remains

reach them to the superin-

with the superintendent

tendent and district office.

who involves a core team.

Pioneering Districts Implementing Educator Effectiveness Systems Highlights of Findings

I N I T I A L I M P L E M E N TAT I O N S TA G E STEPS FOR

BRIGHTON 27J

EAGLE COUNTY

HARRISON TWO

Communicating the new

All principals and their

In 2001 a TAP oversight

Provided multiple oppor-

system to central office

building teacher associa-

committee composed of

tunities for Central Office,

leaders, principals and

tion representative were

two central office staff and

school administrators,

teachers

trained in describing the

10 teachers was formed to

and teachers to be trained

new system. Together

guide implementation.

on the evaluation system

they presented the system

Two central office staff

with numerous efforts to

to teachers in their school.

visited each school de-

collaborate and identify

scribing TAP and the im-

effective teacher behavior

plementation plan to

in the classroom among

bring all schools on board

all administrative staff.

I M P L E M E N TAT I O N

over three years. Selecting or developing

27J did not develop an

The research-based TAP

Teacher evaluation rubrics

an evaluation rubric

evaluation rubric—nor

rubric was adopted cover-

have seven standards that

did they plan to.

ing 19 indicators of good

include: preparation for

instructional practice and

instruction, use of data to

professional competence.

inform instruction, inter-

The rubric has evolved

ventions, classroom envi-

over time in response to

ronment, leadership and

research and to make the

professionalism.

descriptors more “actionable.” Training evaluators in the

The CAO coaches princi-

Four days of training in

The superintendent and

rubric/evaluation process

pals on what good in-

the rubric are provided to

several district office staff

struction looks like and

evaluators. Competence

are the primary trainers in

practice conversations the

in rubric use is required to

the evaluation process.

principal would have

be an evaluator. There is

All of these staff visit

with teachers based on the

an annual refresher in

schools several days each

principal’s observations.

rubric use and inter-rater

week supporting princi-

reliability is monitored.

pals.

Evaluators must pass an annual certification test.

Pioneering Districts Implementing Educator Effectiveness Systems Highlights of Findings

I N I T I A L I M P L E M E N TAT I O N S TA G E STEPS FOR

BRIGHTON 27J

EAGLE COUNTY

HARRISON TWO

I M P L E M E N TAT I O N Selecting student

CSAP, NWEA and ACT

Eagle uses CSAP, ACT,

Measures include, but are

achievement measures

are used as district-wide

and NWEA results.

not limited to: CSAP,

measures. Textbook unit

NWEA and CSAP were

common assessments,

tests are used; high

used for growth meas-

curriculum-based meas-

schools had common as-

ures. Formative assess-

urement data, and timed

sessments. Formative

ments are used for in-

student constructed re-

assessments were used for

structional adjustments.

sponse data (SCR). For-

adjustments in instruc-

mative assessments

tion.

(called demonstrations of learning) are used for adjustments in instruction.

Conducting evaluations

The number of observa-

Teachers have an informal

Teachers receive four spot

tions is left up to the prin-

evaluation by mentors

evaluations each semester

cipal in each school. At

early in the school year; a

(eight for probationary

the end of the school year

master teacher conducts

teachers), one formal

there is a final meeting

one announced observa-

evaluation (two if proba-

between a principal and

tion and the principal

tionary) and one summa-

teacher attesting to a good

conducts one unan-

tive evaluation.

faith effort to complete the

nounced observation.

evaluation process. An assignment to a growth or intensive track is made.

Developing a scoring

Teachers were placed ei-

Each building has an as-

The Effectiveness and

rating or index

ther in the growth track

sessment index comprised

Results (E&R) plan places

(non-probationary) or the

of district-wide ACT and

teachers in one of nine

intensive track (proba-

CSAP results and

categories (grades) based

tionary) based on obser-

building-wide NWEA and

50% on performance crite-

vations and available stu-

CSAP results. Evaluation

ria and 50% on student

dent achievement data.

rubric weightings are:

achievement results.

principal ratings, 60%; master teachers, 35%; and a teacher self reflection at 5%.

Pioneering Districts Implementing Educator Effectiveness Systems Highlights of Findings

I N I T I A L I M P L E M E N TAT I O N S TA G E STEPS FOR

BRIGHTON 27J

EAGLE COUNTY

HARRISON TWO

Linking evaluation re-

Early in the year teachers

Teacher rubric evaluation

Spot observations of

sults to professional

and principals meet to-

scores and student learn-

teachers throughout the

learning

gether to develop growth

ing needs are used to de-

district (40-50 a week) are

plans and goals. Achiev-

sign weekly professional

conducted by district staff

ing these is the focus of

learning meetings as well

to guide professional

the principal’s observa-

as district-wide profes-

district-wide development

tion. Teachers provide

sional learning opportuni-

using leadership acade-

their own evidence.

ties.

mies, principals meetings,

I M P L E M E N TAT I O N

professional development, etc. Principals use spot observations to guide work of school PLCs. Superintendent and central office staff are key staff developers. Using pay-for- perform-

District leaders don’t be-

Teacher and principal

Each of the nine grades of

ance plans

lieve there is enough con-

bonuses are based on an

performance has a set

vincing research evidence

index of student perform-

salary ranging from $35K

to use pay-for-

ance measures and in-

for novice to $90K for

performance plan as a

clude building-wide and

master teachers. The

strategy to improve in-

district-wide measures.

board has an option of

struction. In fact, leaders

Salary increases are based

raising salaries for cost-of-

cite counter evidence.

solely on individual per-

living increases.

formance evaluations. Evaluating principals

All principals are evalu-

Currently a more tradi-

Principals have at least

ated annually by the su-

tional evaluation model is

four observations a year

perintendent, primarily

used for principals and

from district office staff;

on building-level data.

classified staff. Focus is

mid-year review on in-

Conversations cover stu-

on job performance and

struction and student

dent achievement, budg-

knowledge, reliability,

data. There is one sum-

ets, staffing, accreditation,

quality of work, etc. A

mative evaluation in the

parent involvement, op-

new principal evaluation

spring. Principal rubric

erational issues and each

rubric based on the new

covers leadership, instruc-

principal’s own profes-

state principal standards

tional program, staff de-

sional growth.

is being developed.

velopment, effective management and professional responsibilities.

Pioneering Districts Implementing Educator Effectiveness Systems Highlights of Findings

I N I T I A L I M P L E M E N TAT I O N S TA G E STEPS FOR

BRIGHTON 27J

EAGLE COUNTY

HARRISON TWO

I M P L E M E N TAT I O N Next steps and outcomes

There will be more focus

Eagle will implement its

A new five-year plan calls

2011-2012

on refining and expand-

new rigorous curriculum

for college readiness, end-

ing the use of student

design to promote

ing social promotion at

achievement and growth

stronger content delivery,

key grades (3, 5, 8, 10),

measures. Principals and

higher level thinking re-

engaging parents and

assistant principals will

quirements for students

community, and recruit-

receive more training in

and consistency of cur-

ing and training the best

teacher evaluation and

riculum across the district.

and brightest teachers.

coaching. Student

Professional learning for

Student achievement has

achievement has in-

teachers will complement

increased.

creased, although un-

the implementation of the

evenly.

new units of study. Student achievement has increased, as has teacher retention.

What Helped? • Trusting relationships. Good relationships among the district leadership, school board and teachers association accelerated and deepened progress. • Effective decision-making structures. Processes like ends or global governance, coherent governance and using an interest-based problem-based approach provided the structures to make collaborative decisions. • Clear roles and responsibilities. Everyone knew what they were being held accountable for and how they would be evaluated. • A master communications plan. These communicated in targeted ways to all stakeholders. Frequent Q&As were critical, especially for teachers, based on their questions. • Getting it right the first time: effective hiring practices. Districts ensured new hires would be a good fit for the district instructional philosophy and working conditions (especially in the pay-for-performance systems). Pioneering Districts Implementing Educator Effectiveness Systems Highlights of Findings

• Additional or a reallocation of existing resources. Mill levies and TIF grants provided additional resources to design the evaluation system but a reallocation of existing resources sustained these systems. • Adoption of a comprehensive, research-based teacher evaluation system. Models based on strong research had credibility and impact on teachers instruction. • A top-notch teacher evaluation tool. Rubrics that focused heavily on good instructional practice were most effective in improving teachers instruction. • Supportive structures and tool kits. These included a variety of ways to model the evaluation process as well as teachers goal setting and self-reflection activities. • Principals and other leaders as instructional coaches. Good coaches came from the ranks of the district office and mentor and master teachers. • Supportive data systems. Data systems tracked student achievement as well as teacher evaluation records. • Data-informed professional development. Teacher evaluation scores informed professional learning in small groups, schools and district-wide. • A process for continuous improvement and adaptation. Because no system is perfect, districts had mechanisms for collecting data and making adjustments in the evaluation system, often informed by teacher feedback.

Lessons Learned • Create a sense of urgency to raise student achievement. Include a focus on improving teaching quality through recruitment, retention and professional learning. • Be clear about your district s beliefs and core values. Make sure the educator effectiveness system is congruent with these. • Have a clear purpose, design and intended outcomes for developing a teacher effectiveness system. It forms the basis for helping teachers to improve their instructional skills through professional learning while rewarding and retaining effective teachers. • Ensure there is active, visible and unyielding leadership and support for the educator effectiveness system across the system. Leadership at the very top is critical. Pioneering Districts Implementing Educator Effectiveness Systems Highlights of Findings

• Get everyone on board. Don t try to go it alone. District leaders, school board members, building leaders, teachers, teachers association and evaluation subcommittee members must be involved in the discussions, design and rollout of the teacher evaluation system. • Engage in transparent, targeted and ongoing communication. Multiple stakeholders must be involved in the design, implementation and communication of the educator effectiveness plan. • Honor and value teachers from the beginning. Teacher effectiveness should be cast as a system with professional learning opportunities that can help turn good teachers into great teachers ‒ not a gotcha system. But consistently ineffective teachers should be dismissed. • Create a mechanism for listening, adapting and improving the system. These systems are paradigm shifts and will be works in progress for several years. • Train everyone involved in the roll-out well. Educator effectiveness systems can create initial fear among teachers which is alleviated as more is known about how it will work. • Know how the teacher evaluation system fits into the larger district approach to school improvement. Teaching and learning can be accelerated when the evaluation aligns with curriculum, assessments and instructional approaches. • Create a change management strategy. Decide how to stage implementation of different aspects of the system. Different districts used different strategies and sequences. • Model and encourage collaboration. Teachers wanted to collaborate more to improve their instruction ‒ not less. • Have technical rigor in student achievement measures used in teachers evaluations, especially in pay-for-performance systems. Teachers should know how their ratings are calculated. • Provide ongoing professional learning based on teacher evaluation results. Good evaluation rubrics focus on improving instruction based on promising practices. • Pay attention to other changes in policies and district practices affected by the teacher effectiveness system. Board policies and teachers association contracts were changed to reflect the new system. Pioneering Districts Implementing Educator Effectiveness Systems Highlights of Findings

• If it is not good for kids, don t do it! Don t run the evaluation system around the interests of adults.

Acknowledgements Central oﬃce staﬀ, school board members, principals and teachers participated in interviews. The three districts opened their doors to the researchers to describe what they were doing, how they were doing it, the challenges they faced and lessons they learned. Interviewees were both gracious and candid in their interviews. Without them, this knowledge could not be captured and shared. Author: Jane Armstrong, JM Armstrong & Associates Research Assistance provided by: Ulcca Hansen, Associate Director of Educator Effectiveness at Colorado Legacy Foundation; Heather Chikoore, Promising Practices Manager at the Colorado Legacy Foundation; and Kristen Davidson, University of Colorado, Boulder

Pioneering Districts Implementing Educator Effectiveness Systems Highlights of Findings