1. Session Materials Wireless Wiki
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2. Washington State Teacher and Principal Evaluation
Module 2: Using Instructional and Leadership Frameworks in Educator Evaluation

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

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

5. TPEP Core Principles
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”

6. RIG Content Over Five Sessions
Introduction to Educator Evaluation in Washington
Using Instructional and Leadership Frameworks in Educator Evaluation
Applying Multiple Measures of Performance
Including Student Growth Measures in Educator Evaluation
Conducting High-Quality Observations
Providing High Quality Feedback for Continuous Professional Growth and Development

7. System Components Understand, align and communicate Review and select
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
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

8. Overview of Intended Participant Outcomes for Session 2
Participants will know and be able to:
Articulate the relationship between the revised teacher and principal evaluation criteria and the frameworks
Identify measures and evidence to use for teacher and/or principal evaluation
Understand the legislative requirements for instructional and leadership frameworks as part of the Teacher and Principal Evaluation Pilot (TPEP)
Understand and utilize system level components for teacher and principal evaluation

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

10. Changes in Teacher & Principal Evaluation Criteria
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

11. TEACHER EVALUATION CRITERIA Centering instruction on high expectations
Demonstrating effective teaching practices
Individualizing instruction
Subject matter knowledge
Fostering a safe, positive learning environment.
Use student data to modify instruction
Communicating with parents and school community.
Exhibiting collaborative and collegial practices
TEACHER
EVALUATION
CRITERIA

12. PRINCIPAL EVALUATION CRITERIA Creating a Culture
Ensuring School Safety
Planning with Data
Aligning Curriculum
Improving Instruction
Managing Resources
Engaging Communities
Closing the Gap
PRINCIPAL
EVALUATION
CRITERIA

13. Teachers: Principals:
“fostering and managing a safe, positive learning environment.”
“collaborative and collegial practices focused on improving instructional practice and student learning.”
Principals:
“creating a school culture that promotes the ongoing improvement of learning and teaching for students and staff.”
“providing for school safety.”

14. Teachers: Principals: “using multiple student data elements
to modify instruction and improve student learning.”
Principals:
“development, implementation, and evaluation of a data-driven plan for increasing student achievement, including the use of multiple student data elements.”

15. Teachers: Principals:
“providing clear and intentional focus on subject matter content and curriculum.”
Principals:
“assisting instructional staff with alignment of curriculum, instruction, and assessment with state and local district learning goals.”

16. Teachers: Principals: Implementing the instructional framework
“monitoring, assisting, and evaluating effective instruction and assessment practices.”

17. Teachers: Principals:
“communicating and collaborating with parents and school community.”
Principals:
“partnering with the school community to promote learning.”

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

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

22. Break

23. 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

24. 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

25. Brainstorm: Measures and 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 kinds of evidence that could be collected to show 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, Summary

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

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

31. Michaela Miller Jim Koval OSPI-TPEP Project Leads

32. 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…

33. Implementing
Articulate the ways an instructional and leadership framework can operationalize the revised evaluation system to improve teaching and learning
Analyze the instructional frameworks to support district decision- making in selecting an instructional framework and a leadership framework

34. Team Time Debrief Each team share:
One decision you made today (could be a key decision, a preliminary decision, a change of course, etc.)
One of the immediate next steps you are taking when you return to your district

35. Reflecting

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