1. ENHANCING PROFESSIONAL PRACTICE Framework for Teaching Aug. 27 th Title II Day

2. Agenda 8 to 9:00Review Danielson Framework 9:15Break 9:15 to 11:00Comprehensive vs. Focus evaluations 11:00 to 11:45Lunch 11:45 to 1:15Dive into Domain 2 – Environment 1:15 Break 1:30 to 2:00Rating Practice 2:00 to 2:30Goal setting/rate yourself in Domain 2 3:00 to 3:30Closure/Next Steps/Reflection

3. Essential Question(s) Why is it important to measure teacher practice on levels of performance? How can a teacher show growth, professionally or instructionally, on either the comprehensive or focus evaluations?

4. Understandings The Danielson Framework promotes teacher professional and instructional growth Coherent instruction = student engagement Comprehensive and Focus evaluations both increase the dialogue between teacher and evaluator Levels of performance are essential for growth

5. Targets Teachers will be able to: Describe the relationship between the Danielson framework and its connection to the 8 state criterion Distinguish between comprehensive and focus evaluations Individually rate themselves in Domain 2 of the framework Begin to set instructional and/or professional practice goals

6. Enhancing Professional Practice Framework for Teaching

8. http://www.teachscape.com/frameworkforteaching/videos

9. Turn and Talk What are one or two things that you heard from Charlotte? How do those connect to what we have done in the past? How do these support us moving forward?

10. 4 Domains Domain 3 Instruction Domain 2 The Classroom Environment Domain 4 Professional Responsibilities Domain 1 Planning and Preparation

11. 1a Content & Pedagogy 1b Knowing the students 1d Resources Knowing 1c Instructional Outcomes 1f Designing Assessments 1e Designing Instruction Doing Domain 1: Planning and Preparation

12. Domain 2 Classroom Environment Components 2aCreating an Environment of Respect & Rapport 2bCreating a Culture of Learning 2cManaging Classroom Procedures 2dManaging Student Behavior 2eManaging Physical Space

13. 3aCommunicating with Students 3bUsing Questioning and Discussion Techniques 3cEngaging Students in Learning 3dUsing Assessment in Instruction 3eDemonstrating Flexibility and Responsiveness Domain 3: Instruction

14. Domain 4: Professional Responsibilities Teachers demonstrate their commitment to high ethical and professional standards. Teachers seek new ways to improve their practice. Components: 4aReflecting on Teaching 4bMaintaining Accurate Records 4cCommunicating with Families 4dParticipating in a Professional Community 4eGrowing and Developing Professionally 4fShowing Professionalism

15. Defining Effective Teaching Teacher practices, that is, what teachers do, and how well they do the work of teaching Results, that is, what teachers accomplish, typically how well their students learn

16. Levels of Performance UNSATISFACTORYBASICPROFICIENTDISTINGUISHED Lack of Unsafe Harmful Unclear Unaware Poor Unsuitable Inconsistent Partial General Attempts Awareness Moderate Minimal Consistent Frequent Successful Appropriate Clear Positive Smooth Solid Seamless Subtle Skillful Preventative Leadership Students TEACHER DIRECTED SUCCESS STUDENT DIRECTED SUCCESS

18. Framework for Teaching--Video. http://www.teachscape.com/frameworkforteaching/videos

19. Benefits of The Framework for Teaching A research-based definition of good teaching A roadmap for enhancing professional practice A framework for novice-level practitioners, through accomplished teaching Development of shared understandings Self-assessment and reflection on practice Structured professional conversation for continuous professional learning Fair, objective, and validated teacher evaluation Aligns with the Washington State Eight Criteria

20. We are all in this together

21. 15 minute Break

22. Comprehensive & Focus All certificated classroom teachers will move to a new evaluation tool this year Certificated teachers who are not classroom teachers (e.g. librarians, counselors, nurses, OTs, PTs, CTs, etc.) will remain on our past evaluation systems

23. Selection process Every principal has the number of staff members needed to reach 25% of the classroom teaching staff This includes all provisional staff (1 st /2 nd & 3 rd year) This includes teachers on a plan of improvement May require teachers to volunteer, or to use reverse seniority to reach the 25% of staff on the comprehensive evaluation

24. Two types of teacher evaluations Comprehensive which includes all 4 Domains & components embedded in the 8 state criteria And Focus which includes specific Danielson components in one state criteria We will be looking closer at the two types

25. Comprehensive Evaluation Assesses all 8 state evaluation criteria All state criteria contribute to the comprehensive summative evaluation rating Student Growth Rubric embedded in state criteria (3, 6, & 8) All provisional classroom teachers and any classroom teacher on a plan of improvement All classroom teachers will receive a comprehensive summative evaluation at least once every four years

26. Comprehensive Summative Evaluation

27. 3-2-1 What three things you learned or confirmed about the comprehensive summative evaluation? What two things do you want to learn more about? What is one thing that will allow you to grow from this practice?

28. Focused Evaluation Includes at minimum an assessment of one of the eight state criterion Must include the 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 classroom teacher’s evaluator A focused evaluation must performed in any year that a comprehensive evaluation is not scheduled

29. Focused Summative Evaluation

30. Compare & Contrast Determine the similarities between the Comprehensive and Focus summative evaluations? Determine the differences between the Comprehensive and Focus summative evaluations?

31. Guiding principles for Criterion Scoring The primary goal of teacher evaluation is to promote teacher and student learning Accurate teacher evaluation requires trained observers using a research-based instructional framework The value of accurate assessments of practice is to shape the conversations that lead to improved practice Embedded in the Danielson instructional framework is a system for growth in practice It is imperative to remain in the formative mindset until the final summative rating is determined

32. Evidence Evidence means observed practice, products or results of a certificated classroom teacher that demonstrates knowledge and skills of the educator with respect to the four-level rating system. (WAC 392-191A-030)

33. 10 min Break

34. Evaluation Process Teacher Self- Assessment Goal Setting /Pre- Conference (Danielson & Student Growth) Gathering Formative Evidence against the framework (Shared Responsibility) Conference focused on Formative Feedback Repeat Cycle of Formative Evidence Gathering, Conference & Feedback Summative Scoring Step 1 Step 2 Step 3Step 4 Step 5 Final

35. Steps 1 & 2 Self-Assessment Comprehensive : Teacher self-assesses using all 8 State Criteria Focus: Teacher self- assesses using one criterion with the option of more if they choose Must include a student growth criteria Goal Setting/Pre- Conference Goal setting Administrator and teacher go through a guided process to determine evidence to set student growth goals It is best practice for a teacher to set an instructional and/or professional practice goal Pre-conference To prepare for the observation of a specific lesson Provide evidence for Domain 1

36. Levels of Performance UNSATISFACTORYBASICPROFICIENTDISTINGUISHED Lack of Unsafe Harmful Unclear Unaware Poor Unsuitable Inconsistent Partial General Attempts Awareness Moderate Minimal Consistent Frequent Successful Appropriate Clear Positive Smooth Solid Seamless Subtle Skillful Preventative Leadership Students TEACHER DIRECTED SUCCESS STUDENT DIRECTED SUCCESS

37. Practice the self-assessment Using the self-assessment tool self-assess yourself in State Criteria (SC) 3, 6 and 8 Just use the Danielson components listed in each SC 3 – has two Danielson components (1b, 3e) SC 6 – has three Danielson components (1f, 3d, 4b) SC 8 – has three Danielson components (4d, 4e,4 f)

38. Review Student Growth Goals Using Criteria 3, 6 and 8 now look at the student growth criterion Turn and Talk: Compare and contrast differences between the three rubrics SC 3 – references sub-group student growth (SG 3.1, 3.2) SC 6 – references whole class student growth (SG 6.1, 6.2) SC 8 – references grade-level or content specific student growth in collegial teams (SG 8.1)

39. Steps 3 & 4 Observation/Evidence Gathering Formal observations 60 minutes or more Two or more One observation is a minimum of 30 minutes Post-conference Sharing of the evidence Going back through the framework rubric and highlighting where the evidence matches the rubric It may be determined here that more evidence may need to be gathered to support a rating

40. Cycle Repeats… Step 5 Further Observations/Evidence Gathering As evidence is gathered toward the summative evaluation a post- conference will be held Evidence collection occurs until the teacher and administrator are confident that the rating can be made Summative Evaluation Moves from formative assessment of practice to summative Moves from the framework to the 8 state- criterion Final rating based on: The preponderance of evidence in a criterion Student growth criterion

41. Sample of District Tool

42. Lunch

43. Discovering Domain 2

44. Unpacking Domain 2 Divide into 5 groups Each group will be assigned a component from Domain 2 Each group will complete a poster to share out to the larger group The poster represents what each level of performance would look like or sound like If you choose, you can determine another way to share out to the larger group

45. Classroom Environment – Domain 2 Using the Packet, complete Step 1 Questions to ask What of your component in Domain 2 has context in our district? Does parts or all of your component in Domain 2 has history in our district What support will you need in your component of Domain 2? Your answers go in the packet

46. Classroom Environment – Domain 2 Using the packet, begin Step 2 The Floor: What constitutes Unsatisfactory teacher practice?

47. Classroom Environment – Domain 2 Step 2 continued.. Gradations: What kind of language differentiates the levels in your component? Basically there are three kinds of gradations: Quantitative, qualitative, and progressions. Quantitatively (never, few, sometimes, consistently, frequently, always, etc) Qualitatively (describes differences in detail) Progressions (do one thing, next level do two things, next level do three things, etc) What constitutes basic and proficient?

48. Classroom Environment – Domain 2 Step 2, complete The Ceiling- Distinguished: Is it Achievable? Look for terms that are absolute (all, every, always, etc) and ask if the wording is “achievable” or is the wording nearly impossible for a teacher to reach?

49. Share out from each group What are your answers in Step 1? Is there anything we should know? What does it look like/sound like in each of the levels of your component? Can you be distinguished in your component? Are there resources, tools, professional development that we have had or will need in order for all staff to be proficient and/or distinguished in this component?

50. 10 min Break

51. Video of Practice Elementary

52. Coming to Consensus Share your evidence Is it the same between each member of the group? Why or Why not? Is it all fact? Or is it opinion? Share your rating It is the same between each member of the group? Why or why not? Is it based on the evidence? Were all of the elements discovered in order to make the rating?

53. How did you do? Did your rating match the level performance indicated by Teachscape? Why or Why not?

54. Rate yourself in Domain 2 Individually rate yourself in Domain 2 Highlight within each component the words and phrases that represent your current practice Your highlighting should be between no more than two levels of performance Ask yourself what would be a goal for growth for me? Instructional or Professional or both?

55. Did we meet our targets? Describe the relationship between the Danielson framework and its connection to the 8 state criterion Distinguish between comprehensive and focus evaluations Rate themselves in Domain 2 of the framework Begin to set instructional and/or professional practice goals

56. Next Steps/Reflection/Closure On Sept. 11 th the Half Day topic will be Goal-setting, pre- conference and Domain 1 On the Sept. 25 th Half Day the topic will be Student Growth Please complete the Reflection Form and turn-in to me Elementary staff will report tomorrow to Lakes High School Secondary staff will report to Clover Park High School, Thursday, Aug. 29 Both days, registration begins at 7.45 a.m. in the PAC foyer’s Opening begins at 8 a.m. both days in the PAC