1. Washington State Teacher and Principal Evaluation
Module 1: Introduction to Educator Evaluation in Washington
March 2013

2. Entry Task
As you enter, please take a moment to place a dot on the continuum on the wall that represents your perception of the following:
To what degree has the current evaluation system supported you in improving your practice?
1 = Poorly supported
2 = Slightly supported
3 = Somewhat supported
4 = Completely supported

3. Welcome! Introductions Logistics Agenda Agenda Connecting Learning
Implementing
Reflecting
Wrap Up

4. Modules Module 1: Introduction to Educator Evaluation in Washington
Module 2: Using Instructional and Leadership Frameworks in Educator Evaluation
Module 3: Preparing and Applying Formative Multiple Measures of Performance: An Introduction to Self-Assessment, Goal Setting, and Criterion Scoring
Module 4: Combining Multiple Measures Into a Summative Rating
Module 5: Including Student Growth in Educator Evaluation
Module 6: Conducting High-Quality Observations and Maximizing Rater Agreement
Module 7: Providing High-Quality Feedback for Continuous Professional Growth and Development

5. Overview of Intended Participant Outcomes for Module 1
Participants will know and be able to:
Understand the background and purpose of the Teacher and Principal Evaluation Project (TPEP)
Articulate the primary components of the revised teacher and principal evaluation system
Determine the relationship between the revised teacher and principal evaluation criteria
Self-assess the alignment of their district’s current evaluation system with the required evaluation system reforms, and apply results to an action plan
Build awareness of the eVAL management system purpose, functions, and features

6. Session Norms Pausing Paraphrasing Posing Questions
Putting Ideas on the Table
Providing Data
Paying Attention to Self and Others
Presuming Positive Intentions
What Else?

7. Connecting
Builds community, prepares the team for learning, and links to prior knowledge, other modules, and current work

8. “We Can’t Fire Our Way to Finland”
TPEP Core Principles
“We Can’t Fire Our Way to Finland”
The critical importance of teacher and leadership quality
The professional nature of teaching and leading a school
The complex relationship between the system for teacher and principal evaluation and district systems and negotiations
The belief in professional learning as an underpinning of the new evaluation system
The understanding that the career continuum must be addressed in the new evaluation system
The system must determine the balance of “inputs or acts” and “outputs or results”

9. Hopes? Concerns? 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?
Hope
Concern

10. Chalk Talk Activity: Knowledge of TPEP
Individual Reflection and Writing
Discussion
What do you know about the components of educator evaluation in Washington?
Each chart paper has a specific component in its center. Write your comments about that component around the center.
Where does the main knowledge base center?
What are the main points of confusion?

11. Evaluation System Placemat Activity
Individual and Teams
Discussion
Think about a highly effective evaluation system, one that addresses your concerns and builds on your hopes—one that is completely supportive to improving your practice as a teacher or principal. Generate 8 to 10 sticky notes with one idea per note.
With your tabletop group teams, “sort” your characteristics onto a premade “placement” of evaluation system components.
Each team shares which components their sticky notes clustered around and which components received less attention.
What additional components can contribute to the picture of an effective evaluation system for principals and teachers?

12. Learning I: Context, Background, & Key Components
Understand the background and purpose of TPEP
Articulate the primary components of the revised teacher and principal evaluation system

13. Teacher and Principal Evaluation Overview
Overview of TPEP, ESSB 5895, and ESEA Flexibility Waiver
Note-Taking: Four-Column Notes G!
RCW 28A
Teacher and Principal Evaluation Overview
The following 17-minute video provides an overview of teacher and principal evaluation reform in Washington. 6
Timelines
Student Growth
Questions
Comments
A capital “G!” indicates that the guidance represents the Revised Code of Washington (RCW), or Washington Administrative Code (WAC).
The RCW establishes the criteria for evaluations of certificated employees, including administrators; these include legislative findings about the purpose of evaluations, training for evaluators, training for educators on required evaluation procedures, and assistance for teachers following evaluations.
The WAC establishes the minimum criteria and minimum procedural standards to be adopted in accordance with Chapter RCW by districts for the evaluation of the professional performance capabilities and development of certificated classroom teachers and certificated support personnel. g G!
RCW 28A
A capital “G!” indicates that the guidance represents Washington state law (RCW) or rules (WAC).
A lowercase “g” indicates that the guidance represents research-based best practices but is not mandated by law or rules.

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

15. Influences on TPEP Development
2012
ESSB 5895
ESEA Flexibility Waiver
TPEP Pilot Sites and Steering Cmte
Instructional and Leadership Framework Authors
Research and Best Practices
E2SSB 6696 & Race to the Top
Washington State Evaluation and Professional Growth System
2010–12

16. Before and After: A SnapshotG!
RCW 28A
Before
Component
After
Binary (satisfactory or unsatisfactory)
Tiers
Four tiers; professional growth and development system
Developed over 25 years ago
Criteria
Describes effective teaching and leadership; developed by organizations representing teachers and principals during the 2010 legislative session
Two years (prior to 2009–10)
Provisional
Status
Three years
No existing requirement
Educator
Evaluation
Data
Evaluation data must be submitted to OSPI for all employee groups (beginning 2010–11)

17. Evaluation ComponentsG!
RCW 28A
Evaluation Component
ESSB 5895
Criteria (RCW)
Stays the same as E2SSB 6696
Criteria Definitions
Established in Rule (WAC A)
Instructional/Leadership Frameworks
OSPI –
Up to Three Approved Frameworks
Identified in Bulletin No K–12 Education
Four-Tiered System
Unsatisfactory
Basic
Proficient
Distinguished
Final Summative Scoring Methodology
Unsatisfactory/Satisfactory Delineation
Years 1–5 between 1 and 2
Years 5+ between 2 and 3
Measures and Evidence
Observation* and Student Growth* (*Required in RCW)
Other Evidence related to Framework Rubrics

18. WAC Document “Close Reading” Jigsaw
RCW 28A
Count off by seven to form WAC Section Groups.
Group 1 Sections 040–070
Group 2 Sections 080–100
Group 3 Sections 110–140
Group 4 Sections 150–170
Group 5 Sections 180–200
Group 6 Sections 210–230
Group 7 Section 240
Each group read, discuss, and summarize your section.
Each group count off by seven again and form a new group with one person from each WAC Section Group.
Share your section of the WAC with your new group.

19. WAC Document and 5895 Matrix Learnings
RCW 28A
What are the major learnings from the close reading of the WAC document?
How do these major learnings compare with the Matrix?
What additional questions has this close reading sparked?

20. Learning II: Understanding the Criteria and Framework Choices
Determine the relationship between the revised teacher and principal evaluation criteria

21. Changes in Teacher and Principal Evaluation Criteria
RCW 28A
Current Teacher Evaluation Criteria
New Teacher Evaluation Criteria
Instructional skill
Classroom management
Professional preparation and scholarship
Effort toward improvement when needed
Handling of student discipline and attendant problems
Interest in teaching pupils
Knowledge of subject matter
Centering instruction on high expectations for student achievement
Demonstrating effective teaching practices
Recognizing individual student learning needs and developing strategies to address those needs
Providing clear and intentional focus on subject matter content and curriculum
Fostering and managing a safe, positive learning environment
Using multiple student data elements to modify instruction and improve student learning
Communicating with parents and school community
Exhibiting collaborative and collegial practices focus on improving instructional practice and student learning
Current Principal Evaluation Criteria
New Principal Evaluation Criteria
Knowledge of, experience in, and training in recognizing good professional performance, capabilities, and development
School administration and management
School finance
Interest in pupils, employees, patrons and subjects taught in school
Leadership
Ability and performance of evaluation of school personnel
Creating a school culture that promotes the ongoing improvement of learning and teaching for students and staff
Providing for school safety
Leads development, implementation and evaluation of a data-driven plan for increasing student achievement, including the use of multiple student data elements
Assisting instructional staff with alignment of curriculum, instruction and assessment with state and local district learning goals
Monitoring, assisting, and evaluating effective instruction and assessment practices
Managing both staff and fiscal resources to support student achievement and legal responsibilities
Partnering with the school community to promote student learning
Demonstrating commitment to closing the achievement gap

22. Exploring the Criteria: Gallery Walk
Group Work
Gallery Walk for Themes
Divide into 16 small groups or partners.
Divide a piece of chart paper into horizontal halves and label top of the paper with focus criteria.
Across the top portion, label WHAT KNOWLEDGE AND/OR SKILLS ARE NECESSARY?
Across the bottom portion, label HOW WOULD YOU KNOW THE KNOWLEDGE AND SKILLS ARE IN EVIDENCE?
Post your chart paper.
Gallery Walk for 10 minutes.
What did you notice while engaging in this activity?
What themes did you notice across all of the charts?

23. Common Themes in the Criteria
As you discussed one of the criteria and walked through the gallery of charts, what common themes do you notice across all of the criteria?

24. TPEP Criteria Themes

25. G!
RCW 28A

26. Implementing
Self-assess the alignment of a district’s current evaluation system with the required evaluation system reforms, and apply these results to an action plan
Build awareness of the eVAL management system purpose, functions, and features

27. District Self-Assessment
Use the self-assessment on page 5 of the handout packet.
Where does your district fall on a continuum of implementation for significant components of the educator evaluation system?
Discuss as a district team and determine the action steps as a result of your self-assessment.

28. District Action and Communication Planning
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?

29. Background of eVAL Management System
The eVAL system 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, which can use as many or as few of eVAL’s features as they like (or none at all)
extremely secure, with limited physical and virtual access to its servers

30. g http://tpep-wa.org/resources/eval/eval- video-walkthroughs/
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.

31. How Does Our District Get Started With eVAL?
Districts must do four things:
Contact OSPI to notify TPEP office of their framework choices*
Set up staff roles in EDS (see directions on our TPEP/eVAL site:
Have staff log into eVAL through EDS
Have either the district or school administrator assign evaluators to those they evaluate (in eVAL)

32. eVAL FAQ Is eVAL set up and ready for use now? Yes.
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.
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- or late September should address this issue.
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).

33. Reflecting

34. 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” in today’s session? What went well and should be repeated?
Delta: Where is there room for improvement and change?

35. What’s Next?
Module 2: Using Instructional and Leadership Frameworks in Educator Evaluation
Homework Options
District: Explore the eVAL setup instructions and have any follow-up conversations.
District or School: Share the TPEP overview video at a faculty meeting.
School or Teams: Ask all teachers and principals to review the criteria comparison chart and discuss the five themes.
Individual: Watch a short video segment from the TPEP website where Gary Kipp from AWSP explains a crosswalk of the two sets of evaluation criteria.

36. Thank you!
INSERT PRESENTER’S ADDRESS