Washington State Teacher and Principal Evaluation Project Preparing and Applying Formative Multiple Measures of Performance Goal Setting in Educator Evaluation 1

Today, we’ll be working on educator goal setting. Please take a moment to reflect on your own professional and personal experiences with SMART goals. Which of these pieces of a SMART goal do you think presents the most challenges to enact? S = Specific and Strategic M =Measurable A =Action-Oriented R =Rigorous, Realistic, and Results-Focused (the 3 Rs) T =Timed and Tracked Place a sticky note on the chart you think represents the most challenging work of setting SMART goals. 2 Entry Task

3  Introductions  Logistics  Agenda  Connecting  Learning  Implementing  Reflecting  Wrap Up Welcome!

 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 4 Modules

 Pausing  Paraphrasing  Posing Questions  Putting Ideas on the Table  Providing Data  Paying Attention to Self and Others  Presuming Positive Intentions  What Else? 5 Session Norms

Connecting Builds community, prepares the team for learning, and links to prior knowledge, other modules, and current work 6

Participants will know and be able to:  Support the articulation of goal setting as part of the educator evaluation process  Build connections back to past learning on multiple measures and self-assessment to support ongoing evaluation planning in alignment with the Washington State Criteria 7 Overview of Intended Participant Outcomes for Part C

 Part A described how using multiple measures strengthens a teacher evaluation system  Part B described how teacher self-assessment contributes to a comprehensive teacher evaluation system 8 Goal Setting Adds Another Piece to the Puzzle Goal setting is another piece, helping us move closer to enacting TPEP’s Core Principles and the new system

 Stand up and step away from your district team.  Take a minute to skim the left-hand side of page 3, then begin networking with other participants.  Your goals are to find someone who fits one of the criteria on the left side AND to have the chance to connect with fellow educators in the room today.  Have them sign their name on the right side for you, then search for another “connection.”  Each person may only sign your sheet once! 9 Find Someone Who…

 Each of the criteria on the left highlighted some the differences we are facing as we work through building our district’s system.  How many are using Danielson? Marzano? CEL 5Ds?  How many here teach a tested subject or grade level? Untested?  How many teach early childhood? Juniors and seniors?  The goal-setting process allows each educator to reflect on teaching work in his or her own context and begin to build a personal plan—to set goals and action plans that are meaningful… and SMART! 10 Connecting Debrief

Learning Understand best practices in goal setting 11

12 Preparing Teachers for Goal Setting Self-Assessment Step Step 1: Student Data Analysis Step 2: Instructional, Leadership, or Professional Practice Rating Goal Type Student Learning Goal Instructional, Leadership, or Professional Practice Goal A capital “G!” indicates that the guidance represents Washington State law. A lowercase “g” indicates that the guidance represents research-based best practice but is not mandated by law.

13 Instructional practice goal  Focused on improving specific instructional practices identified in the district framework Leadership practice goal  Focused on improving specific leadership practices identified in the district framework Understanding Goal Setting Professional practice goal  Focused on improving professional practices tied to district framework (e.g., seeking PD, collaborating with colleagues, etc.)

Connections to Be Made:  Rooted in Washington State Teacher Criteria  Aligned to the chosen district framework and informed by recommended best practices and tools within that framework  Coordinated with district, school, team, and grade-level goals 14 Understanding Goal Setting

15 Leadership Practice Goal Our school leadership team will research and become more familiar with proven strategies for improving the partnerships with community-based service organizations and effectively supporting teachers in integrating service learning opportunities in their classrooms. We will implement a minimum of four of the approaches or strategies by the end of the school year. As a result of our efforts, we will see at least 5 additional teachers using service learning opportunities in their classroom. Instructional Practice Goal Our ninth-grade team will research and become more familiar with strategies proven to help build sustainable and ongoing partnerships with service learning organizations in our community that are willing to be supportive and engaged with our students. We will implement a minimum of three of the approaches or strategies by the end of the school year. As a result of our efforts, we will see at least two partnership that represent either new, or significantly strengthened and improved, relationships with service learning organizations. Our students will experience more meaningful and coherent service learning experiences as a result. Examples (Handout, page 4)

Individually:  Read handout pages 5–7, “What Makes a Goal ‘S.M.A.R.T.’?”  Underline one phrase that you find most significant in the reading, that resonates with or pushes your thinking about goal setting. In a triad:  Share your phrases and discuss any insights about the reading and implications for your district’s goal setting work.  THEN: Return to page 4-5 in the handout and work together to respond to Part B: “What suggestions do you have for making the goals even SMARTer?” 16 What Makes Our Goals SMART?

Effective educator goal setting:  Connects back to self-assessment work and reinforces the process of using multiple measures  Includes a focus on student learning and professional practice  Is a process informed by the SMART goals framework, as well as the structures and tools from Danielson, Marzano, CEL, and AWSP  Coordinates the work of individual teachers and principals with teams, the school, and the district 17 Learning Wrap Up

Goal-setting a measure of educator performance:  How do you incorporate goal-setting as a source of evidence? Districts should consider two key questions:  1. How will the teacher or principal identify evidence to demonstrate achievement of or progress on goals?  2. How will you measure success of or progress towards achieving the goal using evidence?  One Approach: Evidence Collection 18 Learning Content II. Goal-Setting as a Measure

Goal-setting as measure of educator performance:  Review the “results-oriented path” you created in the last activity:  What sources of evidence could be used to assess the educator’s progress along that path? Make a list of at least 3 potential sources of evidence.  What evidence statements could you produce from your sources of evidence? 19 Learning Activity II. Goal-Setting as a Measure

Implementing Articulate and reflect on current practices around goal setting (self-assess) Begin to articulate next steps in moving effective goal setting forward (plan) 20

21 The Year-Long Evaluation Cycle Formal Observation Activities (2) Include Student Growth Goals/ Measures Additional Evidence Collecting Include Student Growth Measures Self-Assessment Annual Goal Setting Include Student Growth Goals Summative Scoring Include Student Growth Measures Compiling observational, multiple measures and student growth data Self-assessment against a rubric, goal setting with supervisor Preobservation conference, incl. goal setting, observation, postobservation conference Informal observations, discussions, artifact collection

 Work with your district team to complete the “Goal Setting in the Teacher Evaluation Process” template  Depending on your current work, focus at the school level or district level, or both levels, if meaningful  Column 1 may need to be completed when you have specific framework resources in hand  After self-assessing current work (Row 1), include your plans (Row 2), to help move goal setting forward  Might include learning more (e.g., “find out,” “talk to,” “gather”)  Might include action items (e.g., “convene,” “distribute,” “organize”) 22 Implementing Effective Goal Setting within the Evaluation Cycle

 Each team share two things to debrief our implementing tasks: 1. One current asset you will be building upon, as you move goal setting forward 2. One take-away from today’s work, that you want to incorporate into your future work with goal setting and teacher evaluation 23 Implementing Activity Debrief

Reflecting 24

 Team Reflection: What will you do to continue to get SMARTer, as you consider goal setting’s role in teacher and principal evaluation?  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? 25 Reflecting

 Next Session is Part D: Gathering Evidence  Homework Options  District: Layer in the resources and tools from your chosen framework to deepen the coherence around the goal-setting experiences you’re planning. Review district-level goals for SMARTness.  School or Teams: Prepare ways to bring student learning and professional practice goal-setting experiences to individual teachers and teams. Review district-level goals for SMARTness.  Individual: Conduct your own SMART goal-setting experience and reflect on the process to inform your understanding and contribution to scaling this work with others. 26 What’s Next?

Thank you! INSERT PRESENTER’S ADDRESS 27