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Washington State Teacher and Principal Evaluation

Module 1: Introduction to Educator Evaluation in Washington

March 2013

Entry TaskAs you enter, please take a moment to place a dot on the continuum on the wall that represents your perception of the following:

To what degree has the current evaluation system supported you in improving your practice?

1 = Poorly supported2 = Slightly supported3 = Somewhat supported4 = Completely supported

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Welcome! Introductions Logistics Agenda

Agenda Connecting Learning Implementing Reflecting Wrap Up

Modules Module 1: Introduction to Educator Evaluation in

Washington Module 2: Using Instructional and Leadership Frameworks

in Educator Evaluation Module 3: Preparing and Applying Formative Multiple

Measures of Performance: An Introduction to Self-Assessment, Goal Setting, and Criterion Scoring

Module 4: Combining Multiple Measures Into a Summative Rating

Module 5: Including Student Growth in Educator Evaluation Module 6: Conducting High-Quality Observations and

Maximizing Rater Agreement Module 7: Providing High-Quality Feedback for Continuous

Professional Growth and Development

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Overview of Intended Participant Outcomes for Module 1Participants will know and be able to: Understand the background and purpose of the

Teacher and Principal Evaluation Project (TPEP) Articulate the primary components of the revised

teacher and principal evaluation system Determine the relationship between the revised

teacher and principal evaluation criteria Self-assess the alignment of their district’s current

evaluation system with the required evaluation system reforms, and apply results to an action plan

Build awareness of the eVAL management system purpose, functions, and features

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Session Norms Pausing Paraphrasing Posing Questions Putting Ideas on the Table Providing Data Paying Attention to Self and Others Presuming Positive Intentions What Else?

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Connecting

Builds community, prepares the team for learning, and links to prior knowledge, other modules, and

current work

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TPEP Core Principles

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“We Can’t Fire Our Way to Finland”1. The critical importance of teacher and leadership

quality2. The professional nature of teaching and leading a

school 3. The complex relationship between the system for

teacher and principal evaluation and district systems and negotiations

4. The belief in professional learning as an underpinning of the new evaluation system

5. The understanding that the career continuum must be addressed in the new evaluation system

6. The system must determine the balance of “inputs or acts” and “outputs or results”

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Hopes? Concerns? Select two sticky notes.

On one, write a hope

you have for the teacher and principal evaluation reforms.

On the other, write a concern you have for the teacher and principal evaluation reforms.

Share each with your team, then synthesize into one collective hope and one collective concern.

Discuss as large group. What do you notice?

Hope

Concern

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Chalk Talk Activity: Knowledge of TPEPIndividual Reflection and Writing

Discussion

What do you know about the components of educator evaluation in Washington?

Each chart paper has a specific component in its center. Write your comments about that component around the center.

Where does the main knowledge base center?

What are the main points of confusion?

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Evaluation System Placemat Activity

Individual and Teams Discussion Think about a highly

effective evaluation system, one that addresses your concerns and builds on your hopes—one that is completely supportive to improving your practice as a teacher or principal. Generate 8 to 10 sticky notes with one idea per note.

With your tabletop group teams, “sort” your characteristics onto a premade “placement” of evaluation system components.

Each team shares which components their sticky notes clustered around and which components received less attention.

What additional components can contribute to the picture of an effective evaluation system for principals and teachers?

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Learning I: Context, Background, & Key Components

Understand the background and purpose of TPEP

Articulate the primary components of the revised teacher and principal evaluation system

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Teacher and Principal Evaluation Overview

The following 17-minute video provides an overview of teacher and principal evaluation reform in Washington.

http://vimeo.com/47373446

Overview of TPEP, ESSB 5895, and ESEA Flexibility Waiver

Note-Taking: Four-Column

NotesTimelines Student

GrowthQuestions

Comments

G!RCW 28A.405.100

A capital “G!” indicates that the guidance represents Washington state law (RCW) or rules (WAC).

A lowercase “g” indicates that the guidance represents research-based best practices but is not mandated by law or rules.

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Video Reflection Role-alike partner-sharing: What’s becoming

clearer to you? What are the key pieces of information from this video that you think your district will need/want to know?

District-sharing: How might we “tell the story” of TPEP in a compelling, interesting way for our district colleagues, to promote investment and engagement?

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Influences on TPEP Development

2012 2012

ESSB 5895

ESEA Flexibili

ty Waiver

TPEP Pilot Sites and

Steering Cmte

Instructional and

Leadership Framework

Authors

Research and Best Practices

E2SSB 6696 & Race to the

Top

Washington State

Evaluation and

Professional Growth System

2010–12

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Before and After: A SnapshotBefore

Component After

Binary (satisfactory or unsatisfactory) Tiers

Four tiers; professional growth and

development system

Developed over 25 years ago Criteria

Describes effective teaching and leadership;

developed by organizations

representing teachers and principals during the 2010

legislative session

Two years (prior to 2009–10)

Provisional Status

Three years

No existing requirementEducator

Evaluation Data

Evaluation data must be submitted to OSPI for all

employee groups (beginning 2010–11)

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Evaluation ComponentsEvaluation Component

ESSB 5895

Criteria (RCW) Stays the same as E2SSB 6696

Criteria Definitions Established in Rule (WAC 392-191A)

Instructional/Leadership Frameworks

OSPI – Up to Three Approved Frameworks Identified in Bulletin No. 064-12 K–12 Education

Four-Tiered System UnsatisfactoryBasicProficientDistinguished

Final Summative Scoring Methodology

OSPI –Established in Rule (WAC 392-191A)

Unsatisfactory/Satisfactory Delineation

Years 1–5 between 1 and 2Years 5+ between 2 and 3

Measures and Evidence Observation* and Student Growth*(*Required in RCW)Other Evidence related to Framework Rubrics

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WAC Document “Close Reading” Jigsaw Count off by seven to

form WAC Section Groups. Group 1 Sections 040–070 Group 2 Sections 080–100 Group 3 Sections 110–140 Group 4 Sections 150–170 Group 5 Sections 180–200 Group 6 Sections 210–230 Group 7 Section 240

Each group read, discuss, and summarize your section.

Each group count off by seven again and form a new group with one person from each WAC Section Group.

Share your section of the WAC with your new group.

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WAC Document and 5895 Matrix Learnings What are the major learnings from the close

reading of the WAC document? How do these major learnings compare with

the 5895 Matrix? What additional questions has this close

reading sparked?

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Learning II: Understanding the Criteria and Framework Choices

Determine the relationship between the revised teacher and principal evaluation criteria

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Changes in Teacher and Principal Evaluation Criteria

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 achievement2. Demonstrating effective teaching practices3. Recognizing individual student learning needs and developing strategies to

address those needs4. Providing clear and intentional focus on subject matter content and

curriculum5. Fostering and managing a safe, positive learning environment6. Using multiple student data elements to modify instruction and improve

student learning7. Communicating with parents and school community8. Exhibiting collaborative and collegial practices focus on improving

instructional practice and student learningCurrent Principal Evaluation Criteria New Principal Evaluation Criteria

1. 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

2. Providing for school safety3. Leads development, implementation and evaluation of a data-driven plan

for increasing student achievement, including the use of multiple student data elements

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

5. Monitoring, assisting, and evaluating effective instruction and assessment practices

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

7. Partnering with the school community to promote student learning8. Demonstrating commitment to closing the achievement gap

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Exploring the Criteria: Gallery Walk

Group Work Gallery Walk for Themes

Divide into 16 small groups or partners.

Divide a piece of chart paper into horizontal halves and label top of the paper with focus criteria.

Across the top portion, label WHAT KNOWLEDGE AND/OR SKILLS ARE NECESSARY?

Across the bottom portion, label HOW WOULD YOU KNOW THE KNOWLEDGE AND SKILLS ARE IN EVIDENCE?

Post your chart paper.

Gallery Walk for 10 minutes. What did you notice while

engaging in this activity? What themes did you notice

across all of the charts?

Common Themes in the Criteria

As you discussed one of the criteria and walked through the gallery of charts, what common themes do you notice across all of the criteria?

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TPEP Criteria Themes

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Implementing

Self-assess the alignment of a district’s current evaluation system with the required evaluation

system reforms, and apply these results to an action plan

Build awareness of the eVAL management system purpose, functions, and features

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District Self-Assessment Use the self-

assessment on page 5 of the handout packet.

Where does your district fall on a continuum of implementation for significant components of the educator evaluation system?

Discuss as a district team and determine the action steps as a result of your self-assessment.

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District Action and Communication Planning Work with your team

to complete the 15-30-60-day action planner.

What will you aim to do in your district to advance the planning and preparation of new educator evaluation systems?

Communication planning can support your implementation actions.

Who do you need to engage and how?

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Background of eVAL Management SystemThe eVAL system is a Web-based tool designed to manage the evaluation process and documentation. Developed in partnership with the Washington Education Association, the Office of Superintendent of Public Instruction, and Educational Service District 113, eVAL is: a free resource developed and refined during a year of

use within the Teacher/Principal Evaluation Pilot districts

personalized for each district for their instructional framework, resources, and documents

voluntary for all districts, which can use as many or as few of eVAL’s features as they like (or none at all)

extremely secure, with limited physical and virtual access to its servers

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What is eVAL?

This four-minute video will overview the eVAL management system. This overview includes the rationale for the development of eVAL, its functions and features, the value eVAL provides to educators in Washington, and the next steps you can take to learn more about eVAL. http

://tpep-wa.org/resources/eval/eval-video-walkthroughs/

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How Does Our District Get Started With eVAL?Districts must do four things:1. Contact OSPI to notify TPEP office of their

framework choices* (tpep@k12.wa.us) 2. Set up staff roles in EDS (see directions on

our TPEP/eVAL site: http://tpep-wa.org/resources/eval/)

3. Have staff log into eVAL through EDS4. Have either the district or school

administrator assign evaluators to those they evaluate (in eVAL)

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eVAL FAQ1. Is eVAL set up and ready

for use now? Yes.

2. What are some of the first things staff might do in eVAL?  Many districts are asking staff to conduct self-assessments in eVAL as part of their introductory processes. An additional starting place may be to have staff use their self-assessment to either set goals in eVAL on their own (self-directed) or respond to goal-setting prompts created by the district, their school, or their supervisor.

3. If principals evaluate vice principals in our district, can they use eVAL for this purpose?  Right now principals cannot evaluate vice principals in eVAL. Check the website for the latest updates. An update in mid- or late September should address this issue.

4. I can't see all the teachers (or other staff) in eVAL. What is happening?  We do not get automatic updates from EDS, so staff must log in to eVAL through EDS for changes to take effect (this includes if staff roles change, or if they move from one school to another).

Reflecting

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Whip Around and Plus/Delta Debrief Whip Around: One significant “ah-ha moment”

today Take a few minutes and create at least two

sticky notes for the Plus/Delta Chart on your way out. Plus: What was a real “plus” in today’s session?

What went well and should be repeated? Delta: Where is there room for improvement and

change?

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What’s Next? Module 2: Using Instructional and Leadership

Frameworks in Educator Evaluation Homework Options

District: Explore the eVAL setup instructions and have any follow-up conversations.

District or School: Share the TPEP overview video at a faculty meeting.

School or Teams: Ask all teachers and principals to review the criteria comparison chart and discuss the five themes.

Individual: Watch a short video segment from the TPEP website where Gary Kipp from AWSP explains a crosswalk of the two sets of evaluation criteria.

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Thank you!

INSERT PRESENTER’S E-MAIL ADDRESS

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