teacher and principal evaluation school board study

Orting School District TPEP

Working Together as a System

Dr. Marci Shepard January 3, 2013

Teamwork

This is the case with any team. If one cog of the wheel doesn't work, the entire team grinds to a halt. We should never discount the importance of teamwork - people working together towards a common goal - in assuring our ultimate success.

The success of our students is our joint responsibility, and when they succeed, it is to our joint credit and cumulative accomplishment.

Orting School District Teaching, Learning and Assessment M. Shepard January 2013

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TPEP Teachers

Principals Central Office

School Board


State

District

School Board

I can explain TPEP and describe how it impacts our district and my role.


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State

District

School Board



Evaluation System Overview

State criteria, teacher evaluations and principal evaluations

Definitions

Implementation schedule

Scoring and student growth measures

RIG and eVAL

Reflection and feedback



EVALUATION

SYSTEM OVERVIEW


• 6696

• Race to the Top/ ESEA Waiver

• 5895

• Should teacher and principal evaluations be for GROWTH or ACCOUNTABILITY?


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While there are many formative and summative reasons to measure teacher and principal effectiveness, we believe the ultimate goal of all measurement should be…

Why measure educator effectiveness?

to improve teaching and student learning.


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Before and After – A Snapshot

Before Component After

Tiers

Criteria

Provisional Status

Educator evaluation Data


Binary – Sat/Unsat Tiers 2 tiers – Sat/Unsat Tiers 4 tiers-professional growth and development system

Developed over 25 years ago Criteria Developed over 25 years ago Criteria Describes effective teaching & leadership – developed by

stakeholders in 2010 legislative session

2 years (prior to ‘09-’10) Provisional Status 2 years (prior to ‘09-’10) Provisional Status 3 years

No existing requirement Educator evaluation Data

No existing requirement Educator Evaluation Data

Evaluation data must be submitted to OSPI,

beginning ‘10-’11, for all employee groups


CEL 5D



Definitions



RIG and eVAL




State Criteria

Teacher Evaluation

Principal Evaluation


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Principal Evaluation



Centering instruction on

high expectations Demonstrating

effective teaching pracitces

Individualizing instruction

Subject matter knowledge

Fostering a safe, positive learning

environment

Use student data to modify

instruction

Communicating with parents and

shcool community

Exhibiting collaborative and collegial

practices

Teacher

Evaluation

Criteria

Creating a culture

Ensuring school safety

Planning with data

Aligning curriculum

Improving instruction

Managing resources

Engaging communities

Closing the gap

Principal

Evaluation

Criteria

TPEP Criteria Themes Themes:



Definitions



RIG and eVAL




Classroom teacher

Principal

Comprehensive evaluation

Focused evaluation

Definitions


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“Certificated Classroom Teacher” Definition

• Designed for “classroom teachers”

• Teachers who provide academically-focused instruction to students

• Districts determine best fit

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Comprehensive Evaluation for Teachers

• Assesses all 8 evaluation criteria

• All criteria contribute to the comprehensive evaluation rating

• Student growth rubrics embedded in Criterion 3, 6 and 8

• All provisional classroom teachers and any classroom teacher not on level 3 or level 4 receive comprehensive evaluation

• All classroom teachers shall receive a comprehensive summative evaluation at least once every four years


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“Principal” Definition

• Designed for certificated principals and assistant principals

• Districts determine best fit


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Comprehensive Evaluation for Principals

• Assesses all 8 evaluation criteria

• All criteria contribute to the comprehensive evaluation rating

• Student growth rubrics embedded in Criterion 3, 5 and 8

“Due to the importance of instructional leadership and assuring rater agreement among evaluators, particularly those evaluating teacher performance, school districts are encouraged to conduct comprehensive summative evaluations of principal performance on an annual basis.”


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Focused Evaluation

• Includes an assessment of one of the 8 criteria

• Student growth rubrics from one of the 3 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, or 7, the accompanying student growth rubrics from criterion 3 or 6 will be used

• Approved by the teacher or principal’s evaluator

• A focused evaluation must be performed in any year that a comprehensive evaluation is not scheduled (both teachers and principals)


State

District

Department





Definitions



RIG and eVAL




IMPLEMENTATION SCHEDULE

State and District


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5895 Timeline


Instructional framework & TPEP info

Teacher evaluation

rubrics

TPEP Pilot

Begin implementation

2015-2016

All teachers must have

comprehensive evaluation

2013-2014 Must begin implementation

Orting School District

• 2010-2011

• Information sharing

• Instructional framework (5D)

• 2011-2012

• TPEP Team

• 4-year implementation plan

• Teacher evaluation rubrics



• 2012-2013

• RIG District/RIG Team

• TPEP Pilot/TPEP Team

• Transition plan

• Principal evaluation rubrics

• Teacher evaluation rubrics



• 2013-2014

• Implementation (2 likely models)


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Implementation Schedule

• Steering committee recommends all districts move to the new evaluation criteria for all classroom teachers and principals in 2013-2014, with some classroom teachers on the focused and some on the comprehensive.

• 5895 requires provisional or probationary teachers, and principals with fewer than 3 years of experience, unsatisfactory performance, or new to the district to be transitioned first. Nothing prevents earlier transition.

• All districts must begin implementation in 2013-2014 school year and by fully implemented by 2016.


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OSD 3-Year Transition Plan DRAFT




Definitions



RIG and eVAL




SCORING EVALUATIONS

STUDENT GROWTH MEASURES

5895 and ESEA Waiver


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Raw Score Model Determined December 1st

Preliminary Orting School District Teaching, Learning and Assessment M. Shepard January 2013

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Evaluation Summative Scoring Process


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Defining Key Terms

• Student Achievement: The status of subject-matter knowledge, understandings, and skills at one point in time.

• Student Growth (Learning): The growth in subject-matter knowledge, understandings, and skill over time.

It is student growth, not student achievement, that is relevant in demonstrating impacts teacher and principals have on students.


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Student Growth Rubrics

• The TPEP steering committee organizations approved statewide rubrics for student growth to ensure consistency in implementation of the evaluation system across Washington State.

• The rubrics for student growth describe both goal-setting and outputs of student learning.

• OSPI has provided student growth rubrics for each of the three criterion

Teachers – 3, 6 and 8

Principals – 3, 5 and 8

Note: 3/5 of the student growth rubrics for teachers are goal setting.


Summative Rating and

Impact on Student Learning Matrix




Definitions



RIG and eVAL




REGIONAL IMPLEMENTATION GRANTS

EVAL MANAGEMENT SYSTEM

Support and Resources


About 2/3

districts Orting School District Teaching, Learning and Assessment M. Shepard January 2013

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Next Steps


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QUESTIONS?




Definitions



RIG and eVAL




State

District

School Board



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Think: What are implications for the school board/your role?


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When systems align and work together, real progress is made.

Teaching, Learning,

Assessment

Business

HR

Technology Special

Services

TPEP


Supt’s Office

Teachers

Principals

School Board

Next steps?

…and feedback


Orting School District TPEP

Working Together as a System

Dr. Marci Shepard January 3, 2013

teacher and principal evaluation school board study

Education