To help students succeed in college and careers, it is imperative that the Department support our educators to become highly effective in their schools and classrooms. This means that administrators and teachers need feedback, coaching and data that inform them about how to improve their practice and make an impact. We are holding ourselves accountable at all levels of the organization for providing support and getting results for students.
For the first time in Hawaii, there is an alignment between our State Strategic Plan, school accountability, and the supports and evaluation of our educators. For
school principals, the evaluation and supports are centered on two components: student achievement and principal practice. Similarly, teachers’ evaluations are centered on teacher practice and student achievement. Within those two broad categories, teachers will receive feedback, support, and evaluation on four components: student growth, student learning objectives, a student survey, and classroom observations conducted by trained evaluators.
The Department has invested considerable time and effort to engage educators, to communicate about the EES and to make mid-course implementation corrections based upon key feedback from educators. Three of the four components within the teacher evaluation model were selected based upon recommendations from teachers and their representatives. Educators at all levels of the Department were engaged with developing the design and process of the EES. Educators were engaged through the Great Teachers Great Leaders workgroup, the Teacher Leader workgroup, town halls with the Deputy Superintendent, and other informal and formal groups and processes.
The 2013-14 school year is the first year of statewide EES implementation. Feedback from this year will be reviewed and adjustments made to the system for the 2014-15 school year. The 2014-15 teacher reviews will inform pay increases slated for 2015-16. Questions relating to the teacher contract and pay should be directed to the
Hawaii State Teachers Association.
More information can be found in the Educator Effectiveness System Manual. The former evaluation system, the Professional Evaluation Program for Teachers (PEP-T), will be phased out in the 2013-14 school year.
One part of the EES related to the evaluation of teacher practice is the student survey, also known as the Tripod student survey. All students who complete the
Hawaii State Assessment are eligible to take the Tripod student surveys. "Tripod" refers to three “legs” of quality teaching: content, pedagogy and relationships. This model emphasizes the importance of teachers’ content knowledge and pedagogic skills and their capacity to form and sustain effective student-teacher relationships. The model’s premise is that students will engage more deeply and learn more effectively when they perceive (or experience) all three legs are strong. Learn more in our
Frequently Asked Questions.
Tripod surveys capture key dimensions of classroom life and teaching practice as students experience them. Surveys can deliver valid, reliable and detailed insights on teaching and learning. Using the Tripod survey assessments, educators have the ability to measure student perceptions in the following areas:
Teaching Effectiveness: Measures tied to each teacher are quality assured and benchmarked against national norms.
Student Engagement: Data concerning effort and motivation indicate for each classroom how students judge their own attitudes, behavior, and effort.
Student Satisfaction: Data indicate whether each classroom, building and district is a place where students feel safe, welcome and satisfied with their progress.
Whole-school Climate: Data from individual classrooms can be aggregated up to measures of whole school climate. In addition, surveys include questions that pertain to the school as a whole.
Findings can inform discussions about school quality and whole-school priorities, and focus
teacher professional development and student engagement projects. The measures enable decision-makers at every level to focus priorities and track progress, helping to ensure investments in professional development and school improvement produce positive results.