The July 10 SCEE webinar, Implementing Evaluation Pilots, takes a look at how states and districts are planning to pilot their evaluation systems and considers ways to get the most benefit from conducting pilots.
As a starting point, West Wind Education Policy Inc. examined the eight ESEA Flexibility applications that were approved on May 29, 2012 to see what states have chosen to focus on in the piloting process. A sample of the questions that evaluation pilots are investigating in Connecticut, Delaware, Louisiana, Maryland, New York, North Carolina, Ohio, and Rhode Island is shared below:
1) Examine the ongoing implementation of the evaluation system to identify successes and areas in need of improvement.
- To what extent were teachers, administrators and union leaders involved in the design and implementation process?
- To what extent were comprehensive communication plans developed and successfully utilized?
- What are the perceptions of multiple stakeholders as to the understanding, applicability, and fairness of the rubrics, processes, and overall scoring of educator quality?
- What is the fidelity of implementation (did the practioners implement the evaluation systems as intended)?
- What were the best practices of the most effective implementers?
- How well do processes work for different teaching structures (e.g., co-teaching, group teaching, looping)?
- How well do the various rubrics and measures work? What refinements are needed?
2) Consider the evaluation program's impact on effectiveness and behavior as measured by student achievement and value-added measures.
- What student achievement and growth measures were used and what were the intended and unintended consequences on instructional practices?
- Does the evaluation system contribute/lead to increases in student achievement?
- How do the results in pilot sites compare to similar, non-participating schools?
3) Examine the impact on administrative behavior and school/LEA processes.
- Have LEA policies and procedures changed?
- To what extent has the pilot evaluation model impacted professional development?
4) Examine the sustainability and scalability of the evaluation system.
- What changes are needed to increase clarity related to expectations, requirements, and timelines?
5) Study the reliability and validity of the new evaluation system.
- Do the teacher and principal ratings under the new system match what principals and administrators had expected?
- Are teachers and principals receiving overall ratings of Effective or better in numbers that are the same, fewer, or more than had been previously rated Satisfactory?
- Do the new instruments developed for the evaluation system measure what was intended?
To learn more about using pilots in systems redesign initiatives, join us for this month's SCEE webinar, Implementing Evaluation Pilots, on Tuesday, July 10 from 2:00-3:30 p.m. EDT.
Please consider inviting SEA staff responsible for federal School Improvement Grants to join the webinar and to discuss the pilots of their SIG teacher and principal evaluation systems during Q&A.
Post a comment or send us a message if you would like to share what you have learned as you have been planning and carrying out.