1. Getting Serious About Teacher
Evaluation
Dr. Richard Voltz, Associate Director
Illinois Association of School
Administrators

3. PERA
(Performance Evaluation Review Act)
• Performance Evaluation Reform Act 2010 (PERA)
• New evaluations for teachers and principals to
address practice and student performance in an
effort to improve student achievement
• Guided by the work of PEAC – Performance
Evaluation Advisory Council
–
–
–
–
–
32 representative members P-20
Meet monthly since 2010
State Models and Guidance for Districts
Open Meetings
Website Info

6. Two Parts
Teacher Practice
Student Growth

7. Two Parts
Teacher Practice
50% to
75%
Student Growth
50% to
25%

9. The Danielson Frameworks For
Teaching is the State MODEL for
the professional practice part of
the new performance based
teacher evaluation system.

10. Shall be research based rubric

11. Shall consider the relative importance
of the various components…

13. Goal is teacher improvement
NOT

14. Law requires
• Tenured Teacher
– One Formal and One Informal
• Non-tenured Teacher
– Two Formals and One Informal

15. Multiple Observations followed by
reflective conversations builds
trust and improves teaching.

16. Teacher evaluation in your school
district needs to move from
“compliance” to an “intellectually
engaging improvement experience?”

17. Classrooms need to look like this…

18. Not this…

19. Teacher evaluators need more training

22. Common Approaches To
Measuring Student Growth
• Simple Growth Model - Measures
difference in student attainment over
time.
• Value-Added Model - Measures
difference in student attainment over
time, controls for stable student
factors (e.g. race, SES)

23. At least one Type I or Type II
assessment
At least one Type III
assessment

24. Type I
A reliable assessment that measures students in
the same manner with the same potential
assessment items, is scored by a non-district
entity, and is administered beyond Illinois.
(Norm-referenced)

25. Type II
Developed, adopted, approved, & utilized
district-wide
(example: District-wide Algebra test)

26. Type III
Rigorous, aligned with the course curriculum.
The evaluator & teacher determine measures of
student learning. (Classroom Test, portfolios)

27. Must have one from Type I or Type II
and one from Type III

28. Student growth is
“Demonstrable change in a
student’s learning between two or
more points in time.”

29. Who decides?
• District PERA Joint Committee decides metrics
& targets for teachers, including subgroups
(ELL, etc)
• Evaluator and Principal agree upon metrics &
targets for principals.

30. Questions about student growth
•
•
•
•
•
•
•
•
•
•
•
What assessments will you choose?
How will you measure core (tested) courses?
How will you measure non-tested areas?
If you use a portfolio, what is the rubric?
What happens with co-teaching?
What is the appropriate attendance/class time to consider?
What if a students changes sections?
How does block scheduling fit?
What is the minimum number of students?
What is the target growth?
How do the 4 ratings fit into the scheme of student
growth?

31. Scoring
• Important part of the process
• WARNING – do not give the “ship” away

32. Default vs. Negotiate
Only student growth has default provision

35. Implementation Dates
• 2016-17 for top 80% NCLB scoring districts
• 2015-16 for bottom 20%
• Districts lower than 5% and volunteer districts
have already implemented
• CPS has implemented

36. Important Documents
•
•
•
•
•
•
•
Teacher Collective Bargaining Contract
Teacher Evaluation Plan
RIF Joint Committee Document
PERA Joint Committee Document
District Work Rules
School Board Policy Document
Part 50 Rules (138 Shall’s)

37. Dr. Voltz’s Evaluation Protocol
6 Steps To Success

38. Step 1
Concentrate on the correct
Domain/Component

39. Look for
“Engaged Learning Evidence”

40. Step 2
Get Buy-In On The Process

41. Involve teacher
leaders on all
training and
discussion
concerning
teacher
evaluation.

42. Concentrate on Improving
Teaching Not Rating Teaching

43. Couple teacher
evaluation with
professional
development

44. Step 3
Change the Focus

45. First Observe the Student
Then The Teacher

46. Step 4
Observe
More

47. Teacher evaluation based on infrequent,
announced classroom visits is
inaccurate, ineffective, and dishonest.

48. Teacher
evaluations
typically look
like this...

49. Each teacher teaches 900 lessons per
year, 1,800 for two years

50. Instead it
should
look like
this.

51. It needs to look more like a Gallop Poll,
random and 10 times per cycle.

52. Step 5
“Reflection is
Key”

53. We learn by
thinking
about what
we do.

54. Reflective Conversations are the
most important part of the teacher
evaluation process.

55. Step 6
Know When to Play
the Proper Role

56. When to Coach?
When to Mentor?
When to Tell?

57. My Predictions

58. Use of Video for Teacher
Observations

59. WARNING:
District should/shall discuss use
of videos for classroom
observation with Joint
Committee

60. Peer Evaluators to provide
input

61. Student Input

62. rvoltz@iasaedu.org
www.richvoltz.edublogs.org