2016-17 State of Education in Tennessee | Page 31

EMPOWERING PEOPLE

Teachers have a larger impact on student learning than any other in-school factor . In addition , effective school leadership has been shown to comprise a quarter of factors contributing to student success . 16 Tennessee ’ s educators must be committed to the work at hand and effective in meeting the learning needs of all their students . This commitment requires better recruitment , support , and retention of high-performing educators . When provided the tools and opportunity , educators advocate in their schools and communities for what is needed to drive student success .

Before they enter the teaching profession , pre-service teachers need to prepare for the diverse learners they will teach . Strong systems of teacher evaluation and support promote continuous improvement in instruction . Opening leadership and individual professional development opportunities for teachers empowers them to make even greater impact on their students , as well as those in other classrooms and schools . Educators who seek to pursue school leadership positions need rigorous preparation to serve as instructional leaders for their school staff and students . When stepping into the role , new school leaders require ongoing professional support to help set positive cultures for achievement that attract , grow , and retain highly effective teachers .

TEACHER EVALUATION . One of the most significant education policy changes made in Tennessee in the last decade has been the state ’ s shift to a more rigorous , multi-measure teacher evaluation system . Under this system , evaluation scores represent a composite of in-class observations , student achievement on assessments , and additional measures of student achievement selected by teachers and their principals . In 2016 , more than 70 percent of teachers reported Tennessee ’ s evaluation system has led to improvements in their teaching — an increase from the 54 percent who responded favorably in 2014 and 38 percent in 2012 . Further , 66 percent of teachers believe the evaluation process has led to improved student learning — an increase from 49 percent in 2014 and 28 percent in 2012 . 17

Because of TNReady implementation challenges in the 2015- 16 school year , student achievement and growth data was not available for grades 3-8 , impacting teacher evaluation . After its passage through the General Assembly , Governor Bill Haslam signed SB 2508 / HB 1419 , which provided flexibility to teachers regarding results from the first year of TNReady test administration . According to the legislation , if the 2015-16 TNReady assessment results helped a teacher receive a higher evaluation score , available data would be calculated into their evaluation score . If the results did not positively affect a teacher ’ s score , the data would not be used in that calculation . The governor said at the time , “ given recent , unexpected changes in the administration of the new assessment , we want to provide teachers with additional flexibility for this first year ’ s data .” 18

Research in 2016 identified opportunities to improve educators ’ understanding and use of student growth data provided by TVAAS , which represents an important component of the state ’ s multi-measure approach to teacher support and accountability . In the winter and spring of 2016 , SCORE asked teachers , principals , and district leaders about their understanding , use , and perceptions of TVAAS . Through a statewide survey and two dozen focus groups and interviews , SCORE worked to elevate educator voice in a report that included findings and recommendations to improve educator understanding and use of TVAAS .

FIGURE 25 . TENNESSEE EDUCATOR SURVEY RESPONDENTS WHO SAID THE TEACHER EVALUATION SYSTEM HAS LED TO TEACHING AND LEARNING IMPROVEMENTS

100 % 90 %

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