Continuous Improvement of Evaluation: Fifth Year With the Framework for Teaching Laura Dancer, Assistant Superintendent for Human Resources Virginia Doran, Executive Director, Washoe Education Association Lynn Sawyer, Director of Professional Development Neil Schott, Principal, Rollan Melton Elementary School Washoe County School District Reno, NV

About Washoe County Schools 88 schools K-12 3,750 teachers 58,909 students 138 site administrators Encompasses entire county (1 of 17) Average of 500 new teachers each year

Purposes of Performance Assessment Quality assurance Professional learning Continuous growth Fulfill the law

Where We Began System had been in place for at least a decade Bureaucratic checklist Just get through it, growth optional The “dog and pony” show System lent itself to “drive-by” observations

The Task Force WEA appointees (all three levels) HR & Student Support Services WCEAA admin appointees (all three levels) Board of Trustees representative Task force worked from

Task Force Consensus of Where We Were Going Self assessment and goal-setting Growth in specific areas Increased interaction between teacher and evaluator Inclusion of artifacts, “natural harvest”

Task Force Processes Surveyed entire district to confirm areas/issues regarding evaluation process Identified and scrutinized appraisal models from other districts

Teachers’ Perspective First years of teaching/effects of evaluation Self-directed professional growth Shared locus of control System only as good as the users

Four Domains of Teaching with 23 components and 68 Elements Domain 1: Planning and Preparation a.Demonstrating Knowledge of Content and Pedagogy b.Demonstrating Knowledge of Students c.Selecting Instructional Goals d.Demonstrating Knowledge of Resources e.Designing Coherent Instruction f.Assessing Student Learning Domain 3: Instruction a.Communicating Clearly and Accurately b.Using Questioning and Discussion Techniques c.Engaging Students in Learning d.Providing Feedback to Students e.Demonstrating Flexibility and Responsiveness f.Using Student Assessment Data Domain 2: The Classroom Environment a.Creating an Environment of Respect and Rapport b.Establishing a Culture for Learning c.Managing Classroom Procedures d.Managing Student Behavior e.Organizing Physical Space Domain 4: Professional Responsibilities a.Reflecting on Teaching b.Maintaining Accurate Records c.Communicating with Families d.Contributing to the School and District e.Growing and Developing Professionally f.Showing Professionalism

Key Features Used teacher performance standards Provided fairly detailed descriptions of actual performance criteria Complied with requirements of state law

Key Features, continued… Encompassed the effectiveness factors from existing system Comprehensive overview of the “knowledge base on teaching” Well researched Correlated to other professional teaching standards

Essential Factors Rubrics/specific expectations and feedback Self-assessment leads to growth Portfolios and artifacts Conversations about learning goals

Essential Factors, continued… Fosters reflection on practice Self-assessment & self-directed inquiry Comprehensive and specific Defensible definition of the “knowledge base on teaching” Instruments and procedures that provide evidence of teaching and increased objectivity Built upon end goal of student achievement Foundation for improvement plan, if needed

Process Steps Teacher completes “self evaluation” 30 minute year long goal setting with evaluator, 2-3 goals per domain Pre-observation meeting, observation, post- observation meeting Teacher/Admin discuss final appraisal

Professional Growth Options for Satisfactory Post-Probationary Teachers Action research Mentoring a new teacher Peer coaching National Board Certification process Self-directed professional growth Lead teacher for student intern

Customizing and Maximizing the Framework Over 100 teacher applicant interviews based on 4 domains UNR College of Ed using framework with student interns & admin candidates WCSD mentors/mentees Workshops on domains piloted Counselors, nurses, librarians, occupational and physical therapists Special education teachers being developed Principals being developed

Other Information Available Framework for all licensed employee groups Procedures manual for administrators Professional development courses for each domain Continuing to refine content & process

Results Increase in collegial conversation Improved staff development decisions Data in useable form Common, specific language about expectations Process done with teachers, not to them Improved performance

Continued Challenges Time Professional development –Administration –Teachers –Specialists

Field test findings Teachers reported feedback increased their awareness of areas for improvement Increased meaningful dialogue between the teacher and evaluator concerning teaching.

Continuous feedback Currently surveying all teachers and principals regarding perceptions and attitudes of evaluation system. Exit survey