washington state teacher and principal evaluation project connecting the common core state standards...
TRANSCRIPT
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Washington State Teacher and Principal
Evaluation Project
Connecting the Common Core State Standards and TPEP
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Create a sticky note with three bullets What are the top three reasons why it is important to connect
two major reform efforts: teacher evaluation and the Common Core?
Entry Task: Three Bullets
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• Reason 1• Reason 2• Reason 3
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Introductions Logistics Agenda
Agenda Overview Connecting Learning I: The Need for
Creating Coherence Learning II: The Core
Instructional Practices Implementing I: Systems
Review Implementing: II:
Aligning Evaluation Frameworks and Core Instructional Practices
Reflecting and Wrap-Up
Welcome
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Be fully present. Manage technology. Ask questions and
put ideas on the table.
Pay attention to self and others and adjust if necessary.
Others?
Session Norms
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Educator Evaluation Modules Introduction to Educator Evaluation
in Washington Using Instructional and Leadership
Frameworks in Educator Evaluation Preparing and Applying Formative
Multiple Measures of Performance: An Introduction to Self-Assessment, Goal Setting, and Criterion Scoring
Including Student Growth in Educator Evaluation
Conducting High-Quality Observations and Maximizing Rater Agreement
Providing High-Quality Feedback for Continuous Professional Growth and Development
Combining Multiple Measures Into a Summative Rating
Common Core and TPEP Connections
Module
TPEP Modules
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Participants will know and be able to do the following: Build a shared understanding and language for
addressing professional learning for the Common Core, including the core instructional practices (CIPs).
Reveal and strengthen the connections between the Common Core and district teacher evaluation systems;
Identify any gaps in supporting classroom instructionand discuss concrete steps to address those gaps.
Intended Participant Outcomes for This Module
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Toward Coherent Instructional Support
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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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What is the expertise and experience in the room?
How will that support our work together?
Group Resume
Learning I: The Need for Creating Coherence
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Build a shared understanding and language for addressing professional learning for the Common
Core, including CIPs
Activity Packet 1
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As statements are read out loud, move to the corner that best describes how you feel about that statement.
Once in your corner, discuss why you picked that corner.
Four Corners
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In our district, implementing the Common Core State Standards is like….
Four Corners: Statement I
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In our district, implementing the teacher evaluation system is like….
Four Corners: Statement 2
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Creating Coherence
Teach
er
Evalu
ati
on
Pro
fess
ional G
oals
an
d
Pro
fess
ional Le
arn
ing
Com
mon C
ore
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How do teachers outside of English language arts (ELA) and mathematics integrate the Common Core into their practice and content area?
Teaching the Common Core What are some
common themes, big ideas, key words, or terms that are associated with the Common Core?
What do teachers need to do to get their students to meet and exceed the Common Core?
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Technical Change Adaptive Change Problem is clear. Solution is provided by an
expert or leader. Often apply routine
management or procedures.
Easiest to resolve.
Problem and solution and implementation are unclear and require new learning.
Responsibility for the solution resides with everyone.
Most difficult to resolve because…
Requires Experiments, new discoveries,
and adjustments The changing of attitudes,
values, and behaviors People to internalize the
problem
Technical Versus Adaptive Change
Heifetz, R., Linsky, M., & Grashow, A. (2009). The Practice of Adaptive Leadership: Tools and Tactics for Changing Your Organization and the World.
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This brief provides in-depth ideas on creating meaningfulcoherence across three interdependent education reforms: the Common Core, teacher evaluation, and professional learning.
Activity: Creating Coherence Special Issues Brief
Available online: http://www.gtlcenter.org/sites/default/files/CreatingCoherence.pdf
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What are the key points of the brief and how do they apply to your work?
Why do the authors start with CIPs instead of frameworks?
How challenging will it be to implement the four-step alignment process described in the brief?
Creating Coherence Special Issues Brief
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• Why is conducting this coherence work important to teachers?
• How will this help our district?
Learning I Debrief and Synthesis
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Learning II: CIPs
Build a shared understanding and language for addressing professional learning for the Common
Core, including CIPs
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Activity Packet 2
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When you hear the phrase “core instructional practices” what do you immediately think of?
Introducing the CIP
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A set of content-specific teaching practices that, if enacted by teachers or teams of teachers, should help all students attain mastery of the Common Core by the end of Grade 12
Based on research and practice. Developed in collaboration with teachers,
curriculum experts, teacher educators, assessment developers, and other experts
Meant for use in systems-alignment work
CIPs
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Not a comprehensive set of professional teaching standards Not the specific-learner “mathematical practices” or
ELA/literacy “anchor standards” detailed in the Common Core
Not meant to be a checklist or one-size-fits-all strategy or prescribed approach to pedagogy
Not inclusive of all important teaching practices, competencies, skills, performances, and dispositions—such as organizing and managing classrooms, reflecting on or analyzing instruction for the purpose of improving it, building relationships with students, or collaborating with colleagues
CIPs
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1. Review the CIPs in the left-hand column. If you “brought your own” fill in the list before proceeding.
2. Use a pen to underline key words or terms in the CIP.
3. Use a highlighter to indicate alignment between the underlined words and the Common Core.
Activity: Diving Into the CIPs and Common Core
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Implementing I: Systems Review
Reveal and strengthen the connections between the Common Core and district teacher evaluation
systems
Activity Packet 3
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Let’s use CIP10 from ELA as a group practice.
The Coherence Protocol: Group Practice
Use questioning and formative assessments to gather evidence of learning throughout every lesson to monitor student learning and assess the degree to which each student has met the learning goals.
Explicit Connection Implicit Connection
*
#
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Team Team Team Team Team
Assigned CIP(s)
Assigned CIP(s)
Assigned CIP(s)
Assigned CIP(s)
Assigned CIP(s)
Alignment Partners, Trios, or Teams
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Review and follow the Coherence Protocol (steps 1– 6) for your set of CIPs.
Capture your group’s work in the Alignment Template.
Summarize your group’s work on your chart paper with just the component titles listed for explicit and implicit connections.
Activity: The Systems Review Process
CIPExplicit Implicit
I-A-1
1-A-3
I-A-2
II-B-2
II-B-2
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Looking around the room at the chart papers… What trends emerged from our alignment
work? What do these trends tell us? What actions do we need to consider now?
Whole Group Discussion: Trends and Implications
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Implementing II and Reflecting: Aligning Support and
Action PlansIdentifies any gaps in supporting classroom
instructionand discusses concrete steps to address those gaps
Engages participants in providing feedback, reflecting on learning, and closing the session
Activity Packet 4
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How can we strengthen the connections between our teacher evaluation instruments and the Common Core? Should we develop supplemental guidance for evaluators and
teachers? Should we revise our instruments to ensure that evaluators
capture evidence of instruction for the Common Core? Should our district focus teacher evaluations only on particular
domains that are strongly linked to the key CIPs as we transition to the Common Core?
What additional supports do we need to provide to evaluators to help them see and understand these connections?
If changes to the instructional framework are deemed necessary, what are the consequences for making these changes?
Implications Discussion
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Planning…
Based on our work, let’s employ a backward design to the action plan: What are the outcomes? What are the tasks? What is the timeline in 15
days? In 30 days? In 60 days?
Who is responsible?
Activity: Planning and Next Steps
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3 big “ah-ha” moments 2 benefits of this work session 1 lingering question
Activity: 3-2-1
