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Frequently Asked Questions


 Download the Teacher Evaluation Framework Booklet

What is the CTA Teacher Evaluation Framework and why was it developed?
Any educator will tell you that the current drive-by evaluation system is not working. The CTA Teacher Evaluation Framework is designed to help educators and CTA to take the lead in our profession, in teacher evaluation discussions nationally, and in California by providing a framework for educators and districts to use when developing and bargaining their own local evaluation programs. It centers on the underlying principle that the goal of any evaluation system is to strengthen the knowledge, skills and practices of teachers to improve student learning. The Framework expands on the Teacher Evaluation Principles adopted by State Council in June 2011 and provides guidance to local educators and their unions, as well as local school districts and the state Legislature in how to approach teacher evaluation.

Where did the Framework come from and who wrote it?
The Framework comes from the work of the CTA Teacher Evaluation Workgroup, which includes a broad cross section of local educators throughout California, State Council members, chapter presidents, higher education faculty and CTA staff. The Workgroup was created by the CTA Board of Directors upon recommendation of the CTA ESEA Workgroup in February 2010.

The Workgroups charge: CTA will research and develop effective educator and administrator evaluation models and teacher licensing models for consideration that improve student learning and advance the teaching profession.

The Workgroup focused on developing an educator evaluation model first. The Framework was written by members of the Workgroup through a series of small and large group meetings and with the support of CTA staff. The next charge of the Workgroup is to provide guidance on teacher licensing and principal evaluation.

Who is on the Teacher Evaluation Workgroup and how were members appointed?
The Workgroup was appointed by the CTA Board of Directors. It includes a cross section of local educators throughout California, State Council members, chapter presidents, higher education faculty and CTA staff. It also includes the Chairs and staff consultants from seven State Council committees to ensure input from all policy committees that have direct work with teacher evaluation and assessment. (See list at right.)

What types of documents and materials did the Workgroup review to inform the Framework?
The Workgroup read and reviewed multiple national and state education research reports, reviewed teacher evaluation models from several different states; reviewed evaluation frameworks and guides from NEA, AFT and other leading educational organizations; and heard from leading experts in the teaching and assessment fields including Stanford Professor of Education Linda Darling-Hammond and nationally recognized assessment expert and retired UCLA Graduate School of Education Professor James Popham.

Did the Workgroup solicit input from CTA members?
Yes, through several different venues at multiple times. The first discussions started at State Council in June of 2010 when all State Council committees were asked to discuss three questions regarding quality evaluation systems. Each State Council member was also given the opportunity to respond to an individual written survey to provide further input. The Workgroup then moved outreach beyond State Council and created an all-member, online survey that launched in February 2012. The survey was sent to members through CTA email, from Chapter Presidents and Service Center Council Chairs and was promoted in the California Educator. More than 3,100 educators responded. The greatest concentration of responses, 2,600, occurred February-April 2011. The Workgroup received and reviewed all of that input before beginning to draft the framework. In addition, a draft of the Framework was reviewed by all seven State Council committees represented on the Workgroup at the March 2012 meeting. The committees reviewed CTA policy specific to the content of the Framework and provided in-depth feedback to the Workgroup.

Has State Council been involved in developing the Teacher Evaluation Framework?
Yes. State Council members have been involved since the very beginning and every step along the way. The chairs of seven State Council Committees are on the Workgroup:
  • Assessment and Testing
  • Credentials and Professional Development
  • Curriculum and Instruction
  • Negotiations
  • Professional Rights and Responsibilities
  • Special Education
  • Teacher Evaluation and Academic Freedom

State Council reviewed and adopted the Guiding Principles in June 2011, which are the basis of the Framework. The seven State Council committees reviewed the entire Framework through a first reading at the last State Council meeting in March to ensure that the Framework is aligned to CTA policy. It is.

Is the Teacher Evaluation Framework consistent with CTA policy?
Yes. The Framework was built upon the Guiding Principles which were adopted by Council in June 2011. The Framework was reviewed by seven State Council Committees in March and is aligned to CTA policy.

What are the fundamentals of the Framework?
The Framework is divided into nine core sections, which include Guiding Principles, Reciprocal Accountability, Standards, Formative and Summative Assessment, Multiple Measures, Evaluation Process, Systems of Support, Training of Teaches and Evaluators, and Collective Bargaining.

What are formative and summative assessments?
Formative assessment focuses on the process of increasing knowledge and improving professional practice. Summative assessment focuses on outcomes, summarizes the development of teacher¡¦s practice at a particular point in time based on professional standards and multiple sources of evidence about teaching and learning, and is used to make employment decisions.

How will this Teacher Evaluation Framework be used?
The Framework will be used in a few ways. CTA must help California develop sound and fair teacher evaluation legislation. Nationwide, there have been many proposed changes in how educators are evaluated. CTA is calling for assessment systems that are comprehensive, fair, useful and productive. The goal of any evaluation system should be to strengthen the knowledge, skills and practices of teachers to improve student learning. CTA will use this Framework to guide our work with the Legislature. Local educators and chapters throughout the state need and are requesting bargaining guidance and support. This Framework will be used as a guide for local chapters to bargain local evaluation systems with school districts. The Framework will also enable CTA and its members to be proactive in taking lead of our profession. It is time that we define what is important in a quality evaluation system based on our beliefs on what the profession is about and how to move it forward.

Does it include Value-Added Measures as part of a teacher¡¦s evaluation?
No. Research shows that Value-Added Measures (VAM) based on student test scores are highly unstable, are significantly affected by the differences in the individual students assigned to a teacher, and do not accurately reflect the many influences on student progress. (p. 19-20) The Framework recognizes that a teacher’s knowledge in how to use test scores is important. Test scores may be part of the formative evaluation process used to make decisions around professional development and to enhance teaching practices. A Teacher’s knowledge on how to analyze and use student data may be part of summative evaluation.

Does the Framework state the percent or number of multiple measures that should be part of a teacher’s evaluation?
No. There are no numbers or percentages attached to multiple measures included in the Framework. The Framework provides various options for chapters to consider (p 18-34). Decisions regarding the types of measures and amount of measures are to be locally bargained.

Where can I find information about Peer Assistance and Review models?
Peer Assistance and Review information is found in the Systems of Support section of the Framework (p. 29-30). For additional information and bargaining assistance, chapters should contact the CTA Instructional and Professional Development, and Negotiations and Organizational Development departments.

Can local educators and local chapters choose parts of the Framework to focus on rather than all of the components?
Yes. The Framework is designed to be flexible and meant to provide guidance to local educators and chapters on all the components in a comprehensive teacher evaluation system. It is a guide for local chapters to use when developing and bargaining local teacher evaluation systems. Each local chapter will decide how to best use the different provisions of the Framework depending on their needs.

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