1. Session Materials  Wiki  http://pugetsoundesd-rig2.wikispaces.com/ http://pugetsoundesd-rig2.wikispaces.com/  Wireless  Network: OpenAir  Password: summer10

2. Washington State Teacher and Principal Evaluation Session 3: Measures and evidence 2

3. Session Norms  Be present  Participate actively:  Ask questions  Share connections  Listen  Work together as a community  Invite and welcome contributions of every member 3

4. District Updates  What has occurred in your TPEP work since we last met?  Communication with stakeholders  Resources created or found  Other thoughts/ideas that might be helpful to other RIG districts 4

5. System Components

6. Outcomes  Examine the polarities we manage in our work with TPEP  Grapple with newly developed rules and guidelines around evaluation and implications for districts  Identify decisions that need to be made by the district in order to implement the new evaluation system  Begin to design and flesh out a district process for teacher evaluation, including student growth measures  Update Communication Plan

7. TPEP Core Principles 7 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”

8. Polarity Management  Dilemma or tension among two values  Requires management rather than problem solving  Either/or perspective replaced by both/and  Both values in service of a higher purpose  Both values are good and necessary  Challenge is to manage the right balance

9. Example 9

10. High Student Achievement Low Student Achievement and Evaluation Professional Growth Benefits of Professional Growth Benefits of Evaluation Consequences of focusing too much on growth Consequences for focusing too much on evaluation

11. In groups of three, discuss and complete the organizer for this polarity. (5 minutes) Professional Growth and Evaluation

12. Take a moment to reflect on the current system in your district. Is there a balance of professional growth and evaluation? What factors contribute to your current reality? What might you need in order to reach your optimal state? Team Discussion

13. Close Reading Jigsaw  Groups of 4 are most ideal  Suggested heterogeneous group composition  Teacher  Principal/AP  Central Office Staff  Association Leader

14.  Number off 1-4  As you read, highlight what is assigned to your number: 1. practices already in place in your district 2. practices that are different than current practice 3. practices that are required by law 4. practices that are not required by law but support teacher growth

15. Implications  Whip – Each person shares what they learned (up to 3 minutes per person)  Whip – Each person identifies one implication for the work moving forward. Record on chart paper.  Continue whip until all implications are exhausted

16. Break

17. Student Growth  As a team, choose to examine student growth for teachers or principals  Use the question prompts to guide your discussion  Choose a recorder to type your responses into the shared electronic space

18. Student Growth: Teacher 1. Review the student growth rubrics. What artifacts and evidence might a teacher share with an evaluator to demonstrate proficiency on the student growth rubrics? 2. What are some question prompts that might be used at the beginning of the year to help a teacher set goals and use multiple measures to monitor student growth? 3. What are some question prompts that might be used at the end of the year to help a teacher evaluate progress towards goals? 4. What common district assessments do you already use in your district? Please place an asterisk next to the assessments that would be most relevant for the student growth portion of the evaluation. 5. Which grades and subject areas would need to develop classroom- based assessments or develop new common formative-assessments in order to measure student growth? 6. Based on your discussion, what are some of the decisions that will need to be made in order to implement the student growth portion of the evaluation?

19. Student Growth: Principal 1. Review the student growth rubrics. What artifacts and evidence might a principal share with an evaluator to demonstrate proficiency on the student growth rubrics? 2. What are some question prompts that might be used at the beginning of the year to help a principal set goals and use multiple measures to monitor student growth? 3. What are are some question prompts that might be used at the end of the year to help a principal evaluate progress towards goals? 4. What common district assessments do you already use in your district? List, then place an asterisk next to the assessments that would be most relevant for the student growth portion of the principal evaluation. 5. Based on your discussion, what are some of the decisions that will need to be made in order to implement the student growth portion of the principal evaluation?

20. Student Growth Please record your team’s responses in the shared space: Teacher: http://meetingwords.com/RIG2http://meetingwords.com/RIG2 Principal: http://meetingwords.com/RIG2Phttp://meetingwords.com/RIG2P

21. Panel

22. Team Planning Ideas  Update Communication Plan: Who else needs this information?  Identify decisions that need to be made given the “rules” and suggested teacher evaluation process and begin decision making process.  Continue working to identify measures and evidence.  Other topics relevant for your team