Understanding the School-Wide Value-Added Measure Used in the Professional Pathways for Teachers (PPfT) Appraisal System
This document describes PPfT school-wide value-added measure by showing how to gain access to your SAS Education Value-Added Assessment System (EVAAS) account, stepping through the school growth measures, and discussing how growth is scored in PPfT appraisal.
The purpose of this report is to help stakeholders of Professional Pathways for Teachers (PPfT) understand and refine the methods used to measure program implementation and outcomes. This report also contains summative data on the progress of PPfT, which just completed its third year. PPfT first launched district-wide in AISD in the 2016–2017 school year, and since then the concept behind the program has been refined to that of empowering teachers and improving the quality of teaching through a multi-measure appraisal and compensation system.
The purpose of this Professional Pathways for Teachers (PPfT) evaluation was to examine the measurement validity and reliability of PPfT appraisal data from the 2017–2018 school year. The PPfT appraisal is a multi-measure system that covers three areas: instructional practices (IP), professional growth and responsibilities (PGR), and two student growth measures: a teacher-level student learning objective (SLO) measure and a campus-level school-wide value-added (SWVA) measure.
Professional Pathways for Teachers (PPfT) is a human capital system that blends three primary components: appraisal, compensation, and professional development (PD) opportunities. The purpose of PPfT is to build the capacity of Austin Independent School District (AISD) teachers through a comprehensive system of supports and compensation with the ultimate goal of having a positive impact on teacher retention and student achievement. The current evaluation document presents descriptive analyses of the 2017–2018 PPfT appraisal and compensation data.
This report presents a question-driven exploration of growth and achievement data using SAS EVAAS reports. The purpose of this exploration was to bring additional data, information, and ways of thinking about student growth to ongoing district conversations about the measurement of campus-level student growth.
This report summaries the Professional Pathways for Teachers (PPfT) appraisal scores and teachers perceptions of the appraisal system. The PPfT appraisal system was developed and refined during the 2014-2015 and 2015-2016 school years. The 2016-2017 school the appraisal system was implemented district-wide. The 2016-2017 appraisal scores will serve as a baseline for all future evaluation activities.