System-Wide Alignment of the Evaluation & Goal

Setting Process…Coherent efforts

Dr. Glenn MaloneExecutive Director of Assessment & Accountability

Dr. Chrys SweetingAssistant Superintendent, Instruction, Learning, Curriculum,

& AssessmentPuyallup School District

Washington Educator’s Conference 2013October 20 & 21

Essential QuestionsHow can an entire district align goal setting in support of teachers, principals and student success?

What is the current status of the data laden reform initiatives?

What resources are available?

What example are available for us to begin Goal Setting?

One District’s Approach…

A shared understanding of one district’s approach to system-wide goal setting to improve instruction and increase student learning

Make connections between the teacher, principal, central office instructional and operations & management administrators frameworks and identify ways one district is aligning the goal setting process

The road behind us…

2011-2012 • TPEP committee selects Danielson Instructional Framework

2012-2013• TPEP committee develops & recommends evaluation process and tools

• WASA State committee revises WASA Central Office Leadership Framework

• District committee develops draft frameworks for operations & management

and Instructional administrators aligned with WASA & ASWP Frameworks

2013-2014• New frameworks aligned to state 8 evaluation criteria rolled out district-

wide

The road ahead… focused on a Single purpose…

Professional Development Ongoing Targeted & Job-Embedded

Building Teacher Instructional Capacity…Principal Leadership Capacity…

and Central Office Leadership Capacity…

to…

Improve instruction and Increase

Student Growth and Achievement

District Strategic Directions

Coming Alongside Supporting Principals

District Sponsorship & Support

Context & External Support

Systemic Alignment of Reciprocal Accountability

It’s not business as usual…

“A well-functioning evaluation system goes beyond the checklists 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

Getting It Right, National Board Professional Teaching Standards, 2011

Systemic Professional Growth

and Evaluation CycleCommon use of frameworks &

rubricsCommon language and content Common themesCommon process

Aligned Evaluation Process…

Self-Assessment

andGOAL

SETTING

Informal Observations, Gathering and

Sharing Evidence Learning-focused

conversations

Informal Observations. Gathering and

Sharing Evidence Learning-focused

conversationsInformal

Observations & Reflection &

Evidence Sharing

Learning-focused

conversations

Tentative Scoring

Informal Observations,

Gathering/Sharing Evidence

and Learning-focused

conversations

Final Summative Scores

Self-Assessment

andGOAL

SETTING

Pre-Conference & Formal

Observation & Learning-focused

conversations

Post-Conference, Reflection, Identifying Evidence &

Learning-focused conversations

Informal Observations, Gathering and

Sharing Evidence & Learning-focused

conversations

Tentative Scores

Informal Observations, Gathering and

Sharing Evidence & Learning-

focused conversations

Final Summative Score

TEACHERS PRINCIPALS & CENTRAL OFFICE

Frameworks

Principals Instructional CMT O & M CMT Teachers

Centering instruction on

high expectations

Individualizing instruction

Communicating with parents &

school community

TEACHER 

Demonstrating effective teaching practices

Exhibiting collaborative

& collegial practices

Use student data to modify

instruction

Fostering a safe, positive learning

environment

Subject matter

knowledge

PRINCIPAL

Closing the gap

Ensuring school safety

Engaging communitie

s

Improving

instruction

Managing

Resources

Creating a

culture

Planning with data

Aligning curriculu

m

SUPER-INTENDEN

T

Business &

finance

Additionalareas

of focus

Board relationshi

ps

DSD goal setting

achievement &

progress

Personnelrelationship

s

Personal & professional qualities

Managing resources

Clear & collaborati

ve relationshi

psEnsuring compliance

& safety

CMT 

INSTRUCTIONAL LEADERSHIP

Effective leadership

Close achievement

gaps & remove barriers

Qualityteaching

& learning

Engaging the community & external

environment

Planning with data &

system-wide improvement

Creating a

culture

Overcoming

systemic barriers

Ensuring complianc

e & safety

Planning with data

CMT 

OPERATIONS &

MANAGEMENT

Engaging internal/exte

rnal stakeholders

Managing staff & fiscal

resources Improving department performanc

e

Aligningthe

work

Ongoing Evaluation Progress…

The District’s Journey will Continue…

ALL district staff engaged in the evaluation cycle focused on aligned acts of professional growth and supporting the growth of others where…

Unity of Focus, Purpose, and Action to Improve Instruction and Increase Student Growth and Achievement

= Systemic Alignment

What road have you been on?…

In groups of three:

Share the road your District/School has already taken toward the implementation of

the new evaluation system.

• This year no PSD schools hit all AMO targets for all subgroups. Last year we had 2 schools.

• Statewide these are very difficult targets to hit!

When Looking at AYP / AMO results over the last 3 years you can see it has become increasingly more difficult to meet the required targets.

PSD Elementary Schools

Blank cells indicate making AYP or AMO

What are AMAOs

Title III requires Annual Measurable Achievement Objectives (AMAO)

AMAO 3 is connected to AMOs

PSD Limited English AMOsReading Grades 3-8,10

Goal Setting is Harder than it looks!

Lots of questions about how this will work?

“It’s just the suspense at the top that freaks you out!”

Girl’s First Ski Jump

Goal Setting Template

Sample from Sally Lancaster Everett Schools

Goal Setting Template

Sample from Sally Lancaster Everett Schools

Step 2: TargetsIdentify the expected outcomes by the end of the instructional period for all students (3.5), students assigned to a subset of teachers (5.5), or for a subgroup of students (8.3).

Use performance data to describe specific starting points and specific expected outcomes for students.Provide data for each of the assessment measures.

Expected Targets Using data regarding the student’s starting points, identify the number or percentage of students expected for each level. Explain how these expected targets demonstrate ambitious, yet realistic goals for measuring students’ understanding of the growth goal.

Significant Improvement in student academic growth for most students(3.5) would be…?

Clear evidence of learning for most students(3.5) would be…?

Goal Setting Template

Sample from Sally Lancaster Everett Schools

Does my Learning Goal Include:

Sample Goal 8.3Submitted by Kristen SchroederPuyallup Schools

Sample Goal 3.5Submitted by Aileen BaxterPuyallup Schools

Sample Goal 3.5Submitted by Dave SunichPuyallup Schools

Evaluation Template

Sample from Sally Lancaster Everett Schools

Managing Evidence

Simple File Folder

RESOURCES www.awsp.org

User Guide ~Coming Soon13 Sample Goals for Each Level (39 Total)

Videos 600+ Resources

Video Resources

Focused on 3.5 5.5 & 8.3Complement to the User GuideSneak Peek

“Do you get it now?”

Kid Snippets