tpep wsu october 2011
TRANSCRIPT
Washington StateTeacher and Principal EvaluationProjectUpdate
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What the hell kind of call was
that!?!
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The Basics
What are the details of the TPEP process?
The Criteria
How do the newteacher and principal criteria relate to each
other?
A 4-Tiered System
How does using a four-tier system change people’s thinking?
Next Steps
In the end, what should be taken into account in
the evaluation?
The Basics
What are the details of the TPEP process?
State
Pilot Districts
Criteria 4-Tiers
Basic language linking achievement
Rubricsfor
criteriaFramework of
InstructionFormula for
summative ranking
Details ofachievement linkage
Specifi c protocolsand ti melines
Timeline2010-11 Pilot districts develop “models” to use in implementing the new evaluation standards. These models will likely include indicators, rubrics and protocols.
2011-12The pilot districts will use the new models.End of 2011-12Superintendent Dorn is charged with analyzing the work of the pilots and making a recommendation to the legislature.
State
Pilot Districts
Criteria 4-Tiers
Basic language linking achievement
Rubricsfor
criteriaFramework of
InstructionFormula for
summative ranking
Details ofachievement linkage
Specifi c protocolsand ti melines
State
Pilot Districts
Criteria 4-Tiers
Basic language linking achievement
Rubricsfor
criteriaFramework of
InstructionFormula for
summative ranking
Details ofachievement linkage
Specifi c protocolsand ti melines
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Timeline2010-11 Pilot districts develop “models” to use in implementing the new evaluation standards. These models will likely include indicators, rubrics and protocols.
2011-12The pilot districts will use the new models.End of 2011-12Superintendent Dorn is charged with analyzing the work of the pilots and making a recommendation to the legislature.
2012-13All districts will do the preparation work needed to use the new models.
2013-14All districts will use the new models as the basis for evaluating their teachers and principals.
Timeline2010-11 Pilot districts develop “models” to use in implementing the new evaluation standards. These models will likely include indicators, rubrics and protocols.
2011-12The pilot districts will use the new models.End of 2011-12Superintendent Dorn is charged with analyzing the work of the pilots and making a recommendation to the legislature.
2012-13All districts will do the preparation work needed to use the new models.
2013-14All districts will use the new models as the basis for evaluating their teachers and principals.
Regional Implementation Grants
5-10 Districts in each ESD may apply to receive resources for implementing the new evaluation models one year
early.
Timeline2010-11 Pilot districts develop “models” to use in implementing the new evaluation standards. These models will likely include indicators, rubrics and protocols.
2011-12The pilot districts will use the new models.End of 2011-12Superintendent Dorn is charged with analyzing the work of the pilots and making a recommendation to the legislature.
2012-13All districts will do the preparation work needed to use the new models.
2013-14All districts will use the new models as the basis for evaluating their teachers and principals.
Regional Implementation Grants
5-10 Districts in each ESD may apply to receive resources for implementing the new evaluation models one year
early.
Regional Implementation Grant districts use the new evaluation models for at least 20% of their teachers, all provisional and all
principals.
The Criteria
How do the newteacher and principal criteria relate to each
other?
Centering instruction on
high expectations
Demonstrating effective teaching practices
Individualizing
instruction
Subject matter
knowledgeFostering a
safe, positive learning
environment.
Use student data to modify
instruction
Communicating with parents
and school community.
Exhibiting collaborative and collegial
practices
TEACHEREVALUATION
CRITERIA
PRINCIPALEVALUATION
CRITERIA
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.”
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.”
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.”
Teachers:Implementing the instructional framework
Principals:“monitoring, assisting, and evaluating effective instruction and assessment practices.”
Teachers:“communicating and collaboratingwith parents and school community.”
Principals:“partnering with the school community to promote learning.”
A 4-Tiered System
How does using a four-tier system change people’s thinking?
Satisfactory
Unsatisfactory
Unsatisfactory
Basic
Proficient
Exemplary
Satisfactory
Unsatisfactory
Unsatisfactory
Basic
Proficient
Exemplary
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Under what circumstances might teachers and principals consider evidence gathering as a positive thing in their evaluations?
Wary/Welcome Activity
Why might teachers and principals be wary of a 4-tier evaluation system? Why might they welcome it?
Satisfactory,That is not enough as to say one is
average, or adequate or moderate. I want to be loved for who I am.
Next Steps
In the end, what should be taken into account in
the evaluation?
Observable Behavior
ExpectedResults
AchievementData
PerceptionData
Observable Behavior
ExpectedResults
AchievementData
PerceptionData
CEL 5-D
MarzanoDanielson 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
TeacherEvaluation
Criteria
Observable Behavior
ExpectedResults
AchievementData
PerceptionData
AWSP Criteria
Creating a Culture
Ensuring School Safety
Planning with Data
Aligning Curriculum
Improving Instruction
Managing Resources
Engaging Communities
Closing the Gap
PrincipalEvaluation
Criteria
Observable Behavior
ExpectedResults
AchievementData
PerceptionData
Observable Behavior
ExpectedResults
AchievementData
OtherData & Artifacts
PerceptionData
Observable Behavior
ExpectedResults
AchievementData
OtherData & Artifacts
PerceptionData
E2SSB 6696
E2SSB 6696When available, student growth data that is referenced in the evaluation process 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.
SIG (MERIT)Implement rigorous, transparent and equitable evaluation systems for teachers and principals which are developed with staff and use student growth as significant factor.
Identify and reward school leaders and teachers who have increased student achievement and graduation rates; identify and remove those who, after ample opportunities to improve professional practice, have not done so.
Implement such strategies as financial incentives and career ladders for recruiting, placing and retaining effective teachers
Observable Behavior
ExpectedResults
AchievementData
OtherData & Artifacts
PerceptionData
Observable Behavior
ExpectedResults
AchievementData
OtherData & Artifacts
PerceptionData
DataContent
Instruction
CultureCommunity
Observable Behavior
ExpectedResults
AchievementData
OtherData & Artifacts
PerceptionData
ThreeTask Forces
Training
Observable Behavior
ExpectedResults
AchievementData
PerceptionData
Observable Behavior
ExpectedResults
AchievementData
PerceptionData
Observable Behavior
ExpectedResults
AchievementData
PerceptionData
Many Present Teacher-Evaluation Models
rExpectedResults
AchievementData
OtherData & Artifacts
PerceptionData
Governors State UniversityPrincipal Evaluation Model
Observable BehaviorExpectedResults
AchievementData
OtherData & Artifacts
PerceptionData
SIG/Merit Evaluation Model
rExpectedResults
AchievementData
Arne Duncan’sPrincipal Evaluation Model
Resources
Gallupstudentpoll.com
Track your students’ engagement, hope and well being
Success at the Core
http://successatthecore.com
Videos and facilitators’ guides designed to develop schools’ leadership teams and individual teachers’ skills in the classroom.
AWSP’s Online GPS(Great Principals’ Strategies)
Creating a
CultureEnsuring School Safety
Planning with Data
Aligning Curriculum
Improving Instruction
Managing Resources
Engagingthe
Community
Closing the Gap
PRINCIPALEVALUATION
CRITERIA
School Culture
ClassroomExpectations
HighExpectations
School-wideField Trips
HallDecorations
PersonalizingLearning
RollCall
AdultActivities
StudentActivities
AlumniFaculty
Meetings
Transitions
Fresh Start
At Stewart Elementary School, we want students to begin thinking about college early, so we display the college entrance requirements in our hallway. This helps to set the tone that this is a place to learn, and if students work hard, they will all be prepared for learning after high school.
CollegeEntrance
Requirements