1. November Regional Cohort Teacher and Principal Evaluation November 15, 2011

3. Learning Targets I can assess the status of our team’s status (storming, norming, etc.) I can identify our stakeholders and how/what we will communicate with them I can summarize the influence of criteria and a comprehensive evaluation system on the broader system of our school I can articulate the differences between the role played by the criteria and the role played by instructional frameworks

4. Year at a glance Explore and align criteria: September - June Teacher and Principal Criteria Pilot products Review and select frameworks: Oct - Feb 5 Dimensions (CEL) Danielson Marzano Rubrics (From frameworks) Determine evidence: March-April Observations Plans Artifacts Reflections Student Work other? Summative Model: Apr-May Progression Holistic Formula Raw Score Hybrid Conditions Preparation: May-June PD Plan Communication Tools and forms MOU Participants X- You are here…

5. Day at a glance State of the union Working as a team Exploring criteria Exploring frameworks Developing a communication plan Planning for next steps

7. He’s only ‘mostly dead’

8. Really Dead Teacher and Principal Criteria Four-Tiered System

9. Mostly Dead Definitions: Of teacher criteria Tier Labels Teachers Only: Final Summative Descriptions Three Instructional Frameworks = Steering Committee Controls Decisions

10. On the way to being dead = Under Review, or recommendations will be included in July 2012 Report to Legislature Teacher Only: Instructional Framework Alignment Principal Rubrics Task Forces: Student Growth Perception Survey Data Evaluator Training and Support Final Summative Determination Final ‘Cut Score’

11. http://tinyurl.com/esd113tpep

13. Team Based Learning Teacher Criteria 8: Exhibiting collaborative and collegial practices Principal Criteria 1: Creating a school Culture that promotes the ongoing improvement of learning and teaching

14. Team Mental Check List Has your team…? ✔ ✔ Developed your purpose statement/clarity of purpose ✔ Developed norms which are reviewed at the beginning of each team meeting ✔ Roles have been defined (Facilitator, Historian/Record Keeper and Time Keeper) ✔ Utilizing protocols ✔ Adopted decision-making models

15. Stages of Team Development Bruce W. Tuckman’s Model Forming Storming Norming Performing Adjourning

16. Forming Why are we here? /orientation to task Excitement Pride Determining acceptable group behavior Abstract discussions Little is accomplished

17. *Storming resistance to group influence and task requirements/emotional The honeymoon is over. People disagree and may blame team concept Resistance to the task Sharp fluctuations in attitude about the team and the project’s change of success Establish unrealistic goals. Disunity, increased tension, and jealousy. *This stage can take 3-4 meetings.

18. Norming Openness to other group members Team begins to work well together Positive about their role on the team May bounce back and forth between storming and norming Criticism is constructive Friendliness

19. Performing structure can support task performance High performance team Very seldom fall into “storming” Complete self-directed team Team members have insights into each other’s strength and weaknesss Effective,cohesive unit

20. Adjourning disengagement/self-evaluation Relationships are formed Completion of project

21. Norms* We will: Come prepared to participate Listen to everyone so that no one person dominate Listen deeply and respectfully (September 21, 2011) Honor each other’s time by having an agenda that begins and ends on time. Have clear, authentic, and honest conversations.(October 18, 2011) Be flexible in the agenda to allow for time to reflect, ponder, and build understanding. Provide regular feedback to facilitate the work Stay focused on our task and purpose to be effective and efficient(November 15, 2011) Take decision making seriously and support the decision we make together Understand that people are the heart of our organization. Ensure that student success is at the center of all of our activities and conversations. *Taken from the Washington State Leadership Academy

22. Consensus Decision Making Models (November 15, 2011 choose one) 0-5 This process helps teams come to consensus when choose a topic to pursue further or in choosing a collective course of action to take. After a list of possible actions or ideas has been generated, ask that an explanation be stated for each item. Then ask the group to look at and consider each item and decide how they will make their choice according to: 5 fingers if they totally agree. 4 fingers if they think it's a good idea and will support it. 3 fingers if they are neutral but will support it. 2 fingers if they don't agree, but will support it. 1 finger if they won't support it. 0 fingers if they will resist--BUT WILL HELP FIND ANOTHER RESOLUTION Thumbs up/Thumbs down Use this method in small groups to get a quick reading on group consensus. Be sure to take the time for neutral and thumbs down explanations.(September 21.2011) Thumbs up if they agree Thumb sideways if they are neutral-explain why Thumb down if they disagree--explain reasons for disagreement. Group agreement scale Use this method two or three times to gauge group support. Write statement, concept or action so that all members can see it. Make the following voting indicators for each member of the group.(October 18, 2011) 3=total agreement 2=support idea with reservations 1=can't support ?=Need to have more questions answered

23. Team Expectations Teams will meet and process homework assignments between each TPEP meeting by establishing meeting times, locations and agendas. Teams will establish meeting roles Teams will established agendas for meetings The historian/recorder will generate the “group memory” Clearly identify responsibilities for carrying out plans and timelines for completion Utilize a closure activity to allow team members to review team process, their work together, etc.

24. Zoom Where do you think your team is? – Forming – Storming – Norming – Performing – Adjourning

25. Sharing our work Tumwater Toledo Pioneer

26. Teacher Criteria 6 Principal Criteria 4

27. Centering instruction on high expectations Demonstrating effective teaching practices Individualizing instruction Subject matter knowledge Fostering a safe, positive learning environment. Use student data to modify instruction Communicating with parents and school community. Exhibiting collaborative and collegial practices TEACHER EVALUATION CRITERIA

28. Creating a Culture Ensuring School Safety Planning with Data Aligning Curriculum Improving Instruction Managing Resources Engaging Communities Closing the Gap PRINCIPAL EVALUATION CRITERIA

29. Teachers: “fostering and managing a safe, positive learning environment.” “collaborative and collegial practices focused on improving instructional practice and student learning.” Principals: “creating a school culture that promotes the ongoing improvement of learning and teaching for students and staff.” “providing for school safety.”

30. Teachers: “using multiple student data elements to modify instruction and improve student learning.” Principals: “development, implementation, and evaluation of a data-driven plan for increasing student achievement, including the use of multiple student data elements.”

31. Teachers: “providing clear and intentional focus on subject matter content and curriculum.” Principals: “assisting instructional staff with alignment of curriculum, instruction, and assessment with state and local district learning goals.”

32. Teachers: Implementing the instructional framework Principals: “monitoring, assisting, and evaluating effective instruction and assessment practices.”

33. Teachers: “communicating and collaborating with parents and school community.” Principals: “partnering with the school community to promote learning.”

38. Team Activity 1: 10 Minutes Review and discuss forms of evidence Teacher Criteria 6: Using multiple student data elements to modify instruction Team Activity 2: 10 Minutes Review and discuss influence on broader context

39. Fishing Metaphor Craig to add

40. Framework Sense-Making Modified Chalk Talk Strategy (25 minutes) Read definitions of frameworks “chalk” the WHAT & the PURPOSE Synthesize & reach consensus

41. Lunch

42. When you return Clean table Sit in framework alike groups

43. Framework & Criteria A Cross-Examination Review criteria definitions Components for Criterion 2 Cross-examine for fit & gap

44. A Deliberation What Does This Mean For My Work?

45. Reflection and Action Now that you have investigated the 2 nd teacher criteria… Consider the other 7 criteria, what tasks come to mind? What will you investigate between now and January to help your team make a decision by February 15 th ? For teams that have selected a framework…What will you do to investigate your framework more deeply between now and February 15 th ?

46. Architecture of the Frameworks Contributions of Research Base Theoretical Background Big Idea Organization Teacher Evaluation Rubrics Support for Evidence Gathering

47. Guiding Questions What is the research base underpinning the framework? What is the evidence that the framework leads to improved student achievement? How well does the framework align to Washington’s 8 teacher criteria?

49. Step 1: Who are they? Step 2: How do you plan to communicate with them?

52. Homework Gather team to review frameworks further. Review and revise planning calendar. Update and implement communications plan Make-up session (12/9) Steering committee meeting (12/14)

53. Instructional Frameworks Continuum of Instructional Frameworks LEVEL 4 Well-articulated and fully implemented with appropriate accountability: District evaluation and supervision procedures include the Instructional Framework. Data documents that the Instructional Framework is increasing student learning. Authentic PLCs are a place that teachers use data to drive instructional decisions and changes in their instructional practice. Lesson plans show consistent evidence of the Instructional Framework in use.

54. Instructional Frameworks Continuum of Instructional Frameworks LEVEL 3 Implementing with support: Support reflection to deepen our learning about and skill in using the Instructional Model (journaling, reflection with a coach, reflection in a PLC). Provide multiple opportunities for feedback (coaching, peer coaching, and administrator as coach). Provide opportunities for practice (guided in a workshop setting, independently in classrooms). Design opportunities for teachers to observe the model in practice (classroom visitations, walk throughs, video tapes). Determine what teachers need to learn about the Instructional Model (workshops).

55. Instructional Frameworks Continuum of Instructional Frameworks LEVEL 2Developing: The model is piloted, revised, and finalized. The draft model is shared. Feedback is gathered and changes are made. A representative team designs a draft of an instructional model. A team studies research-based best practices.

56. Instructional Frameworks Continuum of Instructional Frameworks Level 1 No Instructional Framework: Every teacher is doing his/her own thing in his/her own classroom. Assumptions about quality.

57. “Required” Questions: Framework? Student Growth Data? Forms of evidence? Final summative score? Professional Development?

58. Suggested Questions Communication? Reliability and validity? Forms and tools? Ongoing Supports?

59. When selecting a framework… Criteria? Big Ideas? District Focus? Clarity of rubrics? Quality of materials? Support?