Considering Multiple Measures

A New Evaluation System for Washington’s Teachers and Principals

Learning TargetsUnderstand:• Requirements of RCW 28.405.100• Variety and purposes of different measures• Benefits and challenges in your context• Exploring the possible measures of evidence at the local level

Final Jeopardy

• Talk about how this might inform your thinking about measures and evidence in teacher and principal evaluation.

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• Read the article

• With an elbow partner Identify and list the multiple measures used.

In your teams• Facilitator: The person with the brightest red or

close to red clothing.

• Recorder: The person with the brightest blue or close to blue clothing.

• Brainstorm and record on flip chart paper your ideas about the components of a well-functioning evaluation system.

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A well-functioning evaluation system goes beyond the checklists commonly used in schools. A system must: (1) specify what must be measured, (2) define how it will be measured, (3) clarify how the measures will be applied consistently, (4) lay out a plan for providing feedback and continuous support and (5) have buy-in and leadership from key stakeholders. (6)It will also highlight how to use the evaluation results to improve school culture, educator practice and student outcomes. (“Getting It Right” NBPTS, 2011)

Slide Teacher/Principal Evaluation Pilot – Office of Superintendent of Public InstructionVisit our blog & resource site: http://tpep-wa.org – Follow us on Twitter: http://www.twitter.com/waOSPI_TPEP

Why Measure Effectiveness?

•The ultimate goal of all measurement should be…• to improve teaching and learning.•An evaluation system should be designed to improve teaching, not “rate” or “rank” teachers or our school leaders.

Slide Teacher/Principal Evaluation Pilot – Office of Superintendent of Public InstructionVisit our blog & resource site: http://tpep-wa.org – Follow us on Twitter: http://www.twitter.com/waOSPI_TPEP

Shifting Thinking

Assessment as Autopsy

Assessment as Diagnostic Tools to

Improve Instruction

Data AccessUtilizing Data for

Improving Instruction

Educator Quality

Educator Effectiveness

Reflection for Improved Individual Teaching Practice

Reflection for Improved Collective Teaching Practice

Slide Teacher/Principal Evaluation Pilot – Office of Superintendent of Public InstructionVisit our blog & resource site: http://tpep-wa.org – Follow us on Twitter: http://www.twitter.com/waOSPI_TPEP

28A.405.100The four-level rating system used to evaluate the certificated classroom teacher must describe performance along a continuum that indicates the extent to which the criteria have been met or exceeded. 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.

Teacher Language on Student Growth Data

STUDENT GROWTH in WASHINGTON – the BIG QUESTION

Slide Teacher/Principal Evaluation Pilot – Office of Superintendent of Public InstructionVisit our blog & resource site: http://tpep-wa.org – Follow us on Twitter: http://www.twitter.com/waOSPI_TPEP

28A.405.100

Principal Language on Student Growth Data

STUDENT GROWTH in WASHINGTON – the BIG QUESTION

When available, student growthdata that is referenced in the evaluation process must based onmultiple measures that can includeclassroom-based, school-based, district-based and state-based tools.

As used in this subsection, “studentgrowth” means the change instudent achievement between twopoints in time.

ONE MINUTE BRAIN DUMP

Do a quick brainstorm at your table……

What might multiple measures look like?

Slide Teacher/Principal Evaluation Pilot – Office of Superintendent of Public InstructionVisit our blog & resource site: http://tpep-wa.org – Follow us on Twitter: http://www.twitter.com/waOSPI_TPEP

Educator Evaluation Measures:

It Takes Many Pieces…

Self-Assessment &Reflection

Perception Survey Data

Student Work Samples

Student Learning/ Achievement Data

Peer Evaluation

Portfolio Assessments

PlanningClassroom Observation

Impact

Artifacts Observations

Self-assessment Self-reflection

PortfoliosSurveys

EVIDENCE

MEASURING EDUCATOR EFFECTIVENESS

Reliability and Validity

Validity: A test is valid when it measures what it’s supposed to measure. How valid a test depends on its purpose—for example, a ruler may be a

valid measuring device for length, but isn’t very valid for measuring volume.

Reliability: If a test is reliable, it yields consistent results. For example, a test can be reliable but not valid, both reliable and valid, or neither. Reliable but Not Valid Neither Reliable or Valid Valid but not Reliable Reliable and Valid

Reliable but Not Valid Neither Reliable or Valid Valid but not Reliable Reliable and Valid

Strengths and Weaknessesof Multiple Measures

Jigsaw Activity

• Number off 1,2,3,4,5,6,7,8. (repeat if necessary)

• Read the section corresponding with your number.

• Share out around the table.

• What stands out for you? Questions? Concerns?

Teacher/Principal Evaluation Pilot – Office of Superintendent of Public InstructionVisit our blog & resource site: http://tpep-wa.org – Follow us on Twitter: http://www.twitter.com/waOSPI_TPEP

Changes in Teacher & Principal Evaluation per 28A.405.100

Current Teacher Evaluation Criteria New Teacher Evaluation Criteria1. Instructional skill2. Classroom management3. Professional preparation and

scholarship4. Effort toward improvement when

needed5. Handling of student discipline and

attendant problems6. Interest in teaching pupils7. Knowledge of subject matter

1. Centering instruction on high expectations for student achievement (i)2. Demonstrating effective teaching practices (ii)3. Recognizing individual student learning needs and developing

strategies to address those needs (iii)4. Providing clear and intentional focus on subject matter content and

curriculum (iv)5. Fostering and managing a safe, positive learning environment (v)6. Using multiple student data elements to modify instruction and

improve student learning (vi)7. Communicating and collaborating with parents and school community

(vii)8. Exhibiting collaborative and collegial practices focused on improving

instructional practice and student learning (viii)

Current Principal Evaluation Criteria New Principal Evaluation Criteria1. Knowledge of, experience in and

training in recognizing good professional performance, capabilities and development

2. School administration and management3. School finance4. Professional preparation and

scholarship5. Effort toward improvement when

needed6. Interest in pupils, employees, patrons

and subjects taught in school7. 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 (i)

2. Providing for school safety (iii)3. Leading the development, implementation, and evaluation of a data-

driven plan for increasing student achievement, including the use of multiple student data elements (iv)

4. Assisting instructional staff with alignment of curriculum, instruction, and assessment with state and local district learning goals (v)

5. Monitoring, assisting, and evaluating effective instruction and assessment practices (vi)

6. Managing both staff and fiscal resources to support student achievement and legal responsibilities (vii)

7. Partnering with the school community to promote student learning (viii)

8. Demonstrating commitment to closing the achievement gap (ii)

Where do multiple measures fit with the 8 criteria?

• With a new elbow partner review the 8 criteria and the multiple measures.

• Under each criteria, list measures and you think might be meaningful.

• Discuss why you think a specific measure should be used with each criteria including the strengths and weaknesses.

• As a team record your selections on a flip chart.

Teacher/Principal Evaluation Pilot – Office of Superintendent of Public InstructionVisit our blog & resource site: http://tpep-wa.org – Follow us on Twitter: http://www.twitter.com/waOSPI_TPEP

Rubric(s)

Rubrics based on evaluation

criteria, centered on

district’s instructional framework(s)

Summative Rating

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2

3

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Evaluation Criteria1.High Expectations

2.Effective Teaching Practices

3.Recognizing Individual Student Learning Needs

4.Focus on Subject Matter

5.Safe Productive Learning Environment

6.Use of Multiple Student Data Elements to Modify Instruction

7.Communicating with Parents and School/Community

8.Exhibiting Collaborative and Collegial Practices

Evidence and Measures

• Classroom Observation

• Portfolios• Student Surveys• Self Assessment• Instructional Artifacts• Student Performance Measures

o Formativeo Summativeo Externalo Internal

Considering Student Achievement Read the summary of the NBPTS article titled “Student Learning, Student Achievement” (NBPTS, 2011)

Discuss with others NOT in your current role….

What ideas are worth considering in our context?

With three others, create a headline that summarizes your learning today….

What Are Multiple Measures in the context of educator evaluation?

OR

What is your vision for the district’s use of Multiple Measures?

Team Time• Use your headline and draft an outline for a 20

minute presentation at a staff meeting or for a Board meeting. Feel free to create a PPT and/or list of hand-outs and materials you will use.

• We will ask at least two districts to share your work.

• You have 30 minutes.

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Presentations• What questions do you have?

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