Oklahoma*s Teacher and Leader Evaluation System and Great

Report
Oklahoma’s Teacher
and Leader Evaluation
System and Great
Expectations:
Putting the Pieces
Together
Alicia Currin-Moore
Executive Director , TLE
Oklahoma State Department of Education
PresenterMedia.com
Overview
WHAT?
WHAT?– What is
TLE?
WHERE
WHERE?- Where is
Oklahoma in the TLE
Process?
HOW?
HOW?-How do each of the
three teacher evaluation
frameworks fit with Great
Expectations?
Overview
WHAT?
WHAT?– What is
TLE?
Oklahoma Teacher and Leader Evaluation
System (TLE)
During
the 2010 Regular Session, the Oklahoma
Legislature passed SB 2033.
 The Legislature mandated some elements of the TLE
and required that the Oklahoma State Board of
Education adopt additional guidelines of the TLE by
December 15, 2011.
 By the 2013-2014 school year, each school district in
the State must adopt a teacher and
principal evaluation policy based on the
statewide TLE System.
The TLE will have a five-tier rating system.
Superior
Highly
effective
Effective
Needs improvement
Ineffective
70 O.S. § 6-101.16
Oklahoma TLE Components
50%
Qualitative Component
50% Quantitative Component
35%
Student Achievement
15% Other Academic Measures
Oklahoma’s TLE System
Qualitative Component
Quantative Component
Qualitative
Components
Other Academic Measures
50%
35%
15%
Qualitative Components
50% of the evaluation ratings based
on rigorous and fair qualitative
components
70 O.S. §6-101.16
Qualitative Components
Qualitative assessment must be
evidence-based and include
observable and measureable
characteristics that are correlated to
student performance.
70 O.S. §6-101.16
Qualitative Components
Teacher Characteristics
Organizational and classroom
management skills,
ability to provide effective instruction,
focus on continuous improvement and
professional growth,
interpersonal skills, and
leadership skills.
70 O.S. §6-101.16
Qualitative Components
Leader Characteristics
Organizational and school management
skills,
instructional leadership,
professional growth and responsibility,
interpersonal skills,
leadership skills, and
stakeholder perceptions.
70 O.S. §6-101.16
Qualitative Components
Teacher
Frameworks
Tulsa TLE Observation and Evaluation
System
Marzano Causal Teacher Evaluation Model
Danielson’s Framework for Teaching
Qualitative Components
Leader
Framework
McREL Principal Evaluation
Reeves’ Leadership Performance Matrix
Oklahoma’s TLE System
Qualitative Component
Quantative Component
Quantitative
Components
Other Academic Measures
50%
35%
15%
Quantitative Components
50%
of ratings based on quantitative
components
• 35% student academic growth using
multiple years of standardized test data
• 15% based on other academic
measurements
70 O.S. §6-101.16
Quantitative Components
The State Board voted to use a Value Added
Model to measure student academic growth
for teachers and leaders in grades and subjects
for which multiple years of standardized test
data exist.
Quantitative Components
Teachers
in grades and subjects for which
there is no state-mandated testing measure
An assessment using objective measures of
teacher effectiveness including student
performance on unit or end-of-year tests
Quantitative Components
Teachers
in grades and subjects for which
there is no state-mandated testing measure
Emphasis
shall be placed on the observed
qualitative assessment as well as contribution to
the overall school academic growth.
70 O.S. § 6-101.16
Oklahoma’s TLE System
Qualitative Component
Quantative Component
Quantitative
Components
Other Academic Measures
50%
35%
15%
Quantitative Components
Other Academic Measures (15%)
The State Board voted to conduct further
study of best practices to develop a list of
appropriate measures for Oklahoma.
WHERE?- Where
is Oklahoma in
the TLE Process?
WHERE
Oklahoma’s Progress
• All
Oklahoma districts are to notify the State
Department of the district’s teacher and leader
framework selections by April 16, 2012.
• Training
on each teacher and leader framework
will begin in late spring and continue
throughout the summer.
Oklahoma’s Progress
• The
2012-2013 school year will be the
Qualitative TLE Pilot Year.
• Currently,
the Oklahoma TLE Commission is
reviewing a variety of Value-Added Models to
determine which Model best fits Oklahoma.
HOW?
HOW ?-How do each
of the three teacher
evaluation models
fit with Great
Expectations?
How does TLE fit with GE?
Danielson
Great
Expectations
Marzano
Tulsa
Practice #1: The teacher models desired
behaviors and attitudes such as those set
forth in the Life Principals and the 8
Expectations for Living.
GREAT EXPECTATIONS
DANIELSON
• Teacher
Organizing Physical
Space (2e)
• pleasing, inviting
atmosphere
• Effective use of
physical resources
arrives early
to prepare classroom
atmosphere and
lessons
GREAT EXPECTATIONS
MARZANO
• Teacher
•
arrives early
to prepare classroom
atmosphere and
lessons
Planning and Preparing
for Use of Resources
and Technology
(Domain 2)
• The teacher identifies
the available traditional
resources for upcoming
lessons.
GREAT EXPECTATIONS
TULSA
• Teacher
•
arrives early
to prepare classroom
atmosphere and
lessons
Teacher plans for
delivery of the lesson
repetitive to the shortterm and long-term
objectives (Domain 1)
• Materials and
equipment are ready at
the start of the lesson.
Practice # 5: Critical thinking skills are
taught.
GREAT EXPECTATIONS
DANIELSON
• Teacher
• Demonstrating
accommodates
different learning
styles
Flexibility and
Responsiveness (3e)
• Incorporation of
student interests
• Seek alternate
approaches
GREAT EXPECTATIONS
MARZANO
• Teacher
• Managing
accommodates
different learning
styles
Response
Rates
• Teacher uses wait
time
• Students can describe
their thinking
GREAT EXPECTATIONS
TULSA
• Teacher
• Teacher
accommodates
different learning
styles
teaches the
objectives through a
variety of methods
• Utilizes the
knowledge of student
skills and interests to
determine
appropriate activities
Practice # 11: Word identification skills
are used as a foundation for expanding
the use of the English language.
GREAT EXPECTATIONS
DANIELSON
• Teacher
• Knowledge
provides the
decoding skills
needed for students
to read and
comprehend rich
vocabulary drawn
from wisdom
literature.
of Content
and Pedagogy
• Lessons and unit
plans reflect
important
concepts
GREAT EXPECTATIONS
MARZANO
• Teacher
• Identifying
provides the
decoding skills
needed for students
to read and
comprehend rich
vocabulary drawn
from wisdom
literature.
Critical
Information (1CS1)
• Teacher begins lesson
by explaining why the
content is important
GREAT EXPECTATIONS
• Teacher
provides the
decoding skills
needed for students
to read and
comprehend rich
vocabulary drawn
from wisdom
literature.
TULSA
• Teacher
teaches the
objectives through a
variety of methods.
• Teacher uses
differentiated tasks to
teach the objectives
that are researchbased.
Practice # 14: All students experience
success. The teacher guarantees it by
comparing students to their own past
performance, not the performance of
others. Students are showcased and past
failures are disregarded.
GREAT EXPECTATIONS
DANIELSON
• Teacher
• Establishing
encourages
and affirms students
throughout the
learning process.
a Culture
for Learning
• High expectations,
supported through
both verbal and
nonverbal behaviors.
GREAT EXPECTATIONS
MARZANO
• Teacher
• Establishing
encourages
and affirms students
throughout the
learning process.
a Culture
for Learning (2a)
• High expectations,
supported through
both verbal and
nonverbal behaviors.
GREAT EXPECTATIONS
TULSA
• Teacher
•
encourages
and affirms students
throughout the
learning process.
Use of common/varied
assessments, tracking
of student progress,
use of data from
various assessment,
etc.
• Teacher informs
student and parent
of student progress
QUESTIONS????
Visit the Oklahoma State Department’s website
at
http://sde.ok.gov/Teacher/Commission
Or contact:
Alicia Currin-Moore
405.522.0282
[email protected][email protected]

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