Evaluations Checklist | Effective Rebuttal Writing | Tracking Calls on Teacher Evaluations
As set forth in the Student Success Act (SB736), now Florida statute 1012.34, teacher evaluations are:
Your evaluation is now composed of two portions: student growth and instructional practices.
o For classroom teachers with students who take the state assessment (FCAT), the FDOE will use the approved formula to calculate a teachers VAM score based (see the section on VAM on the other side)
o For classroom teachers with students who do not take the FCAT, your district must submit the:
- District-determined student assessment for each grade and subject
- Method of calculating the student learning growth or performance
- Percentage of FCAT and local assessment results applied
- Method of calculating a teacher’s effect score for teachers whose course load is a combination of FCAT and non-FCAT courses
- Scoring system and cut points that apply to student scores
o For non-classroom teachers, such as guidance counselors, your district must submit the:
- Percentage of the evaluation based on FCAT results
- Any other outcome measures in addition to the FCAT, and the scoring system and cut points associated with these measures
o District evaluation systems fall into one of these categories:
- State-adopted Marzano
- Danielson’s Framework
- Copeland model
- Hybrid systems using combinations of Marzano, Danielson and other recognized researchers
o Observations and feedback may be formal and informal, scheduled and unscheduled events, walkthroughs, meetings, and examination of materials that reflect the teacher’s work
Evaluation Events Timeline: April – October
|April:||Districts finalize all teachers’ evaluation totals and ratings on the Instructional Practices (IP) section|
|Local unions gather information from members and work on teacher’s concerns regarding IP scores/rating|
|FCAT test results reported to students and parents|
|Bargaining teams negotiate issues related to the impact of teacher evaluation processes and implementation and new mandates from the Florida Department of Education (FDOE) and the State Board of Education (SBOE)|
|June:||DOE publishes School and District grades associated with FCAT data|
|July:||DOE finalizes 2011-12 Student Growth (SG) data and sends districts a spreadsheet with Value-Added Model (VAM) scores for every teacher with students who take the FCAT|
|August:||Districts conclude teacher evaluations calculations by combining IP and SG data, advise teachers of final evaluation score and rating, and report teachers’ final scores and ratings to DOE|
|August:||Local unions monitor the evaluation results, assess impact of SB 736 on their bargaining unit members and report conclusions, discrepancies and inequities to FEA for possible legal and policy actions|
|August-October:||Teachers have 90 days from the reporting of the final evaluation score/rating to appeal|
A value-added model is a statistical model that uses student-level growth scores to differentiate teacher performance. While there are different statistical models, they all are designed to identify what is commonly referred to as a teacher effect. The teacher effect is the portion of student growth attributed to the classroom teacher.
o Teacher component: the (weighted) average performance of students in a class that is different than the statistical expectation
o School component: the (weighted) average performance of students in a school that is different than the statistical expectation
o The “final” teacher value-added score is a combination of the teacher and school components and is computed as: 1.0 Unique Teacher Component + .50 Common School Component
- 2/3 of the final teacher VAM compares the teacher to his/her colleagues within a school
- 1/3 of the score ties the teacher to the school score which is based on the state average adjusted for the school’s demographics
o Scores near or at 0 = little or no deviation from the prediction
o Districts must establish a cut score for each of the for rating categories: Highly Effective, Effective, Needs Improvement/Developing, Unsatisfactory
o Establishing a cut score means that teachers above and below the score will be in different categories even if their score is differs by as little as 0.1
o The number of students a teacher has affects the percentage meeting or exceeding expectations and; consequently, the teachers VAM score
o The types of students a teacher has affects a teacher’s VAM score
o This is a zero-sum game; for every winner there is a loser
It is important to know your contract/collective bargaining agreement to guarantee that your rights are protected.
Educational Leadership - The ways teachers can lead are as varied as teachers themselves.....
Teachers assume a wide range of roles to support their school and student success. Since teachers exhibit leadership in multiple (sometimes overlapping) ways, they often serve as leaders among their peers.
Some leadership roles are formal with designated responsibilities. Other more informal roles emerge as teachers interact with their peers. The variety of roles ensures that teachers can find ways to lead that fit their talents and interests. Whether these roles are assigned formally or shared informally, teacher leaders shape the culture of their schools, by building the entire school's capacity to improve student learning, and influence practice among their peers.
So what are some of the leadership roles available to teachers? The following 10 roles are a sampling of the many ways teachers can contribute to their schools' success. Click here to learn more about each of these options.
1. Resource Provider
2. Instructional Specialist
3. Curriculum Specialist
4. Classroom Supporter
5. Learning Facilitator
7. School Leader
8. Data Coach
9. Catalyst for Change
|The Prize Patrol Finds the Winner: Who knew a few computer clicks and a membership card activation could lead to a free vacation. Ashley VanHolten is the winner of the FEA/ ACCESS membership card activation contest. Watch the FEA Prize Patrol visit.|