Achievement Measures

Description

The quantitative portion of the TEAM evaluation system combines student growth and student achievement. The state board of education approves achievement measure options for educators. Educators select the achievement measure from the state board approved list that most closely aligns to the educator’s primary teaching assignment and achievement measure options are constrained by grade band and level of work assignment. Teachers should meet with their evaluators early in the school year to choose a measure, select a score range, and set clear and rigorous goals. Student achievement comprises 15 percent of an educators Level of Overall Effectiveness (LOE).

Achievement Measure Selection Resources

Using “Off the Shelf” Assessments as an Achievement Measure

 

The department continually monitors and makes recommendations to the State Board of Education for revising the menu of achievement measures that may be used as the 15 percent achievement measure component of educator evaluation based on increasing availability of higher quality measures of performance. Districts interested in submitting assessments to be reviewed for next school year may do so by Jan. 15. For more information about the approval process, click here.

Choosing Achievement Measures for Teachers at Multiple Schools

Teachers who teach at three or more schools may use the system-wide TVAAS scores. It is recommended that teachers who teach at two schools choose the appropriate schoolwide score for the school at which they spend the majority of their time.

Using CTE Industry Certifications as an Achievement Measure

 

The department’s programs of study in career and technical education (CTE) are designed to be reflective of statewide labor, economic, and post-secondary opportunities that provide students with viable career paths. This statewide focus gives districts the ability to offer high school students coursework that provides sequential and progressive learning and allows for students to transition seamlessly into industry and post-secondary. Industry certifications aligned to the programs of study are available for achievement measure selection as part of teacher evaluation.

 

The decision on how to weight the scores of the national industry certifications is a local level decision and administrators and teachers should discuss the weightings. Most districts use a scale to determine what the 1-5 would be in terms of students sitting for and ultimately passing the industry certification. They will use the data from the previous year as a baseline and scale up from there. Setting a robust goal around the percentage of students who pass the exam is the supported process.

Achievement Measure Mediation

 

According to Tenn. Code Ann. §49-1-302, an educator being evaluated must mutually agree with the evaluator on which achievement measure is employed as part of the level of overall effectiveness (LOE). This measure must be aligned as closely as possible to the teaching assignment of individual teachers and duty assignments of each individual administrator. In cases where there is a disagreement, the educator being evaluated chooses the evaluation measures; however, the department will verify alignment when requested. For more information on the mediation process and criteria, see the Achievement Measure Mediation Protocol.