Session Materials  Wiki 

Washington State Teacher and Principal Evaluation Session 1: Introduction to Educator Evaluation in Washington 2

Outcomes for Session 1 3 Participants will:  Understand the background and purpose of TPEP  Articulate the primary components of the revised teacher and principal evaluation system  Self-assess the alignment of their district’s current evaluation system with the required evaluation system reforms and apply results to an action plan  Build awareness of the eVAL management system purpose, functions, and features

Session Norms  Be present  Participate actively:  Ask questions  Share connections  Listen  Work together as a community  Invite and welcome contributions of every member 4

District Team Norms and Agreements  Review the Developing Norms Worksheet  If you don’t yet have norms, use this worksheet to guide you.  If your group has norms, use this sheet as a comparison for possible revisions.  10 minutes (Can also use team time this afternoon.) 5

RIG Content Over Five Sessions  Introduction to Educator Evaluation in Washington  Using Instructional and Leadership Frameworks in Educator Evaluation  Applying Multiple Measures of Performance  Including Student Growth Measures in Educator Evaluation  Conducting High-Quality Observations  Providing High Quality Feedback for Continuous Professional Growth and Development 6

System Components

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

TPEP Core Principles 1. The critical importance of teacher and leadership quality 2. The professional nature of teaching and leading a school 3. The complex relationship between the system for teacher and principal evaluation and district systems and negotiations 4. The belief in professional learning as an underpinning of the new evaluation system 5. The understanding that the career continuum must be addressed in the new evaluation system 6. The system must determine the balance of “inputs or acts” and “outputs or results” “We Can’t Fire Our Way to Finland” 9

Hopes? Concerns? 10 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 the team, then synthesize into one collective hope and one collective concern. What do you notice?

Learning I: Context, Background, & Key Components Understand the background and purpose of TPEP Articulate the primary components of the revised teacher and principal evaluation system 11

Teacher and Principal Evaluation Overview The following 17-minute video provides an overview of teacher and principal evaluation reform in Washington.  Overview of TPEP, ESSB 5895, and ESEA Flexibility Waiver  Communication Plan  Note-taking: Four Column Notes TimelinesStudent Growth QuestionsComments 12

Video Reflection  Role-alike partners:  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 teams:  How might we “tell the story” of TPEP in a compelling, interesting way, for our district colleagues, to promote investment and engagement? 13

Influences on TPEP Development 14

Before & After: A Snapshot BeforeComponentAfter Binary – Satisfactory/Unsatisfactory Tiers Four Tiers – Professional growth & development system Developed over 25 years ago Criteria Describes effective teaching & leadership – developed by stakeholders in 2010 legislative session Two years (prior to SY 2009 – 10) Provisional StatusThree years No existing requirement Educator Evaluation Data Evaluation data must be submitted to OSPI, beginning SY 2010 – 11, for all employee groups 15

Evaluation Components Evaluation ComponentESSB 5895 Criteria (RCW)Stays the same Criteria DefinitionsStays the same Instructional/Leadership Frameworks Three “Preferred” Frameworks OSPI –September 1, 2012 Four-Tiered SystemUnsatisfactory Basic Proficient Distinguished Final Summative Scoring Methodology OSPI –December 1, 2012 Rulemaking has started as of August 21, 2012 Unsatisfactory/Satisfactory Delineation Years 1–5 between 1 and 2 Years 5+ between 2 and 3 Measures and EvidenceObservation* and Student Growth* (*Required in RCW) Artifacts and other Evidence related to Framework Rubrics 16

ESEA Flexibility Waiver “Close Reading” Jigsaw  Individually read your section, highlighting important points.  Report key points, starting with section #1 (2 minutes each). 17

District Team Discussion  Of the major learnings from ESEA Flexibility Waiver, which have the biggest implications for your district?  What additional questions has this close reading sparked?  Which stakeholders would benefit from this information? 18

Background eVAL Management System eVAL 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 districts  personalized for each district for their instructional framework, resources, and documents  voluntary for all districts, who can use as many or as few of eVAL’s features as they’d like (or none at all)  extremely secure with limited access physically and virtually to its servers 19

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.  video-walkthroughs/ video-walkthroughs/ 20

eVAL FAQ 1. Is eVAL setup and ready for use now? Yes. 2. 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. 3. 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-late September should address this issue. 4. 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). 21

How Does Our District Get Started with eVAL?  Districts must do four things: 1.Contact OSPI to notify Michaela Miller of their framework choices* 2.Setup staff roles in EDS (see directions on our TPEP/eVAL site: Have staff log into eVAL through EDS 4.Have either the district or school admin, (in eVAL) assign evaluators to those they evaluate *INSERT NOTE ABOUT FRAMEWORK SELECTION 22

Implementing Self-assess the alignment of a district’s current evaluation system with the required evaluation system reforms, and apply these results to an action plan Build awareness of the eVAL management system purpose, functions, and features 23

Team Time Possibilities  Set or review team norms.  Work on Communication Plan for stakeholder groups.  Work on Action Plan (15, 30, 60 days).  Discuss where your district falls on a continuum of implementation for significant components of the educator evaluation system.  Watch eVal preview.  Watch OSPI webinars.  Other? 24

District Action and Communication Planning 25  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?

Reflecting 26

Whip Around and Plus/Delta Debrief  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? 27

What’s Next?  Module 2: Using Instructional and Leadership Frameworks in Educator Evaluation  Homework Options  District: Explore the eVAL setup instructions and have any follow-up conversations.  District or School: Share the TPEP overview video at a faculty meeting.  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. 28

Thank you! Terese Emry: Craig Bowman: Conn McQuinn: 29