Focus Group Findings
Over a three week period in April 2010 approximately 225 principals, teachers, district staff, and students participated and shared their ideas in focus groups facilitated by a neutral third party.
The purpose of the focus groups was two-fold:
- DPS and DCTA wanted to gather the best information possible from all stakeholders about what is working within the current system, what is most in need of repair, and what would be necessary to build a more ideal teacher performance assessment system.
- The focus groups would serve as an important step in a continuous improvement cycle that will seek out input, share that input with Design Teams, and check back to ensure the designs are in alignment with the specifications outlined by focus group participants.
The Focus Groups resulted in a set of Core Values that have been used to guide the development of the DPS Framework for Effective Teaching and LEAP.
Focus Group Core Values
- Rooted in Professional Expertise
The definition of effective teaching needs to be based on the best research and is co-constructed by teachers themselves. Administrators and other evaluators must have the background and expertise necessary to accurately and fairly assess the quality of the teaching they are charged with observing.
- Multiple Sources of Data
The system of assessment should bring together various points of data (including principal observation, peer observation, student growth, self-reflection, and other information) to identify areas of strength and to set clear, specific targets for growth.
- Continuous Feedback
The system should provide frequent and ongoing feedback about practice, rather than one-shot data points. Constructive feedback is the lifeblood of improvement, providing information about areas of strength and areas for growth, and it should flow through all aspects of the system to ensure each element—from classroom practice to professional development—is achieving the desired results.
- Consistency with Flexibility
The system should set clear standards of effective practice and apply them faithfully and fairly across the district, but allow enough flexibility to set goals for improvement and professional development based on the levels of experience and unique needs of each educator.
- Accountability
While the system should aspire to help everyone improve their practice, it must also distinguish between various levels of performance, and hold people accountable for reasonable results. Improvement plans must be followed and have consequences. The measurement system should change from a binary “satisfactory/unsatisfactory” to a continuum of performance with specifically defined levels of proficiency.
- A Culture of Learning
The system must support and encourage learning and innovation at all levels—in students, in educators, and in administrators—instead of being punitive or just rewarding compliance. Growth must be the end-game for all members of the system. The district as a whole, as well as individual schools, must be intentional about fostering a culture that supports everyone to learn.
- Reward Effectiveness
The system should reward effectiveness, linking financial rewards to the evaluation system as well as non financial rewards such as recognition and unique professional opportunities. It should reward effectiveness regardless of years of experience.