Vermont-NEA worked with the Agency of Education to develop an evaluation model, V-TEEM, that meets the guidelines set by the Vermont State Board of Education. Teacher evaluation should be first, a way to improve teaching and learning. With this in mind, Vermont-NEA participated with a group of stakeholders (AOE folks, Superintendents, Teachers, Principals, School Boards) to develop a model. .
Two Measures for Teacher Evaluation
The V-TEEM Model includes two measures; A measure of teacher practice utilizing Charlotte Danielson's Framework for Teaching, and a measure of teacher effectiveness using student learning objectives (SLOs). Most teachers are familiar with Charlotte Danielson's work, however student learning objectives are a new concept in this state, but is used in over 30 states. The State Board of Education guidelines for teacher evaluation includes a measure of teacher effectiveness, utilizing student achievement data. The task force charged with this task did not want to use standardized test scores for a number of reasons. First and foremost, these scores are not a statistically valid and reliable indicator of teacher effectiveness. Our schools are too small in Vermont and our students are not randomly assigned to teachers. SLOs are relevant for all teachers, where only math and language arts teachers have yearly standardized testing data on students (grades 3-8). For these reasons, Student Learning Objectives (SLOs) were selected as the measure of teacher effectiveness.
What are SLOs?
An SLO is an approach to measuring progress on a long-term academic goal informed by available data that a teacher or teacher team sets at the beginning of the year for all students or for a subgroup of students. The learning goal in an SLO is a "big idea" in the class/subject taught, that is evidence of learning content standards associated with the big idea. The learning goal is important and meaningful and requires students to demonstrate deep understanding of the knowledge and skills of the standards or big idea being measured. Teachers use data to determine the starting points for students, create growth targets for learners or groups of learners, and then measure student growth on the learning goal during and at the end of instructional period (usually a year). Assessments, such as performance tasks and corresponding rubrics, are used for the final evaluation of the learning goal, supporting Vermont's proficiency learning targets. We believe that SLOs provide evidence of effectiveness and more specifically, gives you evidence for the following Domains and Components in Charlotte Danielson's Framework for Teaching.
Domain 1c: Setting Instructional Outcomes
*Value, sequence, and alignment
*Clarity
*Balance
*Suitability for diverse students
Domain 1d: Demonstrating Knowledge of Resources
*Resources for classroom use
*Resources to extend content knowledge and pedagogy
*Resources for students
Domain 1e: Designing Coherent Instruction
*Learning activities
*Instructional materials and resources
*Instructional groups
*Lesson and unit structure
Domain 1f: Designing Student Assessments
*Congruence with instructional outcomes
*Criteria and standards
*Design for formative assessments
*Use for planning
Domain 2c: Managing Classroom Procedures
*Management of instructional groups
Domain 3a: Communicating with Students
*Expectations for learning
*Explanations of content
Domain 3c: Engaging Students in Learning
*Activities and assignments
*Grouping of students
*Instructional materials and resources
*Structure and pacing
Domain 3d: Using Assessment in Instruction
*Assessment criteria
*Monitoring of student learning
*Feedback to students
*Student self-assessment and monitoring or progress
Domain 3e: Demonstrating Flexibility and Reponsiveness
*The teacher adjusting instruction in response to evidence of student understanding (or lack of it)
Domain 4a: Reflecting on Teaching
*Accuracy
*Use in future teaching
Domain 4b: Maintaining Accurate Records
*Student progress in learning
Domain 4d: Participating in the Professional Community
*Relationships with colleagures
*Involvement in a culture of professional inquiry
Domain 4e: Growing and Developing Professionally
*Enhancement of content knowledge and pedagogical skil
*Receptivity to feedback from colleagues
Domain 4f: Showing Professionalism
*Service to students
*Advocacy
*Decision making
*Compliance with school and district regulations
Support for SLOs
Vermont-NEA is one of nine states awarded an NEA Great Public Schools (GPS) grant to develop leaders in SLO Development in districts interested in including SLOs as part of teacher evaluation. During the Summer 2016, a new training cohort, conducted by the Center for Assessment, will occur. Find out more in the Summer 2016 Offerings here. Teachers will be paid a $1000 honorarium to be part of this training group.