11
Model 1 with the
highest percentage
(81%)
on
achievement
gains
on
state
tests
resulted
in
the
highest
correlation
with state tests gains.
However, it also had
the lowest correlation
with
higher-order
tests. Model 3 with an
equal 33% weight on
each
measure
produced the highest
correlation, .76, to
reliability
reflecting
the
year-to-year
stability of teacher’s
results. Model 4 had
a .75 correlation to
year-to-year stability of teacher’s results based
50% on observations, 25% on achievement tests
and 25% on student surveys.
Other important findings from this project are
the following: 1) the student data that is being used
needs to be accurate; 2) classroom observers not
only need training on the instrument they need
continual scoring practice with master observers; 3)
observations should be done by more than one
observer; and 4) multiple years of student
achievement gains, observations, and student
surveys should be used if they are available.
The table above illustrates various methods for
districts to consider when observing teachers. The
MET project states “Adding lessons and observers
increases the reliability of classroom observations.
In our estimates, if a teacher’s results are based on
two lessons, having the second lesson scored by a
second observer can boost reliability significantly.”
Another significant finding was “Our analysis
from Hillsborough County showed observations
based on the first 15 minutes of lessons were about
60 percent as reliable as full lesson observations,
while requiring one-third as much observer time.”
(Continued from page 10)
Very important teacher dismissal case for Illinois Senate Bill 7
A Peoria County judge threw out a lawsuit recently filed by two former Peoria School District teachers
who claimed they were terminated improperly after receiving poor evaluations. This case contested the new
Illinois law that places teachers in one of four groups based on their teacher performance evaluation
ratings. Teachers rated as Unsatisfactory are placed in Group 1, teachers rated Needs Improvement are
placed in Group 2, teachers rated Proficient in Group 3 and teachers rated Excellent in Group 4. Teachers
in Groups 1 and 2 are not considered for reemployment if the district has a Reduction in Force (RIF).
Teachers are laid off first from Group 1 then progressing to Group 4.
The Peoria teachers sued because they said the district did not in fact RIF any teachers even though
several teachers were given RIF notices in the spring. Chief Judge Michael Brandt ruled in a two-page
decision the district acted properly when it pink-slipped Eymarde Lawler and Michelle Frakes at the end of
the school year. Brandt held that “the uncertainty of enrollment and state funding were valid reasons for a
reduction-in-force at the end of a school year.”
The newspaper article in the Peoria Journal Star stated “Gil Feldman of Chicago, the teachers’ attorney,
claimed at a hearing earlier this month a ruling in favor of the district would render seniority rights
meaningless.”
