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Welcome, RIG 2, Spring CohortDay 1, Thursday, January 31, 2013

OESD 114

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Washington State Teacher and Principal Evaluation

Module 1: Introduction to Educator Evaluation in WashingtonAs revised by OESD 114 for the 1/31 Presentation

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Entry TaskAs you enter, please take a moment to write your initials on the continuum on the wall that represents your perception of the following:

To what degree has the current evaluation system supported you in improving your practice?

1= Poorly supported2= Slightly supported3= Somewhat supported4= Completely supported

SP

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Welcome! Introductions Logistics Agenda

Agenda Setting the Stage Tapping Prior

Knowledge TPEP Overview ESEA Flexibility

Waiver Understanding

Criteria “as Master” Action Planning eVAL 101 Homework

February 21st

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ModulesRIG 2 Assurances provide for five sessions

Module 1: Introduction to Educator Evaluation in Washington

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Overview of Intended Participant Outcomes for Module 1Participants will know and be able to: Understand the background and purpose of TPEP Articulate the primary components of the revised

teacher and principal evaluation system Determine the relationship between the revised

teacher and principal evaluation criteria Self-assess the alignment of their district’s

current evaluation system with the required evaluation system reforms and apply results to an action plan

Build awareness of the eVAL management system purpose, functions, and features

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Session Norms Pausing Paraphrasing Posing Questions Putting Ideas on the Table Providing Data Paying Attention to Self and Others Presuming Positive Intentions

What else?

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Connecting

Builds community, prepares the team for learning, and links to prior knowledge, other modules, and

current work

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TPEP Core Principles1. 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.”

“We Can’t Fire Our Way to Finland”

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Hopes? 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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Chalk Talk Activity: Knowledge of TPEPIndividual Reflection and Writing

Discussions

What do you know about the components of educator evaluation in Washington?

Each chart paper has a specific component in its center. Write your comments about that component around the center.

Where does the main knowledge base center?

What are the main points of confusion?

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Learning I: Context, Background, & Key Components

Understand the background and purpose of TPEPArticulate the primary components of the revised

teacher and principal evaluation system

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Teacher and Principal Evaluation OverviewThe following 17 minute video provides an overview of teacher and principal evaluation reform in Washington.

http://vimeo.com/47373446

Overview of TPEP, ESSB 5895, and ESEA Flexibility Waiver

Note-taking: 4 Column Notes

Timelines Student Growth

Questions Comments

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Video Reflection District- reflection and sharing: How might we

“tell the story” of TPEP in a compelling, interesting way, for our district colleagues, to promote investment & engagement?

Brinnon

Central Kitsap

Quilcene

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Influences on TPEP Development

2012 2012-

ESSB 5895ESEA Flexibility WaiverTPEP Pilot Sites & Steering CmteInstructional and Leadership Framework AuthorsResearch and Best PracticeE2SSB 6696 & Race to the Top

Washington State Evaluatio

n and Professio

nal Growth System

2010-12

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Before & After: A SnapshotBefore Component After

Binary – Satisfactory/Unsatisfac

toryTiers

4 Tiers – Professional Growth &

Development System

Developed over 25 years ago. Criteria

Describes effective teaching & leadership –

developed by stakeholders in 2010 legislative

session2 years (prior to SY

2009-10)Provisional

Status 3 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 5895 Criteria (RCW) Stays the sameCriteria Definitions Stays the sameInstructional/Leadership Frameworks

3 “Preferred” FrameworksOSPI –September 1, 2012

4-Tiered System UnsatisfactoryBasicProficientDistinguished

Final Summative Scoring Methodology

OSPI –December 1, 2012Rulemaking has started as of August 21st, 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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ESEA Flexibility Waiver Jigsaw Count off by 8 to form

Waiver Section Groups. 1: bottom of page 187 through

bottom of page 188 2: page 188 Section III through

next to last line on page 189 3: last line of 189 to mid-191 4: mid-191 (Three specific

guidelines…) to top of 192 (ends Section III)

5: top of 192 (Section IV) to top of 193

6: top of 193 (IV.B.) to end of chart on page 196

7: lower 196 (IV.C.) to page 199 8: page 200 (IV.E.) through the

end

Read your section. Meet at your poster

with others in your reading group.

Create a chart with two columns:

What does everyone need to know

Surprises?

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Sharing Out Each team shares

What everyone needs to know What was surprising

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Reflecting Which of the confusions from “Chalk Talk”

have been addressed?

Eight Criteria Growth Data ?????

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Learning II: Understanding the Criteria and Framework choices

.Determine the relationship between the revised

teacher and principal evaluation criteria

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Changes in Teacher & Principal Evaluation Criteria

Current Teacher Evaluation Criteria New Teacher Evaluation Criteria

1. 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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Exploring the Criteria: Gallery Walk

Group WorkGallery Walk for Themes

Divide into 16 small groups or partners.

Divide a piece of chart paper into horizontal halves and label top of the paper with focus criteria.

Across the top portion, label WHAT KNOWLEDGE AND/OR SKILLS ARE NECESSARY?

Across the bottom portion, label HOW WOULD YOU KNOW THE KNOWLEDGE AND SKILLS ARE IN EVIDENCE?

Post your chart paper.

Gallery Walk for 10 minutes.

What did everyone notice as you were engaging in this activity?

What themes did you notice across all of the charts?

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Common Themes in the Criteria As you discussed one of the criteria and

walked through the gallery of charts, what common themes do you notice across all of the criteria?

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TPEP Criteria Themes

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Implementing

Self-assess the alignment of their district’s current evaluation system with the required evaluation system reforms and apply

these results to an action plan Build awareness of the eVAL management system purpose,

functions, and features

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District Self-Assessment Use the self-

assessment on page 5 of the handout packet.

Where does your district fall on a continuum of implementation for significant components of the educator evaluation system?

Discuss as a district team and determine the action steps as a result of your self-assessment.

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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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BackgroundeVAL Management SystemeVAL 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); and extremely secure with limited access physically and

virtually to its servers.

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What is eVAL?

This 4 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 4 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 http://tpep-wa.org/resources/eval/)

3. Have staff login to 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 FAQ1. 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 in eVAL (or other staff), what is happening?  I know they were setup in EDS. The most common cause is they teachers (or other staff) have not logged in to eVAL through EDS.  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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Reflecting

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Whip Around and Plus/Delta Debrief Whip Around: 1 significant “Ah-Ha” Moment

Today

Take a few minutes and create at least 2 post-it 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 their room for improvement and

change?

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What’s Next? Module 2: Using Instructional and Leadership

Frameworks in Educator Evaluation Homework Options for February 21, 2013

District: Explore the eVAL setup instructions and have any follow-up conversations.

District or School: Share the TPEP overview video at a faculty meeting.

School or Teams: Ask all teachers and principals to review the criteria comparison chart and discuss the 5 themes.

Individual: Watch a short video segment from the TPEP website where Gary Kipp from AWSP explains a crosswalk of the 2 sets of evaluation criteria.

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Thank you!

Stephanie Parker, OESD 114sparker@oesd.wednet.edu

360 405-5824