NEW HAVEN PUBLIC SCHOOLS Evaluation and Development in NHPS, 2011-12 School Year

October 2012

New Haven, A City of Great Schools

Key Outcomes of the 2010-2011 Process

OUTCOME 1 Top-to-Bottom Evaluation and Development: Successful implementation of evaluation and development in 2011-2012, for teachers, principals/assistant principals, and central office instructional staff, marks the sustainability and durability of the New Haven approach Supportive & Developmental: The evaluation processes continues to encourage the development and improvement of professional staff, as reflected both in feedback from participants and in growth from identified staff Consequential: The evaluation process continues to have fair and balanced consequences, in particular maintaining the precedent of separation of low performers

OUTCOME 2

OUTCOME 3

Strategic Challenges: Through the Professional Educators Program, the district will be taking on the challenge of strengthening the evaluation and development program, and of ensuring the process is relevant and significant in the career development of educators.
New Haven, A City of Great Schools 2

Principles of NHPS Talent Management

Vision for Transforming the School System Students learning through meaningful and coherent experiences in individual classrooms, among different classrooms, and in the rest of their lives
Schools as the centers for learning, where teams of adults take collective and empowered responsibility for students, working separately and together to move students from where ever they start to the highest performance levels, collaborating without fault The district and schools acting to support development, innovation, and adaptation, both by schools and by individuals
New Haven, A City of Great Schools

Leads to Vision for Talent Management The district will attract, develop, and retain the highest caliber educators by managing instructional staff as professionals to encourage collaboration, empowerment, and responsibility for outcomes, by Prioritizing coaching and development through professional feedback relationships with managers, encouraging concrete feedback and using periodic professional growth conferences rather than formulaic visitations; Incorporating student growth as measured by objective assessments as a factor in evaluations, in a way that encourages ownership of learning results and collective focus on student outcomes; and Making careful consequential decisions, including validating evaluation judgments and prioritizing placements and development opportunities

Top to Bottom Evaluation and Development

Evaluation and development is happening at every layer of the system, with similar distribution at the higher and lower ends of performance scale

2011-2012 Ratings
Central Office
NI 4%

Principals & APs

NI-2% NR 7% Dv-14% Ex 11%

Teachers
NR Dv NI 3% 5% 2%

Dv 12%

Ex 17%

Ex 13% Ef 24%

Ef 25%

St -34%

St 42%

Ef 39%

St 53%

Total Number of Central Office Administrators 24*

Total Number of Principals & APs 90

Total Number of Teachers -1457*

Exemplary

Strong

Effective

Developing

Needs Improvement

Not Rated

Notes: 1. Total Number of Teachers reflects all teachers with evaluations in TalentEd the districts evaluation platform. Some evaluations were not entered into the system. 2. Some CEVAL ratings still being finalized

New Haven, A City of Great Schools

Supportive and Developmental

Trends in feedback on the TEVAL systems are positive, but there remains significant work to strengthen teacher experience with the process
Principal & AP Satisfaction with Teacher Evaluation System Teacher Satisfaction with the Teacher Evaluation System

% of Ps and APs Satisfied or Highly Satisfied

Note: 2010 data is from the TNTP Survey and 2011 & 2012 data is from NHPS Central Office Survey and School Environment Surveys.

New Haven, A City of Great Schools

% of Teachers Satisfied or Highly Satisfied

Note: In 2012, 26% of teachers were neither satisfied or dissatisfied. The balance were dissatisfied.

Supportive and Developmental

Instructional managers are the key to an effective TEVAL process
Principal & AP Agreement with Key Components of Teacher Evaluation System Teacher Confidence in their Instructional Managers Ability to Provide Useful Feedback

% of Ps and APs who Agree or Strongly Agree

100% 80%
Schools

60% 40%
20% 0%

2011
The evaluation process helps teachers improve their instructional performance by providing specific and useful feedback The evaluation process identifies and offers concrete steps to remedy poor performance.

2012
25-50% of Teachers >75% of Teachers

<25% of Teachers 50-75% of Teachers

Note: 1. 2010 data is from the TNTP Survey and 2011 & 2012 data is from NHPS School Central Office Survey 2. Teacher data is from the NHPS School Environment Surveys

New Haven, A City of Great Schools

Supportive and Developmental

The evaluation process encourages the development and improvement of staff who are vulnerable to separation

November 1, 2011 Notification as Potential Needs Improvement and nonrenewals notified in April

End of Year Evaluation

5 Effective
15 Developing
58 Teachers 19 Needs Improvement
19 Other
7

34 % moved into a higher performance band, according to their Instructional Manager

Unavailable for End of Year conference (resigned, etc)

New Haven, A City of Great Schools

Consequential
The evaluation process continued to have responsible consequences, maintaining the precedent that low performers do not return THE NUMBERS
Staff separations in 2012 related to performance Teachers Tenured 17 Teachers 28 Teachers (1.9%)

THE SIGNIFICANCE
Supportive even in consequences Many teachers and administrators separated of their own accord through the year. Even those evaluated as needs improvement at the end of the year will separate with dignity through retirement or resignation - no terminations will be necessary. Respectful in final decision-making Both teachers and leaders received the benefit of the doubt in marginal cases

Teachers Untenured

11 Teachers

Principals

3 Principals/APs (3.3%)

But with accelerating attention on developing staff This year, for the first time, evaluations may be consequential for developing staff who are not on trajectory to effective performance

New Haven, A City of Great Schools

Supportive and Developmental

Where the district was forgiving in decision making last year, giving teachers the benefit of the doubt, this years outcomes were largely positive Preserved in 2010-11 End of Year Evaluation 2011-12

4 Effective
5 Developing
15 Teachers 2 Needs Improvement
4 Other
9

60 % moved into a higher performance band, according to their Instructional Manager

Unavailable for End of Year conference (resigned, etc)

New Haven, A City of Great Schools

Career Development
Continued work is necessary at the top end of the performance scale, to be sure the district is clear about exemplary instructional practice November 1, 2011 Notification as Exemplary

End of Year Evaluation

66 Validated as Exemplary Instructional Practice

95 Teachers

19 Validated as Strong Instructional Practice

10 Validated as Effective Instructional Practice

10

New Haven, A City of Great Schools

Career Development
The NHPS Professional Educators Program, funded for $53.4M over 5 years, will address the challenge of continued improvement in developing a comprehensive and coherent career development program for New Haven Educators
Individualized Evaluation and Coaching Individualized Professional Learning NHPS will strengthen the calibration of evaluators, broaden the resources and exemplars available as guides to good instruction, and refine the student learning goal setting process

NHPS will strengthen the culture and systems of professional learning by creating a cadre of expert teachers with clearly designated skill areas, by expanding the opportunity for inter-visitation and peer-based learning, and by improving the use of the data embedded in the districts new TalentEd Perform platform NHPS will expand career opportunities for strong and exemplary educators, positioning them to shape their fellow professionals through expert teacher and mentor principal roles aligned to their particular competencies. NHPS will also strengthen its selection point at the start of a teacher career, by applying educator evaluation and development systems to pre-service candidates with student teaching assignments or interviews in the district. NHPS and the bargaining units will explore and extend differentiation under the current and future contracts, including for differentiated career opportunities, for placements in the highest need schools, and for sustained and demonstrated excellence as a professional. The governing board of the NHPS PEP grant will be a Talent Council of three administrators and three teachers with explicit shared decision-making in overseeing the grant. In addition, the grant will strengthen talent organization and systems within the central office, and will explicitly pursue sustainability through support of strategic budgeting

Differentiated Career Opportunities

Differentiated Compensation

Collaboration and Capacity Building

New Haven, A City of Great Schools