Promoting Student Achievement

Through Teacher Growth

Wauwatosa School District

 78.6 Exceeds Expectations

Student Achievement and Student Growth

90
80
70
60
50
40
30
20
10
0

Student
Achievement
Student
Growth

Overall Reading

Math

 PLC
BLT
Staff Meetings

Teacher Evaluation Criteria

 Three to four weeks of effective, full day literacy

instruction would allow the average student to gain an
entire year of academic growth. (Delpit, 2012)
give high-need students three highly effective
teachers in a row and they may outperform students
taught by three ineffective teachers in a row by as
much as 50 percentile points (Weisberg, D., Sexton,
S., Mulhern, J., & Keeling, D., 2009, p. 9)

The purpose of supervision should be the

enhancement of teachers pedagogical skills, with
the ultimate goal of enhancing student
achievement (Marzano, R., Frontier, T., and
Livingston, D. (2011, p. 2).

1. Regular monitoring and multiple measures that

balance formative and summative evaluations with
frequent and regular feedback
2. A well-crafted rubric that includes explicit standards
and the language of a developmental scale
3. Personnel decisions grounded in evaluation with the
focus mainly on teacher development and
4. Intensive training for administrators and other
evaluators in the system.

TPES

 Regular Monitoring
Observations, a documentation log, surveys, and student
learning objectives (SLOs)
Formal observations are to be competed at least twice
during the school year for a minimum of 45 minutes or four20 minute observations (two announced and two
unannounced).
Three to five informal walkthroughs over the evaluation cycle.

Multiple Measures for Evaluating Teachers:

Documentation log
Student Learning Objectives (SLO)

 Specific Rubrics Based on Six Performance Standards:

Professional knowledge, instructional planning, instructional
delivery, assessment for and of learning, learning environment, and
professionalism.
There are specific indicators, rubrics and references to justification
for these standards based on contemporary effective teacher
research.

The continuum of these rubrics include distinguished, effective,

developing/needs improvement, and unacceptable. Based on the
information provided above, the use of the word unacceptable does
not condone an environment of learning and growth.

 The initial training requires at least 5 days of

workshops where administrators learn to evaluate
teacher instruction.
Ongoing training is required so that evaluators have a
thorough understanding of the system.
Administrators must train teachers on this system so
that teachers know exactly what is expected and how
to succeed using this model (Effectiveness, 2013).

 Needs Assessment
Survey to be conducted by district administrators, building
administrators, and building staff members.
Teachers philosophy on evaluation as a means of
personnel decision-making
How do teachers view the purpose of the evaluation
process and what do they feel makes a great teacher

 Professional Development
Introduce the use of evaluations as a means for personnel decisions.
What makes an effective teacher? Professional Development should
include information on the six Performance Standards.
How to improve in each individual performance standard and/or
effective teaching techniques.
Increase capacity in the use of the evaluation tools and websites.

Addressing the Diverse Needs of Staff Members

Building-Based
Teacher-Led
Variation in time, location, format, content

 Surveys, Questionnaires and Exit Slips

Used to evaluate the helpfulness and usefulness of each
professional development session and to provide effective
feedback
A questionnaire should also be completed at the end of the first
year of implementation.

Anecdotal Records and Notes

Observations, interviews, and conversations with teachers
Classroom observations, student surveys and documentation logs.
Principals will also be able to determine staff moral and potential
further professional development opportunities through
conversations with staff members.

The District Development Plan has four goals

related to student achievement:
MAP
WKCE
ACT
AP Courses

https://www.youtube.com/watch?v=sDlaf7-JJ14

 2013-2014 District Development Plan, Wauwatosa School District

(2014 February 13). Retrieved from
http://www.wauwatosa.k12.wi.us/reporttothecommunity.cfm
DPI State Report Card (2014 February 13) Retrieved from
https://apps2.dpi.wi.gov/reportcards/
Deplit, L. (2012). Multiplication is for white people: Raising
expectations for other peoples children. New York, NY: The New
Press.
Nye, B., Konstantopoulos, S., and Hedges, L. (2004). How large are
teacher effects? Educational Evaluation and Policy Analysis (26)3,
237-257.
Weisberg, D., Sexton, S., Mulhern, J., & Keeling, D. (2009). The widget
effect: Our national failure to acknowledge and act on differences in
teacher effectiveness. Brooklyn, NY: New Teacher Project. Retrieved
from http://widgeteffect.org/downloads/TheWidgetEffect.pdf