1. Washington State Teacher and Principal Evaluation Module 2: Using Instructional and Leadership Frameworks in Educator Evaluation 1

2. Welcome to Day 2 2  February 22, 2013

3. Entry Task 3 As you enter, please have a brief discussion with your table team to answer the following two questions:  How ready is your district to communicate about, and use your instructional framework?  How ready is your district to select, communicate about, and use a leadership framework? Place one sticky note on each Readiness Charts posted on the wall.

4. Welcome! 4  Introductions  Logistics  Agenda  Opening Activities  Continuing with the 8 Criteria  Review of TPEP  Overview of Frameworks  Connecting the Framework to the Criteria  Criteria/ Dimensions in Action  Team Tasks  Debrief, Next Steps, Homework

5. Modules 5  Module 1: Introduction to Educator Evaluation in Washington  Module 2: Using Instructional and Leadership Frameworks in Educator Evaluation

6. Session Norms 6  Pausing  Paraphrasing  Posing Questions  Putting Ideas on the Table  Providing Data  Paying Attention to Self and Others  Presuming Positive Intentions

7. A Review of the Evaluation System Components 7

8. Connecting Builds community, prepares the team for learning, and links to prior knowledge, other modules, and current work 8

9. Overview of Intended Participant Outcomes for Module 2 9 Participants will:  Review the Eight Criteria for Teachers and for Principals  Understand the legislative requirements for instructional and leadership frameworks as part of the Teacher and Principal Evaluation Pilot (TPEP)  Articulate the ways an instructional and leadership frameworks can operationalize the revised evaluation system to improve teaching and learning  Determine the relationship between the evaluation criteria and your framework

10. Continuing with Criteria 10  Number off from 1 – 8 (two times)  We will have two groups of 1 – 8 to review the criteria for both teachers and principals.  You will need the handout from Module 1 that shows the criteria for teachers and principals.  Go to your assigned chart, and with a partner, continue completing the chart. When time is called, post the Principal charts, in order on the far wall, and Teacher charts on the wall nearer the screen.

11. Carousel Walk 11  Take a pen and post its and visit each chart. Add skills and evidence as you walk. You will have 20 minutes for this activity.

12. Debrief 12  What are your “takeaways” from this activity?

13. Learning I: The Frameworks Understand the legislative requirements for instructional and leadership frameworks as part of the Teacher and Principal Evaluation Pilot (TPEP) 13

14. Quiz Show 14 Notebooks closed, please.

15. Quiz Show: Question 1 15  What 2012 state law guides this work?  Senate Bill 5895  For extra credit, what was the previous law?  Senate Bill 6696

16. Quiz Show: Question 2 16  How many performance tiers were in the old system as compared with the new system?  Two tiers versus four tiers

17. Quiz Show: Question 3 17  What are the labels of the four tiers?  Unsatisfactory, basic, proficient, and distinguished

18. Quiz Show: Question 4 18  How many criteria now anchor evaluation for teachers?  Eight  For extra credit, how many criteria now anchor evaluation for principals?  Eight

19. Quiz Show: Question 5 19  Which social media platform does TPEP mainly use?  Twitter

20. Quiz Show: Question 6 20  Name the five themes linking the teacher and principal criteria.  Culture, data, community, content, and instruction

21. Quiz Show: Question 7 21  When is full implementation of the new system required for all districts in Washington?  2013–2014

22. Quiz Show: Question 8 22  What is eVAL?  eVAL is a web-based tool designed to manage the evaluation process and documentation  For extra credit, who created eVAL?  Washington Education Association, the Office of Superintendent of Public Instruction, and Educational Service District 113

23. Quiz Show: Question 9 23  How many original pilot sites have helped shaped TPEP since 2010?  Nine sites (eight districts and one consortium)

24. Quiz Show: Question 10 24  How many instructional frameworks support the revised evaluation system?  Three  For extra credit, how many leadership frameworks support the revised evaluation system?  Two

25. Why Frameworks? 25 CEL AWSP or Marzano

26. Overview of the Frameworks 26  An instructional or leadership framework provides a common language and vision of quality teaching/leading that is shared by everyone in the district and is aligned to the eight principal and teacher criteria created by E2SSB 6696. Section (2)(e) and 6(e) of ESSB 5895 states:  By September 1, 2012, the superintendent of public instruction shall identify up to three preferred instructional and leadership frameworks that support the revised evaluation system.  The instructional frameworks shall be research-based and establish definitions or rubrics for each of the four summative performance ratings for each evaluation criteria.  Each school district must adopt one of the preferred instructional and leadership frameworks and post the selection on the district’s website.  The superintendent of public instruction shall establish a process for approving minor modifications or adaptations to a preferred instructional or leadership framework that may be proposed by a school district.

27. Selected Frameworks Instructional Leadership 27  The Framework for Teaching (Danielson)  Marzano Teacher Evaluation Model  Five Dimensions of Teaching and Learning (CEL)  AWSP’s Leadership Framework  Marzano Leadership Framework

28. Learning II: Understanding the Relationship Between Criteria and Frameworks Determine the relationship between the revised teacher and principal evaluation criteria and the frameworks 28

29. Learning I Activity: Criteria Placemat and Frameworks Sort 29  Sort the dimensions cards from your instructional framework onto the Criteria Placemat. Cards can be used more than once.  Check your answers with the Framework Support Document.

30. Learning Activity I: Discussion 30  Did your team get the dimensions sorted close to the Framework Support document?  Were any of the dimensions difficult to align to criteria?  Any significant “ah-ha” moments?

31. So what does it look like in a classroom setting? 31

32. Criteria & Dimensions in Action 32  Eight groups will describe what this criterion (and the domains/ dimensions aligned to it) looks like in action.  Create a five-column chart with Criteria Heading and with two or three bullets describing this criterion in action for each teacher type. K5th grade literacy 7th grade math 10th grade science 9 – 12 P.E.

33. Debrief: Criteria and Frameworks 33  Each criteria group shares their chart.  For discussion:  What is the same across your bullets for your teacher type?  Are there any significant differences for practice at different grade levels or for different content areas?  How do the frameworks and criteria provide a common language across different grade levels and content areas for teachers?  Do you think our conclusions be similar if we did this set of activities for principals? Would we be able to look at an elementary school principal in the same way we look at a high school principal?

34. 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 34

35. Connecting Back to the Readiness Continuum - Tasks We have district a instructional framework, but it may not be understood in the context of an evaluation system, and we need to grow our knowledge of framework and links to criteria. Tasks 1.Communications Checklist and Plan 2.Educational PowerPoint Goal: Create a communications plan and an educational PowerPoint that highlights the criteria alignment. 35

36. Implementing Activities Debrief 36  Sharing your Next Steps: 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

37. What’s Next? Wednesday, March 13th 37  Module 3 is scheduled: Applying Multiple Measures of Performance, however – Michaela Miller is scheduled to be here.

38. Homework 38  Your district could use the selection process for the Leadership Framework that is contained in the participant handout section. Additional resources can be accessed as indicated below. Marzano http://tpep-wa.org/resources/leadership- frameworks/marzano-school-leadership-evaluation-model/ AWSP http://tpep-wa.org/2012/03/09/the-awsp-leadership- framework-now-available-with-rubrics/

39. Whip Around and Plus/Delta Debrief 39  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?

40. Thank you! See you March 13, 2013 Stephanie Parker sparker@oesd.wednet.edu 40