Session Materials  Wiki 

Washington State Teacher and Principal Evaluation Session 1: Introduction to Educator Evaluation in Washington 2

Outcomes for Session 1 3 Participants will:  Understand the background and purpose of TPEP  Be able to articulate the primary components of the revised teacher and principal evaluation system to stakeholder groups  Self-assess the alignment of district’s current evaluation system with the required evaluation system reforms and apply results to an action plan

Agenda 4  Connecting: TPEP Core Principles  Learning/Communicating: 6696, 5895, ESEA Waiver, draft WAC, System Components  Framework information  Implementing: Team Time

Session Norms  Be present  Participate actively:  Ask questions  Share connections  Listen  Work together as a community  Invite and welcome contributions of every member 5

**Suggested Activity** District Team Norms and Agreements  Review the Developing Norms Worksheet on the wikiwiki  If you don’t yet have norms, use this worksheet to guide you.  If your group has norms, use this sheet as a comparison for possible revisions.  Can use team time this afternoon.  Decision making processes Powerpoint also available on wiki 6

System Components

TPEP Core Principles 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” 8

**Suggested Activity** Hopes and Concerns 9 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?

TPEP Background 10

Level of Understanding of the Work  As a team, discuss your knowledge and understanding of the revised evaluation system.  Refer to the stakeholder list. Discuss the level of understanding of the groups on the list.  Prioritize which stakeholder groups you would like to focus on today.

Influences on TPEP Development 12

Before & After: A Snapshot BeforeComponentAfter Binary – Satisfactory/Unsatisfactory Tiers 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 StatusThree years No existing requirement Educator Evaluation Data Evaluation data must be submitted to OSPI, beginning SY 2010 – 11, for all employee groups 13

Evaluation Components Evaluation ComponentESSB 5895 Criteria (RCW)Stays the same Criteria DefinitionsStays the same Instructional/Leadership Frameworks Three “Preferred” Frameworks OSPI –September 1, 2012 Four-Tiered SystemUnsatisfactory Basic Proficient Distinguished Final Summative Scoring Methodology OSPI –December 1, 2012 Rulemaking has started as of August 21, 2012 Unsatisfactory/Satisfactory Delineation Years 1–5 between 1 and 2 Years 5+ between 2 and 3 Measures and EvidenceObservation* and Student Growth* (*Required in RCW) Artifacts and other Evidence related to Framework Rubrics 14

Changes in Teacher & Principal Evaluation Criteria Current Teacher Evaluation Criteria New Teacher Evaluation Criteria 1.Instructional skill 2.Classroom management 3.Professional preparation and scholarship 4.Effort toward improvement when needed 5.Handling of student discipline and attendant problems 6.Interest in teaching pupils 7.Knowledge of subject matter 1.Centering instruction on high expectations for student achievement 2.Demonstrating effective teaching practices 3.Recognizing individual student learning needs and developing strategies to address those needs 4.Providing clear and intentional focus on subject matter content and curriculum 5.Fostering and managing a safe, positive learning environment 6.Using multiple student data elements to modify instruction and improve student learning 7.Communicating with parents and school community 8.Exhibiting collaborative and collegial practices focus on improving instructional practice and student learning Current 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 finance 4.Professional preparation and scholarship 5.Effort toward improvement when needed 6.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 safety 3.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 learning 8.Demonstrating commitment to closing the achievement gap 15

TEACHER EVALUATION CRITERIA

PRINCIPAL EVALUATION CRITERIA

Teachers: “fostering and managing a safe, positive learning environment.” “collaborative and collegial practices focused on improving instructional practice and student learning.” Principals: “creating a school culture that promotes the ongoing improvement of learning and teaching for students and staff.” “providing for school safety.”

Teachers: “using multiple student data elements to modify instruction and improve student learning.” Principals: “development, implementation, and evaluation of a data-driven plan for increasing student achievement, including the use of multiple student data elements.”

Teachers: “providing clear and intentional focus on subject matter content and curriculum.” Principals: “assisting instructional staff with alignment of curriculum, instruction, and assessment with state and local district learning goals.”

Teachers: Implementing the instructional framework Principals: “monitoring, assisting, and evaluating effective instruction and assessment practices.”

Teachers: “communicating and collaborating with parents and school community.” Principals: “partnering with the school community to promote learning.”

Rubric(s) Rubrics based on evaluation criteria, centered on district’s instructional framework(s) Summative Rating Evaluation Criteria 1.High Expectations 2.Effective Teaching Practices 3.Recognizing Individual Student Learning Needs 4.Focus on Subject Matter 5.Safe Productive Learning Environment 6.Use of Multiple Student Data Elements to Modify Instruction 7.Communicating with Parents and School/Community 8.Exhibiting Collaborative and Collegial Practices Evidence/Measures and Methodology  Classroom Observation  Portfolios  Student Surveys  Self Assessment  Instructional Artifacts  Student Performance Measures

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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. **Resource**  Overview of TPEP, ESSB 5895, and ESEA Flexibility Waiver  Communication Plan  Note-taking: Four Column Notes TimelinesStudent Growth QuestionsComments 26

Video Reflection  Role-alike partners:  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 teams:  How might we “tell the story” of TPEP in a compelling, interesting way, for our district colleagues, to promote investment and engagement? 27

5895 Matrix 28

5895 Decision Making Matrix  Teams assign each pair a stakeholder group.  Partners read 5895 decision-making matrix  Brainstorm talking points for your stakeholder group.  Share as a district group. Are there common messages for all stakeholders? Targeted messages for some?

Supports: eVal 30

Background eVAL Management System 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 31

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.  video-walkthroughs/ video-walkthroughs/ 32

How Does Our District Get Started with eVAL?  Districts must do four things: 1.Contact OSPI to notify Michaela Miller of their framework choices* 2.Setup staff roles in EDS (see directions on our TPEP/eVAL site: Have staff log into eVAL through EDS 4.Have either the district or school admin, (in eVAL) assign evaluators to those they evaluate *INSERT NOTE ABOUT FRAMEWORK SELECTION 33

eVAL FAQ 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). 34

Implementing: Team Time 35

Team Time Possibilities  Set or review team norms.  Discuss and set decision-making processes  Develop communication plan for stakeholder groups.  Work to select instructional and/or leadership framework.  Develop action plan (15, 30, 60 days)  Watch and discuss eVal preview.  Read and discuss 5895, ESEA Flexibility Waiver  Other? 36

District Action and Communication Planning 37  Work with your team to complete the 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?

What’s Next?  Next meeting is February 12  Measures and Evidence for teacher and principal evaluation  OSPI memo: Steering Committee guidance on implementation plan, finalized WACs 38

Whip Around and Plus/Delta Debrief  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? 39