1. Washington State Teacher and Principal Evaluation Project Preparing and Applying Formative Multiple Measures of Performance Applying Multiple Measures of Performance 1 June 2013

2. As you enter, please have one person from your district team indicate which instructional framework and which leadership framework you are planning or are already using in your district. Write your district name on two sticky notes and place them on the chart paper labeled with the names of the frameworks. 2 Entry Task

3. 3  Introductions  Logistics  Agenda  Connecting  Learning  Implementing  Reflecting  Wrap-Up Welcome!

4.  Introduction to Educator Evaluation in Washington  Using Instructional and Leadership Frameworks in Educator Evaluation  Preparing and Applying Formative Multiple Measures of Performance: An Introduction to Self-Assessment, Goal Setting, and Criterion Scoring  Including Student Growth in Educator Evaluation  Conducting High-Quality Observations and Maximizing Rater Agreement  Providing High-Quality Feedback for Continuous Professional Growth and Development  Combining Multiple Measures Into a Summative Rating 4 Modules

5.  Pausing  Paraphrasing  Posing Questions  Putting Ideas on the Table  Providing Data  Paying Attention to Self and Others  Presuming Positive Intentions  What Else? 5 Session Norms

6. A. Applying Multiple Measures of Performance B. Conducting High-Quality Self-Assessments C. Goal-Setting in Educator Evaluation D. Gathering Evidence for Criterion Scoring Reminder!  This module provides an orientation to the basic concepts.  This module does not go into great depth about evidence in relationship to any of the specific instructional or leadership frameworks and instead leaves it up to the districts to seek additional training. 6 Module Overview: Four Parts

7. Connecting Builds community, prepares the team for learning, and links to prior knowledge, other modules, and current work 7

8. Participants will know and be able to:  Understand the legislative requirements for using multiple measures as part of educator evaluation in Washington  Determine specific measures to support implementation of evaluation in your districts  Understand the evaluation cycle across a school year and how multiple measures fit in  Articulate the differences between evidence and measures and ways to integrate both into educator evaluation to move beyond an observation-only evaluation system  Support effective self-assessment, articulation of strong goals, and gathering of evidence to support evaluation in alignment with the Washington State criteria 8 Intended Participant Outcomes for Module 3

9. 9 Guidance Icon Key A capital “G!” indicates that the guidance represents Washington state law. A lower-case “g” indicates that the guidance represents research-based best practice but is not mandated by law.

10. 10  Give your signature and get signatures on the “Give One, Get One” handout in your packet.  Do these statements apply to anyone in this room? Meet your co-participants and find out.  Each person can only sign your sheet in one square. Give One, Get One

11.  Quick show of hands:  How many people got all nine squares filled?  How many of you signed for:  Having completed a meaningful self-assessment?  Collecting data from students about the classroom learning environment?  Assembling and/or reviewing artifacts of practice?  Were there any squares that were difficult to find a signature for?  Each of these squares mentions some of the possible measures of educator practice and ways of collecting evidence. 11 Connecting Debrief

12. Learning: Multiple Measures Overview Understand the evaluation cycle across a school year and how multiple measures fit in Articulate the differences between evidence and measures and ways to integrate both into educator evaluation to move beyond an observation-only evaluation system 12

13.  There are many valid reasons, both formative and summative, to measure teacher and leader effectiveness.  But the ultimate goal of all measurement should be… to improve teaching and learning.  An evaluation system should be designed to improve teaching, not “rate” or “rank” teachers or school leaders. 13 Why Measure Effectiveness?

14. Shifting Thinking Assessment as Autopsy Assessment as Diagnostic Tools to Improve Leadership & Instruction Data Access Utilizing Data for Improving Instruction Educator QualityEducator Effectiveness Reflection for Improved Individual Teaching and Leadership Practice Reflection for Improved Collective Teaching and Leadership Practice

15. 15 What Are Measures?

16. Select and implement measures that:  Support educators to examine their own practice against specific criteria  Allow educators to co-construct the evaluation  Give educators opportunities to discuss the results  Are directly aligned with teaching or leadership standards  Include protocols and processes that are transparent and understandable 16 Measures That Help Educators Grow

17.  What are some measures we can use in teacher and principal evaluations? 17 Types of Measures Teachers: 1. Planning 2. Classroom observations 3. Self assessment and reflection 4. Perception survey data 5. Peer evaluation 6. Portfolios 7. Student achievement data 8. Student work samples Principals: 9. Classroom observations 10. Parent and student surveys 11. School climate surveys 12. Evaluator/teacher/self reports (360-degree surveys)

18.  Count off by 12  Read the corresponding measure in Handout 3, Multiple Ways to Measure Teacher Effectiveness, and Handout 4, Selecting Principal Measures  Questions to consider  What does that measure look like?  What are some pros and cons?  What do you need in order for that measure to be able to be used as a measure of professional growth? 18 Learning Activity: Types of Measures Jigsaw

19. A well-functioning evaluation system goes beyond the checklists commonly used in schools. A system must: (1) specify what must be measured, (2) define how it will be measured, (3) clarify how the measures will be applied consistently, (4) lay out a plan for providing feedback and continuous support, and (6) have buy-in and leadership from key stakeholders. It will also highlight how to use the evaluation results to improve school culture, educator practice and student outcomes. – “Getting It Right,” NBPTS, 2011 19 It’s Not Business as Usual

20. 20 The Year-Long Evaluation Cycle 8 Criteria Frameworks + Student Growth Rubrics State- determined process Distinguished Proficient Basic Unsatisfactory District- determined process Distinguished Proficient Basic Unsatisfactory Observation Student Growth Evidence Step 1 Criteria aligned to instructional /leadership and student growth rubrics Professional goals (g) Instructional/leadership goals (g) Student growth goals (G!) Step 5 Summative Score (G!) Step 2 & 3 Select and collect evidence 2 observations (G!) Student growth (G!) Other evidence (g)

21.  Three sources of information:  Observations based on your chosen instructional framework  Student growth data as measured by student growth rubrics  Additional evidence of practice  Evaluators should monitor aspects of performance throughout the year.  Selection of the instruments above should facilitate the process 21 Gathering and Selecting Evidence in the Year-Long Evaluation Cycle

22.  Two-Minute Tabletop Discussion:  Turn to an elbow partner and discuss what kinds of evidence a teacher might collect throughout the year and how that evidence is different from a measure. 22 The Evaluation Cycle Across a Year

23. 23 Measures  Dimensions, quantity, or capacity as ascertained by comparison with a standard. Evidence  Observed practice, products, or results of a certified classroom teacher or certified principal’s work that demonstrates knowledge and skills of the educator with respect to the four- level rating system. Measures and Evidence

24.  Criterion 5, Learning Environment: The teacher fosters and manages a safe and inclusive learning environment that takes into account: physical, emotional, and intellectual well-being.  Look at the alignment between your instructional framework and Criterion 5.  How does a Student Behavior Plan serve as evidence for Criterion 5?  Let’s go through some critical questions. 24 Learning Activity 2-A: Measure the evidence in teacher evaluations

25.  Critical questions:  How would we measure, or compare, that teacher’s classroom environment against a standard?  Would this behavior plan serve as evidence—meaning would it help make it clear and give the evaluator an indication of a teacher’s capacity to create an effective learning environment?  How would you align this piece of evidence with your instructional framework?  Does this piece of evidence provide you with sufficient evidence to measure one rubric row from your instructional framework? Criterion 5?  What additional evidence do we need to effectively measure that rubric row? Criterion 5? 25 Learning Activity 2-A: Measure the evidence in teacher evaluations

26.  Criterion 3, Ensuring School Safety  Look at the alignment between your principal framework and Criterion 3  Handout 7 has 3 pieces of evidence:  Part 1: Working Conditions Survey (teacher report)  Part 2: Conditions for Learning Survey (student-report)  Part 3: School-Level Student Behavior  How do these they serve as a piece of evidence for Criterion 3, Ensuring School Safety?  Let’s go through some critical questions. 26 Learning Activity 2-B: Measure the evidence in principal evaluations

27.  Critical questions:  How would we measure, or compare, school safety against a standard?  Would these three pieces of evidence help make it clear and give the evaluator an indication of a principal’s capacity to create school safety?  How would you align these pieces of evidence with your principal framework?  Does these pieces of evidence provide you with sufficient evidence to measure one rubric row from your principal framework? Criterion 3?  What additional evidence do we need to effectively measure that rubric row? Criterion 3? 27 Learning Activity 2-B: Measure the evidence in principal evaluations

28. 28  Eight tables with one of the eight criteria on chart paper  Brainstorm and then move the paper to the next table  First Round: What does that criterion look like in practice?  Second Round: What evidence could we gather about those specific practices?  Third Round: What measures would support comparing that evidence with the standards for proficient practice in your instructional framework? Criterion PracticeEvidenceMeasure Learning Activity 3: Multiple Measures Carousel

29. 29 Educator Evaluation Measures: It Takes Many Pieces… Self-Assessment & Reflection Perception Survey Data Student Work Samples Student Learning/ Achievement Data Peer Evaluation Portfolio Assessments Planning Classroom Observation

30.  Evaluation must include an assessment of the superintendent of public instruction’s approved student growth rubrics. More than one measure of student growth data must be used in scoring the student growth rubrics.  During each school year, all classroom teachers and certificated support personnel shall be observed for the purposes of evaluation at least twice in the performance of their assigned duties.  Evaluation of the criteria must include an assessment of the criteria using the instructional framework rubrics. 30 RCW28A.405.100 Requirements for Multiple Measures for Teachers

31.  Evaluation must include an assessment of the superintendent of public instruction’s approved student growth rubrics. More than one measure of student growth data must be used in scoring the student growth rubrics.  Evaluation of the criteria must include an assessment of the criteria using the leadership framework rubrics. 31 RCW28A.405.100 Requirements for Multiple Measures for Principals

32. 32  Divide the room into eight groups.  Each group visits the National Comprehensive Center for Teacher Quality’s website to read and review a specific measure of teacher or principal practice from the Guide to Evaluation Products (http://resource.tqsource.org/GEP/)  What are the strengths and limitations of each?  Share out your findings with the larger group. Optional Activity: Guide to Evaluation Products Jigsaw Guide to Evaluation Products, National Comprehensive Center for Teacher Quality, http://resource.tqsource.org/GEP/

33. Implementing Determine specific measures to support implementation of evaluation in your districts 33

34. Critical Decision-Making Criteria and Instructional Frameworks MeasuresAlignment 34

35. 35  Key messages for multiple measures  Need a variety of evidence  Not about collecting as much as you can; this is about quality, not quantity  Evidence should be based on naturally occurring documents/materials  Prioritize evidence collected based on goals and criteria. Critical Decisions About Methods Criteria and Instructional Frameworks MeasuresAlignment

36. 36  Which measures align with your instructional framework?  Use table in the excerpted pages from the Practical Guide.  Use the “Methods of Collecting Data” (Handout 8 and 9) Danielson Alignment to Criterion 5 ObservationAnalysis of Artifacts Portfolios 2a: Respect & rapport X 2c: Classroom procedures XX 2d: Student behavior XX 2e: Physical space X Matching Criteria to Instruments

37. 37  Some criteria may match with two, three, or more different methods  How will you decide which measure(s) is/are best suited for that purpose?  Use Handout 10, “Critical Decisions About Methods for Teacher Evaluation” Critical Decisions About Methods Criteria and Instructional Frameworks MeasuresAlignment

38. 38  To review the strength and weaknesses of each measure  Refer back to Handout 3, “Multiple Ways to Measure Teacher Effectiveness”  To think about how the measures accurately assess teacher practice.  To make explicit how the measures can be used to help with professional growth  Use the Guide to Evaluation Products for additional information on measures http://resource.tqsource.org/GEP/ http://resource.tqsource.org/GEP/ Before making these critical decisions, remember…

39. 39  What conclusions have you drawn about using multiple measures in your evaluation system?  What measures are you considering in your evaluation system design?  What are your next steps? Implementing Debrief

40. Reflecting 40

41. Select one of the Debrief Cards and share: One key observation I made during this session One key question I have as a result of this session One way someone else helped me out during this session Something new I have learned as a result of this session One feeling I experienced during this session One step I will take as result of this session One new idea I have a result of this session 41 It’s in the Cards Debrief

42.  In Part B: Conducting High-Quality Self-Assessments  Homework Options  District: Continue the discussion and come to final decisions about the types of measures you will included in your evaluation system or explore the Guide to Evaluation Products http://resource.tqsource.org/GEP/ http://resource.tqsource.org/GEP/  School or Teams: Determine a list of prerequisites for making self-assessments an authentic and valuable part of the evaluation process.  Individual: View the eVAL video about self-assessment http://tpep-wa.org/resources/eval/eval-video-walkthroughs/ http://tpep-wa.org/resources/eval/eval-video-walkthroughs/ 42 What’s Next?

43. Thank you! Presenter Name xxxxxxxxxxx@xxx.xxx 43