1. Washington State Teacher and Principal Evaluation Module 2: Using Instructional and Leadership Frameworks in Educator Evaluation 1 March 2013

2. As you enter, please have a brief discussion with your district team to answer the following two questions:  Where is your district on having a deep understanding and consistent application of the frameworks and state criteria?  Which frameworks have you chosen to use? Write your district name on four sticky notes and place one sticky note on each Continuum and on the framework selection chart posted on the wall. 2 Entry Task

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

4.  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 4 Modules

5. 5 The Evaluation System Components

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

7. Connecting Build community, prepare the team for learning, and link to prior knowledge, other modules, and current work 7

8. Participants will know and be able to:  Understand the legislative requirements for instructional and leadership frameworks as part of the Teacher and Principal Evaluation Pilot (TPEP)  Distinguish the ways an instructional and leadership framework can operationalize the revised evaluation system to improve teaching and learning  Articulate the relationship between the revised teacher and principal evaluation criteria and the frameworks  Use this module as a “jumpstart” to selected frameworks as a means to dig deeper into the framework and the alignment of the criteria 8 Overview of Intended Participant Outcomes for Module 2

9. “We Can’t Fire Our Way to Finland” 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” 9 TPEP Core Principles

10. 10  The “mingling task” at the Block Party is to share your principle with a neighbor from “down the block”—someone from a different table, workgroup, or district—and share how you’ve lived or experienced this principle during this school year.  Meet five different neighbors with the core principles. The Block Party: Meet Your Neighbors

11.  Can two or three volunteers share their own connection to a core principle or a connection they learned about from one of the neighbors they met?  How can we further the connections to these core principles among the district staff not in attendance today? 11 The Block Party Debrief

12. Learning I: The Frameworks Understand the legislative requirements for instructional and leadership frameworks as part of the Teacher and Principal Evaluation Pilot (TPEP) 12

13. 13  What 2012 state law guides this work?  Senate Bill 5895  For extra credit, what was the previous law?  Senate Bill 6696 Quiz Show: Question 1

14. 14  How many performance tiers were in the old system as compared with the new system?  Two tiers versus four tiers Quiz Show: Question 2

15. 15  What are the labels of the four tiers?  Unsatisfactory, basic, proficient, and distinguished Quiz Show: Question 3

16. 16  How many criteria now anchor evaluation for teachers?  Eight  How many criteria now anchor evaluation for principals?  Eight Quiz Show: Question 4

17. 17  Which social media platform does TPEP mainly use?  Twitter Quiz Show: Question 5

18. 18  Name the five themes linking the teacher and principal criteria.  Culture, data, community, content, and instruction Quiz Show: Question 6

19. 19  When is full implementation of the new system required for all districts in Washington?  2013–14 Quiz Show: Question 7

20. 20  What is eVAL?  eVAL is a Web-based tool designed to manage the evaluation process and documentation  For extra credit, who created eVAL?  Washington Education Association, the Office of Superintendent of Public Instruction, and Educational Service District 113 Quiz Show: Question 8

21. 21  How many original pilot sites have helped shaped TPEP since 2010?  Nine sites (eight districts and one consortium) Quiz Show: Question 9

22. 22  How many instructional frameworks support the revised evaluation system?  Three  How many leadership frameworks support the revised evaluation system?  Two Quiz Show: Question 10

23. 23  An instructional or leadership framework provides a common language and vision of quality teaching/leading that is shared by everyone in the district and is aligned to the eight teacher and principal criteria created by E2SSB 6696. Section (2)(e) and 6(e) of ESSB 5895 states:  By September 1, 2012, the Superintendent of Public Instruction shall identify up to three preferred instructional and leadership frameworks that support the revised evaluation system.  The instructional frameworks shall be research-based and establish definitions or rubrics for each of the four summative performance ratings for each evaluation criteria.  Each school district must adopt one of the preferred instructional and leadership frameworks and post the selection on the district’s website.  The Superintendent of Public Instruction shall establish a process for approving minor modifications or adaptations to a preferred instructional or leadership framework that may be proposed by a school district. Overview of the Frameworks 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.

24. InstructionalLeadership 24  Five Dimensions of Teaching and Learning (CEL)  The Framework for Teaching (Danielson)  Marzano Teacher Evaluation Model  AWSP’s Leadership Framework  Marzano Leadership Framework Selected Frameworks

25. Learning II: Understanding the Relationship Between Criteria and Frameworks Determine the relationship between the revised teacher and principal evaluation criteria and the frameworks 25

26.  Sort the domains or dimensions cards from the instructional frameworks onto the Criteria Placemat. Cards can be used more than once.  Check your answers with the Framework Support document. 26 Criteria Placemat and Frameworks Sort

27.  Did your team get the domains and dimensions sorted close to the Framework Support document?  Were any of the domains or dimensions difficult to align to criteria?  What do you notice when you look across the three frameworks for one of the criteria? 27 Frameworks Sort Discussion

28. 28  Eight groups will describe what this criterion (and the domains/dimensions aligned to it) looks like in action.  Create a five-column chart with three bullets describing this criterion in action for each teacher type. K 5th grade literacy 7th grade math 10th grade science 9 – 12 P.E. Criteria in Action

29.  Each criteria group shares their chart.  For discussion:  What is the same across your bullets for your teacher type?  Are there any significant differences for practice at different grade levels or for different content areas?  How do the frameworks and criteria provide a common language across different grade levels and content areas for teachers?  Would our conclusions be similar if we did this set of activities for principals? Would we be able to look at an elementary school principal in the same way we look at a high school principal? 29 Debrief: Criteria and Frameworks

30. Implementing Articulate the ways an instructional and leadership framework can operationalize the revised evaluation system to improve teaching and learning Use this module as a “jumpstart” to selected frameworks as a means to dig deeper into the framework and the alignment of the criteria 30

31.  Brief introductions to the instructional frameworks and the leadership frameworks created by the framework authors  Helps create a jumping off point for the remainder of our session activities 31 Introductions to the Frameworks

32. Group 1Group 2Group 3 Tasks: 1. Criteria Placemat and Components Sort 2. Instructional Frameworks Analysis 3. Leadership Frameworks Analysis Tasks: 1. Criteria Placemat and Components Sort 2. Leadership Frameworks Analysis 3. Communication Checklist and Plan Tasks: 1. Communication Checklist and Plan 2. Educational PowerPoint Goal: Unpack the instructional framework and leadership framework. Goal: Unpack the instructional framework and leadership framework and create a communications plan. Goal: Create a communications plan and an educational PowerPoint that highlights the criteria alignment for both the teacher and leader evaluation systems. You may want to focus on the leadership framework. 32 Connecting Back to the Continuum Entry Task: Three Groups, Three Tasks

33.  Each team share two things to debrief our implementing tasks: 1. One decision you made today (could be a key decision, a preliminary decision, a change of course, etc.) 2. One of the immediate next steps you are taking when you return to your district 33 Implementing Activities Debrief

34. Reflecting 34

35.  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? 35 Whip Around and Plus/Delta Debrief

36.  Module 3: Preparing and Applying Formative Multiple Measures of Performance: An Introduction to Self-Assessment, Goal Setting, and Criterion Scoring  Homework Options  District: Engage in some of the other implementation activities you did not complete today. Tools are in the handout packet.  School or Teams: Give a presentation to key stakeholders about your frameworks. Share the video from the framework author to support your presentation:  http://tpep-wa.org/resources/instructional-frameworks/danielson-framework/ http://tpep-wa.org/resources/instructional-frameworks/danielson-framework/  http://tpep-wa.org/resources/instructional-frameworks/marzano/ http://tpep-wa.org/resources/instructional-frameworks/marzano/  http://tpep-wa.org/resources/instructional-frameworks/uwcel-5d http://tpep-wa.org/resources/instructional-frameworks/uwcel-5d  http://tpep-wa.org/resources/leadership-frameworks/marzano-school-leadership- evaluation-model/ http://tpep-wa.org/resources/leadership-frameworks/marzano-school-leadership- evaluation-model/  Individual: Lead a small-group discussion to analyze the relationship between the criteria and the framework. 36 What’s Next?

37. Thank you! INSERT PRESENTER’S E-MAIL ADDRESS 37