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Washington State Teacher and Principal Evaluation

Module 2: Using Instructional and Leadership Frameworks in Educator 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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RIG Content Over Five Sessions Introduction to Educator Evaluation in

Washington Using Instructional and Leadership

Frameworks in Educator Evaluation Applying Multiple Measures of Performance Including Student Growth Measures in

Educator Evaluation Conducting High-Quality Observations Providing High Quality Feedback for

Continuous Professional Growth and Development

System Components

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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

Identify 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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Learning: Understanding the Relationship Between Criteria and

Frameworks

Determine the relationship between the revised teacher and principal evaluation criteria and the

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

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.”

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Rubric(s)

Rubrics based on

evaluation criteria,

centered on district’s

instructional framework(s)

Summative Rating

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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

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.

3. Make notes about what the framework says that adds clarity for each criteria.

Connect Criteria and Frameworks

Break

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

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

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

In District Teams Share ideas gathered from partner and

job-alike conversations Make notes of next steps to take during

planning time

Michaela MillerJim KovalOSPI-TPEP Project Leads

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…

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Implementing

Articulate the ways an instructional and leadership framework can operationalize the revised evaluation

system to improve teaching and learning

Analyze the instructional frameworks to support district decision-making in selecting an instructional framework

and a leadership framework

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Team Time Debrief

Each team share:1. One decision you made today (could be a key

decision, a preliminary decision, a change of course, etc.)

2. One of the immediate next steps you are taking when you return to your district

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Reflecting

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Whip Around and Plus/Delta Debrief

Whip Around: One significant “ah-ha moment” today

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?