Assessment, Teacher Evaluation, and Teacher Effectiveness: Navigating Changing Landscapes Presented by: Members of the NAfME Council of Music Program Leaders Chair- Mark Propst Session Moderator- Dru Davison Contributors- Johanna Siebert, Shawn Chastain, Dave Weatherred Music Education • Orchestrating Success Webinar GoalsAttendees will hear diverse perspectives regarding how music teachers can successfully navigate local, state, and national teacher evaluation policy changes. Specific topics will examine multiple aspects of teacher evaluation, including strategies and best practices for teacher observation and student growth. Music Education • Orchestrating Success StructureBackground and Overview: Differentiating Multiple Measures (Teacher Observation vs Student Growth Accountability) State Perspectives- How is the Observation Portion approached? The Student Growth Portion? What has been the impact on legislative policy, local school board policy, and/or Human Resource decisions? • Tennessee • North Carolina • New York • Washington State • Kansas Music Education • Orchestrating Success Changes to National Policy Race to the Top (RTTT) and NCLB Waivers • Over $4 billion in incentives to states • Requires a rated teacher evaluation system • “… unprecedented momentum towards developing and implementing teacher evaluation systems that factor student achievement into teacher ratings….” Music Education • Orchestrating Success “State of the States” “All but 13 states have requested NCLB Waivers or Received RTTT Funding” The majority of states are in some phase of implementing multiple measures systems to include student growth/achievement. Music Education • Orchestrating Success A Multiple Measures Example Content Knowledge 5% Stakeholder Perception 5% Student Achievement 15% Observation of Practice 40% Student Growth 35% Music Education • Orchestrating Success Methods for the Observation Portion• • • • • • Charlotte Danielson Framework Robert Marzano Framework TEAM (TN Education Acceleration Model) TAP Teacher and Student Advancement TEM (Teacher Effectiveness Measurement) TIGER (Teacher Instructional Growth for Effectiveness and Results) Music Education • Orchestrating Success Standard Methods for Growth Measures• • • • • Standardized Assessments Other Assessments Student Learning Objectives Measures of Collective Performance Student Growth Portfolio with Peer Review Music Education • Orchestrating Success Notes from Tennessee The observation models account for about 50% – TEAM, TAP, TEM, TIGER The Student Growth portion account for 35-50%– School Wide TVAAS or TN Growth Measures System (portfolio with blind peer review, more info on the following slides). Any impact on legislative policy, local school board policy, and/or Human Resource decisions -Those Using School Wide Measures- Compensation Reform, Tenure, the “non-tested” teachers more subservient to the “tested” which has many implications, fewer jobs for arts teachers, career pathways increased, etc. Those using the Arts Growth Measures System- Viewed on par with “tested” subjects, additional career pathways, control over their own destiny, more attention to standards and planning. Music Education • Orchestrating Success How Does the Student Growth Portfolio Work? Multiple teacher-constructed evidence collections of authentic work samples Each collection should contain evidence of student growth (pre and post lesson/unit/year), and any supplementary materials Collections demonstrate standards-based instruction (Perform, Create, Respond Connect) Evidence of purposeful sampling Self-rated, then evaluated by content specific peers Flexible but Rigorous (comparable data to Value Added Systems) Music Education • Orchestrating Success North Carolina Teacher Evaluation Process Teachers 1 2 3 4 5 Demonstrate Leadership Establish Environment Know Content Facilitate Learning 6 Contribute to Academic Success 3 Rating Categories 5 Rating Categories Not Demonstrated Developing Proficient Accomplished Distinguished Music Education Reflect on Practice Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth • Orchestrating Success North Carolina Analysis of Student Work Process In the proposed ASW process, NC teachers: 2 Work Samples TA 1 •Describe teaching context and choose five Objectives TA 2 2 Work Samples •Compile a Timelapse Artifact for each Objective •Complete and upload an Evidence Collection TA 3 EVIDENCE COLLECTION •Submit the Evidence Collection for “blind” review •Receive a category rating for Standard 6 Music Education TA 4 • Orchestrating Success TA 5 2 Work Samples 2 Work Samples 2 Work Samples NC Policy Implications/Best Practice Out of Reform •Continued development and piloting in 2013-2014 of the Analysis of Student Work (ASW) process. •ASW process reflects classroom practice. •ASW process honors the performance-based nature of our programs. •One huge positive is that teachers are now talking about the value of conceptualizing student growth across multiple content areas through the proposed ASW process. Music Education • Orchestrating Success In New York State Annual Professional Performance Review APPR – A 100 – Point System Inspired by Race to the Top Legislation • New APPR a condition of the award • Some portions of evaluation process negotiated between the district and its teacher union • Some portions state-mandated • Evaluation process results in teacher “HEDI” score – Highly Effective, – Effective, – Developing, – Ineffective • Can lead to expedited 3020-A process for teacher termination Music Education • Orchestrating Success Multiple Measures of Effectiveness 60 Points 20 Points: Student Growth 20 Points: Local Assessment • NYS, National, and/or District Teaching Standards • Multiple Supervision Models, including performance rubrics • Observations, surveys, evidence of Student Learning • Growth on State Assessments – State provided score for grades 4-8 ELA, Math OR • Growth Using Comparable Measures - Student Learning Objectives (SLOs) • Student Achievement – locally determined measures cross grade-levels, teams, building • Can use third party State-approved assessments – can measure growth, also • District, BOCES developed assessment (rigorous, comparable) Music Education • Orchestrating Success District-Wide Decision Making NY – districts can make individual decisions regarding: – Specific supervision model to be used • • • • Danielson’s Framework for Teaching Marzano’s Causal Teacher Evaluation Model NYSTCE Framework for the Observation of Effective Teaching NYSUT Teacher Practice Rubric – Priorities and academic need – Which subjects/teachers will use state-provided ELA/Math scores and which will have SLOs – In-house processes for SLO assessing, scoring, implementation Music Education • Orchestrating Success Who evaluates whom? “The governing body of each school district and BOCES is responsible for ensuring that evaluators have appropriate training—including training on the application and use of the rubrics— before conducting an evaluation. The governing body is also responsible for certifying a lead evaluator as qualified before that lead evaluator conducts or completes a teacher’s or principal’s evaluation. ” NYS Commissioner’s Regulations Music Education • Orchestrating Success Washington State- Marzano-Based Method for the Observation Portion. Teacher Growth Based 4 Domains Classroom Strategies, Planning, Reflecting, and Collegiality 41 elements describing teacher effectiveness in the classroom Student growth evaluated – but standardized testing is not emphasized The Observation/Evaluation Process Pre- and Post- meetings between teacher and administrator Observations focus on specific areas for improvement It is expected that only a few components will be observed during a lesson Several formal and informal observations and meetings are required The Evaluation Rubrics Only experienced/master teachers should regularly receive a “4” on the scale 4 – Innovating; adapts or creates based on unique student needs 3 – Applying; Uses proper strategies and monitors effectiveness 2 – Developing; Uses the strategies in a somewhat mechanistic way 1 – Beginning; Uses the strategies incorrectly Music Education • Orchestrating Success Challenges for the Music Educator Music Educators often struggle to show evidence of individual student progress Music Educators sometimes do not challenge their students to “deepen” understanding during rehearsals Music Educators often ignore or hide “low achieving” students Advantages of this system for the Music Educator Effective Music Educators have consistent classroom routines and procedures Effective Music Educators consistently adjust strategies for unique circumstances Effective Music Educators consistently engage all students in the classroom Music Educators regularly celebrate student success Music Education • Orchestrating Success Kansas The observation model – Right now we are in the midst of potentially selecting a new model. How your model addresses student growth/teacher effectiveness – For now, we still use the Charlotte Danielson Framework Rubrics. Any impact on legislative policy, local school board policy, and/or Human Resource decisions - Right now, there is no student growth component. Our state received a waiver to implement this in the 14-15 school year. Include one tip, strategy, best practice or positive item that has come out of this reform - No Strategy to share or impact on Policy at this time. Music Education • Orchestrating Success NAfME’s Role "For today's students to succeed tomorrow, they need a comprehensive education that includes music taught by exemplary music educators." Music Education • Orchestrating Success NAfME’s Support Task Force on Teacher Evaluation, 2011 • Based documents on NEA’s recommendations, “multiple measures” as central ideal NAfME Recommendations for Music Teacher Evaluation http://advocacy.nafme.org/files/2012/04/teacher_evalua tion_ad_guide.pdf Position Statement http://musiced.nafme.org/about/positionstatements/teacher-evaluation Music Education • Orchestrating Success NAfME Teacher Evaluation Workbook NAfME Task Force re-formed, activated in 2013 Current Task Force • Music teacher • Music administrator • Current principal (NASSP) • Collegiate representatives • Research advisor Researched models: • Marzano's Causal Teacher Evaluation Model http://www.marzanoevaluation.com/evaluation/causal_teacher_evaluation_m odel/ • Danielson's Frameworks for Teaching http://www.danielsongroup.org Music Education • Orchestrating Success
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