Using Teacher Evaluation as a Tool for Professional Growth and School Improvement Redmond School District

The Journey Begins…Together  CLASS Project Forms –  RSD Design Principles: o Student Achievement o Collaborative Relationships o Attract and Retain Highly Qualified Staff o Employee Knowledge and Skill o Career Opportunities o Employee Performance and Motivation o Compensation

Our work starts to take shape…in designing a new Evaluation System Evaluation Design Team is formed. Broad representation. Time provided for research and development.

The design process: Research best practices in educator evaluation. Assess current evaluation system – define areas for improvement. Define desired components of a new system. Define teacher and principal effectiveness.

An ineffective evaluation system… Feedback that is not useful Poor inter- rater reliability (subjective) Summative vs. Formative (no coaching) Standards of Performance not widely known Does not promote professional growth Only two levels of performance Little or no connection to student outcomes Infrequent Observation

An effective evaluation system should include:  Best practices grounded in research  Common set of performance standards  More frequent observations  Evidence-based feedback (vs. subjective)  Continuum of performance levels  Goal setting connected to performance standards  Self-reflection with opportunity for stakeholder input  Student performance is connected to teacher performance

On-going training for administrators Unwrap standards Calibrate on performance levels Self-reflection 2x/year Student Performance Make use of feedback Leadership/mentoring Add mini-observations All teachers evaluated annually Opportunity for peer and stakeholder input Charlotte Danielson’s Framework for Teaching A common language Includes a continuum of performance levels Differentiated by role Adopt New Performance Standards Increase Feedback to Educators Inter-Rater Reliability Multiple Measures of Performance Learn from other districts: pitfalls and positives

Danielson’s Framework for Teaching Domain 1: Planning and Preparation Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Selecting Instructional Outcomes Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessment Domain 2: The Classroom Environment Creating an Environment of Respect and Rapport Establishing a Culture for Learning Managing Classroom Procedure Managing Student Behavior Organizing Physical Space

Danielson’s Framework for Teaching Domain 3: Instruction Communicating with Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness Domain 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Demonstrating Professionalism

Implementation and Professional Development  Multi-year process  Job-embedded professional development (weekly early release)  Develop a common language  Cadre of teacher leaders  On-line training resource (Educational Impact)  Conversation about professional practice vs. evaluation

Administrator Professional Development  Training focuses on gaining deep understanding of the FFT (Framework for Teaching)  Unwrapping standards (domains, components, elements)  Calibrating on performance levels – peer practice  Mini-observations: effective and efficient methods for on- going feedback  Evidence vs. opinion  Coaching techniques  Establishing a culture of feedback Establishing consistency… a critical component to the success of this new system

And then along comes TIF: Teacher Incentive Fund  One year into the CLASS Project work, Chalkboard partnered with TIF.  Added a performance-based compensation component.  Experiment: Will the opportunity for bonuses for teachers and administrators have an impact on student achievement?

OpportunityChallenge (Hot Buttons) TIF: A mixed bag…  Gives us access to VAM – Value-Added-Measures  Provides a bonus (to three of our schools) tied to student outcomes and evaluation  Allows us to continue with CLASS Project work (with resource)  Informs CLASS Project work on Compensation  Fast-forward on Principal Evaluation System  Viewed by many as merit pay – negative connotation  Not all schools  Bonuses for licensed staff only (no classified)  Current economic climate = increased sensitivity around topic of compensation

Improved Educator Effectiveness = Improved Student Outcomes Improved and On-Going Feedback Culture of Continuous Improvement Enhanced Collaborative Relationships Personalized Professional Development Expanded Leadership Capacity Best Hopes

Next Steps…  Continue to reflect and modify  Continue training (educators and administrators)  Continue to nurture teacher leadership and collaborative relationships  Use technology to streamline our system  Be brave, trust, assume best intentions

Resources & Questions? Human Resources Department Evaluation Systems Lynn Evans, Director of Human Resources Linda Seeberg, Director of Elementary Education