How Reforming Teacher Evaluation Can Improve Student Outcomes on a Large Scale

• In Event: Can a High-Quality Measure of Teacher Effectiveness Be Used to Support, Reward, and Retain Teachers?

Abstract

This paper will describe the theory of action informing the Newark Public Schools (NPS) and Newark Teachers Union (NTU) teacher contract and associated initiatives, the logic underlying the new teacher evaluation system – the Framework for Effective Teaching – and the ways the contract and associated initiatives are related to larger trends in teacher evaluation.

The theory of action behind the NPS/NTU teacher contract is that a valid measure of teacher effectiveness can be used to manage the district’s teaching staff effectively to promote student achievement. The measure – the Framework for Effective Teaching (FET)– is made up of direct measures of teaching that include classroom observations using a locally developed rubric, student growth percentiles and student growth objectives, and other information, such as lesson plans and teacher attendance. The FET is the first of five change levers and is being used for key decisions throughout a teacher’s career, including retention, compensation, and support. In addition to establishing the FET as the measure of teaching performance, the NPS/NTU contract seeks to do the following: a) Include teacher input on evaluation process; b) Differentiate teacher pay; c) Expand time for student learning and teacher collaboration; and d) Provide opportunities for teacher innovation through school-based decision making. These efforts are expected to improve teacher effectiveness, which, in turn, are expected to lead to better student achievement, graduation rates, and postsecondary preparation.

The key feature of the NPS/NTU contract is the FET. Activities undertaken in the FET include the following:
• Set and define expectations of effective teaching aligned to the Common Core
• Provide training and guidance to evaluators on FET competencies and processes to ensure a common understanding of expectations of effective teaching and consistent application of the FET
• Gather evidence of teaching practice through observations, artifacts and measures of student growth
• Rate teachers on the FET competencies and calculate a final teacher evaluation rating
• Engage in ongoing conversations and feedback on how to improve teaching practices
The key output from the FET is a learning cycle whereby teachers’ final evaluation ratings inform the ongoing feedback they receive, which informs the targeted professional development to support areas of weakness identified, which in turn is meant to contribute to (and improve) teachers’ final evaluation ratings in the subsequent year. This professional learning cycle is, in turn, intended to improve teacher effectiveness and lead to increased student achievement.

The NPS/NTU contract shares many features with reforms related to Race to the Top. For example, the district has adopted a structured teacher observation system, relying in part on principals as observers. The FET also includes a measure of student growth that is similar to those in widespread use by states and districts. The district has adopted an information technology infrastructure – Bloomboard – to support the FET. And, the FET measures are expected to guide professional development opportunities, including coaching and workshops. The evaluation of the NPS/NTU teacher contract provides an opportunity to examine how these common features have been implemented in the district and to assess their initial impacts.

Authors

• Eleanor S. Fulbeck, American Institutes for Research

• David Manzeske, American Institutes for Research