1. Teacher/Principal Evaluation Overview (Digging a bit deeper) April 19, 2011 Dana Anderson, ESD 113 Teaching and Learning

2. Session Overview Part 1: The Basics Part 2: Challenges Part 3: Charting a course

3. Big Ideas Change is coming Instructional framework as a starting point Evidence, more than classroom observations

4. Engage more than leadership Study criteria Adopt Instructional model Align Evidence Create clear scales (rubrics) Train, train, train Data management? Revise CBA You want a recipe?

5. 1 2 34 5 You are here

6. Stages of Concern

8. Legislative Timeline – All Districts 2010-2012 Observation of pilot development Stakeholder engagement and communication 2012-2013 Participation in evaluation Professional development and evaluator training 2013-2014 Full state-wide implementation of new teacher/principal evaluation system

9. New Evaluation ItemsWho is Impacted Launch Date Report to OSPI - Evaluation Criteria, rubrics, description of each rating, and number of staff in each rating scale All Staff2010-11 Communicate to Public: Policies concerning hiring, assigning, terminating & evaluating staff All Staff2010-11 New Evaluation CriteriaCertificated classroom teachers & Principals 2013-14 Four Level Rating SystemCertificated classroom teachers & Principals 2013-14 Student Growth Data: Must be based on multiple measures Certificated classroom teachers & Principals 2013-14 Professional Growth Option: Linked to the new eight certificated classroom teacher criteria Certificated classroom teachers 2013-14 Provisional Status: 3 years. Supt can move staff to continuing contract after 2 nd year All non -supervisory certificated personnel 2010-11 Increased Observation Time: Minimum of 3 observations and at least a total of 90 minutes Certificated staff in the 3 rd year of provisional status 2010-11 Evaluation Requirements SB 6696

10. Tensions

11. Purpose

12. Standards

13. What do we believe about ‘knowing’?

14. Exploring Criteria

15. 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

16. 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 Attendance 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 focused on improving instructional practice and student learning

17. Thoughts? Questions?, Reflections?

18. Challenges, we don’t need no stinking challenges…

19. What are areas of potential conflict in this Teacher/Principal Evaluation work?

20. 1.Will your instructional framework map back to all teacher/principal criteria. If not, how will it be subsidized? 2.Where will the cut line be drawn? How do you avoid a compliance based system? How do you promote a growth-based (developmental) model? 3.Will there be differentiated expectations based on continuous years spent in the system? 4.How will the district address Inter-rater reliability between administrators (same school, horizontally, vertically) 5.Weighting criterion - Is some criterion more important than others? If so, how do you address that in the evaluation model? 6.How will the scoring of each criterion aggregate to a final evaluation score? 7.How will student achievement data be used in the teacher/principal evaluation system? The rubric? 8.How do you ensure quality training for teachers and principals? 9.How do you develop a teacher/principal improvement system that includes a communications plan, professional development support, mentoring support, coaching support, leadership support, system evaluation, etc. What are areas of potential conflict in this work?

21. What Evaluative Criteria Levels of Performance Weighting Score Combining Standard Setting Teacher Evaluation System How Procedures Instruments Personnel Timelines Due Process Process for Deciding Training for Evaluators Professional Development for Teachers

22. 1.Will your instructional framework map back to all teacher/principal criteria. If not, how will it be subsidized? 2.Where will the cut line be drawn? How do you avoid a compliance based system? How do you promote a growth-based (developmental) model? 3.Will there be differentiated expectations based on continuous years spent in the system? 4.How will the district address Inter-rater reliability between administrators (same school, horizontally, vertically) 5.Weighting criterion - Is some criterion more important than others? If so, how do you address that in the evaluation model? 6.How will the scoring of each criterion aggregate to a final evaluation score? 7.How will student achievement data be used in the teacher/principal evaluation system? The rubric? 8.How do you ensure quality training for teachers and principals? 9.How do you develop a teacher/principal improvement system that includes a communications plan, professional development support, mentoring support, coaching support, leadership support, system evaluation, etc. What are areas of potential conflict in this work?

23. Criteria 1 Unsatisfactory 2 Basic 3 Proficient 4 Distinguished Criterion 1 Criterion 2 Criterion 3 Criterion 4 Criterion 5 Criterion 6 Criterion 7 Criterion 8 Final Summative Evaluation 1 Unsatisfactory 2 Basic 3 Proficient 4 Distinguished Final Summative Descriptors Teachers do not demonstrate the necessary content knowledge, pedagogical competence, and professional practice required to improve student learning. Does not meet standard Teachers demonstrate a basic level of content knowledge, pedagogical competence, and professional practice to improve student learning. Teachers in this category also engage in activities designed for improvement and growth towards becoming proficient. Teachers rated in this category consistently demonstrate an advanced level of content knowledge, pedagogical competence, and professional practice to improve student learning. Teachers rated in this category consistently demonstrate an exceptional level of content knowledge, pedagogical competence, and professional practice to improve student learning. Solid/Research-based Instructional Framework

24. Instructional Frameworks CEL’s 5 Ds STAR Protocol SIOP Danielson Essential Schools Marzano Other?

25. The Framework for Teaching Charlotte Danielson Benefits of Any Framework for Teaching Common language Development of shared understandings Self-assessment and reflection on practice Structured professional conversation

26. Thoughts? Questions?, Reflections?

27. 1.Will your instructional framework map back to all teacher/principal criteria. If not, how will it be subsidized? 2.Where will the cut line be drawn? How do you avoid a compliance based system? How do you promote a growth-based (developmental) model? 3.Will there be differentiated expectations based on continuous years spent in the system? 4.How will the district address Inter-rater reliability between administrators (same school, horizontally, vertically) 5.Weighting criterion - Is some criterion more important than others? If so, how do you address that in the evaluation model? 6.How will the scoring of each criterion aggregate to a final evaluation score? 7.How will student achievement data be used in the teacher/principal evaluation system? The rubric? 8.How do you ensure quality training for teachers and principals? 9.How do you develop a teacher/principal improvement system that includes a communications plan, professional development support, mentoring support, coaching support, leadership support, system evaluation, etc. What are areas of potential conflict in this work?

28. Criteria1234 High Expectations Effective teaching practices Individual Student Needs Focus on content and curriculum Safe Positive Learning environment Student data to modify instruction & improve learning Communicate with parents and school community Collaborative and collegial practices to improve student learning A foundational Decision... Where is the cut line? Does the cut line placement matter? Does the cut line placement change how the rubric is developed? Does the change in the language make a difference? 4(a) employee whose work is not judged (unsatisfactory) satisfactory based on district evaluation criteria will be put on a Program of improvement - Probation

29. What are areas of potential conflict in this work? 1.Will your instructional framework map back to all teacher/principal criteria. If not, how will it be subsidized? 2.Where will the cut line be drawn? How do you avoid a compliance based system? How do you promote a growth-based (developmental) model? 3.Will there be differentiated expectations based on continuous years spent in the system?expectations 4.How will the district address Inter-rater reliability between administrators (same school, horizontally, vertically) 5.Weighting criterion - Is some criterion more important than others? If so, how do you address that in the evaluation model? 6.How will the scoring of each criterion aggregate to a final evaluation score? 7.How will student achievement data be used in the teacher/principal evaluation system? The rubric? 8.How do you ensure quality training for teachers and principals? 9.How do you develop a teacher/principal improvement system that includes a communications plan, professional development support, mentoring support, coaching support, leadership support, system evaluation, etc.

30. Criteria1234 High Expectations Effective teaching practices Individual Student Needs Focus on content and curriculum Safe Positive Learning environment Student data to modify instruction & improve learning Communicate with parents and school community Collaborative and collegial practices to improve student learning Example Promote Growth and prevent stagnation Promote Growth

31. What are areas of potential conflict in this work? 1.Will your instructional framework map back to all teacher/principal criteria. If not, how will it be subsidized? 2.Where will the cut line be drawn? How do you avoid a compliance based system? How do you promote a growth-based (developmental) model? 3.Will there be differentiated expectations based on continuous years spent in the system? 4.How will the district address Inter-rater reliability between administrators (same school, horizontally, vertically) 5.Weighting criterion - Is some criterion more important than others? If so, how do you address that in the evaluation model? 6.How will the scoring of each criterion aggregate to a final evaluation score? 7.How will student achievement data be used in the teacher/principal evaluation system? The rubric? 8.How do you ensure quality training for teachers and principals? 9.How do you develop a teacher/principal improvement system that includes a communications plan, professional development support, mentoring support, coaching support, leadership support, system evaluation, etc.

33. What are areas of potential conflict in this work? 1.Will your instructional framework map back to all teacher/principal criteria. If not, how will it be subsidized? 2.Where will the cut line be drawn? How do you avoid a compliance based system? How do you promote a growth-based (developmental) model? 3.Will there be differentiated expectations based on continuous years spent in the system? 4.How will the district address Inter-rater reliability between administrators (same school, horizontally, vertically) 5.Weighting criterion - Is some criterion more important than others? If so, how do you address that in the evaluation model? 6.How will the scoring of each criterion aggregate to a final evaluation score? 7.How will student achievement data be used in the teacher/principal evaluation system? The rubric? 8.How do you ensure quality training for teachers and principals? 9.How do you develop a teacher/principal improvement system that includes a communications plan, professional development support, mentoring support, coaching support, leadership support, system evaluation, etc.

34. Undeveloped EmergingProficientDistinguished 1234Score 1.1 Expectations for learning and achievement: X 4 1.2 Conveying Rigorous Expectations: X 2 1.3 Results Driven: X 1 1.4 Learning activities: X 2 1.5 Value, sequence, and alignment: X 4 CRITERION No. 1 – Centering instruction on high expectations for student achievement. 2.6 Score

35. Criteria 1234Score? High Expectations 2.6 Effective teaching practices 1 Individual Student Needs 4 Focus on content and curriculum 2 Safe Positive Learning environment 1 Student data to modify instruction & improve learning 2 Communicate with parents and school community 4 Collaborative and collegial practices to improve student learning 4 Score? ???? 2.625 3

36. What are areas of potential conflict in this work? 1.Will your instructional framework map back to all teacher/principal criteria. If not, how will it be subsidized? 2.Where will the cut line be drawn? How do you avoid a compliance based system? How do you promote a growth-based (developmental) model? 3.Will there be differentiated expectations based on continuous years spent in the system? 4.How will the district address Inter-rater reliability between administrators (same school, horizontally, vertically) 5.Weighting criterion - Is some criterion more important than others? If so, how do you address that in the evaluation model? 6.How will the scoring of each criterion aggregate to a final evaluation score? 7.How will student achievement data be used in the teacher/principal evaluation system? The rubric? 8.How do you ensure quality training for teachers and principals? 9.How do you develop a teacher/principal improvement system that includes a communications plan, professional development support, mentoring support, coaching support, leadership support, system evaluation, etc.

37. Teacher Criteria Student Data? 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 focused on improving instructional practice and student learning How can student achievement data be used with the criteria?

38. E2SSB 6696 When student growth data, if available and relevant to the teacher and subject matter, is referenced in the evaluation process it must be based on multiple measures that can include classroom-based, school-based, district-based, and state-based tools. As used in this subsection, "student growth" means the change in student achievement between two points in time. Evaluation Requirements SB 6696

39. The Framework for Teaching Charlotte Danielson Judgment Evidence Accurate and unbiased Relevant Representative of the total Respect and Rapport Questioning and Discussion Interpretation What is the evidence?

40. Multiple Measures Planning Classroom Observation Self Assessment Perception Surveys Peer Evaluation Portfolio Assessment Student Achievement Data Student Work Samples

41. Putting it all together…

42. Other Considerations 1.Where is the floor and where is the Ceiling of the rubric descriptors? 2.Gradations between points 1-4 3.Formative and summative balance 4.Standards-based vs. Normative based 5.Implementation (pilot, scaled, feeder school approach, voluntary) 6.Evaluation of the evaluation system (How do you know it’s working?)