EES Staff V10.1 © Center for Educational Effectiveness, Inc. All Rights Reserved. 1 EDUCATIONAL EFFECTIVENESS SURVEY™ Staff edition V Characteristics of High-Performing Schools and State 8 Criteria for Evaluation of Teaching and Learning Note: This report includes Certificated vs Other Staff Comparison.

EES Staff V10.1 © Center for Educational Effectiveness, Inc. All Rights Reserved. 2 The Center for Educational Effectiveness (CEE) is a service, consulting, and research organization dedicated to the mission of partnering with K-12 schools to improve student learning. NOTICE The Center for Educational Effectiveness, Inc. (CEE) makes substantial effort to ensure the accurate scoring, analysis, and reporting of the results of the Educational Effectiveness Survey. However, CEE makes no warranty of any kind with regard to this material, including, but not limited to, the implied warranties of merchantability and fitness for a particular purpose. CEE shall not be liable for errors contained herein or for incidental or consequential damages in connection with the furnishing, performance, or use of this material. No part of these materials may be copied, reproduced, republished, posted, modified, edited, transmitted, distributed, or used to create derivative works in any form or by any means without the prior written consent of Center for Educational Effectiveness, Inc. These materials are copyright protected under U.S. and international copyright laws and treaties. Violation of these laws will lead to prosecution. Trademark notice: C ENTER FOR E DUCATIONAL E FFECTIVENESS ™ and affiliated logo, B ETTER D ATA. B ETTER D ECISIONS. B ETTER S CHOOLS.™ and affiliated logo, E DUCATIONAL E FFECTIVENESS S URVEY ™, EES-L EADERSHIP 360™ are all trademarks of Center for Educational Effectiveness, Inc. All other trademarks cited here are the property of their respective owners. Published by: Center for Educational Effectiveness, Inc. © Center for Educational Effectiveness, Inc. All Rights Reserved. Printed in the U.S.A. Contact Information: Phone: Fax:

EES Staff V10.1 © Center for Educational Effectiveness, Inc. All Rights Reserved. Introduction The EES Handbook New for fall of 2014—a streamlined Educational Effectiveness Survey TM (EES) report! CEE removed the research, background, and reference information from the EES reports to help you focus on your results. You will find this information in the comprehensive EES Handbook. The EES Handbook contains information and strategies for the interpretation and use of EES data with your staff. The EES Handbook is found in the EES results binder. A link to an electronic version will be ed to you along with your report. If you cannot find your EES Handbook, you can access it on CEE’s website: CEE’s primary concern is that this report be useful and informative in stimulating conversation. If you require any additional assistance with using your report, please contact us at EES Staff Survey Research Framework The Center for Educational Effectiveness brings together leading research to create the Educational Effectiveness Survey™ (EES)—a formative and diagnostic tool designed to stimulate and inform conversations for improvement within your organization. The research framework includes: Effective organizations Organizational trust Culturally responsive teaching District support for improvement Attributes of effective instructional practice Structure of the EES Staff Report This results document contains your data results from the survey you recently administered. Readiness for Change This is the starting point for interpreting your EES Staff data. CEE’s research into over 100,000 staff survey responses has shown these items or attributes to be foundational to organizational change. This section, with your unique charted data, is the first section in the report. 9 Characteristics of High-Performing Schools While there is no single solution for all schools, research on effective schools identified common characteristics of high-performing schools. Successful schools engaged in improvement activities focus on these characteristics to create and improve the system(s) that ultimately increase student learning and achievement. Comparison between certificated staff and non-certificated staff This section allows the reader to understand the difference in perceptions between those responsible at the classroom level (certificated) for student learning and those responsible for the support mechanisms of the school (non-certificated). State 8 Criteria for Evaluation of Teaching and Learning The data in this report is a measure of the system of support within the school and district for development of effective instructional skills, as defined by the “State 8” and the district-selected instructional framework model that will be measured in the teacher evaluation process. Data shown are exclusively from certificated staff responses. 3

EES Staff V10.1 © Center for Educational Effectiveness, Inc. All Rights Reserved. Demographic Charts—Who Took the Survey? 4

EES Staff V10.1 © Center for Educational Effectiveness, Inc. All Rights Reserved. 5 Problem Solving Conflict Resolution The three charts below are data about your school staff, who must define, embrace, implement, and sustain change. If your professional staff believes there is a weakness in the problem-solving ability or in the ability to resolve conflict within this building, or does not see the urgency to improve, you must address those issues to successfully navigate and sustain change. The data contained within the EES will allow conversations about those and other issues to begin by using “the staff voice.” You will find these data and the rest of the “readiness for change” data in the following report section. A Sense of Urgency to Improve Assess Readiness for Change

EES Staff V10.1 © Center for Educational Effectiveness, Inc. All Rights Reserved. 6 Organizational Trust and the “Resistance Gap”

EES Staff V10.1 © Center for Educational Effectiveness, Inc. All Rights Reserved. Willingness to Work At Change 7 All Staff Certificated Staff Other Staff Certificated Staff All Staff Other Staff Openness to New Ideas

EES Staff V10.1 © Center for Educational Effectiveness, Inc. All Rights Reserved. 8 Certificated Staff Other Staff Certificated Staff All Staff Willingness to Be Held Accountable All Staff Leveraging Individual Professionals

EES Staff V10.1 © Center for Educational Effectiveness, Inc. All Rights Reserved. 9 9 Characteristics of High-Performing Schools

EES Staff V10.1 © Center for Educational Effectiveness, Inc. All Rights Reserved. Comparison View: High-Improving Schools Combined Positive Values 10 Comparison View: High-Improving Schools Mean Values

EES Staff V10.1 © Center for Educational Effectiveness, Inc. All Rights Reserved. 11 Comparison View: High-Performing Schools Mean Scores Comparison View: High-Performing Schools Combined Positive

EES Staff V10.1 © Center for Educational Effectiveness, Inc. All Rights Reserved. High Levels of Collaboration and Communication 12

EES Staff V10.1 © Center for Educational Effectiveness, Inc. All Rights Reserved. Clear and Shared Focus 13

EES Staff V10.1 © Center for Educational Effectiveness, Inc. All Rights Reserved. High Standards and Expectations 14

EES Staff V10.1 © Center for Educational Effectiveness, Inc. All Rights Reserved. Effective Leadership 15

EES Staff V10.1 © Center for Educational Effectiveness, Inc. All Rights Reserved. Supportive Learning Environment 16

EES Staff V10.1 © Center for Educational Effectiveness, Inc. All Rights Reserved. Parent and Community Involvement 17

EES Staff V10.1 © Center for Educational Effectiveness, Inc. All Rights Reserved. High Quality Curriculum, Instruction, and Assessment 18

EES Staff V10.1 © Center for Educational Effectiveness, Inc. All Rights Reserved. Observation of Practice 19

EES Staff V10.1 © Center for Educational Effectiveness, Inc. All Rights Reserved. Frequent Monitoring of Teaching and Learning 20

EES Staff V10.1 © Center for Educational Effectiveness, Inc. All Rights Reserved. Observation of Practice 21

EES Staff V10.1 © Center for Educational Effectiveness, Inc. All Rights Reserved. Focused Professional Development 22

EES Staff V10.1 © Center for Educational Effectiveness, Inc. All Rights Reserved. Cultural Responsiveness 23

EES Staff V10.1 © Center for Educational Effectiveness, Inc. All Rights Reserved. District Support for Improvement 24

EES Staff V10.1 © Center for Educational Effectiveness, Inc. All Rights Reserved. Increasing Capacity for Improvement 25 Increased Student Performance Context Readiness for Change 9 Characteristics State 8 Criteria for Teaching “Context” defines the “current reality” of the student population, the school, and community. “Readiness for Change” defines the current capacity for change amongst the systems and adult culture of the school and district. 9 Characteristics define the strength and capacity of the adult systems and culture to have the difficult conversations, make decisions, and implement those changes necessary for improvement to happen. State 8 Criteria for Evaluation of Teaching and Learning define the specific skills necessary for effective instruction and learning. All four components impact the ability of the organization (school) to increase student learning and achievement.

EES Staff V10.1 © Center for Educational Effectiveness, Inc. All Rights Reserved. 26 September 2010—July 2011 Between August 2010 and June 2011, the TPEP districts defined the new teacher evaluation criteria (RCW28A (b)). This work was published in the July 2011 TPEP legislative report ( The TPEP districts continued to build their models by mapping their chosen instructional framework back to the 8 Washington State Criteria. This alignment of each framework back to the “State 8” was done with the input of the instructional framework authors and TPEP districts’ involvement. The EES measures the presence of skills or systems in the “organization” as reported by the individuals within the organization. As such, the data contained within this report is not a part of the evaluation of individual teachers. The data in this report is a measure of the system of support within the school and district for development of effective instructional skills, as defined by the “State 8” and the district-selected instructional framework model that will be measured in the teacher evaluation process. State 8 Criteria for Evaluation of Teaching and Learning

EES Staff V10.1 © Center for Educational Effectiveness, Inc. All Rights Reserved. Criterion 1: Centering instruction on high expectations for student achievement. Key Word: EXPECTATIONS Definition: The teacher develops and communicates high expectations for student learning. 27 Danielson CLASSROOM ENVIRONMENT 2b: Establishing a culture for learning INSTRUCTION 3a: Communicating with Students INSTRUCTION 3c: Engaging students in learning 5D+ CEL Student Engagement: Ownership of learning Student Engagement: Work of high cognitive demand Student Engagement: Substance of student talk Purpose: Connection to standards and broader purpose Purpose: Communication of standards and learning target Marzano 1.1 The teacher develops, aligns, and communicates clear learning targets (daily) and goals with scales (long term) that communicate high expectations for learning. 1.2 The teacher provides opportunities for students to self-reflect and track progress toward learning goals. 1.3 The teacher celebrates student success. Note: These charts use data from certificated staff responses only.

EES Staff V10.1 © Center for Educational Effectiveness, Inc. All Rights Reserved. Criterion 2: Demonstrating effective teaching practices. Key word: INSTRUCTION Definition: The teacher uses research-based instructional practices to meet the needs of all students. 28 Danielson INSTRUCTION 3b: Using questioning/prompts and discussion PROFESSIONAL RESPONSIBILITIES 4a: Reflecting on teaching 5D+ CEL Student engagement: Quality of questioning Student Engagement: Participation and meaning making Student Engagement: Access to quality talk Curriculum and Pedagogy: Discipline specific habits of thinking and communication Marzano 2.1 The teacher helps students interact with new knowledge. 2.2 The teacher helps students practice and deepen their understanding of new knowledge. 2.3 The teacher helps students experiment with and test new knowledge. 2.4 The teacher asks questions of all students with the same frequency and depth. 2.5 The teacher probes incorrect answers of all students in the same manner. 2.6 The teacher uses various methods to engage students. 2.7 The teacher identifies appropriate academic vocabulary aligned to the learning target and uses various strategies for student acquisition. 2.8 The teacher reflects and evaluates the effectiveness of instructional performance. Note: These charts use data from certificated staff responses only.

EES Staff V10.1 © Center for Educational Effectiveness, Inc. All Rights Reserved. Criterion 3: Recognizing individual student learning needs and developing strategies to address those needs. Key word: DIFFERENTIATION Definition: The teacher acquires and uses specific knowledge about students' cultural, individual intellectual and social development, and uses that knowledge to adjust their practice by employing strategies that advance student learning. 29 Danielson PLANNING AND PREPARATION 1b: Demonstrating knowledge of students INSTRUCTION 3e: Demonstrating flexibility and responsiveness 5D+ CEL Student Engagement: Use of student background to plan lessons and units Purpose: Use of differentiated instructional approaches Curriculum and Pedagogy: Scaffolds for individual and group learning needs Marzano 3.1 The teacher uses knowledge of individual student learning needs to design instruction. 3.2 The teacher meets individual student learning needs. Note: These charts use data from certificated staff responses only.

EES Staff V10.1 © Center for Educational Effectiveness, Inc. All Rights Reserved. Criterion 4: Providing clear and intentional focus on subject matter content and curriculum. Key word: CONTENT KNOWLEDGE Definition: The teacher uses content area knowledge, learning standards, appropriate pedagogy, and resources to design and deliver curricula, instruction to impact student learning. 30 Danielson PLANNING AND PREPARATION 1a: Demonstrating Knowledge of Content and Pedagogy PLANNING AND PREPARATION 1e: Designing Coherent Instruction PLANNING AND PREPARATION 1d: Demonstrating Knowledge of Resource 5D+ CEL * Curriculum & Pedagogy: Planning reflects discipline habits of thinking * Curriculum & Pedagogy: Planning for student learning and independence * Purpose: Design of learning targets * Curriculum & Pedagogy: Alignment of instructional materials and tasks * Curriculum & Pedagogy: Follows the district curriculum * Curriculum & Pedagogy: Effective use of technology * Curriculum & Pedagogy: Use of supplemental materials * Classroom Environment & Culture: Relevance of displayed materials Marzano 4.1 The teacher has a comprehensive understanding of the subjects(s) taught. 4.2 The teacher skillfully uses the adopted curriculum. 4.3 The teacher has a comprehensive understanding of the standards. 4.4 The teacher plans and prepares for use of traditional instructional materials and technology. Note: These charts use data from certificated staff responses only.

EES Staff V10.1 © Center for Educational Effectiveness, Inc. All Rights Reserved. Criterion 5: Fostering and managing a safe, positive learning environment. Key Word: LEARNING ENVIRONMENT Definition: The teacher fosters and manages a safe and inclusive learning environment that takes into account: physical, emotional, and intellectual well-being of student. 31 Danielson CLASSROOM ENVIRONMENT 2c: Managing classroom procedures CLASSROOM ENVIRONMENT 2d. Managing Student Behavior CLASSROOM ENVIRONMENT 2a: Creating an environment of respect and rapport CLASSROOM ENVIRONMENT 2e: Organizing physical space 5D+ CEL * Classroom Environment & Culture: Routines for accountability * Classroom Environment & Culture: Routines for effective transitions * Classroom Environment & Culture: Accessibility of classroom materials * Classroom Environment & Culture: Routines for discussion and collaboration * Classroom Environment & Culture: Routines for use of learning time * Classroom Environment & Culture: Routines for managing student misbehavior * Classroom Environment & Culture: Classroom norms * Classroom Environment & Culture: Student Status * Classroom Environment & Culture: Concern for student emotional and physical well being * Classroom Environment & Culture: Approachable towards all students * Classroom Environment & Culture: Physical arrangement of classroom * Classroom Environment & Culture: Routines for student and teacher safety Marzano 5.2 The teacher reviews expectations regarding rules and procedures to ensure effective execution. 5.3 The teacher builds positive relationships with students. 5.4 The teacher demonstrates value and respect for all students. 5.1 The teacher organizes a safe, physical layout of the classroom to facilitate movement and focus on learning. Note: These charts use data from certificated staff responses only.

EES Staff V10.1 © Center for Educational Effectiveness, Inc. All Rights Reserved. Criterion 6: Using multiple student data elements to modify instruction and improve student learning. Key word: ASSESSMENT Definition: The teacher uses multiple data elements (both formative and summative) to plan, inform, and adjust instruction and evaluate student learning. 32 Danielson INSTRUCTION 3d: Using Assessment in Instruction PLANNING AND PREPARATION 1f: Designing Student Assessments PROFESSIONAL RESPONSIBILITIES 4b: Maintaining Accurate Records 5D+ CEL * Purpose: Self-assessment of learning * Assessment for Student Learning: Demonstration of learning * Assessment for Student Learning: Creation and use of summative assessment information * Assessment for Student Learning: Formative assessment opportunities * Assessment for Student Learning: Use of formative assessment information * Assessment for Student Learning: Collection of formative assessment data Marzano 6.1 The teacher uses multiple data elements to modify instruction. 6.2 The teacher uses multiple data elements to design and modify appropriate student assessments. 6.3 The teacher can show that the students in his/her classroom have made growth and/or met course or grade-level standards using multiple measures. Note: These charts use data from certificated staff responses only.

EES Staff V10.1 © Center for Educational Effectiveness, Inc. All Rights Reserved. Criterion 7: Communicating and collaborating with parents and school community. Key word: FAMILIES AND COMMUNITY Definition: The teacher communicates and collaborates with students, families, and all educational stakeholders in an ethical and professional manner to promote student learning. 33 Danielson PROFESSIONAL RESPONSIBILITIES 4c: Communicating with families 5D+ CEL * Communicating and Collaborating: Communication about student progress with parents and caretakers * Communicating and Collaborating: Culturally relevant communication with parents and caretakers * Communicating and Collaborating: Goals of instruction are communicated to parents and caretakers * Communicating and Collaborating: Communication about instructional programs with community * Communicating and Collaborating: Communication within the school community about student progress Marzano 7.1 The teacher communicates and collaborates with parents/guardians/school/community in a timely and professional manner regarding courses, programs, school events, and grade level expectations. 7.2 The teacher communicates individual student progress to parents/guardians in a timely and professional manner and collaborates with parents in support of student learning. 7.3 The teacher collaborates with families and school/community to support student learning Note: These charts use data from certificated staff responses only.

EES Staff V10.1 © Center for Educational Effectiveness, Inc. All Rights Reserved. Criterion 8: Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning. Key word: PROFESSIONAL PRACTICE Definition: The teacher participates collaboratively in the educational community to improve instruction, advance the knowledge and practice of teaching as a profession, and ultimately impact student learning. 34 Danielson PROFESSIONAL RESPONSIBILITIES 4d: Participating in a professional community PROFESSIONAL RESPONSIBILITIES 4e: Growing and developing professionally PROFESSIONAL RESPONSIBILITIES 4f: Showing professionalism 5D+ CEL * Collaborative and Collegial Practices: Collaboration with peers to improve student learning * Collaborative and Collegial Practices: Collaboration with peers to improve instructional practice * Collaborative and Collegial Practices: Professional and collegial relationships * Collaborative and Collegial Practices: Supports school, district, or state initiatives Marzano 8.1 The teacher collaborates with colleagues about student learning and instructional practices. 8.2 The teacher displays dependability through active participation. 8.3 The teacher adheres to district and school rules and procedures. 8.4 The teacher participates in district and school initiatives. 8.5 The teacher pursues professional development. 8.6 The teacher meets growth targets as identified in annual professional goals.