2. “The district is necessary, but
not sufficient. We need to
create an Oakland that takes
responsibility for better
outcomes for all children.”
- OUSD Superintendent Tony Smith
Photo by Oakland North
3. Effective Teaching Coalition Vision
Each and every child in
Oakland has consistent
access to effective
teaching, and our highest
need students have
equitable access to the
most effective teaching.
Photo by Hasain Rasheed
4. Coalition Values
1. We must take collective responsibility for student learning.
2. Oakland teachers deserve our community’s support.
3. Oakland needs a culturally competent teaching force that
reflects the diversity within our community.
4. Our efforts should work with teachers unions and not
undermine their ability to collectively bargain.
5. Parent, student, educator, and other community voices are
essential to shaping this work.
5. Tonight’s Agenda
1. Effective Teaching
Coalition
2. This Moment
3. Importance of
Effective Teaching
4. Oakland Context
5. Bright Spots
6. Our Role
Photo by Hasain Rasheed
6.
7.
8.
9.
10.
11.
12. OUSD has made teaching
excellence a top priority.
Board Approved December 2012
13. Our Opportunity to Support
OUSD OEA
Effective Teaching Task Force
1) Recommend Oakland Effective Teaching Framework
2) Plan pilot of “Teacher Growth and Development” system
14. This Moment
3/20 –
Teacher Policy 4/24 – OUSD OUSD
Teaching Teaching
Fellowship Board Study finalizes
Matters II: Support
launched in Session on 2013-2014
NCTQ Study Project(s) TBD
Dec 2012 Teaching budget
Release
Jan Feb Mar Apr May Jun Summer
3/7 –Teaching
Effective 4/10 -OUSD April/May TBD
Matters I:
Teaching Board Mtg: – Teaching
Importance of
Workshops NCTQ Study Matters III:
Supporting
launched for Presentation Bright Spots
Teachers for
parents in Jan (Tent) Event
Students
15. At your tables – 5 minutes
• On a post it note, write
a one sentence
description of your
favorite teacher and
what made them so
effective.
• Share with your table
and introduce yourself
Photo by Hasain Rasheed
18. The Education Trust—West Mission
The Education Trust-West
works for the high academic
Policy & achievement of all students
Research at all levels, pre-k through
college. We expose
opportunity and achievement
gaps that separate students
Practice Advocacy of color and low-income
students from other youth,
and we identify and advocate
for the strategies that will
forever close those gaps.
20. Students Then & Now
The New Majority: Changing Demographics
1993-94 2011-12
Total Enrollment 5.3 million Total Enrollment 6.2 million
% low-income* 44% % low-income* 57%
# English Learners 1.2 million # English Learners 1.4 million
*Defined as the percentage of students eligible for free or reduced price meals. 20
21. Students Then & Now
Oakland Unified Demographic Trends
1993-94 2011-12
1% 1% 1%
1% 1% 4% 0%
7% 19% 9%
18% 13% 41%
31%
54%
Latino
African-American
Asian
White
Total Enrollment 51,748 Total Enrollment 46,472
Multiple/No Response
% low-income* 60% American Indian % low-income* 80%
# English Learners 14,044 Filipino
# English Learners 13,378
Pacific Islander
*Defined as the percentage of students eligible for free or reduced price meals.
22. The Challenge
The 2025 Challenge
• 5½ million new college degrees and technical
certificates by the year 2025
• 2.3 million degrees and certificates short
SOURCE: California Competes Council. The Road Ahead: Higher Education, California’s Promise, and Our Future
Economy. June 2012. 22
23. The Pipeline
California’s Leaky
Hypothetical
California high
school class
College and Career Pipeline
Three Half will
quarters will enroll in
graduate post-
from high secondary
school after
graduation About half of
Out of all students at
9th UC, CSU, and CCC
graders… fail to complete one
year of coursework
in two years
About a third
will obtain a
2 or 4-year
college
degree
24. Pipeline to College
California will not meet its
The Class of 2025
(Currently in 4th of 2025
The Class
2025 workforce needs if it
(Currently in 4th
grade) fails to strengthen its
grade) …52 African- …16 African
American and 57 American and 16 education “pipeline,”
Latino students Latino students will
will graduate graduate with the
particularly for African-
from high
school…
requirements to
enroll in a UC or
American and Latino
CSU… students.
Of 100 African- …Just 8 African American and 8
American and Latino Latino students will enroll in a
students that enter
Of 100 African- CSU or UC…
9th grade th and
American
Latino 4 graders…
…And just 4
African-American
and 5 Latino
students will
graduate college
within 6 years.
UCLA Institute for Democracy, Education and Access, 2011 24
Chronicle of Higher Education, 2010 24
25. Student Achievement
Oakland Education Continuum
Less than ½ of a sample of Although nearly 90% of OUSD
OUSD students had strong 8th graders enrolled in
academic and social Algebra I in 2011-12, just 23%
preparation before starting of students scored proficient.
school.
School Readiness High School Readiness
Elementary Education College and Career Readiness
A little more than half of OUSD African-
African-American and Latino
American (55%) and Latino (52%)
3rd graders struggle to read at
students graduate high school in 4
grade level, with proficiency
years. On average, 21% of these
rates of 32 and 28%
students graduate AND complete the
respectively.
a-g course sequence.
For more information, see Oakland Achieves: A Public Education Progress Report.
25
26. What Matters Most?
• The classroom teacher
matters most among
any in-school factor to
student achievement
(e.g., Goldhaber, 2009)
• Other factors outside of
school influence student
achievement, but
effective teaching can
level the playing field
27. ACCESSING MULTIPLE EFFECTIVE TEACHERS CAN
DRAMATICALLY AFFECT STUDENT LEARNING
CST math proficiency
trends for second-graders
at ‘Below Basic’ or ‘Far
Below Basic’ in 2007 who
subsequently had three
consecutive high or low
value-added teachers
28. MORE EXPERIENCED DOES NOT NECESSARILY
MEAN MORE EFFECTIVE
• The difference between top and bottom-performing
teachers is far greater than the difference between
more and less experienced teachers.
• While teachers improve greatly in their first few
years, effectiveness is fairly stable after that.
• The difference between the average first year teacher
and the average 10th year teacher amounts to only
about two and a half weeks of learning.
29. Impact of LAUSD teachers on
student learning, by years of
experience and Highly Qualified
Teacher status, compared with 25th-
percentile and 75th-percentile
teachers (2010)
33. From The Headlines – Spring 2011
“The list is staggering: 538 full-
time positions, including 231 "All teachers and administrators
elementary school teachers, 41 at Futures Elementary in danger
English teachers, 45 social of lay offs"
science teachers, 28 sixth-grade
teachers, 25 P.E. teachers, 13
social workers, and the entire
adult education staff.”
34. 2011 “Tell OUSD” Survey Results
Professional development is
56% disagree or
differentiated to meet the needs
strongly disagree
of individual teachers.
The non-instructional time
60% disagree or
provided for teachers in my
strongly disagree
school is sufficient.
Teacher performance is assessed 65% agree or
objectively. strongly agree
n ≈ 1,376 teachers SOURCE: Oakland Unified - http://www.tellousd.org/reports/detailed.php?stateID=OL
35. Supporting
Instructional Is there a
Support for English
leadership? framework?
developing learners?
teachers?
Teacher
Evaluation? Class-size?
Assignment Cultural
rules? Competency?
Layoffs? Local hiring?
Collaboration
time?
Teacher Retention
Competitive Rates?
Career pay?
Ladders?
36. Other Studies
• Boston Public Schools
• Baltimore Public Schools
• Denver Public Schools
• Hartford Public Schools
• Kansas City Public Schools
• Los Angeles Unified
• Miami Dade Public Schools
• Seattle Public Schools
Photo by Hasain Rasheed
• Springfield Public Schools (MA)
37. Goals for the study:
1. Help us understand
the system
2. Help access
information
3. Get a third party
perspective on
strengths and areas for
improvement
STUDY RELEASE– MARCH 20 Photo by Hasain Rasheed
38. NCTQ’s
Current What to
Ideal
System change
System
Compensation
Evaluations Tenure
Teacher Supportive Work
Assignment System Schedule
39. Actions the OUSD central office can initiate
without changes to the teacher contract
Actions that require negotiation in the
collective bargaining agreement between the
school district and the teachers union
Actions requiring state policy change to
implement
40. Teaching Matters II
Oakland NCTQ Study Release
Edna Brewer Middle School
6pm, March 20, 2013
Mark your calendar
Photo by Hasain Rasheed
41. At your tables – 15 minutes
• On post its –
1. How have you
experienced effective
teaching in Oakland
being supported and
valued?
2. What are some road
blocks that get in the
way of supporting
effective teaching?
3. What best supports
effective teaching in
Oakland? Photo by Hasain Rasheed
43. What Matters Most?
The classroom
teacher matters
most among any
in-school factor to
student
achievement
(e.g., Goldhaber, 2009)
44. Principal Influence . . .
Teachers say that the number
one factor in whether or not they
stay at a school is their principal.
Source: Boyd, D., Grossman, P., Ing, M., Lankford, H., Loeb, S., & Wyckoff, J. (2011). The influence of
school administrators on teacher retention decisions. American Educational Research
Journal, 48(2), 303-333.
45. Principals have a “multiplier effect”
Source: New Leaders: http://www.newleaders.org/impact/leadership-matters/.
46. Principal Evaluation & Support
Multiple Measures
Student
Growth API Targets
Percentiles 5%
Professional 20% ELL
Practice Redesignation
45% Rate
5%
Graduation Rate
5%
Faculty Survey Family Surveys
Student Surveys 5%
10% 5%
46
47. What’s Included in Multiple Measure
Evaluation Systems?
•Supervisor Evaluation
includes observations
for teachers
•Student Growth Data
Individual and/or
schoolwide
•Stakeholder Feedback
•Family Surveys
•Student Surveys
•Peer Surveys
Image Source: Rand Corporation: http://www.rand.org/education/projects/measuring-teacher-effectiveness.html
48. SYSTEM PROFILES
Lucia Mar Unified
District Profile: 10,500 students (50% low-income); 500 teachers
Teacher Evaluation Model: District is using TAP™: The System for Teacher and
Student Advancement, a comprehensive approach to teacher
support, development, evaluation, and performance-based compensation. The
evaluation component includes: 3 observations each year (2 announced and 1
unannounced) conducted by multiple trained evaluators, including master
teachers; and contributions to student learning growth using individual and
school-wide value-added scores.
Impetus/Catalyst: District applied for and was awarded a $7.2 million Teacher
Incentive Fund (TIF) grant in 2010 to implement TAP. Majority of teachers at
seven schools voted to participate. One additional school was funded by a private
foundation.
Progress: Two and a half years into TAP implementation . First year was a
planning year (2010-2011), Year 2 was the first year of implementation (2011-
2012). Year 3 educators received first bonuses in December 2012.
49. SYSTEM PROFILES
Lucia Mar Unified Best Practice
• District Cultivated Buy-In
• Leadership from the top (Superintendent, Board, Staff)
• Teachers and union leaders visited TAP schools in other states
• Teachers voted to adopt TAP on 7 campuses (with >75% vote)
• Focus is on Student Learning
• Student needs driven (based on multiple data sources)
• Field testing with students to “test drive” instructional practices
• Clear Description of Effective Teaching
• TAP Rubric is clear and teachers share a common language
• More consistent learning experience for students
• Teachers get formal feedback three times a year, informal more
50. SYSTEM PROFILES
Lucia Mar Unified Best Practice
• Teachers Feel Supported
• Master Teachers design meaningful professional development for
all teachers in weekly small group “cluster” meetings, offer
demonstration lessons and coaching support, and conduct
classroom observations and field test strategies.
• Mentor teachers also offer support to teacher colleagues support
and conduct classroom observations (2 hrs/wk release time).
• Administrators attend cluster meetings and visit classrooms in
addition to formal evaluations.
• Performance-based compensation structure
• Most teachers said the pay was an “after thought”
• Teachers and principals got a bonus this year (Dec 2012)
51. SYSTEM PROFILES
The College-Ready Promise (TCRP)
District Profile: Four CMOs serving 30,000 students (78% low-income)
Teacher Evaluation Mechanism: The TCRP framework is aimed at developing
teachers through targeted supports, professional development, and
recognition/rewards. The evaluation component includes: Observations of
teacher practice and behavior; Teacher impact on student achievement over
time, using a model called Student Growth Percentiles; Feedback from
students, families, and peers.
Impetus/Catalyst: In 2009, TCRP received a $60M grant from the Bill & Melinda
Gates Foundation to increase effective teaching so more students graduate
college-ready.
Progress: Framework design began in 2009. At Green Dot, initial evaluation
system pilot in 2010-2011 included 4 schools and 16 teachers; pilot expanded to
all schools in 2011-12. All teachers expected to receive their first evaluation
rating and bonuses in 2012-13.
52. SYSTEM PROFILES
Green Dot: Weight of Measures
for Tested Subjects/Grades
Individual SGP 30%
Classroom
Observation 40%
Individual
Student Survey 10%
SGP 30%
Student Survey 10%
Family Survey 5%
Observation 360 Survey 5%
40%
School Level SGP
10%
52
53. SYSTEM PROFILES
Green Dot: Weight of Measures
for Non-Tested Subjects & Grades
Classroom
Observation 55%
School Student Survey 10%
Level
SGP 25% Family Survey 5%
Observation
55% 360 Survey 5%
School Level SGP
25%
53
54. SYSTEM PROFILES
Green Dot Best Practices
• Strong Communication Efforts
• Teachers value role the union played in ensuring teacher input
and transparency with the process (e.g. frequent focus
groups, surveys, weekly email communication)
• Ratification vote by union members last spring (May 2012)
• Clear Description of Effective Teaching
• TCRP rubric is clear and most stakeholders agree the rubric calls
out the “right” things to be an effective teacher
• More evidence-based, detailed conversations about practice
• Piloting more frequent shorter observations in 3 schools now
• Building Instructional Leadership Capacity
• Added an additional administrator at most schools to support
the implementation
• Focused more on teacher supports
56. SYSTEM PROFILES
Pittsburgh Public Schools
District Profile: 26,500 students (71% low-income) and 1,875 teachers
Teacher Evaluation Model: Developed a multi-measure teaching evaluation
system that includes student learning (test scores), teacher practice
(observations) and student perceptions (survey data).
Impetus/Catalyst: 2008 Teacher survey revealed 15% of teachers agreed with the
statement, “Teacher evaluation in my building is rigorous and reveals what is true
about teachers’ practice. ” The Bill & Melinda Gates Foundation funded the
Empowering Effective Teachers plan with $40M and an additional $40M in state
and federal grants. The district applied for and won a $37.4M Teacher Incentive
Fund (TIF) grant in 2012.
Progress: This year is the third year of implementation. The rubric was designed
in 2010-2011 and the evaluation process was piloted in 2011-2012 with 24
schools, implemented across all 66 district schools in 2012-2013.
57. SYSTEM PROFILES
Pittsburgh Public Schools
• Empowering Effective Teachers Plan -- Collaboration with
Pittsburgh Public Schools & Pittsburgh Federation of Teachers to:
1. Increase the number of effective teachers
2. Increase exposure of high-needs students to highly effective
teachers
3. Ensure all learning environments promote college readiness
• Multiple Measures
• Measuring professional practice (observations)
• Measuring other student outcomes (student surveys)
• Measuring student learning and growth (test scores)
58. SYSTEM PROFILES
Tripod Student Survey Questions
Using a 5-point scale (Totally True to Totally Untrue)
• I have pushed myself hard to completely understand
my lessons in my class (Effort)
• Our class stays busy and doesn’t waste time
(Classroom Management)
• My teacher asks students to explain more about
answers they give (Challenge)
• My teacher has several good ways to explain each
topic that we cover in this class (Clarify)
59. SYSTEM PROFILES
Pittsburgh Public Schools
Findings:
1) Teachers' impacts on students are substantial. "A 90th-
percentile teacher in Pittsburgh produces a little more than a
year of additional learning (in one school year of instruction)
relative to a 10th-percentile teacher.“
2) Effective teachers have the ability to close the racial
achievement gap. “The most effective teachers in PPS
produce gains in student achievement that, if accumulated
over several years without decay, could erase achievement
gaps between black and white students, or between
Pittsburgh students and statewide averages.”
Source: Mathematica Policy Research, Inc., 2010
60. SYSTEM PROFILES
Pittsburgh Public Schools
Findings (con’t):
3) The use of multiple measures outperforms traditional teacher
evaluations. “The combination of classroom
observations, student feedback, and student achievement carries
three advantages over any measure by itself: (a) it increases the
ability to predict if a teacher will have positive student outcomes
in the future, (b) it improves reliability, and (c) it provides
diagnostic feedback that a teacher can use to improve.”
“Combining the three approaches (classroom
observations, student feedback, and value-added student
achievement gains) capitalizes on their strengths and offsets their
weaknesses.”
Source: Gathering Feedback for Teaching, MET Project, 2011, p.29
61. What do these Systems have in Common?
• Clear definitions & calibration of effective teaching
• Opportunities for deep reflection of practice
• Frequent feedback from multiple sources
• Professional development tied to student & teacher
learning needs
• Systematic efforts to build instructional capacity of
school leaders
• Expanded teacher responsibilities based on teaching
expertise
• Strong District-Union Collaboration
Source:
62. At your tables – 10 minutes
About what you just
heard:
1. What is exciting and
promising?
2. What questions do you
have?
Photo by Hasain Rasheed
63. Our Opportunity: Right Now
Oakland Effective -- Based on “best in
Teaching Framework field” practices
Pilot “Teacher -- Geared toward
Growth and support
Development” -- Resourced for
System success
Because Students and Educators Deserve Quality
64. 3/20 –
Teacher Policy 4/24 – OUSD OUSD
Teaching Teaching
Fellowship Board Study finalizes
Matters II: Support
launched in Session on 2013-2014
NCTQ Study Project(s) TBD
Dec 2012 Teaching budget
Release
Jan Feb Mar Apr May Jun Summer
3/7 –Teaching
Effective 4/10 -OUSD April/May TBD
Matters I:
Teaching Board Mtg: – Teaching
Importance of
Workshops NCTQ Study Matters III:
Supporting
launched for Presentation Bright Spots
Teachers for
parents in Jan (Tent) Event
Students
OUSD and OEA are negotiating a new teachers’ contract.
OUSD Scorecard: new framework & pilot “growth and development” systems
65. Our Role: Big Ideas
Our network “getting smarter” about
LEARN how the system works and could work
We share this opportunity with others
and bring in additional
SHARE educators, students, and parents to
shape the discussion.
Our collective responsibility for high
LEAD quality programs and supports for
students and educators.
66. Our Role: Nuts and Bolts
Attend the 3/20 NCTQ Study Release
LEARN Attend the 4/24 Board Study Session
Share on Facebook
SHARE Recruit a neighbor or colleague
Comment at a board meeting
LEAD Reach out to board
members, district, and union leaders
67. At your tables – BEFORE YOU LEAVE
• On your table
• Please take a moment
to fill out commitment
forms
• Flip over and fill out the
evaluation on the back
Photo by Hasain Rasheed
71. Teacher Salaries BA+30 units
District Year 1 Year 5 Year 10 Year 30 Notes
Oakland $58,094 Teachers receive salary plus
$39,775 $44,520 $52,062 (raises end after the healthcare benefits.
USD 26th year)
San Teachers receive salary plus
$60,000 healthcare benefits; Includes
Francisco $50,000 $53,000 $56,500 (raises end after the parcel tax revenue from San
USD 15th year) Francisco voters
Hayward $73,248 Hayward teachers are
$52,180 $55,125 $66,453 (raises end after the responsible for 100% of
USD 13th year) healthcare costs.
$67,397
San Leandro (raises end after the Includes $6,901 within salary to
$48,567 $51,828 $58,499 24th year) cover health benefits
USD
$61,259
San Lorenzo $44,397 $47,158 $54,668 (raises end after the Teachers receive salary plus
USD 23rd year) healthcare benefits.
http://slzusd.ca.schoolloop.com/file/1241915236380/1218758558436/2435943435412671869.pdf
http://publicportal.ousd.k12.ca.us/199410811175930900/lib/199410811175930900/K12T_Salary_Schedule.pdf Research from Nov 2011
http://haywardusd-ca.schoolloop.com/file/1289141219277/1298973008260/8701465105791391020.pdf
http://www.sanleandro.k12.ca.us/20771083115311603/lib/20771083115311603/2010-2011_SLTA_Salary_schedule.pdf
http://www.sfusd.edu/en/assets/sfusd-staff/contract%20and%20salary%20schedules/Salary%20Schedule%20K-12%20Teachers%20and%20Intern%20Teachers.pdf
Editor's Notes
Jonathan Klein:Good evening. I’m Jonathan Klein, Executive Director with Great Oakland Public Schools and Great Oakland Public Schools Leadership Center.On behalf of GO and our partners, I want to welcome you to tonight’s “Teaching Matters” eventFirst a little housekeeping:If you need translation, get a headset from the back of the room.Let’s be good citizens of the space – thank Edna BrewerBathrooms outside back doorAcknowledge elected officials- Lynette McElhaney, D3 City Council· Noel Gallo, D5 City Council· James Harris, D7 School Board· Rosie Torres, D5 School Board· Brigitte Marshall, Associate Supt for Human Resources· Members of the OEA Executive BoardInvite Oakland teachers from district and charter schools to stand. Stay standing.Invite classified staff or district administrators working to support teachers and studentsThank you for your service and dedication to Oakland students.Ultimately, we are all here to night to put our collective energy into strengthening our public school system’s capacity to support you in your work with our children and youth.
Part of the frame for our work together tonight is a challenge that our Superintendent has been offering our city for almost three years now.The most important thing is that we keep perspective that we all share a deep desire for quality for each and every child.Together, we are creating a hugely powerful moment of Oaklanders and leaders from across the city coming together to stand for quality education for each and every Oakland child.
Review agenda for night – big group, small group conversations, big group, small conversations…GoalsEngage you in opportunities this spring to support teachers and effective teachingBring more voices into the collective conversationGet smarter about how the system works and could workThis event and those that follow are about harnassing the power and will of a broader Oakland community to 1) ensure that children in this city consistently experience good teaching and 2) ensure that we are doing every thing we can to strengthen our school system to support teachersThe key norm for this evening:Respectful communication.“We communicate directly and with respect at all times, enabling us to be transparent and pragmatic, foster learning, and create long-lasting, accountable relationships.”Now I’d like to invite a representative fromeach of the coalition organizations to share a brief testimony about why they’ve joined in this work.I believe Katy from OCO will speak first.
OUSD has made teaching a top priority.Our role is to take collective responsibility for the quality of the supports we provide teachers and the effectiveness of teaching that our children experience everyday.Imagine if we truly had a “professional growth and support” system for our teachers. Now that sounds like it doesn't mean very much, but let me explain. . . .Imagine a system in which teachers get individual feedback about their strengths and weaknesses? I say “system” because right now there are teachers who get this but is only at some schools and because (often) they are making it happen on their own.Imagine that principals and peer teachers get training and calibration for assessing and evaluating teaching.Imagine a system where “professional development” isn’t a dreaded time in the week, but is tailored to teachers’ (your) needs? If you are great with EL students then maybe your aren’t sitting in an EL professional development, but rather leading it? We are set up to recognize and support the expertise in our district and finally take seriously our responsibilities to support our teachers who need support.Imagine that there are clear expectations across the system about what great teaching looks like? More knowing and less guessing from everybody.And imagine that parents and students are deeply knowledgeable about and involved in those standards. Able to give feedback to their teachers and hold a better understanding of the complexity of the job. And finally, imagine that other school systems across the country are starting to set up these systems for their teachers and that we can start now.But know that it will be a process. We can move from where we are now to this type of system. It is tough work that requires courage and a little bit of faith as we imagine the best of ourselves and everybody in the room. Can we pull together as a community, work through past issues, have difficult conversations, and make something better for our teachers and better for our students.We have an opportunity to learn tonight about some of those systems. We will learn that we need to be humble and that no system is perfect, but in each case people would not go back to what they had before.We have the opportunity to support two key developments this spring. First, the adoption of a effective teaching framework, and second, the adoption and funding of a pilot “Professional Growth and Development” (aka “evaluation”) system. Both of these are key first steps in the building something different and better for our community.
Before we dive further into the content, we want take 5 minutes to introduce ourselves and remember a great teacher in our life.This means 30 seconds to jot down some notes and then volunteer facilitators will invite folks to introduce themselves and read their 1 sentence about a favorite teachers.If you feel like sharing, we’d to collect the post-it notes.
ARUN RAMANATHAN:Data explanationChanging DemographicsMajority-minority state, lots of students of color and poverty3 big tectonic shifts – moving slowly but leading to earthquake; becoming more and more urgent as time goes onDemographic changeretirement of boomers, and move-in of new generation of CaliforniansDollars – funding available and how we use it in futureWe see these shifting demographic mirrored at the district level.
ARUN:Some of the same trends are happening in OaklandIncrease in percentage of low income families – though higher rates of increase and 13% higher than state averageExpanding Latino population (~20% increase for OUSD vs. 15% increase for CA)Decreasing African-American population (2% CA vs. 23% drop in OUSD)Difference is that OUSD enrollment is down 5,300 students while state population has increase by nearly a million.
ARUN RAMANATHAN:2025 Challenge Need 5 million more college grads over next 10 years to keep up with CA economy, but going to fall about 2 million short (largely students of color and low income) Citations - California Competes: Increase college degree and certificate production by 2.3 million more than currently projected by 2025. This challenging but achievable objective would require just over a four-percent increase in targeted credentials each year, or 2.3 million more degrees and certificates than the 3.2 million we are on target to produce over the next 13 years.PPIC: The Public Policy Institute of California projects that by 2025, the state will be one million baccalaureate degrees short of meeting the economic productivity demands of our economy.CA Edge Campaign Report: Jobs that require more than a high school education but less than a four year degree—“middle skill” jobs—will represent 43% of all job openings between 2006 and 2016 according to a recent California Edge Campaign report. Future of Community College League of CA: The 2020 Vision Report by the Commission on the Future of the Community College League of California is calling for an increase in certificate and associate degree completions by one million by 2020.
A growing body of research shows that the quality of the teacher in the classroom is the most important schooling factor predicting student outcomes (e.g., Goldhaber, 2009; Ferguson 1998; Goldhaber 2002; Goldhaber, Brewer, and Anderson 1999; Hanushek, Kain, and Rivkin 1999; Wright, Horn, and Sanders 1997).While other factors do influence student achievement – and we as a society ought to address and mitigate these factors -- teaching is something we can leverage effectively. We have identified many districts and schools throughout the state with high percentages of low income students, students learning English and students of color that are enabling students to achieve at high levels -- time and again it comes down to effective leading and teaching.One example is Laurel Street Elementary School in Compton Unified School District. 80% Latino; 15% African-AmericanIn 2011, 100% of students grades 2-5 participated in the 2011 CST83% scored at the Advanced/Proficient levels in ELA91% scored at the Advanced/ Proficient levels in math. API score increased by 39 points from 888 in 2008 to 927 in 2010Start out with over 80 Kindergartners, more than half of them ELBy the time they are in 3rd grade only 7% of them are EL On a district-wide basis, Val Verde Unified School District with 80% low income students, 15% African American and 72% Latino both AA and Latino student groups grew about 95 points on their API over the past 5 years (2008-2012). 79% AA and 84% Latino graduation rate in 2011.Oakland for 2011, 55% African-American and 52% Latino
Our research confirmed findings from other studies – Effective teachers can account for large difference in student learning. For an individual student, the difference of having three bottom quartile value-added teachers compared to having three top quartile value-added teachers has a dramatic effect on students’ mathematics proficiency levels.
Animated slide
Two years ago many of us were in a gym in the Fruitvale responding to a crisis.We appealed to the Superintendent and board to intervene.But we parents, students, and teachers spent much of that spring concerned about what would happen to their jobs and the school communities they had spent years developing.
That same spring we saw the results of a joint OEA-OUSD survey of Oakland teachers.Too many of our teachers don’t feel like they’re getting the time and support they need to serve children well.
This is an unbelievably complicated problem and we needed some help.
We found the NCTQ who had done similar studies in 9 other communities.
For our coalition, our goals in inviting NCTQ to study Oakland were three-fold:1.Help us understand the system2. Help access information3. Get a third party perspective on strengths and areas for improvement
What they do when they come, is they….Notice that the 5 areas they look at are not all of the thought bubbles on the previous slide.Remember the slide before? Not everything is up here .
They will make recommendations in three categories.
So where are we in our evening?We understand the opportunity and moment in Oakland over the next 4 months.We’ve at the importance of this work for children and teachers.We’ve given you a preview of what’s coming form the NCTQ.And we’ve had a chance to share some of our experiences in this.Now, we’d like to invite Jeannette LeFlors from Education Trust West to share some preliminary findings form their study of districts and charters that are doing promising things to support teachers.
Since teachers matter the most to student learning, ensuring teachers are or become highlyeffectiveis the best thing we can dofor our students. There is some exciting work in California and across the nation that is helping teachers and leaders become more effective educators – along a continuum of effectiveness. Moving from “emerging” to “effective” and from “good” to “great”What we’ll share is in SHARP contrast to what is most often the case. Most teachers do not experience consistent or meaningful feedback on their practice, and formal evaluations are generally compliance activities that are based on little observation, with little meaningful reflection and are disconnected from student learning and achievement. Many teachers have had a similar experience to my own – my principal visited my classroom for 30 minutes once the entire year for my formal observation and offered me no meaningful feedback on that lesson. I got a “satisfactory” rating but it was hallow. I questioned whether I could grow as a teacher with an ineffective principal.
As it turns out, teachers say the principal is the number one factor in whether they stay at a school or not.And . . .
An effective principal can positively impact an entire school of teachers with large numbers of students. . . Principal leadership accounts for 25% of student achievement outcomes.
Most of the places we are studying are thinking about both school leader and teacher evaluation systems too – though they are not as fully developed as the teacher evaluation work. Here’s what it looks like in one school system. System leaders acknowledge that changing evaluations with both administrators and teachers at the same time would have been helpful – having supervisors subject to the same kind of performance evaluation as teachers to mitigate some of the feelings of “us” vs. “them”.
The Multiple measure systems typically include three types of inputs . . . Observation, student growth and opinions from students and parents – maybe even their colleagues.What teachers in multiple measure systems we’re studying are telling us is that they are:getting more frequent observations and more meaningful debrief opportunitiesthey appreciate having a clear rubric that defines effective practicethey appreciate having multiple indicators of their effectivenessit’s more balanced and objective than the old system that relied on as few as one formal observation every other year, or even once every five years.
So Let’s take a look at two or three systems that have developed a new way to support and assess teachers.Lucia Mar Unified School District on the coast south of San Luis ObisboGreen Dot Public Schools serving low-income students in Los AngelesPittsburgh Public Schools in PennsylvaniaYou have more detailed information in your packet, but for each of these systems or districts, I want to give you a bit of background and some key takeaways.
After one minute of setting the context, share 2 themes: Before and After TAP comparisons from both teachers (best PD reform I’ve seen in 30 years – not just a “program”) and administrators (I feel badly I didn’t offer more meaningful feedback in years past, now I have the tools to engage in more meaningful conversation and offer suggestions). One principal said thinking about leading the school without TAP would be like asking him to do his job after cutting off both his arms. Some teachers applying to the district are requesting placements at TAP schools because of the support and accountability for effective teaching.Student Needs drive the weekly professional development --
Current Weighting of the Pies: Tested
Current Weighting of the Pies: Tested
Sam Franklin, now responsible for Teaching Effectiveness work in Pittsburgh, is a former OUSD school teacher from Elmhurst Community Prep.
Review the goalsTalk about Ron Ferguson’s Tripod Survey . . . students are able to report on the extent to which a teacher appears prepared for class sessions, communicates clearly, stimulates interest, and demonstrates enthusiasm and respect for students . . . research shows that student responses on these dimensions are valid and reliable.
The Tripod Project survey generates information both about how students experience teaching practices and learning conditions in the classroom, as well as information about how students assess their own engagement. The elements of teaching practice organized by seven elements of teaching closely align with teacher observation tools and rubrics used by most districts. The Tripod survey also includes measures of school climate and youth culture & student demographics.
We want a great pilot and great framework.
$10,000 difference in Year 1!San Lorenzo same in Year 1 as OUSD in Year 5.OUSD still lowest in Year 30.