Session Materials  Wiki 

Washington State Teacher and Principal Evaluation 2

Session Norms  Be present  Participate actively:  Ask questions  Share connections  Listen  Work together as a community  Invite and welcome contributions of every member 3

System Components

Outcomes  Share progress and resources  Learn about the results pyramid and consider impact on culture  Understand working definition of rater agreement and resources available  Begin to design and flesh out a professional development plan  Update Communication Plan

District Updates  What has occurred in your TPEP work since we last met?  Communication with stakeholders  Resources created or found  Other thoughts/ideas that might be helpful to other RIG districts 6

TPEP Core Principles 7 1. The critical importance of teacher and leadership quality 2. 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”

Rater Agreement and PD Resources  Stage 1 training: Feb 6-7, various locations, no charge. Register on Events Manager.  Stage 2 training: subject to legislative funding  AWSP training: Training_for_Principals&Template=/CM/HTMLDisplay.cfm &ContentID=19950

Team Planning Ideas  Update Communication Plan: Who else needs this information?  Continue to work on professional development plan  Continue to identify decisions that need to be made given the “rules” and suggested teacher evaluation process and begin decision making process.  Continue working to identify measures and evidence.  Other topics relevant for your team

Student Growth: Teacher 1. Review the student growth rubrics. What artifacts and evidence might a teacher share with an evaluator to demonstrate proficiency on the student growth rubrics? 2. What are some question prompts that might be used at the beginning of the year to help a teacher set goals and use multiple measures to monitor student growth? 3. What are some question prompts that might be used at the end of the year to help a teacher evaluate progress towards goals? 4. What common district assessments do you already use in your district? Please place an asterisk next to the assessments that would be most relevant for the student growth portion of the evaluation. 5. Which grades and subject areas would need to develop classroom- based assessments or develop new common formative-assessments in order to measure student growth? 6. Based on your discussion, what are some of the decisions that will need to be made in order to implement the student growth portion of the evaluation?

Student Growth: Principal 1. Review the student growth rubrics. What artifacts and evidence might a principal share with an evaluator to demonstrate proficiency on the student growth rubrics? 2. What are some question prompts that might be used at the beginning of the year to help a principal set goals and use multiple measures to monitor student growth? 3. What are are some question prompts that might be used at the end of the year to help a principal evaluate progress towards goals? 4. What common district assessments do you already use in your district? List, then place an asterisk next to the assessments that would be most relevant for the student growth portion of the principal evaluation. 5. Based on your discussion, what are some of the decisions that will need to be made in order to implement the student growth portion of the principal evaluation?

Student Growth Please record your team’s responses in the shared space: Teacher: Principal: