1. A Summative Evaluation is Not an Event Dynamic Formative Observations = Increased Educator Effectiveness and Informed Summative Evaluations
Dr. Ellen Williams, Director
ObserverTab
Retired Professor EDLF
Brigham Young University
Provo, UT
Annette Brinkman, Director
Teacher & Administrator, Induction and Intervention
Granite School District, SLC, UT

2. Formative vs Summative Evaluation: A Clarification
Two Minute Reflection
What are the difference and similarities between formative and summative evaluations?
In what ways does formative evaluation interact with and come to bear on summative evaluation?
Share your thinking with a partner.

3. Formative Evaluation:
improves the instructional performance of teachers and the leadership performance of administrators though a data-driven developmental process.
The purpose of formative evaluation is to improve professional practice. It allows educators to set personal improvement goals and collect lines of evidence to determine if those goals have been met. The formative evaluation process includes: (1) self-reflecting to complete the self-assessment form, (2) determining goals related to standards, and (3) deciding lines of evidence that will best measure progress goals, (4) supervisor observations.
There will be two meetings between the educator and the supervisor. One will be at the first of the year to jointly establish goals. In that first meeting, activities are listed, resources are identified, lines of evidence are selected, a time line is proposed, and a Professional Growth Plan created.
The Professional Growth Plan identifies the goals and activities, resources needed, and lines of evidence. The educator and supervisor collaborate and agree on these. At least one line of evidence must be something other than participation in professional learning activities. A mid-year check up is accomplished through electronic communication. The second meeting occurs near the end of the year when progress towards those goals is reviewed.

4. Summative Evaluation is:
using data to judge the effectiveness and quality of performance, to determine the future employment status of the educator.
The purpose of summative evaluation is to determine whether standards are being met. It assembles the goals and lines of evidence developed during the formative evaluation years.
Summative evaluation occurs at least every fifth year for career educators (or seventh year for educators with a level 3 license) or twice annually for provisional educators. It is designed to coincide with the educator’s licensure cycle.

5. The purpose of formative data is teacher growth.

6. A Summative Evaluation is is not an event. It is not an average
A Summative Evaluation is is not an event. It is not an average. It is based on your judgment and experience with the teacher over time.

7. Summative Decisions
A summative decision is not an average of formative observations – it is the final ending place after formative work.
Good summative judgments come from multiple sources:
Observational Data
Conversations
Student Interactions
Collaboration with other teachers
Etc

8. Don’t “judge” too soon…

9. Supporting Teacher Growth
As a principal,
To what degree do you:
evaluate (effectiveness or ineffectiveness)?
diagnose (determine the problem)?
prescribe (assist with the problem)?

10. Roles of Leadership
Summative
Formative

11. Your World?
SUMMATIVE
formative

12. Or Perhaps…
Summative
Formative
Diagnose
Prescribe

13. Formative Evaluation Process
Collect Data
Assistance Data Tools
Expectations
Transitions
Time Management
Cueing
Attention Prompts
Proximity
Signals
Voice
Tasking
Diagnostic Data Tools
Drop-In Tool
Explicit Instruction
Time-On-Task
Diagnose
Prescribe
Growth Opportunities
Polishers
Consulting
Coaching
Professional Learning
Book Study
Identify Patterns

14. summative evaluation What about YOU? the boxes you are checking on a
Do you have data to support
the boxes you are checking on a
summative evaluation
form?

15. Summative Evaluation…

16. Formative Data…

18. Everyone else needs data!

19. Diagnose… Growth Promoting
Time-on-Task
Explicit
Instruction
Drop-Ins
Common Core

20. Growth – Over Time

21. Determine a growth point to focus on
One Teacher’s
Growth Over Time
Formative
Determine a growth point to focus on

22. Determine a school’s growth point to focus on
One School
All Teachers
Formative
Determine a school’s growth point to focus on

23. Facts tell the story-
Letting the facts tell the story takes the confrontation out of the conversation.
NSDC, Summer 2008

24. Big Eight

25. Time On Task Tool

27. Diagnosis: Cueing Provide Assistance With Cueing

28. Data does not replace the need for face-to-face dialogue.
A Word of Caution
Data does not replace the need for face-to-face dialogue.

29. Complete the Summative
Formative Data:
Effective Instruction
Time on Task
Explicit Instruction
Drop-Ins

30. over-diagnosing and under-prescribing?
Ponder…
Are you
over-diagnosing and under-prescribing?

31. So… how should I spend my time?
25 drop-ins – leave keepers and polishers
4 drop-ins – conversation regarding patterns
3 observations – them the data
1 observation - conversation

32. Formative Evaluation Process:
Professional Growth
If you want to feel safe and secure, continue to do what you have always done. If you want to grow, go to the cutting edge of our profession. Just know that when you do, there will be a temporary loss of sanity. So know when you don’t quite know what you are doing, you are probably growing! Madeline Hunter

33. “Quality educators are essential for the success of all students”

34. Brinkman-Forlini-Williams