Implementation and Support Unit (ISU)
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As States set college- and career-ready standards for students, they recognize the vital role of highly effective teaching in helping students reach those standards. In response, States are creating new educator effectiveness systems to evaluate teachers' work in ways that boost student outcomes and help teachers improve their professional practice and not simply as a human resources or labor relations exercise. The Teacher and Leader Effectiveness & Standards and Assessment Community of Practice (TLE-SA CoP) helps States design these systems, focusing on important issues such as multiple measures of student achievement, measurement of learning beyond standardized testing and data systems to support evaluation.
Aligning College- and Career-Ready Standards with Instructional Frameworks and Rubrics
To help States meet the challenges of aligning new standards, including the Common Core State Standards (CCSS), with new evaluation systems, the Reform Support Network (RSN) convened a group of experts to review instructional observation frameworks against CCSS. This paper outlines the group's discussions in the context of four guiding principles that emerged as they considered how to better align instructional observation frameworks and rubrics with CCSS.
College- and Career-Readiness: Aligning Standards and Educator Effectiveness Policies
This publication highlights a series of video clips in which participants in a Reform Support Network convening of the Teacher and Leader Effectiveness & Standards and Assessment Community of Practice reflect on the work of translating college- and career-ready standards from policy adoption by States to reality in the classroom.
State Rules for Linking Student and Teacher Data for Purpose of Teacher Evaluation
This brief provides a snapshot of the rules for including student achievement data in evaluations of teacher performance in selected Race to the Top grantee States.
Evaluations of Teacher Effectiveness: State Requirements for Classroom Observations
This brief provides a snapshot of the rules governing classroom observations used in teacher evaluations in selected Race to the Top grantee States.
Non-Tested Grades and Subjects
Measures of Learning: State Approaches for Gauging Student Growth in New Evaluation Systems
This publication describes new ways that States redesigning their educator effectiveness systems are measuring growth in student achievement, including value-added models and student learning objectives. The publication concludes with a brief discussion of communicating the results of student growth measures, such as monitoring correlations between student outcomes and teacher evaluation ratings and using data dashboards to track and share evaluation data.
The View from the States: A Brief on Non-Tested Grades and Subjects
This brief profiles how three Race to the Top granteesDelaware, North Carolina and Tennesseedeveloped growth measures for teachers of non-tested grades and subjects.
Measuring Student Growth for Teachers in Non-Tested Grades and Subjects
This publication describes the options that State education agencies and/or local educational agencies have when taking into account student growth in non-tested grades and subjects as part of their teacher and principal evaluation systems.
Student Learning Objectives
Targeting Growth: Using Student Learning Objectives as a Measure of Educator Effectiveness
This brief describes the key elements and challenges of SLOs, providing examples of SLOs and links to additional resources.
Teacher Effectiveness Measures
Multiple Measures in Sync: Ensuring Timely Access to Indicators of Teacher Effectiveness
This publication explores several State and LEA policies designed to synchronize different data sources to support a well-informed teacher evaluation process.