Materials

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Agreements

Be present. Stay focused on meeting/task, avoid distractions (email), attend meetings, if absent, accept work of group. Support decisions of the group.

Participate actively. Ask/answer questions, share connections, listen, do you homework and be prepared.

Invite and welcome contributions of every member. If conflict occurs, address respectfully. Assume best intentions.

Work together as a community toward our common goal of student growth and improvement.

Start (12:15) and end (3:30) on time.

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Outcomes

As a group, we will: Priority: Work to reach consensus on

instructional framework selection. Draft a timeline for TPEP work and decision

making. Begin to map out an action plan, including a

communications plan.

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Agenda

ReconnectWorking agreementsDecision-making process:

instructional frameworkTimeline/action planCommunications planNext steps

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TPEP Core Principles

1. The critical importance of teacher and leadership quality

2. 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”

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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Instructional Framework Decision Making Process 

3.1.6

Two Basic Models of Decision Making

1. Sufficient Consensus: a meeting of the minds where every member of the group is given the opportunity to participate in the discussion and decision. Everyone may not fully like the decision but everyone is willing to support it fully.

2. Majority Rule - Half plus one decides. This facilitates the easiest and quickest decision-making. However, it can also put team unity to the test.

In the event the team cannot reach sufficient consensus, this is a way to make a final decision in order to meet an absolute deadline.

Sufficient consensus means that:

1. All participants contribute.

2. Differences viewed as helpful rather than as a hindrance.

3. Anyone can paraphrase an issue.

4. Everyone has an opportunity to describe his/her feelings about an interest/issue.

5. Those who continue to disagree may indicate publicly that they are willing to go along for an experimental try for a prescribed period of time.

6. All share in the final decision.

3.1.6

Consensus does not mean:

1. A unanimous vote.

2. Everyone’s first choice.

3. That everyone agrees, rather that enough are in favor to get the decision carried out.

4. Avoiding conflict or overcoming resistance in the short run.

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Proposed Consensus Definition

We have arrived at consensus when all points of view have been heard, and the will of the group is evident—even to those who oppose it.

3.1.6

Important:

Silence is not agreement! Silence is not agreement!

3.1.6

Ways to Indicate Sufficient Consensus

Thumb System - Up is yes, down is no and sideways is either an undecided or a sign that it meets the minimum requirement; however the team should continue the discussion and/or proceed with extreme caution in the event more than one person has voted sideways.

Fist to Five System - This is a system to indicate degrees of agreement or disagreement. A hand raised with all five fingers up indicates full agreement. A fist with no fingers raises indicates complete disagreement. Less than five fingers raised indicates various degrees of agreement. If the indication is mixed, continue the discussion.

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Hopes

 Group 1

That our system will be meaningful. That our system will be positive and support growth. That our system leads to student growth.

 Group 2

Growth is positive Professional learning Student-focused

 Group 3

Positive collaboration Quality Professional growth

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Concerns

 Group 1

That our system cannot become bureaucratic. Short timelines, sufficient training. Growth component is dependent on the

makeup of students. Group 2

Narrow focus missed opportunities Group 3

Student growth Time/training Overwhelmed by unknown and detail

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Essential Questions

Which framework will be meaningful and support student growth?

Which framework will positively support professional learning, growth and collaboration?

Which framework best addresses our concerns about timelines and training?

Which framework best addresses our concerns about the unknown and amount of detail?

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Process

1. Individually highlight pros and cons on your notes for CEL framework.

2. Split into four groups and discuss your notes.

3. Create chart that captures the pros and cons for the framework.

4. Repeat process for Danielson and Marzano frameworks.

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Essential Questions

Which framework will be meaningful and support student growth?

Which framework will positively support professional learning, growth and collaboration?

Which framework best addresses our concerns about timelines and training?

Which framework best addresses our concerns about the unknown and amount of detail?

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Proposed Consensus Definition

We have arrived at consensus when all points of view have been heard, and the will of the group is evident—even to those who oppose it.

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Timelines and Action Plan

RIG Work

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Communication Planning

Which stakeholders need to be engaged this month?

What information do they need?

How will that information be communicated?

Communicating our Values

“Value” is at the root of the word “evaluation.”What we evaluate needs to come from what

we value as a community.

Student Learning

Educator Growth

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Agreements

Be present. Stay focused on meeting/task, avoid distractions (email), attend meetings, if absent, accept work of group. Support decisions of the group.

Participate actively. Ask/answer questions, share connections, listen, do you homework and be prepared.

Invite and welcome contributions of every member. If conflict occurs, address respectfully. Assume best intentions.

Work together as a community toward our common goal of student growth and improvement.

Start (12:15) and end (3:30) on time.

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Whip Around and Plus/Delta Debrief

One word summary of the day

Take a few minutes and create at least two sticky notes for the Plus/Delta Chart on your way out. Plus: What was a real “plus” of today’s session?

What went well and should be repeated? Delta: Where is there room for improvement and

change?