Welcome: BISD Teacher Evaluation System 8/26/2015 "A commitment to professional learning is important, not because teaching is of poor quality and must be 'fixed', but rather because teaching is so hard that we can always improve it. No matter how good a lesson is, we can always make it better. Just as in other professions, every teacher has the responsibility to be involved in a career-long quest to improve practice" - Charlotte Danielson 1

Welcome and Introductions Table talk Take two minutes each and share briefly with your instructional coach a bit of your background and a hope for the coming year. Trainers Amii Pratt Principal, Wilkes Elementary School Peter Bang-Knudsen Associate Superintendent of Administrative Services Sheryl Belt Assistant Superintendent of Curriculum and Instruction 2

Outcomes Participants will be able to… Investigate the four domains of the Danielson Framework Identify the components in each domain Understand the relationship between Danielson & the state Evaluation system Understand the BISD comprehensive evaluation process 3

Danielson’s Framework for Teaching A research-based definition of good teaching A roadmap to, and navigation of, the territory A framework for novice-level practitioners, through accomplished teachers 4

Framework for Teaching 4 Domains 22 Components 76 Elements Outcome: Investigate four domains of the framework 5

Common Themes Equity Cultural competence High expectations Developmental appropriateness A focus on individuals, including those with special needs Appropriate use of technology Student assumption of responsibility 6

What is the theory of action behind our District’s evaluation system? Themes Professional growth Collaboration Shared process 7

Domain 3 Instruction 3aCommunicating with Students 3bUsing Questioning and Discussion Techniques 3cEngaging Students in Learning 3dUsing Assessment in Instruction 3eDemonstrating Flexibility & Responsiveness Domain 2 Classroom Environment 2aCreating an Environment of Respect & Rapport 2bCreating a Culture of Learning 2cManaging Classroom Procedures 2dManaging Student Behavior 2eManaging Physical Space Domain 4 Professional Responsibilities 4aReflecting on Teaching 4bMaintaining Accurate Records 4cCommunicating with Families 4dParticipating in a Professional Community 4eGrowing and Developing Professionally 4fShowing Professionalism Domain 1 Planning and Preparation 1aDemonstrating Knowledge of Content & Pedagogy 1bDemonstrating Knowledge of Students 1cSetting Instructional Outcomes 1dDemonstrating Knowledge of Resources 1eDesigning Coherent Instruction 1fDesigning Student Assessment The Danielson Framework for Teaching 8

Let’s deepen our understanding of Danielson through a sorting activity Don’t use your Danielson resources (memory and comprehension/applic ation exercise) Open the Danielson SB file. Attempt to place all components under the correct domain 4 minutes-then debrief as a whole (If you finish early, you can check with your neighbor.) 9

Domain 3 Instruction 3aCommunicating with Students 3bUsing Questioning and Discussion Techniques 3cEngaging Students in Learning 3dUsing Assessment in Instruction 3eDemonstrating Flexibility & Responsiveness Domain 2 Classroom Environment 2aCreating an Environment of Respect & Rapport 2bCreating a Culture of Learning 2cManaging Classroom Procedures 2dManaging Student Behavior 2eManaging Physical Space Domain 4 Professional Responsibilities 4aReflecting on Teaching 4bMaintaining Accurate Records 4cCommunicating with Families 4dParticipating in a Professional Community 4eGrowing and Developing Professionally 4fShowing Professionalism Domain 1 Planning and Preparation 1aDemonstrating Knowledge of Content & Pedagogy 1bDemonstrating Knowledge of Students 1cSetting Instructional Outcomes 1dDemonstrating Knowledge of Resources 1eDesigning Coherent Instruction 1fDesigning Student Assessment The Danielson Framework for Teaching 10

What are the two different types of evaluation? Comprehensive All provisional employees All other employees at least once every four years All 8 criteria + student growth Washington State teachers who participated in the State evaluation system last year may have an altered timeline. We will work with you individually. Focused Continuing employees 3 of every 4 years Evaluated on 1 of 8 criteria (includes a student growth as well) 11

What will the comprehensive evaluation process look like in the BISD this year? Taking a deep dive into the documents in the Comprehensive tab 12

New Timeline 13

New Timeline (continued) 14

Comprehensive Forms 15

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Summative Rating & Impact on Student Learning Matrix Summative Rating Distinguished Proficient Rating Student Growth Inquiry Distinguished Rating Proficient Proficient Rating Student Growth Inquiry Proficient Rating Basic Basic Rating Student Growth Inquiry Basic Rating Unsatisfactory Unsatisfactory Rating Plan of Improvement Consequences as a result of Intersection between Summative Rating and Impact on Student Learning Rating LowAverageHigh Impact on Student Learning 17

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Teacher & Principal Raw Score Model Sample Evaluation Criteria * Student Growth- Teachers ** Student Growth- Principals Overall Criterion Scores Criterion 1 3 Criterion 2 4 */**Criterion 3 3 Criterion 4 2 ** Criterion 5 3 * Criterion 6 2 Criterion 7 3 */**Criterion 8 2 Total Summative Score22 OSPI Approved Summative Scoring Band Unsatisfactory 2 Basic 3 Proficient 4 Distinguished 20

Student Growth Rubric and Rating (Teacher) Student GrowthGoal-Setting Score Based on Rubric Student Growth* Score Based on Rubric Overall Student Growth Criterion Score Criterion 332**5 Criterion 622**4 Criterion 82 N/A 2 Student Growth Score7411 *Must include a minimum of two student growth measures (i.e., state-, district-, school-, and classroom-based measures). ** A student growth score of “1” in any of the student growth rubrics will result in a Low growth rating. Evaluators place teachers into summative rating categories based on score bands. As illustrated below, this teacher would receive a low student growth rating OSPI Approved Student Growth Impact Rating Scoring Band LowAverageHigh 21

Summative Rating & Impact on Student Learning Matrix Summative Rating Distinguished Proficient Rating Student Growth Inquiry Distinguished Rating Proficient Proficient Rating Student Growth Inquiry Proficient Rating Basic Basic Rating Student Growth Inquiry Basic Rating Unsatisfactory Unsatisfactory Rating Plan of Improvement Consequences as a result of Intersection between Summative Rating and Impact on Student Learning Rating LowAverageHigh Impact on Student Learning 22

Domain 2 Classroom Environment 2aCreating an Environment of Respect & Rapport 2bCreating a Culture of Learning 2cManaging Classroom Procedures 2dManaging Student Behavior 2eManaging Physical Space 23

Teacher Evaluation 24