Session Materials

Wiki http://pugetsoundesd-rig2b.wikispaces.co

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Washington State Teacher and Principal Evaluation

Session 1: Introduction to Educator Evaluation in Washington

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Outcomes for Session 1

Participants will: Understand the background and purpose of

TPEP

Be able to articulate the primary components of the revised teacher and principal evaluation system to stakeholder groups

Self-assess the alignment of district’s current evaluation system with the required evaluation system reforms and apply results to an action plan

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Agenda

Connecting: TPEP Core Principles

Learning/Communicating: 6696, 5895, ESEA Waiver, draft WAC, System Components

Framework information

Implementing: Team Time

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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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**Suggested Activity**

District Team Norms and Agreements

Review the Developing Norms Worksheet on the wiki

If you don’t yet have norms, use this worksheet to guide you.

If your group has norms, use this sheet as a comparison for possible revisions.

Can use team time this afternoon.

Decision making processes Powerpoint also available on wiki

System Components

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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”

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**Suggested Activity**

Hopes and Concerns

Select two “sticky notes.”

On one, write a hope you have for the teacher and principal evaluation reforms.

On the other, write a concern you have for the teacher and principal evaluation reforms.

Share each with your team, then synthesize into one collective hope and one collective concern.

Discuss as large group. What do you notice?Hope

Concern

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TPEP Background

Level of Understanding of the Work

As a team, discuss your knowledge and understanding of the revised evaluation system.

Refer to the stakeholder list. Discuss the level of understanding of the groups on the list.

Prioritize which stakeholder groups you would like to focus on today.

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Influences on TPEP Development

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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

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Evaluation ComponentsEvaluation Component ESSB 5895

Criteria (RCW) Stays the same

Criteria Definitions Stays the same

Instructional/Leadership Frameworks

Three “Preferred” FrameworksOSPI –September 1, 2012

Four-Tiered System UnsatisfactoryBasicProficientDistinguished

Final Summative Scoring Methodology

OSPI –December 1, 2012Rulemaking has started as of August 21, 2012

Unsatisfactory/Satisfactory Delineation

Years 1–5 between 1 and 2Years 5+ between 2 and 3

Measures and Evidence Observation* and Student Growth*(*Required in RCW)Artifacts and other Evidence related to Framework Rubrics

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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.”

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

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Teacher and Principal Evaluation Overview

The following 17-minute video provides an overview of teacher and principal evaluation reform in Washington.

http://vimeo.com/47373446

**Resource**

Overview of TPEP, ESSB 5895, and ESEA Flexibility Waiver Communication Plan Note-taking: Four Column Notes

Timelines Student Growth

Questions Comments

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Video Reflection

Role-alike partners: What’s becoming clearer to you? What are the key pieces of information from this

video that you think your district will need/want to know?

District teams: How might we “tell the story” of TPEP in a

compelling, interesting way, for our district colleagues, to promote investment and engagement?

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5895 Matrix

5895 Decision Making Matrix

Teams assign each pair a stakeholder group.

Partners read 5895 decision-making matrix

Brainstorm talking points for your stakeholder group.

Share as a district group. Are there common messages for all stakeholders? Targeted messages for some?

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Supports: eVal

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Background eVAL Management System

eVAL is a web-based tool designed to manage the evaluation process and documentation. Developed in partnership with the Washington Education Association, the Office of Superintendent of Public Instruction, and Educational Service District 113.

eVAL is: a free resource developed and refined during a year of use

within the Teacher/Principal Evaluation Pilot districts personalized for each district for their instructional

framework, resources, and documents voluntary for all districts, who can use as many or as few

of eVAL’s features as they’d like (or none at all) extremely secure with limited access physically and

virtually to its servers

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What is eVAL?

This four-minute video will overview the eVAL Management System. This overview includes the rationale for the development of eVAL, its functions and features, the value eVAL provides to educators in Washington, and the next steps you can take to learn more about eVAL. http

://tpep-wa.org/resources/eval/eval-video-walkthroughs/

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How Does Our District Get Started with eVAL? Districts must do four things:1. Contact OSPI to notify Michaela Miller of their

framework choices* (michaela.miller@k12.wa.us)

2. Setup staff roles in EDS (see directions on our TPEP/eVAL site: http://tpep-wa.org/resources/eval/)

3. Have staff log into eVAL through EDS4. Have either the district or school admin, (in

eVAL) assign evaluators to those they evaluate

*INSERT NOTE ABOUT FRAMEWORK SELECTION

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eVAL FAQ

1. Is eVAL setup and ready for use now? Yes.

2. What are some of the first things staff might do in eVAL?  Many districts are asking staff to conduct self-assessments in eVAL as part of their introductory processes. An additional starting place may be to have staff use their self-assessment to either set goals in eVAL on their own (self-directed) or respond to goal-setting prompts created by the district, their school, or their supervisor.

3. If principals evaluate vice-principals in our district, can they use eVAL for this purpose?  Right now principals cannot evaluate vice-principals in eVAL. Check the website for the latest updates. An update in mid-late September should address this issue.

4. I can't see all the teachers (or other staff) in eVAL, what is happening?  We do not get automatic updates from EDS, so staff must log in to eVAL through EDS for changes to take effect (this includes if staff roles change, or if they move from one school to another).

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Implementing: Team Time

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Team Time Possibilities

Set or review team norms. Discuss and set decision-making

processes Develop communication plan for

stakeholder groups. Work to select instructional and/or

leadership framework. Develop action plan (15, 30, 60 days) Watch and discuss eVal preview. Read and discuss 5895, ESEA Flexibility

Waiver Other?

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District Action and Communication Planning Work with your team

to complete the 15-30-60-day action planner.

What will you aim to do in your district to advance the planning and preparation of new educator evaluation systems?

Communication Planning can support your implementation actions.

Who do you need to engage and how?

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What’s Next?

Next meeting is February 12

Measures and Evidence for teacher and principal evaluation

OSPI memo: Steering Committee guidance on implementation plan, finalized WACs

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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?