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Washington State Teacher and Principal

Evaluation Project

Introduction to Educator Evaluation in Washington

June 2013

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As 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

Entry Task

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Introductions Logistics Agenda

Welcome! Agenda

Connecting Learning Implementing Reflecting Wrap-Up

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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

Modules

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Participants will know and be able to: Understand the background and purpose of

TPEP Articulate the primary components of the

revised teacher and principal evaluation system

Determine the relationship between the revised teacher and revised 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

Overview of Intended Participant Outcomes

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

Session Norms

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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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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”

TPEP Core Principles

“We Can’t Fire Our Way to Finland”

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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?

Hopes? Concerns?

Hope

Concern

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Individual 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?

Chalk Talk Activity: Knowledge of TPEP

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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 8–10 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?

Evaluation System Placemat Activity

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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://tpep-wa.org/2012/08/01/tpep-august-2012-overview-update/

Overview of TPEP, ESSB 5895,

and ESEA Flexibility Waiver

Note-taking: Four-Column

Notes

Timelines

Student Growth

Questions

Comments

G!RCW 28A.405.100

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

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

gG!RCW 28A.405.100

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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?

Video Reflection

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2012 2012

ESSB 5895

ESEA Flexibili

ty Waiver

TPEP Pilot

Sites & Steering

Cmte

Instructional and

Leadership Framework

Authors

Research and Best

Practice

E2SSB 6696 & Race to the Top

Washington State

Evaluation and

Professional Growth System

2010–12

Influences on TPEP Development

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Before & After: A Snapshot

Before Component After

Binary – Satisfactory/Unsatisfac

toryTiers

Four Tiers – Professional growth & development system

Developed over 25 years ago Criteria

Describes effective teaching & leadership –

developed by stakeholders in 2010

legislative session

Two years (prior to SY 2009–10)

Provisional Status

Three years

No existing requirement

Educator Evaluation

Data

Evaluation data must be submitted to OSPI, beginning SY 2010–11, for all employee

groups

G!RCW 28A.405.100

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Evaluation ComponentsEvaluation Component

ESSB 5895

Criteria (RCW) Stays the same

Criteria Definitions Stays the same

Instructional/Leadership Frameworks

Three “Preferred” FrameworksOSPI – September 1, 2012

Four-Tiered System UnsatisfactoryBasicProficientDistinguished

Final Summative Scoring Methodology

OSPI – December 1, 2012Rulemaking has started as of August 21, 2012

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)Artifacts and other Evidence related to Framework Rubrics

G!RCW 28A.405.100

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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

WAC Document “Close Reading” Jigsaw 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.

G!RCW 28A.405.100

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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?

WAC Document and 5895 Matrix Learnings G!RCW 28A.405.100

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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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Current Teacher Evaluation Criteria

New Teacher Evaluation Criteria

1. 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 achievement

2. 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 management

3. School finance4. Professional preparation and

scholarship5. Effort toward improvement when

needed6. Interest in pupils, employees,

patrons and subjects taught in school

7. 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

Changes in Teacher & Principal Evaluation Criteria G!

RCW 28A.405.100

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Group Work Gallery Walk for Themes Divide into 16 small groups or

pairs. 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 everyone notice

as you were engaging in this activity?

What themes did you notice across all of the charts?

Exploring the Criteria: Gallery Walk

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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?

Common Themes in the Criteria

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TPEP Criteria Themes

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G!RCW 28A.405.100

Click to see a map of district instructional framework choices.

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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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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.

District Self-Assessment

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When do specific steps in the evaluation cycle need to happen?

What do teachers and evaluators do? When do they do it?

Review pages 6 and 7 of the handout packet. The Possible Trajectory of Teacher Evaluation Activities may help inform district action planning and could inform a similar outline for principal evaluation activities.

Self-Assessmen

t

Goal Setting

Evidence Collection

& Observatio

n

Formative Reflection

and Review

Evidence Collection

& Observatio

n

Summative Evaluation

What might we do when?

Professional Development

Planning

Student Data Analysis

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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?

District Action and Communication Planning g

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eVAL 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, who can use as many or as few of eVAL’s features as they’d like (or none at all)

Extremely secure, with limited access physically and virtually to its servers

Background eVAL Management System g

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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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Districts must do four things:1. Contact OSPI to notify Michaela Miller of their

framework choices* (michaela.miller@k12.wa.us)

2. Setup 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 admin (in

eVAL) assign evaluators to those they evaluate

How Does Our District Get Started With eVAL? g

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1. Is eVAL setup 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-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).

eVAL FAQ

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Reflecting

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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” of today’s session?

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

change?

Whip Around and Plus/Delta Debrief

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Next Module: 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.

What’s Next?

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Thank you!

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