Materials for today’s session

Shared website – Wiki http://pugetsoundesdtpep-rig.wikispaces.com/

Wireless Access Open Air password: summer10

PSESD Teacher Principal Evaluation ProjectRegional Implementation Grants

December 16, 2011

8:30 am – 2:30 pm

AGENDA

Welcome and Data Gathering

Updates

Instructional Coherence

Webinar Information

Framework Alignment

Principal Framework

Develop Common Messages and Action Plans

Debrief and Next Steps

The following items have been or will be determined by the state:

Definitions of the four tiers

Cut score for summative evaluation determined between Unsatisfactory & Basic

Summative evaluation statements will be determined

Group Norms and Agreements

Be present

Participate actively: Ask questions Share connections Listen

Work together as a community

Invite and welcome contributions of every member

Learning Targets

Hear updates from the TPEP Steering Committee

Understand the importance of having a clearly articulated instructional framework

Understand the key elements of the three instructional frameworks and AWSP’s leadership framework

Plan the next steps for your district

Grant Timeline

The following items have been or will be determined by the state:

Teacher criteria definitions

Principal criteria definitions and rubrics being “tweaked” by work group led by AWSP

Labels of the four tiers determined for both teachers and principals: Unsatisfactory, Basic, Proficient and Distinguished

20% of Certified Staff =

Certificated staff includes provisional status Excludes ESAs (Counselors, OT, PT, etc.,) MINUS those on a plan of improvement PLUS principals and assistant principals who

complete evaluations

*Consider random selection for pilot participation and representation from each school

Updates

Evaluation Model Matrix: Decisions and Input

Instructional Coherence Article

Issue: many improvement initiatives become disconnected

Study of Chicago schools that worked to bring coherence

Strong program coherence evident when three major conditions prevail

Strong Program Coherence

Condition One

A common instructional framework guides curriculum, teaching, assessment, and learning climate.

This framework combines specific expectations for student learning with specific strategies and materials to guide teaching and assessment.

Strong Program Coherence

Condition Two

Staff working conditions support implementation of the framework.

Strong Program Coherence

Condition Three

The school allocates resources such as materials, time, and staff assignments to advance the school’s common instructional framework and to avoid diffuse, scattered improvement efforts.

Strong Program Coherence

Condition Three

The school allocates resources such as materials, time, and staff assignments to advance the school’s common instructional framework and to avoid diffuse, scattered improvement efforts.

Process

1. Go to the group that most closely matches your job role.

2. Form a group with two or three other people.

3. Individually read and identify passages (and a couple of back-ups) that you feel may have important implications for your work.

4. Discuss using Three Levels of Text protocol

Three Levels of Text Protocol

1. Individually read and identify passages (and a couple of back-ups) that you feel may have important implications for your work.

2. Identify a facilitator/timekeeper

3. A Round consists of: One person using up to 3 minutes to:

LEVEL 1: Read aloud the passage she/he has selected

LEVEL 2: Say what she/he thinks about the passage (interpretation, connection to past experiences, etc.)

LEVEL 3: Say what she/he sees as the implications for his/her work.

The group responds (for a TOTAL of up to 2 minutes) to what has been said.

4. After all rounds have been completed, debrief the process

BREAK

While there are many formative and summative reasons to measure teacher

and principal effectiveness, we believe the ultimate goal of all measurement

should be.....to improve teaching and student learning.

Webinars and viewing protocols

http://tpep-wa.org/instructional-framework-alignment-resources/

Guiding Questions

Exploring the Instructional Frameworks

Crosswalk Document

Background

FAQs

Criteria and Definitions

Architecture of the Three Frameworks

Criterion 1: EXPECTATIONS

Criterion 1: Expectations

Review pg. 5 from the crosswalk Notice organization, language, layout, etc.

Individually, read framework and rubric excerpt and highlight where “high expectations” is found

As a team, discuss the following questions: Compare and contrast the documents’ language, layout, organization. Is the document understandable and easy to use? How easily could it be communicated to stakeholders What else stands out about the 3 Frameworks?

PRINCIPALEVALUATION

CRITERIA

Responsibilities Qualities

Create and support a learning culture

Develop and monitor a Safe Schools Plan

Analyze and use data to improve student learning

Assist teachers in aligning curriculum to instruction and assessment

Develop and evaluate teaching and support staff

Manage Resources

Engage the community in students’ learning

Speak and write with clarity

Act in an ethical manner

Be organized & forward thinking

Build relationships with staff & students

Follow through

Judgment

Sensitivity

Teamwork

Understanding own strengths & weaknesses

Situational Awareness

TEACHEREVALUATION

CRITERIA

PRINCIPALEVALUATION

CRITERIA

Teachers:“fostering and managing a safe, positive learning environment.”

“collaborative and collegial practices focused on improving instructional practice and student learning.”

Principals:“creating a school culture that promotes the ongoing improvement of learning and teaching for students and staff.”

“providing for school safety.”

Teachers:“using multiple student data elements to modify instruction and improve

student learning.”

Principals:“development, implementation, and evaluation of a data-driven plan for increasing student

achievement, including the use of multiple student data elements.”

Teachers:“providing clear and intentional focus

on subject matter content and curriculum.”

Principals:“assisting instructional staff with alignment of curriculum, instruction, and assessment with state and local district learning goals.”

Teachers:Implementing the instructional framework

Principals:“monitoring, assisting, and evaluating effective instruction and assessment practices.”

Teachers:“communicating and collaboratingwith parents and school community.”

Principals:“partnering with the school community to promote learning.”

Lunch

Consensus Decision Making Models(November 15, 2011 choose one)

Group agreement scale Use this method two or three times to gauge group support. Write statement, concept or action so that all members can see it. Make the following voting indicators for each member of the group.(October 18, 2011)

3=total agreement

2=support idea with reservations

1=can't support

?=Need to have more questions answered

 

Team Planning…

What are your next steps?

What support do you need?

What are the key messages from today?

What is your communication plan?

Other?

Work group timeline

Next Steps: 1/12/11

Analyzing Frameworks

February 17th: cancel workgroup session

A new evaluation system should be a model for professional growth,

supporting collaboration between teachers and principals in pursuit of stronger teaching and leadership.