OERC researchers provided a brief review of other state practices regarding student growth measures (including sample SLOs) and teacher /principal evaluation. Also included was a discussion of preliminary findings from Ohio Education Research Center (OERC) research regarding using Student Growth Measures for OTES and OPES within a sample of LEAs in Ohio.
Enhancing Decision Making Using Workforce Outcomes in Ohio
Student Growth Measures: A Review of State Evaluation Practices
1. STUDENT GROWTH MEASURES: A REVIEW OF
STATE EVALUATION PRACTICES
Weights and Local Measures
Jill Lindsey
OERC Research Lead
Professor and Chair, College of Education & Human Services
Wright State University
Betsy Chadd
Director of Curriculum & Professional Development
Bellbrook-Sugarcreek School District
National Network for Educational Renewal Partners
Making Research Work for Education
connect@oerc.osu.edu
www.oerc.osu.edu
2. Changes in Teacher Evaluation Policies since 2009
36 states + DC changed teacher evaluation policies
43 states require annual evaluation of teachers
26 incorporated differentiated levels of teacher
performance
32 states incorporated Student Achievement
Measures (SGM)
26 states use Student Growth Percentiles (SGP) to
measure & communicate SGM
39 included classroom observations
22 included multiple observations each year
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3. Research by Jerald and Hook 2011
graph by Hull, Center for Public Education 2011
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4. States with 50%-50%
Ohio
Colorado
Pennsylvania
Florida
South Dakota
Idaho
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5. New Jersey 2013-14
Tested Grades and Subjects (20% of teachers)
50 - 50 including 35 percent student growth and 15
percent LEA measure
In future years, 5 percent school-wide and cohort
comparison measures in LEA measures
Non-Tested Grades and Subjects (80% of teachers)
85 percent teacher practice and 15 percent student
achievement
In future years, 50-50 with 5 percent school-wide and
cohort comparison measures and 45 percent "student
growth objectives”
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6. Connecticut
Minimum of 40% for announced and
unannounced observation (a least 3
observations)
45% student growth using multiple indicators
including goals/objectives with indicators and
evidence and at least 22.5% based on state tests
5% student feedback
10% parent or peer feedback/survey
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7. Indiana
20-50% SLOs + teacher performance including
observations
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8. Arkansas
Multiple measure
Including observations
Including student academic growth and
achievement
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9. New York
60% observations and performance with majority
based on observations by administrator and the
rest on independent trained evaluators, peer
classroom observations, student and parent
feedback from evaluators, and evidence of
performance through student portfolios +
40% SGM with 20% based on state tests and 20%
on other vendor or locally developed tests
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10. Tennessee
50% Observation + 35% student growth +
15% state-approved student
achievement
Teachers with <3yrs experience are
observed 6 times a year.
Experienced teachers are observed 4
times a year
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11. Delaware & Rhode Island
No designated weights
Delaware has 5 components and requires one
must be student improvement/growth
weighted as high as the highest other
component
Rhode Island requires annual student growth
and achievement be included but classroom
observations are optional
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12. 9 of the 14 States Use Danielson’s
Reviewed Today Framework for
Teaching as the
evaluation
model
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21. SLO DEVELOPMENT
Grade Level
Teacher Level
Building Level
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22. MID-YEAR REFLECTION
“We do not learn from
experience….
We learn from reflecting on
experience.”
-John Dewey
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23. LESSONS LEARNED
Staff
Development
Impact on
Culture
Growth Target
Rigor
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24. QUESTIONS?
Making Research Work for Education
connect@oerc.osu.edu
www.oerc.osu.edu