Materials  Wiki 

Agreements  Be present. Stay focused on meeting/task, avoid distractions ( ), attend meetings, if absent, accept work of group. Support decisions of the group.  Participate actively. Ask/answer questions, share connections, listen, do you homework and be prepared.  Invite and welcome contributions of every member. If conflict occurs, address respectfully. Assume best intentions.  Work together as a community toward our common goal of student growth and improvement.  Start (12:15) and end (3:30) on time. 2

Outcomes 3 As a group, we will:  Create an action plan, including a communications plan  Begin to move on actions identified  Plan for March 26 th meeting

Agenda 4 Reconnect Working agreements Timeline/action plan Instructional framework Communications plan Next steps

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” 5

Hopes Group 1  That our system will be meaningful.  That our system will be positive and support growth.  That our system leads to student growth. Group 2  Growth is positive  Professional learning  Student-focused Group 3  Positive collaboration  Quality  Professional growth 6

Concerns Group 1  That our system cannot become bureaucratic.  Short timelines, sufficient training.  Growth component is dependent on the makeup of students. Group 2  Narrow focus  missed opportunities Group 3  Student growth  Time/training  Overwhelmed by unknown and detail 7

Timelines and Action Plan 8

RIG Work Understand, align and communicate January 30 - Feb ,5895, ESEA Flexibility Waiver Teacher and Principal Criteria System Components eVal Management System Communication plan Review and select Feb 12 - March 29 Instructional frameworks: 5 Dimensions (CEL) Danielson Marzano Leadership frameworks: AWSP Marzano Discuss and determine Feb 12 - May 14 Measures and Evidence Observations Plans Artifacts Reflections Other Roles and responsibilities Systems and structures Fine tune and finalize April 26 – May 14 Summative Model Measures and Evidence Student Growth Feedback Prepare to Launch April 26-May 14 PD Plan Communication Tools and forms Final plan for rollout

Meeting Dates 10 Kent TPEP Meetings January 8 January 22 February 26 March 12 March 26 April 16 May 28 PSESD RIG Meetings *Jan 10-Orientation January 30 February 12 March 29 April 24 May 14

Communication Planning 11  Which stakeholders need to be engaged this month?  What information do they need?  How will that information be communicated?

Communicating our Values “Value” is at the root of the word “evaluation.” What we evaluate needs to come from what we value as a community. Perception of Educating Students Reality of Educating Students Student Learning Educator Growth

Timelines and Action Plan 13

Understanding the Relationship Between Criteria and Frameworks 14

Changes in Teacher & Principal Evaluation Criteria Current Teacher Evaluation Criteria New Teacher Evaluation Criteria 1.Instructional skill 2.Classroom management 3.Professional preparation and scholarship 4.Effort toward improvement when needed 5.Handling of student discipline and attendant problems 6.Interest in teaching pupils 7.Knowledge of subject matter 1.Centering instruction on high expectations for student achievement 2.Demonstrating effective teaching practices 3.Recognizing individual student learning needs and developing strategies to address those needs 4.Providing clear and intentional focus on subject matter content and curriculum 5.Fostering and managing a safe, positive learning environment 6.Using multiple student data elements to modify instruction and improve student learning 7.Communicating with parents and school community 8.Exhibiting collaborative and collegial practices focus on improving instructional practice and student learning Current Principal Evaluation Criteria New Principal Evaluation Criteria 1.Knowledge of, experience in, and training in recognizing good professional performance, capabilities and development 2.School administration and management 3.School finance 4.Professional preparation and scholarship 5.Effort toward improvement when needed 6.Interest in pupils, employees, patrons and subjects taught in school 7.Leadership 8.Ability and performance of evaluation of school personnel 1.Creating a school culture that promotes the ongoing improvement of learning and teaching for students and staff 2.Providing for school safety 3.Leads development, implementation and evaluation of a data-driven plan for increasing student achievement, including the use of multiple student data elements 4.Assisting instructional staff with alignment of curriculum, instruction and assessment with state and local district learning goals 5.Monitoring, assisting, and evaluating effective instruction and assessment practices 6.Managing both staff and fiscal resources to support student achievement and legal responsibilities 7.Partnering with the school community to promote student learning 8.Demonstrating commitment to closing the achievement gap 15

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Rubric(s) Rubrics based on evaluation criteria, centered on district’s instructional framework(s) Summative Rating Evaluation Criteria 1.High Expectations 2.Effective Teaching Practices 3.Recognizing Individual Student Learning Needs 4.Focus on Subject Matter 5.Safe Productive Learning Environment 6.Use of Multiple Student Data Elements to Modify Instruction 7.Communicating with Parents and School/Community 8.Exhibiting Collaborative and Collegial Practices Evidence/Measures and Methodology  Classroom Observation  Portfolios  Student Surveys  Self Assessment  Instructional Artifacts  Student Performance Measures

1. Divide up the teacher and/or principal criteria so pairs have one or two to examine. 2. Teacher: Use the At-A-Glance document to find where the criteria are represented in your framework. Principal: Use the AWSP framework or the Marzano At-A-Glance document. 3. Make notes about what the framework rubric says that adds clarity for each criteria. Connect Criteria and Frameworks

20 “Meaningful conversations about teaching and valid evaluations of teaching must be grounded in a clear definition of practice—a framework for teaching... Regardless of the purposes to be advanced, whether for professional development or for evaluation of teachers, a clear definition is essential. But a clear definition of teaching is not sufficient. Both the support of teacher development and the evaluation of teacher performance require evidence of practice—evidence of each of the components of teaching identified in the adopted framework.” Handbook for Enhancing Professional Practice by Charlotte Danielson

Evidence of Teaching (and Leading) Read the the first few pages from “Evidence of Teaching”  What evidence is currently being used in your system?  How it is being used? By whom?

Evidence of Teaching (and Leading) 22  How does your current system include the two sources of evidence:  Observation of teaching & observation of practice?  Examination of artifacts?  What are the key considerations when framing and choosing both inputs and outcomes in your system?  How does this information correspond to the evidence needed to support a high quality evaluation system?

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

Measures and Evidence  Used to determine the teacher’s or principal’s performance along a continuum that indicates the extent to which the criteria have been met or exceeded  Should have strong correlation to criteria being evaluated

Brainstorm: Measures and Evidence  For each criterion:  Consider the notes you took from the framework, and read (or reread) what your rubric says for that criterion.  Discuss the kinds of evidence that could be collected to show evidence of that criterion  Record an “x” in the box if that is something to consider  Brainstorm an initial list of the specific evidence sources  Resources: NCCTQ report, SummaryNCCTQSummary

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Comprehensive and Focused Evaluation 29

Comprehensive Evaluation Teachers Assesses all 8 evaluation criteria. All criteria contribute to the comprehensive summative evaluation rating. Student Growth Rubrics embedded in Criterion. (3, 6, 8) All provisional classroom teachers and any classroom teacher not on level 3 or level 4 receive Comprehensive evaluation. All classroom teachers shall receive a comprehensive summative evaluation at least once every four years.

Criteria 2 Criteria 1 Criteria 3 Criteria 4 Criteria 5 Criteria 6 Criteria 7 Criteria 8 Frameworks + Student Growth Rubrics Observation Artifacts Other evidence relevant to the frameworks Observation Artifacts Other evidence relevant to the frameworks State determined process Distinguished Proficient Basic Unsatisfactory District determined process Distinguished Proficient Basic Unsatisfactory District determined process Distinguished Proficient Basic Unsatisfactory

Focused Evaluation Certificated Classroom Teachers Includes an assessment of one of the eight criterion. Student Growth Rubrics from one of the three criterion – If a teacher chooses 3,6 or 8; their accompanying student growth rubrics will be used. – If a teacher chooses Criterion 1,2,4,5,7, the accompanying student growth rubrics from Criterion 3 or 6 will be used. Approved by the teacher ‘s evaluator. A focused evaluation must be performed in any year that a comprehensive evaluation is not scheduled.

Criteria 1 Criteria 3 Criteria 4 Criteria 5 Criteria 6 Criteria 7 Criteria 8 Framework Components + Student Growth Rubrics (3, 6, 8 use their SG rubrics All others use Criterion 3 or 6 SG rubrics) Observation Artifacts Other evidence relevant to the frameworks Observation Artifacts Other evidence relevant to the frameworks Student Growth Measures Distinguished Proficient Basic Unsatisfactory Criteria 2 One Criterion is chosen and approved by evaluator Focused Evaluation Summative Scoring Process