TxCEE Research Findings

Identifying and Retaining Effective Educators

TxCEE has helped Texas districts grow and retain effective educators. Since 2013, TxCEE has worked with districts across the state to help them identify effective educators using innovative educator evaluation systems that involve multiple measures including student growth and observations of teacher practice.

 

Graph showing percent of Teachers Rated Effective in High-Need Schools: 73% in 2014; 84% in 2015; 86% in 2016; 89% in 2017.

(Texas Center for Educator Excellence, 2018)

In TxCEE partner districts, teacher effectiveness improved from 73% of teachers rated effective in 2013-2014, 84% in 2014-2015, 86% in 2015-2016, and 89% rated effective in 2016-2017.

Improving Student Outcomes and Closing the Achievement Gaps

TxCEE works with districts to implement systems that help high need schools improve student outcomes and close achievement gaps in student learning.

(Texas Center for Educator Excellence, 2018)

In a large urban district, STAAR/EOC scores improved from 61%to 73% over the course of our partnership.

In a large, urban district, teacher retention grew from 84% in 2013-14 to 95% in 2016-17. In addition, of the teachers retained, 95% were rated as effective in 2015-16 and 2016-17 (not graphed).

(Texas Center for Educator Excellence, 2018)

(Texas Center for Educator Excellence, 2018)

TxCEE works with schools to help them retain effective teachers, not just from year-to-year but over longer periods of time. Examining data from four of TxCEE’s partner districts, 87% of Effective or Highly Effective teachers were retained over the course of multiple years of partnership with TxCEE, ensuring that those schools had the type of staff continuity needed to sustain multi-year improvement efforts.

Note: Teacher retention was calculated in two-year increments for those districts where teacher retention data were available.

From 2014-15 to 2016-17, on average, student performance on SLO assessments improved by 42 percentage points from the Beginning of Year (BOY) to the End of School Year (EOY). Growth was particularly strong among students who scored lower on pre-assessments. 

 

(Texas Center for Educator Excellence, 2018)

Note: Student Learning Objectives (SLOs) are learning goals teachers set for their students at the beginning of the school year. These results are based on average growth in SLO assessment scores aggregated across three school years.

Developing Educators

TxCEE provides a variety of supports to its partner districts. These include job-embedded professional development as outlined in the System for Effective Educator Development (SEED), TxCEE’s professional learning system. Under SEED, professional development opportunities are provided for educators at all levels of the district via Collaborative Learning Community (CLC) meetings. Districts also implement new educator evaluation systems, in which educator effectiveness ratings are based, in part, on measures of student growth such as Student Learning Objectives (SLOs). TxCEE also works with districts to establish teacher leader positions (Collaborative Learning Facilitators (CLFs) and Collaborative Learning Leaders (CLLs)), in which effective teachers take on new roles and responsibilities while also staying in contact with the classroom, continuing to teach or providing instructional support, mentoring, and coaching other teachers.

 

 CLC Perceptions

 

%

SEED increased growth in collaboration and collegiality

%

Teachers reported that SEED increased their professional growth

%

Support from teacher leaders on campus has been effective

%

CLCs transformed classroom practices

Source: TxCEE surveys administered to partner districts in 2015–2016 and 2016-2017.

Perceptions of CLCs were largely positive, with over 90% of teachers reporting growth, both individual and campus collaboration and collegiality on their campuses. There were 83% who agreed that their CLC meetings transformed their classroom practices. What is more, this was true regardless of the subject teachers taught, demonstrating that SEED provides districts with an effective approach to providing relevant professional learning opportunities for teachers across content areas. TxCEE supports districts in establishing teacher leadership positions that allow teachers to become instructional leaders at their schools while still remaining close to the classroom. These teacher leaders play an integral role in developing the instructional capacity of their peers, leading job-embedded professional development opportunities at each campus, and planning the scope and sequence for weekly teacher CLC meetings. When surveyed, 88% of teachers reported feeling positive about the support provided by their teacher leaders.

Graphic of teacher with the statement that 84% said that SLOs changed teaching practices.

Student Learning Objectives (SLOs) are learning goals teachers set for their students at the beginning of the school year. Using TxCEE’s SLO process, teachers are evaluated, in part, on how much progress their students make in achieving those goals. The process relies on a strong instruction and assessment cycle, where teachers assess students’ knowledge at the beginning of instruction, monitor student progress throughout the instructional cycle, and re-assess students at the end of the cycle to determine whether SLOs were met. Over the course of multiple years of implementation, 84% of teachers felt that the SLO process transformed their teaching practices.

Source: These results are based on responses to surveys TxCEE administered to partner districts in 2015-16 and 2016-17.

Rewarding Effective Educators

Increasing compensation for effective educators recognizes them for excellence in their work. With support and resources from TxCEE, partner districts devoted significant time, effort and attention to implementing complex educator evaluation and performance-based compensation systems. Educator evaluation systems produced “effectiveness” ratings based on student growth and observations of educator practice.

These ratings informed two types of added compensation for educators:

  • Performance-based compensation for campus administrators, teacher leaders and classroom teachers.
  • Eligibility for up to $10,000 in stipends for those teachers deemed effective who took on teacher leadership positions. These teacher leader positions (Collaborative Learning Facilitators (CLFs) and Collaborative Learning Leaders (CLLs)) allowed effective teachers to take on new roles and responsibilities while also staying in contact with the classroom, continuing to teach or providing instructional support, mentoring, and coaching for other teachers.

Texas Center for Educator Excellence

The Texas Center for Educator Excellence (TxCEE), supported through Region 18 Education Service Center (ESC), provides technical assistance to Texas school districts to improve educator excellence. TxCEE’s mission focuses on equipping educators to improve student achievement by aligning district resources and increasing educator effectiveness through campus leadership training, coaching, and instructional support.

 

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If you would like information about our trainings or consulting services for Texas school districts, please contact Priscilla Gonzalez Flores, TxCEE Communications Manager, at pflores@txcee.org.

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