washington state teacher and principal evaluation program introduction to principal evaluation in...

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Washington State Teacher and Principal

Evaluation Program

Introduction to Principal Evaluation in Washington

June 2015

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Introductions Logistics Agenda

Agenda Introduction Learning Implementing Reflecting Wrap-Up

Welcome!

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Know the background, core principles, and purpose of TPEP and the TPEP core components

Understand the multiple measures used to evaluate performance

Understand the principal evaluation criteria and descriptors and identify where these criteria are present in preparation programs

Understand how growth of student learning is a measure of teacher performance

Determine ways to inform candidates about how their preparation links with the evaluation process

Overview of Outcomes

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Learning I: Context, Background, & Key Components

Know the background, core principles, and purpose of TPEP and the TPEP core components

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1. The critical importance of teacher and leadership quality

2. The professional nature of teaching and leading a school

3. The belief in professional learning as an underpinning of the new evaluation system

4. The understanding that the career continuum must be addressed in the new evaluation system

5. The system must determine the balance of “inputs or acts” and “outputs or results”

TPEP Core Principles

“We Can’t Fire Our Way to Finland”

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2012 2012

ESSB 5895ESEA Flexibility

WaiverTPEP Pilot Sites & Steering CmteInstructional and Leadership Framework AuthorsResearch and Best PracticeE2SSB 6696 & Race to the Top

Washington State Evaluatio

n and Professio

nal Growth System

2010–12

Influences on TPEP Development and Legislation

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TPEP Steering Committee

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In Washington…

A capital “G!” indicates that the guidance represents Washington state law (RCW) or rules (WAC).

A lower-case “g” indicates that the guidance represents research-based best practice but is not mandated by law or rules.

gG!RCW 28A.405.100

G!RCW 28A.405.100

G!RCW 28A.405.100

G!RCW 28A.405.100

G!RCW 28A.405.100

G!RCW 28A.405.100

Educator Evaluati

on

WAC

RCW 28A.405.1

00

8 Criteria - Teachers

8 Criteria - Principals

Instructional and

Leadership FrameworksStudent

Growth Rubrics

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Before & After: A Snapshot

Before Component After

Binary – Satisfactory/Unsatisfac

toryTiers

Four Tiers – Professional growth & development system

Developed over 25 years ago Criteria

Describes effective teaching & leadership –

developed by stakeholders in 2010

legislative session

Two years (prior to SY 2009–10)

Provisional Status

Three years

No existing requirement

Educator Evaluation

Data

Evaluation data must be submitted to OSPI, beginning SY 2010–11, for all employee

groups

G!RCW 28A.405.100

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A Culture Shift: Evaluation Measures Previous vs. Current

Previous Evaluation System

Current Evaluation System

Observation: YES Observation: YES

Student Growth: NO Student Growth: YES

Other Evidence: NO Other Evidence: YES

G!RCW 28A.405.100

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Previous Principal Evaluation Criteria

New Principal Evaluation Criteria

1. Knowledge of, experience in, and training in recognizing good professional performance, capabilities, and development

2. School administration and management

3. School finance4. Professional preparation and

scholarship5. Effort toward improvement

when needed6. Interest in pupils,

employees, patrons, and subjects taught in school

7. Leadership8. Ability and performance of

evaluation of school personnel

1. Creating a school culture that promotes ongoing improvement of learning and teaching for students and staff

2. Providing for school safety3. Leads development, implementation, and

evaluation of a data-driven plan for increasing student achievement, including the use of multiple student data elements

4. Assisting instructional staff with alignment of curriculum, instructional and assessment with state and local district learning goals

5. Monitoring, assisting, and evaluating effective instruction and assessment practices

6. Managing both staff and fiscal resources to support student achievement and legal responsibilities

7. Partnering with the school community to promote student learning

8. Demonstrating commitment to closing the achievement gap

Changes in Teacher & Principal Evaluation Criteria G!

RCW 28A.405.100

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Five Themes Are Embedded in CriteriaG!RCW 28A.405.100

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Learning II: Instructional Frameworks and Criteria

AlignmentUnderstand the multiple measures used to evaluate

performance

Understand the principal evaluation criteria and descriptors and identify where these criteria are

present in preparation programs

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Educator Evaluation Measures: It Takes Many Pieces…

Self-Assessment &Reflection

Perception Survey Data

Student Work Samples

Student Learning/ Achievement Data

Peer Evaluation

Portfolio Assessments

PlanningClassroom Observation

g

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AWSP’s Leadership Framework Eight criteria that align to TPEP principal criteria

28 components inside these

Marzano Leadership Framework Five domains of leadership: A Data-Driven Focus on

Student Achievement, Continuous Improvement of Instruction, A Guaranteed and Viable Curriculum, Cooperation and Collaboration, and School Climate

Leadership Frameworks G!RCW 28A.405.100

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Leadership Frameworks in Washington

96%

4%

Percentage of District Se-lections

by Framework

AWSP Leadership FrameworkMarzano Lead-ership Frame-work

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Discussion: Identifying where in our preparation programs principal candidates encounter criteria Likely in many places

Different labels and names for the same thing

Looking for overlap

Let’s look at the criteria again.

Where Are the New Criteria in Our Program?

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1.Creating a school culture that promotes ongoing improvement of learning and teaching for students and staff

2.Providing for school safety

3.Leads development, implementation, and evaluation of a data-driven plan for increasing student achievement, including the use of multiple student data elements

4.Assisting instructional staff with alignment of curriculum, instructional and assessment with state and local district learning goals

5.Monitoring, assisting, and evaluating effective instruction and assessment practices

6.Managing both staff and fiscal resources to support student achievement and legal responsibilities

7.Partnering with the school community to promote student learning

8.Demonstrating commitment to closing the achievement gap

New Criteria for Principal Evaluation G!RCW 28A.405.100

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AWSP’s leadership framework is directly aligned to the criteria. No crosswalk is needed.

The Marzano leadership framework does have a crosswalk, which includes the domain, performance levels, and possible evidence sources aligned to each criteria.

Leadership Frameworks and Criteria Crosswalk

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Learning III: Understanding Student Growth Measures

Understand how growth of student learning is a measure of principal performance

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Student Achievement: The status of subject-matter knowledge, understandings, and skills at one point in time.

Student Growth (Learning): The growth in subject-matter knowledge, understandings, and skill over time.

Defining Key Terms

It is student growth, not student achievement, that is relevant in

demonstrating impacts teachers and principals have on students.

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Both E2SSB 6696 and ESSB 5895 contain language around student growth, including: Student growth data that is

relevant to the teacher and subject matter must be a factor in the evaluation process and must be based on multiple measures that can include classroom-based, school-based, district-based, and state-based tools. Student growth means the change in student achievement between two points in time.

Changes… Student growth data must be a

substantial factor in evaluating the summative performance of certificated classroom teachers for at least three of the evaluation criteria.

Student growth data elements may include the teacher’s performance as a member of a grade-level, subject matter, or other instructional team within a school when the use of these data is relevant and appropriate.

ESSB 5895 Establishes New Definitions Around Student Growth Measures G!

RCW 28A.405.100

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Includes multiple measures of student learning—not just test scores.

Teachers and principals work together to set appropriate baseline scores and achievement goals.

Goals can be based on grade level, subject area, classroom context.

Measures must demonstrate student learning of content.

Includes measure of collaborative effort to raise achievement across several classrooms, subject areas, grade levels.

Must be aligned with curriculum, measured in a specific time frame, and related to state, district, and school goals.

Student Growth G!RCW 28A.405.100

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Student Growth Data Means…

Knowledge and Learning That Can Be Measured

All Classroom Learning

State-Based

Tools

District and School-Based Tools

Class

room

-Bas

ed

Tool

s

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Goals Measure “a change in

student achievement between two points in time” RCW28A.405.100 G!

AND Focus on important

learning within the scope of the teacher’s responsibility

Growth is expected for all students.

Student growth goals are established from multiple sources of data: Classroom-based tools School-based tools District-based tools State-based tools

Establishing Student Growth Goals

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The TPEP Steering Committee organizations approved statewide rubrics for student growth to ensure consistency in implementation of the evaluation system across Washington State. The rubrics for student growth describe both goal

setting and outputs of student learning. OSPI has provided student growth rubrics for

each of the three criteria Principals: 3, 5, and 8

Student Growth Rubrics G!RCW 28A.405.100

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Three Student Growth Criteria 3. Leading the development, implementation and

evaluation of a data-driven plan for increasing student achievement, including the use of multiple student data elements. Provides evidence of student growth that results from

the school improvement planning process. 5. Monitoring, assisting, and evaluating effective

instruction and assessment practices. Provides evidence of student growth of selected

teachers. 8. Demonstrating a commitment to closing the

achievement gap. Provides evidence of growth in student learning.

Using District, School, and Classroom-Based Data (Principals) G!

RCW 28A.405.100

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The Student Growth Rubric for Use in 2013–2014 G!

RCW 28A.405.100

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Implementing: Linking Preparation and TPEP

Determine ways to inform candidates about how their preparation links with the evaluation process

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Discussion:

Review where TPEP criteria are present in principal preparation Check list from our discussion

Integrate aspects of TPEP not included in preparation: Establishing student growth goals

Creating a personal improvement plan

Participating in an evaluation conference with a superintendent

Other?

Explicitly Integrating TPEP

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Reflecting

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3 – key points to remember 2 – places of application 1 – lingering question you have before leaving

3-2-1

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Thank you!

Presenter Name

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