1. Educator Evaluation Self-Reflection and Evidence Webinar February 28th, 2013
[LISA / ROBERT]
Thank you for joining us for the second in a series of webinars as we move forward toward full statewide implementation of the new educator evaluation system. We have a very large group that registered, and we are very excited that you have joined us. Please note that the webinar is being recorded and will be uploaded to the WV Department of Education website. The PPT will also be uploaded. Additionally, there will be a time provided for questions at the end of the webinar. In order reduce background noise during the webinar, we ask that you mute your phones unless you are directing a question to a webinar presenter or contributing directly to the webinar discussion.
Introductions of all in the room.
(Next slide)

2. Future Webinars
Mark your calendar for up-coming WVDE Webinar trainings on the Educator Evaluation System.
March 14th, 2013
Educator Evaluation: Goal Setting
3:30PM
March 28th, 2013
Educator Evaluation: Summative Evaluation
[ROBERT]
You can mark your calendar for these up-coming WVDE Webinar trainings. Registration information for these upcoming webinars will be sent out via the same methods as this webinar. Once again, it will be necessary for you to register in order to participate in the webinar.

3. 80% 15% 5% Evaluation System for Teachers
Four
Performance
Levels
Distinguished
Accomplished
Emerging
Unsatisfactory
Advanced Progression
6+ years
Intermediate Progression
4-5 years
Initial Progression
1-3 years
Self Reflection (standards/rubrics)
**Due October 1st**
80%
Observation (2)
Observation (4)
None Required*
Evidence
[LISA/ROBERT]
During the last webinar we focused upon the online “tool” which is used to document each of the components of the evaluation.
Today, we will be focusing upon Self-Reflection and Evidence.
Let’s quickly review the revised Educator Evaluation System
The system is based upon the WV Professional Teaching Standards, a student growth standard, and a professional conduct standard
It includes four performance levels (distinguished, accomplished, emerging and unsatisfactory)
There are three progressions (for educators with 1-3 years of experience, 4-5 years, and 6 plus years of experience)
80% of the evaluation is based upon educator performance
15% of the evaluation is based upon student learning goals
5% of the evaluation is based upon school-wide growth
The final summative evaluation is completed by the evaluator at the end of the academic year (June 1st).
Today we will look at how each academic year begins---self-reflection and the evidence to support the performance levels
15%
2 Student Learning Goals 5%
School-wide Growth - Reading
School-wide Growth - Mathematics

4. Overview Educator Self-Reflection Educator Evidence
Why and how do Educators Self-Reflect?
Educator Evidence
Frequently Asked Questions about Evidence.
Ideas from the Field
Julie Sayre from Malden Elementary School.
Kanawha County School
2 Years of Experience with the Evaluation System
[TRENT]

5. Why Do Educators Self- Reflect?
Take Ownership of Professional Growth
Establish an Understanding between Evaluator and Educator.
What are the expectations set for the educator?
Has the educator met those expectations at the end of the year?
[TRENT]
The Self-Reflection conducted by the educator is one of the opportunities within the Educator Evaluation System to be a pro-active participant in your evaluation. Through Self-Reflection, you are taking ownership of your own professional growth.
Since the principal reviews the Self-Reflection upon its completion, the Self-Reflection enables the evaluator and educator to establish an understanding going in to every school year as to what the professional expectations are for a teacher. This mutual understanding benefits both the evaluator and the educator as now both understand what needs to be accomplished within the school year.
(No “End of Year GOTCH YA”)

6. Understanding the 4 Performance Levels
[TRENT]
The 1st step for any educator about to complete a Self-Reflection is to fully understand the 4 performance levels. As these are the levels educators will use to rate themselves in their self-reflection, it is important to understand what each level signifies.
Lets take a moment and review the 4 Levels of Performance. The 4 Levels are:
Distinguished, Accomplished, Emerging and Unsatisfactory.
So what is important to understand about this information?
Distinguished level is rare but certainly achievable
Accomplished level is the expectation for educators
Emerging level is a place from which educators can grow
Unsatisfactory level is unacceptable, doing harm
It’s not about the teacher its about the teacher’s performance*

7. Understanding the 4 Performance Levels
[TRENT]
The process of Self-Reflection and rating one’s self in such specifics might seem like a new and daunting task. But in reality, the Educator Evaluation is not asking an educator to do anything more than what we could do with our other daily choirs and tasks. We all have strengths and weaknesses in everyday tasks and activities, the Self-Reflection simply asks educators to focus on their professional practices.
One way a school leader might introduce the Self-Reflection process to Educators is through the use of the shown activity. The West Virginia’s Got Talent activity has proven through use in pilot and demonstration schools to be a very effective training tool in the area of Self-Reflection. A link to the activity has been provided on this slide, and can be easily accessed now that this PowerPoint is posted on the WVDE website.
West Virginia’s Got Talent Activity:

8. Educator Self-Reflection
[TRENT]
Now that we have a better understanding of the 4 Performance Levels, lets look specifically at the Educator Self-Reflection.
Educators use the rubrics developed for the standards to identify a specific performance level for each element. Here, you can see the rubric for Standard 2, Element 2.2, on the right-hand side of the screen. Each Element of each of the Standards has an accessible rubric to guide the educator in the self-reflection.
Lets take a closer look at this Standard Element (Change Slide).

9. Educator Self-Reflection
[TRENT]
Here we can see an enhanced view of Standard 2 (The Learner and the Learning Environment), and the Elements and Ratings buttons for Standard 2.
We will focus on Element 2.2 (entitled: The teacher establishes and maintains a safe and appropriate learning environment) and explore how a teacher may rate themselves within Self-Reflection for this element. In order to rate ones self in any of the Standard Elements, you will want to employ the use of the provided rubric. (Change Slide)

10. Self-Reflection Rubric 2.2
[TRENT]
Educators determine performance level ratings within the rubrics based upon a preponderance of the evidence. Let’s use the characteristics listed under “Accomplished” to gain a better understanding of how a “preponderance of the evidence” rating works. An educator may feel that he/she fulfills the first 2 characteristics listed for “Accomplished”. Those characteristics are (Read Characteristics). An educator may also feel that he/she fulfills the last of the characteristics listed under “Distinguished” (Read Characteristic). In a case such as this, the educator may rate themselves as “Accomplished” for this element as the evidence suggests that he/she fulfills the majority of the “Accomplished” characteristics.
For a “Real World” perspective on educator self-ratings, I wish to bring Julie Sayre in to provide her insight gained from two years of experience working with the evaluation system. . . (CHANGE SLIDE).

11. Self-Reflection Rubric 2.2
Advice From The Field
[JULIE SAYRE]

12. Self-Reflection
Shift from reflecting on individual activities to reflecting on teaching practice
Depend on the rubric
Model the reflective process
[JULIE SAYRE]
Self-Reflection is something that most teachers agree is very important. However, my teachers said that they would often reflect about a particular lesson or activity but not always take time to reflect on overall practice. The rubrics became very important because they had to really look at what was expected at each level. The first year of the process teachers needed a lot support. Some teachers rated themselves too low and others too high. As a principal I would walk through the rubric process with individual teachers and talk through the rubric expectations and help them to see how their practice matched the rubrics.
It is important to help the teachers feel comfortable in the process. We started out by meeting large group in the lab. We walked through logging on and then I modeled the self-reflection process using a think aloud method. I then had the teachers log on and work through the process. I was there to help, support and answer questions.

13. Educator Observations
[TRENT]

14. Observations An opportunity for evidence collection.
Provide another occasion for communication between evaluator and educator.
[TRENT]
Observations are an opportunity for the collection of evidence. They provide yet another occasion for the evaluator and educator to communicate and collaborate on the instructional practices in the classroom.
(CHANGE SLIDE)

15. Observations A “Snapshot” of Educator performance.
Educators may note standard elements demonstrated during an observation in the online Educator Evaluation System.
Evaluators may note standard elements observed in an observation in the online Educator Evaluation System.
[TRENT]
Observations are only a “Snapshot” of an educator’s performance in the classroom. However, both educators and evaluators have the ability to note the standard elements demonstrated and observed during an observation in the online Educator Evaluation System.
(CHANGE SLIDE)

16. Educator Evidence
[GEORGIA]

17. Educator Evidence What is Evidence? When should Evidence be Collected?
Materials / Data that support the determination of a rating
When should Evidence be Collected?
Throughout the school year, but must be completed by Evaluation Conference.
[GEORGIA]
What is evidence?
Evidence is a collection of materials and/or data that support the determination of performance level ratings for the professional standards.
When should evidence be collected?
Evidence may be collected throughout the school year, but must be complete by the evaluation conference.

18. [GEORGIA]
Here we can see a screenshot for the online Educator Evaluation System. Specifically, we have highlighted the area where evidence would be submitted for Element 2.2 of Standard 2. Note the educator is provided space to describe the evidence he/she is submitting. (CHANGE SLIDE)

19. Educator Evidence Who Collects the Evidence?
Both the Evaluator and the Educator may collect evidence.
Is the Educator Required to Provide Evidence?
When a “Distinguished” Rating is Given
If Principal and Teacher disagree on a Rating
When an “Unsatisfactory” Rating is Given
[GEORGIA]
Who collects the evidence?
Both the evaluator and the evaluatee may collect evidence.
Is the educator required to provide evidence?
Evidence is necessary in three instances:
If an educator self-reflects as distinguished, or if the evaluator determines the performance rating is distinguished, evidence is required.
If the educator’s self-reflection differs from the opinion of the evaluator, the educator is afforded the opportunity to provide evidence to support his/her self-reflection rating. If he/she chooses not to provide evidence, the evaluator determines the rating.
If an unsatisfactory rating is given, evidence should be noted in the system.

20. Educator Evidence
What is the Difference between Evidence “Noted in the System” and “providing” evidence?
[GEORGIA]
(READ SLIDE CHANGE SLIDE)

21. “Noted in System” vs. “Providing”
First Determine if Evidence is Needed.
If Evidence is Needed:
Mutually agreed upon Evidence may be “Noted in the System”.
Evidence is “Provided” when the Evaluator is not fully aware of the evidence.
[GEORGIA]
What is the difference between being “noted in the system” and “providing” evidence?
In general, the approach to evidence is straight forward. First, review the previous question to determine if evidence is necessary. Second, determine if the level of detail of the evidence may be simply “noted in the system” or must be “provided.” Lets examine the distinction between these two terms in closer detail. . . (CHANGE SLIDE).

22. Parent Reading Night “Noted in the System” [GEORGIA]
Any evidence that both the evaluator and the evaluatee know to be true may be simply “noted in the system.” For example, an ongoing event such as an annual parent reading night led each year by a teacher would be known and understood by both principal and teacher. In this example, the teacher would not be required to “provide evidence” (e.g. sign in sheets, agenda etc.) but rather simply the name and date of the event would be noted in the system because the school leader and the educator both have knowledge that the educator participated in this event. (CHANGE SLIDE)

23. “Provide Evidence” [GEORGIA]
However, an educator would need to provide evidence in those cases where the evaluator may not be fully aware of the evidence. An example might be a lesson based on the content standards and objectives that showed a particular instructional strategy such as document-based question. By providing this evidence to the evaluator, the evidence may be used to show particular achievement in a teaching standard. (CHANGE SLIDE)

24. Educator Evidence Are Educators required to upload Evidence?
No. The Evidence Form is intended to document Evidence to be verified.
How much Evidence is needed?
Can be as simple as a description with date /time.
Portfolios / Binders full of Documentation are NOT NEEDED!!
[GEORGIA]
Are educators required to upload evidence?
No. The online system does not function as a data portfolio and does not support the “uploading” of documents. The evidence form is intended to be used to document the types of evidence that has been or will be verified.
How much evidence is needed?
Evidence can simply be a date and name of an event that provides information on a particular professional standard or it can be any type of description of a teaching activity, etc. that informs an evaluator about a particular standard.
The intent of the educator evaluation system is to establish trust and collaborative conversations between educators and evaluators. It is not necessary to provide binders of information that may overwhelm the educator or the evaluator.
Now, at this time, I would like to turn it back over to Julie Sayre for further ideas from the field.
(CHANGE SLIDE)

25. Evidence Depend on the rubric Noting evidence throughout the process
Form a support system
[JULIE SAYRE]
The rubric will help the teacher to know what is needed to move to the next level. I have teachers that want to work towards distinguished in particular standards. If the rubric states collaboration is required the teacher can begin to think about what they can provide that backs up what they are doing.
It is important to keep the standards and expectations in your mind. You do not want to wait until the end and start looking for evidence. As you work through the year gather evidence and enter it. Teachers being observed will enter evidence after observations to show the evaluator things he/she may not have seen during the process.
Any new process is hard in the beginning. Malden teachers found working together made the process easier. The teachers would share ideas for evidence and also help each other look at what they were doing and where it would be on the rubric.

26. Future Webinars
Mark your calendar for up-coming WVDE Webinar trainings on the Educator Evaluation System.
March 14th, 2013
Educator Evaluation: Goal Setting
3:30PM
March 28th, 2013
Educator Evaluation: Summative Evaluation
Registration information for these upcoming webinars will be sent out via the same methods as this webinar. Once again, it will be necessary for you to register in order to participate in the webinar.

27. Questions? Questions / Comments / Concerns
Contact Information:
Trent J. Danowski
Teacher Quality Coordinator / WVDE