Model of Evaluation

Teacher evaluation will be based on a teachers’s proficiency in teacher competencies (60%) as well as on the performance and growth of his/her students (40%).  These two aspects will comprise a 100 point overall score for teacher performance.

The six teacher competencies are taken from Charlotte Danielson’s Framework for Teaching. These competencies will be discussed in future posts.  Within each competency a teacher may be evaluated as ineffective, developing, effective, or highly effective, however each rating must be backed up by specific pieces of evidence from the observation.

Student learning will be measured from the scores of students on assessments, such as NYS tests (as in ELA and Math) or performance tasks or other assessments set forth by the pilot program.

Talent Management Pilot, NYCDOE, Summer 2001, p23

What does this mean for us?

Currently, new and probationary teachers at all levels should expect to have formal, traditional classroom observations several times a year.   The set up for these evaluations is detailed in the verbose article, Teaching for the 21st Century.  This year, expect to be observed a minimum of six times, twice of which will be formally (conducted with the usual pre and post observation meetings).  The other four (and up to seven, however, this will most likely not happen as so many observations is logistically difficult during such the busy school year) observations are informal which means they will not last the entirety of the period and may be as short as 15-20 minutes long.

When observed, you will be rated ineffective (the equivalent of unsatisfactory) or developing, effective, or highly effective (all three of which would fall under the umbrella of satisfactory).

When incompetencies are found in any of the evaluated areas, you may be asked to participate in an online PD or given additional support from a colleague, administrator, coach, or other auxiliary source.  

When you are evaluated next year by similar standards and said evaluation becomes part of your file, you will feel confident that you understand the process by which you are be judged and your instruction will be more effective!

Core Beliefs of Pilot

Talent Management Pilot, NYCDOE, Summer 2001, p9

Rigorous teacher evaluations can improve teacher performance in significant, measurable and enduring ways.

Teachers who aren’t meeting expectations can improve, but not without honest feedback.

There should be an effective teacher in every classroom.

All children can achieve.

Teachers are the key levers in influencing the achievement of students.

Each participant has the power to lead the change necessary to implement effective talent management practices in his or her school.

What is this and why are we the guinea pigs?

This pilot is part of a comprehensive set of reforms (see ”The new evaluation and improvement plan for teachers”) aimed at putting an effective teacher in every NYCDOE classroom.  The NYCDOE anticipates that the measures set forth by this pilot program for the evaluation of teachers will be used across all schools as early as 2012-2013.  Our participation in the program is low-stakes for teachers and administrators; essentially we are helping to gather more data about teacher effectiveness as well as gain a stronger understanding of how to best bring the program to scale next year.  Our participation in the program allows us to understand fully how we will be evaluated in the future when stakes are higher and evaluation processes are different.  Networks and principals elected to be a part of this program, and our network and administrators share the goals of the program.  We are confident that while this is a change, it will allow CAS staff to approach the coming changes in teacher evaluation armed with confidence and knowledge.  This “dry run” will provide everyone with important feedback on their practice and an understanding of a vastly different teacher evaluation system before this system goes into effect and stakes are high.

Talent Management Pilot, NYCDOE, Summer 2001, p11

Introduction

Hello CAS staff,

This blog is being created in an effort to turnkey to you the most important “take-aways” from the DOE’s recent training in the new Talent Management Pilot as well as offer a forum for questions and comments about the new teacher evaluation process, the involvement of CAS in this pilot program, and the ways in which you can maximize your professional growth in accordance with the new model. We have decided to use this format initially because of the ease it offers in accessing information, making additions, and participating in an important dialogue. The training in this pilot covered an immense amount of information, therefore your exploration of the content of this blog before September, as well as your involvement in subsequent PD’s will allow its implementation to be as stress-free as possible!