Presentation on theme: "Washington State Teacher and Principal Evaluation"— Presentation transcript:
1Washington State Teacher and Principal Evaluation Module 1: Introduction to Educator Evaluation in WashingtonMarch 2013
2Entry TaskAs you enter, please take a moment to place a dot 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
3Welcome! Introductions Logistics Agenda Agenda Connecting Learning ImplementingReflectingWrap Up
4Modules Module 1: Introduction to Educator Evaluation in Washington Module 2: Using Instructional and Leadership Frameworks in Educator EvaluationModule 3: Preparing and Applying Formative Multiple Measures of Performance: An Introduction to Self-Assessment, Goal Setting, and Criterion ScoringModule 4: Combining Multiple Measures Into a Summative RatingModule 5: Including Student Growth in Educator EvaluationModule 6: Conducting High-Quality Observations and Maximizing Rater AgreementModule 7: Providing High-Quality Feedback for Continuous Professional Growth and Development
5Overview of Intended Participant Outcomes for Module 1 Participants will know and be able to:Understand the background and purpose of the Teacher and Principal Evaluation Project (TPEP)Articulate the primary components of the revised teacher and principal evaluation systemDetermine the relationship between the revised teacher and principal evaluation criteriaSelf-assess the alignment of their district’s current evaluation system with the required evaluation system reforms, and apply results to an action planBuild awareness of the eVAL management system purpose, functions, and features
6Session Norms Pausing Paraphrasing Posing Questions Putting Ideas on the TableProviding DataPaying Attention to Self and OthersPresuming Positive IntentionsWhat Else?
7ConnectingBuilds community, prepares the team for learning, and links to prior knowledge, other modules, and current work
8“We Can’t Fire Our Way to Finland” TPEP Core Principles“We Can’t Fire Our Way to Finland”The critical importance of teacher and leadership qualityThe professional nature of teaching and leading a schoolThe complex relationship between the system for teacher and principal evaluation and district systems and negotiationsThe belief in professional learning as an underpinning of the new evaluation systemThe understanding that the career continuum must be addressed in the new evaluation systemThe system must determine the balance of “inputs or acts” and “outputs or results”
9Hopes? 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?HopeConcern
10Chalk Talk Activity: Knowledge of TPEP Individual Reflection and WritingDiscussionWhat 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?
11Evaluation System Placemat Activity Individual and TeamsDiscussionThink about a highly effective evaluation system, one that addresses your concerns and builds on your hopes—one that is completely supportive to improving your practice as a teacher or principal. Generate 8 to 10 sticky notes with one idea per note.With your tabletop group teams, “sort” your characteristics onto a premade “placement” of evaluation system components.Each team shares which components their sticky notes clustered around and which components received less attention.What additional components can contribute to the picture of an effective evaluation system for principals and teachers?
12Learning I: Context, Background, & Key Components Understand the background and purpose of TPEPArticulate the primary components of the revised teacher and principal evaluation system
13Teacher and Principal Evaluation Overview Overview of TPEP, ESSB 5895, and ESEA Flexibility WaiverNote-Taking: Four-Column NotesG!RCW 28ATeacher and Principal Evaluation OverviewThe following 17-minute video provides an overview of teacher and principal evaluation reform in Washington.6TimelinesStudent GrowthQuestionsCommentsA capital “G!” indicates that the guidance represents the Revised Code of Washington (RCW), or Washington Administrative Code (WAC).The RCW establishes the criteria for evaluations of certificated employees, including administrators; these include legislative findings about the purpose of evaluations, training for evaluators, training for educators on required evaluation procedures, and assistance for teachers following evaluations.The WAC establishes the minimum criteria and minimum procedural standards to be adopted in accordance with Chapter RCW by districts for the evaluation of the professional performance capabilities and development of certificated classroom teachers and certificated support personnel.gG!RCW 28AA capital “G!” indicates that the guidance represents Washington state law (RCW) or rules (WAC).A lowercase “g” indicates that the guidance represents research-based best practices but is not mandated by law or rules.
14Video ReflectionRole-alike partner-sharing: 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-sharing: How might we “tell the story” of TPEP in a compelling, interesting way for our district colleagues, to promote investment and engagement?
15Influences on TPEP Development 2012ESSB 5895ESEA Flexibility WaiverTPEP Pilot Sites and Steering CmteInstructional and Leadership Framework AuthorsResearch and Best PracticesE2SSB 6696 & Race to the TopWashington State Evaluation and Professional Growth System2010–12
16Before and After: A Snapshot G!RCW 28ABeforeComponentAfterBinary (satisfactory or unsatisfactory)TiersFour tiers; professional growth and development systemDeveloped over 25 years agoCriteriaDescribes effective teaching and leadership; developed by organizations representing teachers and principals during the 2010 legislative sessionTwo years (prior to 2009–10)ProvisionalStatusThree yearsNo existing requirementEducatorEvaluationDataEvaluation data must be submitted to OSPI for all employee groups (beginning 2010–11)
17Evaluation Components G!RCW 28AEvaluation ComponentESSB 5895Criteria (RCW)Stays the same as E2SSB 6696Criteria DefinitionsEstablished in Rule (WAC A)Instructional/Leadership FrameworksOSPI –Up to Three Approved FrameworksIdentified in Bulletin No K–12 EducationFour-Tiered SystemUnsatisfactoryBasicProficientDistinguishedFinal Summative Scoring MethodologyUnsatisfactory/Satisfactory DelineationYears 1–5 between 1 and 2Years 5+ between 2 and 3Measures and EvidenceObservation* and Student Growth* (*Required in RCW)Other Evidence related to Framework Rubrics
18WAC Document “Close Reading” Jigsaw RCW 28ACount off by seven to form WAC Section Groups.Group 1 Sections 040–070Group 2 Sections 080–100Group 3 Sections 110–140Group 4 Sections 150–170Group 5 Sections 180–200Group 6 Sections 210–230Group 7 Section 240Each group read, discuss, and summarize your section.Each group count off by seven again and form a new group with one person from each WAC Section Group.Share your section of the WAC with your new group.
19WAC Document and 5895 Matrix Learnings RCW 28AWhat are the major learnings from the close reading of the WAC document?How do these major learnings compare with the Matrix?What additional questions has this close reading sparked?
20Learning II: Understanding the Criteria and Framework Choices Determine the relationship between the revised teacher and principal evaluation criteria
21Changes in Teacher and Principal Evaluation Criteria RCW 28ACurrent Teacher Evaluation CriteriaNew Teacher Evaluation CriteriaInstructional skillClassroom managementProfessional preparation and scholarshipEffort toward improvement when neededHandling of student discipline and attendant problemsInterest in teaching pupilsKnowledge of subject matterCentering instruction on high expectations for student achievementDemonstrating effective teaching practicesRecognizing individual student learning needs and developing strategies to address those needsProviding clear and intentional focus on subject matter content and curriculumFostering and managing a safe, positive learning environmentUsing multiple student data elements to modify instruction and improve student learningCommunicating with parents and school communityExhibiting collaborative and collegial practices focus on improving instructional practice and student learningCurrent Principal Evaluation CriteriaNew Principal Evaluation CriteriaKnowledge of, experience in, and training in recognizing good professional performance, capabilities, and developmentSchool administration and managementSchool financeInterest in pupils, employees, patrons and subjects taught in schoolLeadershipAbility and performance of evaluation of school personnelCreating a school culture that promotes the ongoing improvement of learning and teaching for students and staffProviding for school safetyLeads development, implementation and evaluation of a data-driven plan for increasing student achievement, including the use of multiple student data elementsAssisting instructional staff with alignment of curriculum, instruction and assessment with state and local district learning goalsMonitoring, assisting, and evaluating effective instruction and assessment practicesManaging both staff and fiscal resources to support student achievement and legal responsibilitiesPartnering with the school community to promote student learningDemonstrating commitment to closing the achievement gap
22Exploring the Criteria: Gallery Walk Group WorkGallery Walk for ThemesDivide 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 you notice while engaging in this activity?What themes did you notice across all of the charts?
23Common 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?
26ImplementingSelf-assess the alignment of a district’s current evaluation system with the required evaluation system reforms, and apply these results to an action planBuild awareness of the eVAL management system purpose, functions, and features
27District 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.
28District Action and Communication Planning Work with your team to complete the 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?
29Background of eVAL Management System The eVAL system 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 districtspersonalized for each district for their instructional framework, resources, and documentsvoluntary for all districts, which can use as many or as few of eVAL’s features as they like (or none at all)extremely secure, with limited physical and virtual access to its servers
30g http://tpep-wa.org/resources/eval/eval- video-walkthroughs/ 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.
31How Does Our District Get Started With eVAL? Districts must do four things:Contact OSPI to notify TPEP office of their framework choices*Set up staff roles in EDS (see directions on our TPEP/eVAL site:Have staff log into eVAL through EDSHave either the district or school administrator assign evaluators to those they evaluate (in eVAL)
32eVAL FAQ Is eVAL set up and ready for use now? Yes. 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.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- or late September should address this issue.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).
34Whip Around and Plus/Delta Debrief Whip Around: One significant “ah-ha moment” todayTake 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” in today’s session? What went well and should be repeated?Delta: Where is there room for improvement and change?
35What’s Next?Module 2: Using Instructional and Leadership Frameworks in Educator EvaluationHomework OptionsDistrict: 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 five themes.Individual: Watch a short video segment from the TPEP website where Gary Kipp from AWSP explains a crosswalk of the two sets of evaluation criteria.