1. Washington State Teacher and Principal Evaluation Project Providing High-Quality Feedback for Continuous Professional Growth and Development 1 Revised January 2014

2. 2  Complete the 5-question school self-assessment about creating a culture of feedback and professional growth that is rooted in standards and criteria of effective practice.  The self-assessments are located at your table.  Keep it when you are done. Entry Task

3. 3  Introductions  Logistics  Agenda  Connecting  Learning  Implementing  Reflecting  Wrap-Up Welcome!

4.  Introduction to Educator Evaluation in Washington  Using Instructional and Leadership Frameworks in Educator Evaluation  Preparing and Applying Formative Multiple Measures of Performance: An Introduction to Self-Assessment, Goal Setting, and Criterion Scoring  Including Student Growth in Educator Evaluation  Conducting High-Quality Observations and Maximizing Rater Agreement  Providing High-Quality Feedback for Continuous Professional Growth and Development  Combining Multiple Measures Into a Summative Rating 4 Modules

5.  Pausing  Paraphrasing  Posing Questions  Putting Ideas on the Table  Providing Data  Paying Attention to Self and Others  Presuming Positive Intentions  What Else? 5 Session Norms

6.  This module provides  An overview of the role of professional growth as a key component of the educator evaluation system in Washington  An overview of how to provide feedback to teachers so that they continue to grow and improve in their practice  Ideas on how to engage faculty in rich and meaningful conversations about teaching practice  Strategies for connecting professional development planning with evaluation outcomes 6 Module Overview

7. Participants will know and be able to  Understand how the Instructional or Leadership Framework functions as a professional growth and evaluation tool  Know the WA TPEP evaluation and professional growth cycle  Determine the best ways for your district and your educators to integrate the TPEP core principles  Practice the types of conversation and feedback that promote educator growth and development  Engage in two kinds of conversation about teaching—one outside the evaluative context and one inside the evaluative context 7 Intended Participant Outcomes for This Module

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

9. 9  Statements are posted around the room to prompt conversation.  Decide which statement attracts you the most and go stand under that statement.  Have a 7-minute stand-up conversation with others there about the statement and its meaning to you. Connecting: Magnetic Statements

10.  One person from the group reads aloud their statement and describes the gist of the group conversation.  What are the common themes across these conversations? 10 Connecting Debrief

11. Learning I: A Shared Understanding of Promoting Professional Growth 11 Understand how the Instructional or Leadership Framework functions as a professional growth and evaluation tool Know the WA TPEP evaluation and professional growth cycle

12. 12 In Washington… A capital “G!” indicates that the guidance represents Washington state law (RCW) or rules (WAC). A lower-case “g” indicates that the guidance represents research-based best practice but is not mandated by law or rules. Educator Evaluation WAC RCW 28A.405.100 8 Criteria – Teachers 8 Criteria – Principals Instructional and Leadership Frameworks Student Growth Rubrics

13. 13  Core Principles  8 Criteria  Professional Growth Cycle  Instructional and Leadership Frameworks Teacher and Principal Evaluation in Washington

14. 14 Using the Frameworks for Promoting Professional Growth

15. 15 A Culture Shift Away from…Towards… General comments Specific comments and questions Opinion-based conversation Evidence-based conversation Dialogue based on inconsistently favored practices Dialogue based on commonly understood standards of practice Telling for improvement Building capacity through reflection Culture of “nice” Culture of “honesty” Every teacher receives the same (lots of conversation or no conversation) Feedback and conversation is differentiated A central focus on the teacher/teaching A central focus on the learners/learning “Principals are culture-makers, intentionally or not. ” – McLaughlin and Talbert 2006 “Principals are culture-makers, intentionally or not. ” – McLaughlin and Talbert 2006

16.  Turn to an elbow partner at your table and discuss:  Of these different shifts, which one may be the easiest? Which one may be the most challenging?  What are some of the tools needed to support these shifts?  What can both teachers and leaders do to engage in these culture shifts and make them positive experiences? 16 Culture Shift Discussion

17.  Observing Instruction to Build Capacity Coaching Video http://tpep-wa.org/2013/10/22/example-observation- conversations-with-the-framework-for-teaching/ 17 Let’s Watch: A Conversation About Instructional Practice

18. 18 Shift From Teaching-Focused Conversation to Learning-Focused Conversation From Learning-Focused Supervision: Navigating Difficult Conversations. Lipton and Wellman, 2009. Used with permission.

19. 19  Divide your table or team into 3s.  Each person receives a different excerpt to read.  Mark your text as you read:  Discuss the key idea(s) from each reading. What is common across all of them?  Leading for Instructional Improvement (CEL) pages 125–131  Talking About Teaching (Danielson) pages 45–49, 54–56  Coaching Classroom Instruction (Marzano) pages 3–11 Learning I Activity: Sudden Literature ! = the key idea(s) ? = a question to pose to the group * = a point of confusion

20.  What do all of the framework authors have to say about the kinds of conversation that need to take place to really advance teaching practice?  How do the four roles/stances apply to what the evaluator needs to do before, during, and after these kinds of conversations?  What skills and knowledge do evaluators need to have? 20 Learning Activity I: Debrief

21. Learning II: The Power of Conversation and Feedback Practice the types of conversation and feedback that promote educator growth and development 21

22.  Create a culture of inquiry and reflection  Dig below the surface and examine underlying assumptions  See patterns and examine results  Determine the need for/consequences of different approaches  Plan appropriate actions 22 The Power of Deep Conversation and Targeted Feedback Allows Us to… “Learning to see, unlearning to judge” – City, Elmore, and Colleagues Instructional Rounds in Education (2009)

23. 23  http://vimeo.com/38247060 http://vimeo.com/38247060 Austin’s Butterfly: Transformed by Models, Critique, and Descriptive Feedback

24. 24  What are the lessons we can learn from this video?  What parallels can we draw between the lessons learned in Austin’s Butterfly and conversations about professional growth and development?  How can we shift the way we have been conducting conversations about teaching practice to a new way of conducting conversations? Video Discussion

25. 1. Coached teachers and principals generally practiced new strategies more frequently and developed greater skill in the actual moves of a new teaching strategy than did uncoached educators who had experienced identical initial training… 2. Coached teachers used their newly learned strategies more appropriately than uncoached teachers in terms of their own instructional objectives and the theories of specific models of teaching… 3. Coached teachers exhibited greater long-term retention of knowledge about and skill with strategies in which they had been coached and, as a group, increased the appropriateness of use of new teaching models over time… 25 Impact in the Classroom Joyce and Showers, Student Achievement through Staff Development. 2002. (pages 86–87)

26. 4. Coached teachers were much more likely than uncoached teachers to explain new models of teaching to their students, ensuring that students understood the purpose of the strategy and the behaviors expected of them when using that strategy… 5. Coached teachers…exhibited clearer cognitions with regard to the purposes and uses of the new strategies as revealed through interviews, lesson plans, and classroom performance… 26 Impact in the Classroom, continued Joyce and Showers, Student Achievement through Staff Development. 2002. (pages 86–87)

27. 27 All have the same goal: developing the capacity of teachers to provide best- practices instruction against standards of practice  Principal/Evaluator  Instructional Coach  Teacher  Peer Observer/Evaluator Roles in Feedback and Professional Growth Conversations Evaluator Coach

28. 28  No matter what the role, everyone in a conversation about instructional practice needs tools to support their skills.  Tool: Probing Questions Versus Clarifying Questions  How can a tool like this set of questions create better conversations between evaluators and teachers (and among everyone discussing enhancing teaching practice)? Coaching With Probing Questions

29. 29  In a trio, choose 1 of the 5 scenarios from your handout packet.  1 partner plays the role of the teacher  1 partner plays the role of the evaluator  1 partner plays the critical friend  Use an Instructional Framework to ground the conversation between the evaluator and teacher.  Evaluator’s task:  Ask probing questions  Provide targeted feedback  Teacher’s task:  Reflect on practice  Critical friend’s task:  Observe/note the phrases and words used by the evaluator Learning II Activity: Practice With Scenarios and Role Play

30. 30  What if the conversations you just had were like the example we saw in Austin’s Butterfly—where the feedback about practice was ongoing and constant until the outcome was closer to the target?  How did the conversations evolve with the probing questions? Was it a challenge to stay in a probing stance instead of a clarifying or recommending stance? Learning II Activity: Debrief

31. Learning III: Conducting Rigorous Conversations Practice the types of conversation and feedback that promote educator growth and development 31

32.  Rigorous Discourse Is Evidence Based  Rigorous Discourse Is Dialogic  Rigorous Discourse Is Culturally Proficient  Rigorous Discourse Is Reflective  Rigorous Discourse Is Actionable 32 Promoting Rigorous Conversation Macdonald, E. The Skillful Team Leader: A Resource for Overcoming Hurdles to Professional Learning for Student Achievement. 2013.

33.  Each table group will read and discuss 1 of the 4 dilemmas.  Overview  Identify the Hurdle  Explore Possible Causes  Respond  Create a table on chart paper to present to the other groups: 33 Learning Activity III: Rigorous Discourse Dilemmas Hurdle Causes Response

34.  Gallery Walk  Go around to each cluster and review the posted chart paper sheets.  How can you use the information about rigorous discourse and apply it to the conversations about teaching practice as part of the evaluation process? What steps might be necessary to make sure everyone understands that this kind of conversation is essential? 34 Learning Activity III: Debrief

35. Implementing I: Rigorous Conversations About Effective Teaching Practice Conversations outside the evaluative context and inside the evaluative context 35

36. 36 Professional Growth Conversations Inside and Outside the Evaluation Context Non-Evaluation- Based Conversations Evaluation-Based Conversations Professional Growth: 8 Criteria

37. 1. Making content explicit through explanation, modeling, representations, and examples 2. Leading a whole-class discussion 3. Eliciting and interpreting individual students’ thinking 4. Establishing norms and routines for classroom discourse central to the subject-matter domain 6. Identifying and implementing an instructional response to common patterns of student thinking 7. Teaching a lesson or segment of instruction 8. Implementing organizational routines, procedures, and strategies to support a learning environment 9. Setting up and managing small group work 10. Engaging in strategic relationship-building conversations with students 14. Selecting and using particular methods to check understanding and monitor student learning 16. Providing oral and written feedback to students on their work 37 High-Leverage Teaching Practices (observable) http://www.teachingworks.org/work-of-teaching/high-leverage-practices

38.  Current research on professional learning shows us that embedded professional development is essential (Jaquith, Mindich, Wei, & Darling-Hammond, 2010).  The protocols will empower teachers and principals to embed best practice regarding teacher and principal standards into daily evaluation practices that ultimately lead to increased student learning. 38 Protocols to Discuss Teaching

39. 39  Review the example protocol Example: Conversation Protocol

40. 40  Camas video http://tpep- wa.org/trainingpd/camas-plc- video Implementing Activity I: Using Conversation Protocols and Videos About Effective Teaching Practice

41. 41 Using eVAL

42.  Customize each protocol to your district’s Instructional Framework.  Look for extension activities in the protocols if you have more professional development time.  If you don’t have time, consider splitting up a protocol and running it in two sessions.  Make connections, where possible, between Common Core and TPEP. 42 Using the Protocols for Success

43. Reflecting Engages participants in providing feedback, reflecting on learning, and closing the session 43

44.  Take a few minutes and create at least three sticky notes for the Stop/Start/Continue chart on your way out.  Stop: What didn’t work in this session? What should not be included in the future?  Start: What didn’t happen that should have in this session? What should be planned for future sessions?  Continue: What worked well and should be continued in future sessions like this? 44 Debrief StopStartContinue

45.  Combining Multiple Measures Into a Summative Rating module  Homework options  District: Plan for additional training of evaluators and teachers on these types of conversations and how to focus feedback on supporting professional growth and learning—both in and out of the evaluation conversation—and the types of culture shifts necessary.  School or teams: Use the protocols in the eVAL system or other types of protocols to engage staff in reflective and rigorous discourse about instructional practice and how to support the types of culture shifts necessary.  Individual: Consider your role in shifting the culture of your school or district to have the kinds of conversations practiced today. Share the tools and strategies learned today.  The next module: Combining multiple measures into a summative rating module. 45 What’s Next?

46. Jaquith, A., Mindich, D., Wei, R. C., & Darling-Hammond, L. (2010). Teacher professional learning in the United States: State policies and strategies technical report: Case studies of state policies and strategies. Oxford, OH: Learning Forward. 46 References

47. Thank you! Presenter Name xxxxxxxxxxx@xxx.xxx 47