NAfME 2012 Value-Added Teacher Evaluation Part 1

Value-Added Teacher Evaluation:
Explanations and Recommendations for
Music Educators
Abby Butler – Wayne State University
Colleen Conway – University of Michigan
Phillip Hash – Calvin College
Cynthia Taggart – Michigan State University
Definition - Value-Added
• A way to measure teaching and learning that identifies
progress made by individual students and the extent to
which individual teachers, schools, and districts have
contributed to that progress.
[Center for Greater Philadelphia]
• Process
– Simple pre & post-test over a unit of instruction
– Complex comparison of individual students’ standardized
tests from one year to the next
• Many states have implemented various models
All States in the Same Boat
“Arizona is using the TAP system. Our wonderful legislature
also did away with teacher tenure, so all the districts are
designing elaborate teacher eval systems. Some are
awarding points for service on school and district
committees, professional development, mentoring new
teachers, etc. One of my friends says her school awards the
same points for serving on the school social committee as
for hosting a student teacher. Districts are also discussing
how to do the "value-added" part of teacher eval. One
district has decided on a very short playing assessment for
beginning strings that will supposedly demonstrate that the
students are learning that particular skill - I'm not sure how
they'll validate scoring, I don't think they're sure yet either.”
All States in the Same Boat
“In Colorado, everyone is in the throes of
trying to figure out how to develop
appropriate assessments and guidelines,
particularly for teachers of non-tested
subjects. The implementation is supposed to
take place in August 2013.”
All States in the Same Boat
• “Indiana Music Education Association convened specifically
to begin work on this issue. Essentially, we began by trying
to define what a "highly effective" music teacher looks like
and subsequently create a rubric that both administrators
and teachers could voluntarily use for evaluation purposes.
Our goal was to create a rubric that could be used for all
music teachers, regardless of grade level taught or specialty
(B/C/O/Gen/Etc). We then created some sample
documents that educators might use as they begin to
compile the evidence that will be required to show they are
reflective teachers and using data/evaluation procedures to
inform their instruction and to meet specific student
learning outcomes (SLO's).”
All States in the Same Boat
“My reading suggests that districts and unions need to devise a measurement
tool(s) for music educators to measure student progress/growth. Music educators
do not teach in a general education context and do not have their students' work
assessed through a statewide standardized measurement tool. Measurement tools
that are aligned with the Music Frameworks of the Massachusetts Arts Curriculum
Frameworks and are used school-wide and district-wide (common assessments)
may satisfy this requirement. These tools may work for some portion of general
music curricula, but, perhaps, not as well for performance based ensembles due to
a myriad of factors (lack of curricula and/or lack of alignment to the Massachusetts
Music Frameworks, differences in learning time allotted for ensembles between
schools in a district based on master schedules, the repertoire and concepts that
are studied and performed varies from school to school, instrumentation of
ensembles which may affect concepts to be studied, lack of administrative support
for ensembles, how to objectively measure student understanding of studied
musical concepts and chart growth of understanding over time, ensembles that
meet after school versus during the school day).
All States in the Same Boat
• New York:
• Our year-end evaluations will be weighted as follows:
60% classroom observations by administrators, 20%
student growth on state assessments, and 20% student
growth on locally developed assessments. As far as
subjects for which there aren't state exams, it is my
understanding that a district can use the other state
test scores (i.e.- ELA, math) for that 20% or can create
additional local assessments (SLO's- student learning
objective) to count for that part. It's continuing to
change and that is one of the points that we haven't
received a very firm answer on yet.
All States in the Same Boat
• Pennsylvania:
• Currently PDE is not planning a music or arts statewide assessment
for the 50% of the evaluation based on student
achievement. Various models have been proposed but none have
been approved as of now. PDE is working through how to use
multiple measures of data. One possibility would be that local
districts would determine what the 50% of student achievement
data would come from. In another possibility, the music teacher
might have the school’s standardized test results (PSSA, Keystones,
PVAAS) count for part of the 50% student achievement data with
the remaining part of the 50% coming from local assessments.More
should be known this summer when principals/supervisors across
the state are to receive training.
All States in the Same Boat
“The Washington State legislature just passed
an initiative last week that includes test scores
as a part of teacher evaluations. I believe
districts have two years to respond with
changes in their policies. The Tacoma district
had a lengthy teacher strike last fall when the
district tried to implement similar changes,
and the evaluation process for the district is
still being negotiated.”
All States in the Same Boat
“I have heard through the grapevine that
scattered teaching staffs across the state have
been voluntarily considering the issue certainly feeling pressured by the current state
political climate.”
Planning for Assessment: First Steps
• What is to be assessed (content) then how it
will be assessed (measurement tools)
• Three aspects of learning (outcomes) that can
be assessed:
– Knowledge
– Skill
– Understanding
Planning for Assessment: Mediating
• Differences between classroom and ensemble
• Availability of valid and reliable measurement
tools for individual vs. group growth
• Numbers of students and contact hours per
• Lack of consistent music instruction and
resources among schools districts
• Quantitative vs. Qualitative Data
• Validity and Reliability
• Aptitude vs. Achievement
Choosing Assessment Tools
1. Identify learning outcomes to be measured
2. Match assessment to learning outcomes
3. Validity & Reliability

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