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NCDPI NCTED Meeting April 2014
- 1. EVAAS: Evaluation System for Exceptional Children Teachers and Preparation Programs Collaborative Planning Consortium UNC Greensboro April 25, 2013 Dr. Rachel McBroom, Educator Preparation Director http://ihe.ncdpi.wikispaces.net
- 2. NC Educator Evaluation System Teachers 1 65432Demonstrate Leadership Establish Environment Know Content Facilitate Learning Reflect on Practice Contribute to Academic Success Principals (and other Administrators) 1 65432 7 8Strategic Leadership Instructional Leadership Cultural Leadership Human Resource Leadership Managerial Leadership External Development Leadership Micro- political Leadership Academic Achievement Leadership
- 3. NC Professional Teaching Standards Standard I: Teachers demonstrate leadership. Take responsibility for the progress of all students Use data to organize, plan, and set goals Use a variety of assessment data throughout the year to evaluate progress Analyze data Standard IV: Teachers facilitate learning for their students. Use data for short and long range planning Standard V: Teachers are reflective on their practice. Collect and analyze student performance data to improve effectiveness
- 4. Key Elements Standard 6 Rating (annual) • Rating categories – Does not meet expected growth – Meets expected growth – Exceeds expected growth Effectiveness Status (3 years of data) • Status categories – In need of improvement – Effective – Highly effective
- 5. Teacher Effectiveness Statuses Rating of “Meets expected growth” on Standard 6 Proficient or Higher on All Standards Effective Teacher Rating of “Exceeds expected growth” on Standard 6 Accomplished or Higher on All Standards Highly Effective Teacher
- 6. And/or Standard 6 Does not meet expected growth Standards 1-5 Any rating lower than proficient Rating: Status: In Need of Improvement
- 7. Discuss with a neighbor… What are the primary concerns/complaints you’ve held as exceptional children educators with prior accountability efforts (NC’s ABC’s program, federal NCLB, etc)?
- 8. What is EVAAS? • EducationE • ValueV • AddedA • AssessmentA • SystemS
- 10. Student Achievement End of School Year Proficient
- 11. Student Growth End of School Year Proficient Start of School Year Not Proficient
- 12. Achievement and Poverty How is this fair?
- 13. Academic Growth and Poverty No one is doomed to failure.
- 14. Proficiency vs Growth Scenario Proficient Growth 5th grader begins the year reading at a 1st grade level. Ends the year reading at a 3rd grade level. 5th grader begins the year reading at a 7th grade level. Ends the year reading at the 7th grade level. NO NO YES YES
- 16. STANDARD 6 & EVAAS: IMPLICATIONS FOR EXCEPTIONAL CHILDREN TEACHERS 16
- 17. Calculating Growth & Determining the Standard 6 Rating
- 18. Calculating Growth & Determining the Standard 6 Rating
- 19. Calculating Growth & Determining the Standard 6 Rating
- 20. Calculating Growth & Determining the Standard 6 Rating
- 21. Growth Data for OCS Teachers
- 22. Growth Data for Extended Content Teachers
- 23. Growth Data for Exceptional Children Teachers
- 24. Growth Data for Exceptional Children Teachers
- 25. Growth Data for Exceptional Children Teachers
- 26. Additional Resources http://www.ncpublicschools.org/effectiveness-model – Student Growth • Guide to Measuring Student Growth (also on today’s link on the IHE wiki)
- 28. STANDARD 6 & EVAAS: IMPLICATIONS FOR EXCEPTIONAL CHILDREN PREPARATION PROGRAMS
- 30. Campus Level NCDPI’s Ed Prep Report Cards http://www.ncpublicschools.org/ihe/
- 31. Program Level • Continuing Program Approval Process – Under development, but expect this data to be factored in as one of multiple measures moving forward – Graduate effectiveness data – Licensure exam data – Recent graduate survey data – Others yet to be determined
- 32. Thank you & for more information contact… Rachel A. McBroom, Ph.D. Director of Educator Preparation rachel.mcbroom@dpi.nc.gov
Notes de l'éditeur
- robin
- We know that three years of data will be collected before any teacher’s performance is evaluated by student growth data, so few teachers are affected this year. Teachers will be evaluated on this standard as this graph reflects. This has not been approved by the SBE, but it is the most recent discussion.
- EVAAS looks at the district, school, teacher, and student. If is often difficult for us to come out of the AYP/ABC box, but it is important to understand that EVAAS data is very different. In the broad sense, EVAAS takes into consideration the fact that students come to us with very different ability levels. Instead of just measuring each student against a proficiency score, EVAAS measures the results of a student’s classroom experience – in essence – EVAAS measures the EFFECT of schooling on student learning.
- EVAAS measures the progress students make within your district, school, or classroom, compared to the progress students make, on average, statewide. It is available to all schools and districts in North Carolina.
- Student Achievement: Where are we?Highly correlated with demographic factorsStudent Growth: How far have we come?Highly dependent on what happens as a result of schooling rather than on demographic factors
- A focus on achievement or proficiency looks like this…Student is able to meet specific standards Students fall into a limited range or band of achievementDoes not account for change outside of that rangeDoes not account for student ability before they came to class“I can do it”
- A focus on student growth or progress looks like…Takes into account student achievement within range or beyond that rangeCompares student achievement to how they were predicted to achieveDiscerns between teacher impact and student abilityAccounts for student ability before they came to class“Improvement or progression”
- Some people believe that this type of analysis is unfair because it penalizes economically disadvantaged students. This scatterplot illustrates the correlation between student achievement and poverty, which is unfair. Now let’s look at the correlation between student growth and poverty.Discuss ‘fair’ in relation to the data and to teacher evaluation/accountability vs. ‘fair’ delivery of curriculum and instruction to subgroups
- Click on slide for answersWhich scenario is a better indicator of the effectiveness of the teacher?