Educator Effectiveness Regional Workshop: Round 2 April 2013

Today’s Agenda Welcome and Overview Planning for Implementation Multiple Measures: Gathering Evidence Lunch/Team Time Observations and Feedback Calibration Considerations for Specialists Adjourn/Workshop Evaluation

The Oregon Framework for Teacher and Administrator Evaluation and Support Systems April Regionals Planning for Implementation ___________________ We know that with the tight timeline districts are on, teams are focused on the heavy lifting of the required components of the system. Planning for implementation at the same time you are designing your system can help ensure that implementation is smoother and more effective. 2013 3

Assurances By July 1, 2013, all school districts must submit to ODE a statement of assurance regarding their evaluation and support system and implementation plan and its alignment to the requirements outlined in the Oregon Framework. www.ode.state.or.us/search/page/?id=3842 The Framework requires that all school districts “must begin implementing their local evaluation and support system in all evaluations in 2013-14”. The assurance that districts must submit on July 1 includes a description of the implementation plan. As a reminder, the July 1 submission is only a statement of assurance about the system, not a copy of the entire system. The assurance template can be accessed at the link above.

What’s required… The district’s plan should include at a minimum: A plan to train all staff and evaluators on the local evaluation and support system to ensure inter-rater reliability. A plan to monitor progress and refine the local evaluation and support system.

Considerations Training for those being evaluated as well as those doing the evaluation What does “proficient” look like? Creating goals Collecting evidence Collaborative process When planning for implementation, the needs of both the evaluators and those being evaluated should to be considered. A deep understanding of the rubric and what proficient teaching or leadership looks like, as well as how to set goals and what types of evidence can be collected are things that both groups should be trained it. Districts may consider conducting joint trainings in some of these areas which not only allows for rich conversations, but reinforces the collaborative nature of the process. Evaluators will need additional training on providing meaningful and timely feedback of observations and supporting those they are evaluating in goal setting and professional growth.

Considerations Consistency of the use of the tool (inter-rater reliability) Monitoring the system and adjusting the system Validity depends on how well the instrument is used in practice. Inter-rater reliability in the use of the district adopted rubric which we’ll talk about later today is key to ensuring effective implementation. We know that districts will learn a lot in the first year about the parts of their system that work well and the areas that they will want to make adjustments. Having a system in place for this process and thinking ahead about how you will determine the overall effectiveness of the system will help assure system efficacy and sustainability. Some additional questions you might want to consider: How will you continue the collaborative design team process in this monitoring? What sort of feedback loop through the entire district and effected personnel will be employed to monitor implementation? Are there specific aspects of the plan that you want to prioritize your monitoring efforts on the first year?

Resources Recommended Components for District Implementation Plans Practical Guides from the TQ Center for designing evaluation systems Teacher "Practical Guide" Administrator "Practical Guide" There are several resources available to help districts with the process. In your folder today is a handout called “Recommended Components of District Implementation Plans for Evaluation and Support Systems”. This two page document outlines in a little more detail considerations we have been talking about. This handout, along with all the others from today’s training, will be posted on the Regional Trainings web page. The National Comprehensive Center for Teacher Quality has developed comprehensive materials on designing evaluation systems for both teachers and administrators called “Practical Guides”, and these materials have whole sections devoted to planning for implementation.

Let’s talk about it! Talk about implementation with someone outside your district team What is your district already doing that could be incorporated into the new system? What additional questions do you have about implementation? Find a partner outside your district team and talk about implementation considerations. Have participants share out at the end of the session.