Assessing, Understanding and Improving Teaching and Learning

Assessing, Understanding and Improving Teaching and Learning Conditions Collaborating to Transform the Teaching Profession May 24, 2012 – Cincinnati, OH Eric Hirsch New Teacher Center William Hileman Pittsburgh Federation of Teachers

Outline for Workshop Setting the context for Pittsburgh and a focus on school conditions as a strategy to maximize teacher effectiveness Assessing – what is being measured and what have we learned about PPS as an example Utilizing – what strategies can be put in place to improve school and district practices Learning – what have we learned about building and sustaining an emphasis on teaching conditions 2

At the heart of the Empowering Effective Teachers Plan is a bold vision: We commit that with robust, enduring district support and mutual accountability, Pittsburgh’s teachers will be empowered as effective leaders to do whatever it takes to foster a culture of striving, resilience, and college-readiness so that over 80 percent of all students complete a postsecondary degree or workforce certification. 3

Assessing the current resources in the Teaching and Learning Environment School Safety Core Team Student Assistance Program Mental Health Partnerships School Based Probation PFT ER&D Safety Zone Partnership Learning and Mentoring Partnerships Positive Behavior Intervention Supports School Administrators Teachers don’t know what resources are available Transition Centers Courageous Conversations Student Achievement Center With better awareness, coordination, and utilization we will get better results Gang Free Schools Social Workers Counselors There are many supports but they are not in all schools Discipline Committees Developmental Advisors Culturally Responsive Education Classroom Prevention Programming Attendance Officers Nurse Practitioners Clayton Academy Pregnant and Parenting Teen Programs 9th Grade Nation After-school Programming Skill Building Groups 4

Positive Teaching and Learning Environments support academic performance Behavior 80-90% of our efforts should be GREEN: preventative and proactive Academic 1–5% - Individualized 5 – 10 % - At Risk Group Interventions 80 – 90 % - All Students - Preventative, Proactive 5 If we get TLE right, we will spend far less time on RED: urgent problems

The Plan identifies 3 Strategic Priorities 6

These priorities are supported by 7 core initiatives we will implement over the next several years that will fundamentally change the experience of teaching and learning in PPS Positive Teaching and Learning Environment (TLE) Promise-Readiness Corps (PRC) Career Opportunities The Teacher Academy Teacher Practice and Evaluation (TPE) Human Resources Effectiveness (HRE) IT Systems 7

Empowering Effective Teachers Plan Positive Teaching and Learning Environment Positive Teaching and Learning Environment — A teaching and learning environment in every school that establishes and reinforces positive student behaviors and a culture of PromiseReadiness 8

We will transform our District so students are Promise-Ready Through this initiative, we will refine and enhance our current approach, concentrating on the following four areas: Establishing behavior expectations of students that promote learning and college-readiness; Empowering teachers as leaders in maintaining a positive teaching and learning environment; Providing support to assist with behavior-related interventions; and Continually assessing improvements in the teaching and learning environment. The details of these four areas are presented on pages 29-31 of Empowering Effective Teachers in the Pittsburgh Public Schools Plan. 9

Documenting Teaching Conditions Across the Country Since 2008, we have heard from 750,000 educators representing 15 states and 10 districts since originating work in NC NTC has produced more than 21,000 school-level data reports over the past 5 years Clients in 2008-2012 include Alabama, Colorado, Illinois, Kansas, Maine, Maryland, Massachusetts, North Carolina, Vermont, West Virginia, Kentucky, Tennessee, Rhode Island/New York (i3), Indiana (TIF grantees), Fairfax (VA), Austin (TX), Oakland (CA) NTC also received a grant from the Bill & Melinda Gates Foundation as part of the foundation’s Measures of Effective Teaching (MET) project where the survey was administered in select schools and districts across the country including Pittsburgh and 6 urban districts 10

What are We Assessing? School climate: The collective mood or morale of an organization or a group of people are teachers happy? School culture: The collective expectations and unwritten rules to which group members conform; a set of beliefs passed down how does the faculty interact? School conditions: The collective resources and supports available to maximize teacher effectiveness do teachers have what they need to provide quality instruction? 11

Teaching Conditions Core Constructs Time Facilities and Resources Community Engagement and Support Managing Student Conduct Teacher Leadership School Leadership Professional Development Instructional Practices and Supports New Teacher Support 12

Teaching Conditions Standards Working Conditions Standard 1 - Time Schools protect teachers’ time to plan, collaborate, and provide effective instruction. 1a Teachers’ class sizes facilitate high quality instruction. 1b Teachers have sufficient time to provide all students with effective instruction. 1c Teachers have time during the school day to plan and collaborate. 1d Schools make efforts to streamline processes to increase instructional time and decrease required paperwork. Working Conditions Standard 2 – Facilities and Resources Facilities and resources are provided for teachers to deliver quality instruction. 2a Materials and resources are available to facilitate quality instruction. 2b Technology facilitates 21st Century learning opportunities. 2c Physical environments support teaching and learning. 2d Teachers have access to a broad range of Professional Support Personnel. 13

Working Conditions Standards Continuum Working Conditions Standard 3 – Community Support and Involvement Parents, guardians, and community members are engaged in substantive ways to support and influence the school. Element 3a Parents, guardians, and the community members support the teachers and school. Developing There is minimal or no engagement of parents, guardians, or community members in classrooms or at school wide events. Proficient Parents, guardians, and community members support many classroom and school activities. Accomplished Parents, guardians, and community members contribute to the success of students through regular classroom and school involvement. Distinguished Parents, guardians, and community members are systematically integrated in classrooms and school activities in ways that ensure success for students in all classrooms. North Carolina Teacher Working Conditions Survey Questions to Inform Reflection: 4.1F, 4.1G, 4.1H There is a lack of clarity in the role parents, guardians, and community members can play in classrooms and at the school. Some areas are clearly identified where parents, guardians, and community members can participate in meaningful ways in classrooms and at the school. School educators clearly communicate in multiple ways to parents, guardians, and the community members about how they can support the classroom and the school. Parents, guardians, and community members collaborate with teachers and school leadership to maintain high levels of consistent support of classrooms and involvement at school. 14

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Students at this school follow rules of conduct re e ee Ag ng ly gr ee Di sa Ag r St ro ng ly Di sa gr ee Strongly Disagree Disagree Agree Strongly Agree St ro 1. 2. 3. 4. 25% 25% 25% 25%

Students at this school follow rules of conduct 17

Students at this school follow rules of conduct Managing Student Conduct Q5.1a Q5.1b Q5.1c Q5.1d Q5.1e Q5.1f Q5.1g Students at this school understand expectations for their conduct. Students at this school follow rules of conduct. Policies and procedures about student conduct are clearly understood by the faculty. School administrators consistently enforces rules for student conduct. School administrators support teachers' efforts to maintain discipline in the classroom. Teachers consistently enforce rules for student conduct. The faculty work in a school environment that is safe. Elementary Schools District School School A School B School C School D School E School G School H School I F 70% 84% 79% 95% 32% 90% 70% 84% 19% 95% 45% 44% 58% 100% 14% 83% 26% 61% 5% 95% 75% 92% 96% 95% 55% 82% 89% 61% 50% 95% 54% 84% 61% 71% 23% 59% 44% 73% 29% 71% 69% 96% 70% 86% 23% 79% 62% 93% 24% 90% 70% 84% 96% 91% 59% 83% 63% 66% 71% 95% 78% 80% 92% 95% 23% 100% 89% 80% 24% 95% 18

Working Conditions Across Elementary Performance Quartiles in North Carolina TWC Item with Greatest Variance Across Quartiles in Each Survey Construct Percent Agreement Q1 Lowest Time: Teachers are allowed to focus on 68.15% educating student with minimal interruptions. Fac.&Res.: Teachers have sufficient access 76.99% to office equipment and supplies Community Engagement: Parents/guardians 56.79% are influential decision makers in this school. Managing Student Conduct: Students at 64.24% this school follow rules of conduct. Teacher Leadership: The faculty has an effective process for making group 74.10% decisions. School Leadership: There is an atmosphere 66.30% of trust and mutual respect in this school. PD: In this school, follow up is provided 76.97% from professional development. Instr. Prc.&Sup: Teachers have autonomy to make decisions about instructional 68.41% delivery 19 Q2 Q3 Diff, Q4 Q1 to Q4 Highest 70.80% 74.15% 78.98% 10.83% 81.06% 83.80% 86.49% 9.51% 71.33% 81.84% 90.42% 33.64% 77.06% 85.76% 92.52% 28.29% 78.72% 81.45% 84.98% 10.88% 72.42% 76.92% 82.45% 16.15% 78.98% 80.62% 81.85% 4.87% 73.13% 75.84% 81.09% 12.69%

Teaching Conditions North Carolina Teachers Perceive as Being Most Important to Continue Teaching in their School 20

There is an atmosphere of trust and mutual respect in this school 21 re e ee Ag ng ly gr ee Di sa Ag r St ro ng ly Di sa gr ee Strongly Disagree Disagree Agree Strongly Agree St ro 1. 2. 3. 4. 25% 25% 25% 25%

There is an atmosphere of trust and mutual respect in this school. 22

There is an atmosphere of trust and mutual respect in this school K - 8 Schools School Leadership Q7.1a Q7.1b Q7.1c Q7.1d Q7.1e Q7.1f Q7.1g The faculty and leadership have a shared vision. There is an atmosphere of trust and mutual respect in this school. Teachers feel comfortable raising issues and concerns that are important to them. The school leadership consistently supports teachers. Teachers are held to high professional standards for delivering instruction. The school leadership facilitates using data to improve student learning. Teacher performance is assessed objectively. District School A School B School C School D School E School F School G School H School I 70% 92% 90% 93% 43% 22% 70% 75% 61% 90% 60% 83% 85% 72% 38% 8% 47% 63% 38% 71% 61% 83% 79% 76% 32% 13% 36% 79% 74% 60% 64% 89% 76% 87% 30% 21% 56% 82% 54% 96% 92% 100% 100% 98% 93% 64% 88% 88% 84% 100% 92% 94% 100% 93% 86% 83% 94% 94% 86% 100% 74% 82% 97% 95% 43% 33% 73% 73% 55% 86% 23

Teaching Conditions Based on Immediate Employment Plans of Educators in PPS Percent of Educators Agreeing Survey Items Leave Leave Classroom Education Stayers Movers Overall, my school is a good place to work and learn. 82.9% 41.8% 70.2% 42.6% There is an atmosphere of trust and mutual respect in this school. 65.7% 36.1% 54.3% 32.3% The school leadership consistently supports teachers. 69.5% 40.1% 60.2% 36.1% The faculty are recognized for accomplishments. 75.2% 46.6% 66.1% 44.4% The school leadership makes a sustained effort to address teacher concerns about leadership issues. 68.3% 40.0% 64.2% 35.1% 24

Items With Greatest Differences in Rate of Agreement between Stayers, Movers, and Leavers by Construct (NC) Future Employment Plans of Educators NC 2010 TWC Item Time: Teachers are allowed to focus on educating students Resources: Teachers have sufficient access to a broad range of professional support personnel. Community Support: Parents/guardians support teachers Managing Student Conduct: School admin. support teachers' efforts to maintain discipline Teacher Leadership: Teachers have an appropriate level of influence on decision making in this school. School Leadership: There is an atmosphere of trust and mutual resp. PD: Professional development is differentiated . Inst. Practices & Support: Teachers are assigned classes that maximize their success. Stayers n 74954 82.3% Movers n 6906 7.6% Leave Classroom n 6261 6.9% Leave Ed. n 2984 3.3% Stayer minus Mover 72.0% 47.1% 63.9% 52.0% 24.9% 84.1% 65.2% 77.1% 71.5% 18.9% 76.3% 51.6% 66.7% 60.0% 24.7% 82.8% 50.4% 73.9% 64.2% 32.4% 70.3% 37.0% 59.7% 50.4% 33.3% 76.0% 34.8% 63.3% 55.2% 41.2% 65.9% 41.3% 59.9% 50.9% 24.6% 69.6% 40.7% 61.6% 25 48.1% 29.0%

Teachers have autonomy to make decisions about instructional delivery (i.e. pacing, materials, pedagogy) 26 re e ee Ag ng ly gr ee Di sa Ag r St ro ng ly Di sa gr ee Strongly Disagree Disagree Agree Strongly Agree St ro 1. 2. 3. 4. 25% 25% 25% 25%

Teachers have autonomy to make decisions about instructional delivery (i.e. pacing, materials and pedagogy). 27

Teachers have autonomy to make decisions about instructional delivery (i.e. pacing, materials, pedagogy) Instructional Practices and Support Q9.1a Q9.1b Q9.1c Q9.1d Q9.1f Q9.1g Q9.1h State assessment data are available in time to impact instructional practices. Local assessment data are available in time to impact instructional practices. Teachers use assessment data to inform their instruction. Teachers work in professional learning communities to develop and align instructional practices. Teachers are encouraged to try new things to improve instruction. Teachers are assigned classes that maximize their likelihood of success with students. Teachers have autonomy to make decisions about instructional delivery (i.e. pacing, materials and pedagogy). District School A School B School C Middle Schools School D School E School F School G School H 65% 48% 69% 70% 76% 82% 57% 77% 64% 85% 92% 82% 94% 97% 95% 86% 91% 83% 88% 85% 94% 100% 92% 98% 92% 91% 88% 71% 58% 82% 79% 81% 88% 64% 29% 72% 72% 81% 100% 78% 76% 76% 46% 46% 73% 50% 75% 95% 65% 66% 73% 13% 15% 47% 38% 82% 100% 42% 34% 53% 5% 13% 34% 28

The faculty has an effective process for making group decisions to solve problems 29 re e ee Ag ng ly gr ee Di sa Ag r St ro ng ly Di sa gr ee Strongly Disagree Disagree Agree Strongly Agree St ro 1. 2. 3. 4. 25% 25% 25% 25%

The faculty has an effective process for making group decisions to solve problems 30

The faculty has an effective process for making group decisions to solve problems High Schools Teacher Leadership Teachers are recognized as educational experts. Teachers are trusted to make Q6.1b sound professional decisions about instruction. Q6.1a Q6.1c Teachers are relied upon to make Q6.1d Q6.1e Q6.1f Q6.1g decisions about educational issues. Teachers are encouraged to participate in school leadership roles. The faculty has an effective process for making group decisions to solve problems. In this school we take steps to solve problems. Teachers are effective leaders in this school. District School A School B School C School D School E School F School G School H 71% 34% 52% 69% 44% 62% 70% 33% 57% 66% 30% 50% 65% 29% 57% 61% 51% 50% 68% 30% 56% 63% 34% 53% 77% 44% 58% 79% 57% 89% 66% 75% 77% 93% 44% 78% 63% 27% 62% 49% 61% 36% 83% 27% 56% 73% 38% 77% 74% 77% 63% 95% 28% 68% 79% 57% 77% 78% 71% 63% 91% 50% 74% 31

PPS Teaching Conditions Dashboard – Schools with Most Positive Conditions Working Conditions Composite 0.432289 0.515098 0.521937 0.526566 0.531453 0.583919 0.589605 0.609001 0.614531 0.632611 0.670111 0.748149 1.001227 2009-2010 AYP Status O O O X O O O O O O O O O Total Number of Teachers Total Enrollment % FRL School NCLB Status Number of Teachers Requesting Transfer Made AYP Made AYP 1 2 46 19 Made AYP 0 n/a 40 21 553 272 301 208 263 68.72 88.97 94.68 89.9 96.96 2 3 0 1 0 0 2 0 0 27 27 21 18 18 20 25 17 28 290 338 248 299 263 365 80 322 80 74.85 62.1 68.23 81.37 70.41 62.5 72.67 School Improvement II Making Progress: in School Improvement II Made AYP n/a Made AYP Made AYP Made AYP Made AYP n/a Made AYP 32

PPS Teaching Conditions Dashboard – Schools with Most Challenging Conditions Working Conditions Composite -1.21539 -1.03923 -0.72456 -0.68024 -0.62374 -0.5757 -0.51394 -0.43676 -0.42063 -0.40505 -0.38318 -0.38304 -0.34888 -0.25094 -0.24976 2009-2010 AYP Status X X X X O X O X O X X O X O X School NCLB Status Corrective Action I Corrective Action II 3rd Year School Improvement I Corrective Action II 1st Year Made AYP School Improvement II Making Progress: in School Improvement II Corrective Action II 3rd Year Made AYP Corrective Action I Corrective Action II 2nd Year Made AYP School Improvement II* Made AYP Corrective Action II 1st Year 33 Number of Teachers Requesting Transfer Total Number of Teachers Total Enrollment % FRL 7* 18 11 6 6 21 22 55 28 122 24 43 253 490 335 1354 307 560 87.35 75.92 98.21 41.88 86.97 88.39 3 5 5 3 5 n/a 4* 0 5 52 65 23 52 85 15 15 17 96 688 750 305 487 818 258 188 230 1192 34.01 67.2 89.84 79.67 74.45 89.92 92.55 88.7 60.4

Consider Support and Impact on Effectiveness Across Schools Negative Outlier: more intensive facilitation, support and assistance as the conditions do not exist for improvement Typical School: provide tools and prioritize importance with clear standards and structures 34 Positive Outlier: further research, tap expertise and assess strategies for scale up

Teaching Conditions Improve Through Data Driven Dialogue Influence on Change in Overall Teaching Conditions Improvement Between 2006-2008 (NC) Correlation Principal Years of Experience .089** Improved rating on student growth .057** Improvement in the percent proficient on the performance composite .089** Percentage High Poverty .014 Change in school level turnover percentage -.041 2008 student teacher ratio -.067** Percentage indicating a desire to remain teaching in their current school .306** Change in the percentage indicating they use the data as a “school improvement tool” .634** ** Statistically significant at the .001 level (2-tailed ANOVA). 35

The Role of The Liaison The TLE Liaison will: Represent their school on the TLE Working Group to establish communication between central office and teachers at every school. Build upon existing school-based and District-wide best practices. Assist in designing solutions for communicating student behavior expectations, sharing and developing intervention strategies and developing teacher resources. Assist their school in the utilization of data, to collaboratively develop and implement plans to improve the teaching and learning environment in their schools. Work collaboratively with District and PFT leadership in the design and implementation of TLE strategies. Liaisons will have an opportunity to meet with the Superintendent, PFT President and Assistant Superintendents. 36

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Together we will tackle seven district-wide TLE projects by the end of the 2010-2011 school year Schools Teacher liaisons, Principals, Staff input from surveys, focus groups School improvement plans Subject Experts Central office Departments Support Services Resource Guide Behavior IT Improve Expectati E-Discipline Discipline ons structures / process TLE Rubric District/PFT TLE Lead and Coordinator District-wide initiatives Cross-functional team Steering committee 40 40 Positive Quick win: school Supplies year end, Refresh Subject Experts Support Services liaisons

Teachers lead design of TLE solutions through working sessions with District and PFT support to create immediate improvement and tools FEB 22 Principals & Liaisons FEB 28, Mar 30, April 12 Liaison working teams May 10 Principals & Liaisons Expected Results Quick hits: Supplies solutions Discipline process improvements Back to School TLE toolkit: Support services resource guide Behavior expectations e-Discipline tool Refresh activities TLE rubric and improvement guide 41

Action Plans for Each School 42

School Progress 100% of schools have submitted plans to address a TLE priority in their school. Support principals and liaisons with Assistant Superintendents and PFT 1:1 discussions Gather school requests for central office support needs and send to cross functional team Create case examples of successes from schools to share with others 43

Survey Questions Showing Greatest Number of Schools With Positive Change – 2011-2010 44

Standardized Composite Growth Chart from 2010 to 2011 of Pittsburgh Schools 46

Documenting Best Practices to Assist All Schools for Improvement Planning Schools with positive conditions that improved were interviewed In all cases data was integrated into well understood data driven improvement processes Leadership was critical to ensuring authentic dialogue and teachers were part of the process 46

PPS and NTC – Building on Success to Improve Teaching Conditions Assess school improvement goals and consider with results of the 2012 survey Expand survey to aligned instruments with students perception (Tripod) and the community to gain multiple perspectives of school conditions, culture and climate Triangulate data by better understanding practices across school through an inventory and make schools aware of district supports Customize teaching conditions standards so that all schools know expectations and what positive conditions look like Monitor follow through of school improvement plans and support TLE liaisons and school leadership Integrate survey results into other aspects of PTLE 47

Improving Teaching and Learning Conditions: Discussion Prompts What efforts have been made in your district or state to assess and improve teaching and learning conditions? What makes sense to address at the school vs. district level and how do state and/or federal policies act as catalysts? What can be solved through labor and management efforts? 48