Download - Session Materials
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Session Materials Wiki
http://pugetsoundesd-rig2b.wikispaces.com/
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Washington State Teacher and Principal Evaluation
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Session Norms
Be present Participate actively:
Ask questions Share connections Listen
Work together as a community Invite and welcome contributions of every
member
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District Updates
What has occurred in your TPEP work since we last met? Communication with stakeholders Resources created or found Other thoughts/ideas that might be helpful to
other RIG districts
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TPEP Core Principles1. The critical importance of teacher and leadership quality2. The professional nature of teaching and leading a school 3. The complex relationship between the system for
teacher and principal evaluation and district systems and negotiations
4. The belief in professional learning as an underpinning of the new evaluation system
5. The understanding that the career continuum must be addressed in the new evaluation system
6. The system must determine the balance of “inputs or acts” and “outputs or results”
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System ComponentsUnderstand, align and communicate
6696,5895, ESEA Flexibility WaiverTeacher and Principal CriteriaSystem ComponentseVal Management SystemCommunication plan
Review and selectInstructional frameworks: 5 Dimensions (CEL) Danielson MarzanoLeadership frameworks: AWSP Marzano
Discuss and determineMeasures and Evidence Observations Plans Artifacts Reflections OtherRoles and responsibilitiesSystems and structures
Fine tune and finalize
Summative ModelMeasures and EvidenceStudent GrowthFeedback
Prepare to PilotPD PlanCommunicationTools and formsMOUPilot Participants
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Overview of Intended Participant Outcomes for Session 2Participants will know and be able to: Articulate the relationship between the revised
teacher and principal evaluation criteria and the frameworks
Draft examples of measures and evidence to use for teacher and/or principal evaluation
Understand the legislative requirements for instructional and leadership frameworks as part of the Teacher and Principal Evaluation Pilot (TPEP)
Understand and utilize system level components for teacher and principal evaluation
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Understanding the Relationship Between Criteria and Frameworks
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Changes in Teacher & Principal Evaluation Criteria
Current Teacher Evaluation Criteria New Teacher Evaluation Criteria1. Instructional skill2. Classroom management3. Professional preparation and scholarship4. Effort toward improvement when needed5. Handling of student discipline and
attendant problems6. Interest in teaching pupils7. Knowledge of subject matter
1. Centering instruction on high expectations for student achievement2. Demonstrating effective teaching practices3. Recognizing individual student learning needs and developing strategies to
address those needs4. Providing clear and intentional focus on subject matter content and curriculum5. Fostering and managing a safe, positive learning environment6. Using multiple student data elements to modify instruction and improve student
learning7. Communicating with parents and school community8. Exhibiting collaborative and collegial practices focus on improving instructional
practice and student learning
Current Principal Evaluation Criteria New Principal Evaluation Criteria1. Knowledge of, experience in, and training
in recognizing good professional performance, capabilities and development
2. School administration and management3. School finance4. Professional preparation and scholarship5. Effort toward improvement when needed6. Interest in pupils, employees, patrons
and subjects taught in school7. Leadership 8. Ability and performance of evaluation of
school personnel
1. Creating a school culture that promotes the 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, instruction 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 learning8. Demonstrating commitment to closing the achievement gap
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Rubric(s)
Rubrics based on
evaluation criteria,
centered on district’s
instructional framework(s)
Summative Rating
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2
3
4
Evaluation Criteria
1. High Expectations
2. Effective Teaching Practices
3. Recognizing Individual Student Learning Needs
4. Focus on Subject Matter
5. Safe Productive Learning Environment
6. Use of Multiple Student Data Elements to Modify Instruction
7. Communicating with Parents and School/Community
8. Exhibiting Collaborative and Collegial Practices
Evidence/Measures and Methodology
Classroom Observation
Portfolios
Student Surveys
Self Assessment
Instructional Artifacts
Student Performance Measures
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1. Divide up the teacher and/or principal criteria so pairs have one or two to examine.
2. Teacher: Use the At-A-Glance document to find where the criteria are represented in your framework. Principal: Use the AWSP framework or the Marzano At-A-Glance document.
3. Make notes about what the framework rubric says that adds clarity for each criteria.
Connect Criteria and Frameworks
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Break
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“Meaningful conversations about teaching and valid evaluations of teaching must be grounded in a clear definition of practice—a framework for teaching. . . Regardless of the purposes to be advanced, whether for professional development or for evaluation of teachers, a clear definition is essential.
But a clear definition of teaching is not sufficient. Both the support of teacher development and the evaluation of teacher performance require evidence of practice—evidence of each of the components of teaching identified in the adopted framework.”
Handbook for Enhancing Professional Practiceby Charlotte Danielson
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Evidence of Teaching (and Leading)
Read the the first few pages from “Evidence of Teaching” What evidence is
currently being used in your system?
How it is being used? By whom?
http://www.ascd.org/publications/books/106035/chapters/Evidence-of-Teaching.aspx
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Evidence of Teaching (and Leading) How does your current system
include the two sources of evidence: Observation of teaching & observation
of practice? Examination of artifacts?
What are the key considerations when framing and choosing both inputs and outcomes in your system?
How does this information correspond to the evidence needed to support a high quality principal evaluation system?
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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
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Measures and Evidence Used to determine the teacher’s or principal’s
performance along a continuum that indicates the extent to which the criteria have been met or exceeded
Should have strong correlation to criteria being evaluated
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Brainstorm: Measures and Evidence For each criterion:
Consider the notes you took from the framework, and read (or reread) what your rubric says for that criterion.
Discuss the kinds of evidence that could be collected to show evidence of that criterion
Record an “x” in the box if that is something to consider
Brainstorm an initial list of the specific evidence sources
Resources: NCCTQ report, Summary
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Job Alike Groups Find one or two other people with your
same job role Share potential sources of evidence and
discuss
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In District Teams Share ideas gathered from partner and
job-alike conversations Make notes of next steps to take during
planning time
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Team Planning Ideas Update Communication Plan: Who else needs
this information? Identify decisions that need to be made given
the “rules” and suggested teacher evaluation process and begin decision making process.
Continue working to identify measures and evidence.
Other…