Identifying Effective Teachers Policy
The state should require instructional effectiveness to be the preponderant criterion of any teacher evaluation.
Although the state requires student performance data to be a significant factor, Maryland stops short of requiring that objective evidence of student learning be the preponderant criterion of its teacher evaluations. Districts may either adopt the state model or use the state's framework to develop their own. Models developed by districts must be approved by the state.
By school year 2013-2014, student growth must account for a "significant" portion of a teacher's performance evaluation and must be one of the multiple measures used. No single criterion is allowed to count for more than 35 percent of the total performance evaluation.
The state's model requires student growth to count for 50 percent of the evaluation score. For elementary and middle school teachers providing instruction in state-assessed grades and content, student growth consists of aggregate assessment scores, student learning objectives and the schoolwide index. For all remaining teachers, student growth consists of student learning objectives and the schoolwide index.
A minimum of three rating levels must be used: highly effective, effective and ineffective.
Classroom observations are required.
The regulations pertaining to new evaluation requirements are set to expire on September 30, 2014.
- An LEA's eval system must include student growth as a "significant" component.
- For SYs 2014-15 and 2015-16, the use of SLOs informed by data from state assessments must be represented on evaluation.
- Until SY 2016-17, student growth data based on state assessments may not be used to make personnel decisions.
- Observations must be conducted by certificated individuals who have completed training that "includes identification of teaching behaviors that result in student growth."
- At least 2 observations per year.
- If no agreement, then Default Model must be adopted. Default Model requires student growth component to comprise at least 50% of evaluation.
THIS POLICY CHANGE WILL NEGATIVELY AFFECT THE STATE'S SCORE.
Education Reform Act of 2010 COMAR 13a.07.09 Teacher and Principal Evaluation Guidebook http://www.marylandpublicschools.org/NR/rdonlyres/E479C243-AF58-4BD0-B4E8-46677F7757A0/33345/MDTeacherPrincipalReport_041212_rev0912_.pdf
Require instructional effectiveness to be the preponderant criterion of any teacher evaluation.
Maryland's evaluation system falls short by failing to require that evidence of student learning be the most significant criterion. The state should either require a common evaluation instrument in which evidence of student learning is the most significant criterion, or it should specifically require that student learning be the preponderant criterion in local evaluation processes. This can be accomplished by requiring objective evidence to count for at least half of the evaluation score or through other scoring mechanisms, such as a matrix, that ensure that nothing affects the overall score more. Whether state or locally developed, a teacher should not be able to receive a satisfactory rating if found ineffective in the classroom.
Ensure that evaluations also include classroom observations that specifically focus on and document the effectiveness of instruction.
Although Maryland requires classroom observations, the state should articulate guidelines that ensure that the observations focus on effectiveness of instruction. The primary component of a classroom observation should be the quality of instruction, as measured by student time on task, student grasp or mastery of the lesson objective and efficient use of class time.
Maryland recognized the factual accuracy of this analysis.
Teachers should be judged primarily by their impact on students.
While many factors should be considered in formally evaluating a teacher, nothing is more important than effectiveness in the classroom. Unfortunately, districts have used many evaluation instruments, including some mandated by states that are structured, so that teachers can earn a satisfactory rating without any evidence that they are sufficiently advancing student learning in the classroom. It is often enough that teachers appear to be trying, not that they are necessarily succeeding.Many evaluation instruments give as much weight, or more, to factors that lack any direct correlation with student performance—for example, taking professional development courses, assuming extra duties such as sponsoring a club or mentoring and getting along well with colleagues. Some instruments hesitate to hold teachers accountable for student progress. Teacher evaluation instruments should include factors that combine both human judgment and objective measures of student learning.
Evaluation of Effectiveness: Supporting Research
Reports strongly suggest that most current teacher evaluations are largely a meaningless process, failing to identify the strongest and weakest teachers. The New Teacher Project's report, "Hiring, Assignment, and Transfer in Chicago Public Schools", July 2007 at: http://www.tntp.org/files/TNTPAnalysis-Chicago.pdf, found that the CPS teacher performance evaluation system at that time did not distinguish strong performers and was ineffective at identifying poor performers and dismissing them from Chicago schools. See also Lars Lefgren and Brian Jacobs, "When Principals Rate Teachers," Education Next, Volume 6, No. 2, Spring 2006, pp.59-69. Similar findings were reported for a larger sample in The New Teacher Project's The Widget Effect (2009) at: http://widgeteffect.org/. See also MET Project (2010). Learning about teaching: Initial findings from the measures of effective teaching project. Seattle, WA: Bill & Melinda Gates Foundation.
A Pacific Research Institute study found that in California, between 1990 and 1999, only 227 teacher dismissal cases reached the final phase of termination hearings. The authors write: "If all these cases occurred in one year, it would represent one-tenth of 1 percent of tenured teachers in the state. Yet, this number was spread out over an entire decade." In Los Angeles alone, over the same time period, only one teacher went through the dismissal process from start to finish. See Pamela A. Riley, et al., "Contract for Failure," Pacific Research Institute (2002).
That the vast majority of districts have no teachers deserving of an unsatisfactory rating does not seem to correlate with our knowledge of most professions that routinely have individuals in them who are not well suited to the job. Nor do these teacher ratings seem to correlate with school performance, suggesting teacher evaluations are not a meaningful measure of teacher effectiveness. For more information on the reliability of many evaluation systems, particularly the binary systems used by the vast majority of school districts, see S. Glazerman, D. Goldhaber, S. Loeb, S. Raudenbush, D. Staiger, and G. Whitehurst, "Evaluating Teachers: The Important Role of Value-Added." The Brookings Brown Center Task Group on Teacher Quality, 2010.
There is growing evidence suggesting that standards-based teacher evaluations that include multiple measures of teacher effectiveness—both objective and subjective measures—correlate with teacher improvement and student achievement. For example see T. Kane, E. Taylor, J. Tyler, and A. Wooten, "Evaluating Teacher Effectiveness." Education Next, Volume 11, No. 3, Summer 2011, pp.55-60; E. Taylor and J. Tyler, "The Effect of Evaluation on Performance: Evidence from Longitudinal Student Achievement Data of Mid-Career Teachers." NBER Working Paper No. 16877, March 2011; as well as H. Heneman III, A. Milanowski, S. Kimball, and A. Odden, "CPRE Policy Brief: Standards-based Teacher Evaluation as a Foundation for Knowledge- and Skill-based Pay," Consortium for Policy Research, March 2006.