1. Session Materials  Wiki http://pugetsoundesd-rig2b.wikispaces.com/

2. Washington State Teacher and Principal Evaluation 2

3. Session Norms  Be present  Participate actively:  Ask questions  Share connections  Listen  Work together as a community  Invite and welcome contributions of every member 3

4. District Updates  What has occurred in your TPEP work since we last met?  Communication with stakeholders  Resources created or found  Other thoughts/ideas that might be helpful to other RIG districts 4

5. TPEP Core Principles 5 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”

6. System Components Understand, align and communicate 6696,5895, ESEA Flexibility Waiver Teacher and Principal Criteria System Components eVal Management System Communication plan Review and select Instructional frameworks: 5 Dimensions (CEL) Danielson Marzano Leadership frameworks: AWSP Marzano Discuss and determine Measures and Evidence Observations Plans Artifacts Reflections Other Roles and responsibilities Systems and structures Fine tune and finalize Summative Model Measures and Evidence Student Growth Feedback Prepare to Pilot PD Plan Communication Tools and forms MOU Pilot Participants

7. Overview of Intended Participant Outcomes for Session 2 7 Participants will know and be able to:  Articulate the relationship between the revised teacher and principal evaluation criteria and the frameworks  Draft examples of measures and evidence to use for teacher and/or principal evaluation  Understand and utilize system level components for teacher and principal evaluation

8. Understanding the Relationship Between Criteria and Frameworks 8

9. Changes in Teacher & Principal Evaluation Criteria Current Teacher Evaluation Criteria New Teacher Evaluation Criteria 1.Instructional skill 2.Classroom management 3.Professional preparation and scholarship 4.Effort toward improvement when needed 5.Handling of student discipline and attendant problems 6.Interest in teaching pupils 7.Knowledge of subject matter 1.Centering instruction on high expectations for student achievement 2.Demonstrating effective teaching practices 3.Recognizing individual student learning needs and developing strategies to address those needs 4.Providing clear and intentional focus on subject matter content and curriculum 5.Fostering and managing a safe, positive learning environment 6.Using multiple student data elements to modify instruction and improve student learning 7.Communicating with parents and school community 8.Exhibiting collaborative and collegial practices focus on improving instructional practice and student learning Current Principal Evaluation Criteria New Principal Evaluation Criteria 1.Knowledge of, experience in, and training in recognizing good professional performance, capabilities and development 2.School administration and management 3.School finance 4.Professional preparation and scholarship 5.Effort toward improvement when needed 6.Interest in pupils, employees, patrons and subjects taught in school 7.Leadership 8.Ability and performance of evaluation of school personnel 1.Creating a school culture that promotes the ongoing improvement of learning and teaching for students and staff 2.Providing for school safety 3.Leads development, implementation and evaluation of a data-driven plan for increasing student achievement, including the use of multiple student data elements 4.Assisting instructional staff with alignment of curriculum, instruction and assessment with state and local district learning goals 5.Monitoring, assisting, and evaluating effective instruction and assessment practices 6.Managing both staff and fiscal resources to support student achievement and legal responsibilities 7.Partnering with the school community to promote student learning 8.Demonstrating commitment to closing the achievement gap 9

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12. Rubric(s) Rubrics based on evaluation criteria, centered on district’s instructional framework(s) Summative Rating 12341234 Evaluation Criteria 1.High Expectations 2.Effective Teaching Practices 3.Recognizing Individual Student Learning Needs 4.Focus on Subject Matter 5.Safe Productive Learning Environment 6.Use of Multiple Student Data Elements to Modify Instruction 7.Communicating with Parents and School/Community 8.Exhibiting Collaborative and Collegial Practices Evidence/Measures and Methodology  Classroom Observation  Portfolios  Student Surveys  Self Assessment  Instructional Artifacts  Student Performance Measures

13. 1. Divide up the teacher and/or principal criteria so pairs have one or two to examine. 2. Teacher: Use the At-A-Glance document to find where the criteria are represented in your framework. Principal: Use the AWSP framework or the Marzano At-A-Glance document. 3. Read the framework rubric on the wiki. Make notes about what the rubric says that adds clarity for each criteria. Connect Criteria and Frameworks

14. Break

15. 15 “Meaningful conversations about teaching and valid evaluations of teaching must be grounded in a clear definition of practice—a framework for teaching... Regardless of the purposes to be advanced, whether for professional development or for evaluation of teachers, a clear definition is essential. But a clear definition of teaching is not sufficient. Both the support of teacher development and the evaluation of teacher performance require evidence of practice—evidence of each of the components of teaching identified in the adopted framework.” Handbook for Enhancing Professional Practice by Charlotte Danielson

16. Evidence of Teaching (and Leading) Read the the first few pages from “Evidence of Teaching”  What evidence is currently being used in your system?  How it is being used? By whom? http://www.ascd.org/publications/books/106035/chapters/Evidence-of-Teaching.aspx

17. Evidence of Teaching (and Leading) 17  How does your current system include the two sources of evidence:  Observation of teaching & observation of practice?  Examination of artifacts?  What are the key considerations when framing and choosing both inputs and outcomes in your system?  How does this information correspond to the evidence needed to support a high quality principal evaluation system?

18. Educator Evaluation Measures: It Takes Many Pieces… Self-Assessment & Reflection Perception Survey Data Student Work Samples Student Learning/ Achievement Data Peer Evaluation Portfolio Assessments Planning Classroom Observation

19. Measures and Evidence  Used to determine the teacher’s or principal’s performance along a continuum that indicates the extent to which the criteria have been met or exceeded  Should have strong correlation to criteria being evaluated

20. Brainstorm: Sources of Evidence  For each criterion:  Consider the notes you took from the framework, and read (or reread) what your rubric says for that criterion.  Discuss the sources of evidence that could provide evidence of that criterion  Record an “x” in the box if that is something to consider  Brainstorm an initial list of the specific evidence sources  Resources: NCCTQ report, SummaryNCCTQSummary

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24. Job Alike Groups  Find one or two other people with your same job role  Share potential sources of evidence and discuss

25. In District Teams  Share ideas gathered from partner and job-alike conversations  Make notes of next steps to take during planning time

26. Team Planning Ideas  Update Communication Plan: Who else needs this information?  Identify decisions that need to be made given the “rules” and suggested teacher evaluation process and begin decision making process.  Continue working to identify measures and evidence.  Other…