1. Welcome What’s a pilot?

2. What’s the purpose of the pilot? Support teachers and administrators with the new evaluation system as we learn together about what implementation looks and feels like. Improve instructional practices and increase student achievement. Establish a clear and consistent evaluation system with a common understanding of effective teaching developed through professional collaboration. Establish a professional development system that promotes and ensures a culture of continuous improvement for all.

3. What will the pilot look like? Some similarities with the current system (goal setting, observations, summative conference) A new instructional framework, Marzano, with rubrics A new summative scoring system A growth model Measurement of student growth component

4. Training goals Begin to establish a common language for teaching and learning Understand some of the connections between the Teacher & Principal Evaluation systems Develop an understanding of the 8 State Criteria Develop an understanding of how the components from Marzano’s Framework connect to the 8 State Criteria

5. Follow up training goals Develop a deep understanding of the framework structure and its alignment to the state criteria Support staff through the evaluation process Collect feedback on pilot implementation

6. Logistics Learning together Summative Scoring Directions from OSPI (December 1, 2012) Student Growth Component 4 hours paid today Future professional development opportunities (Clock hours) – Monthly meetings – Online learning – TOSA Support

7. Growth through Learning Instructional Framework – common language Best practice instruction Collaboration Implementation of the new evaluation system Impact to student learning

10. Current System

11. New System

12. The Evolution of TPEP 6696/5895 Fix Everything, Please! PILOT PHEW!

13. Building the plane while flying it

14. Principal & Teacher Framework Alignment WA is committed to implementing the teacher and principal evaluation system changes simultaneously – most states are only focusing on teachers Principals criteria created by AWSP Teacher criteria created by WEA Culture Data Content Instruction Community

15. Centering instruction on high expectations Demonstrating effective teaching practices Individualizin g 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 Creating a culture Ensuring school safety Planning with data Aligning curriculum Improving instruction Managing resources Engaging communities Closing the gap Culture Data Content Instruction Community Teachers: “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.” TeachersPrincipals

16. Centering instruction on high expectations Demonstrating effective teaching practices Individualizin g 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 Creating a culture Ensuring school safety Planning with data Aligning curriculum Improving instruction Managing resources Engaging communities Closing the gap Culture Data Content Instruction Community Teachers: “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.” TeachersPrincipals

17. Centering instruction on high expectations Demonstrating effective teaching practices Individualizin g 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 Creating a culture Ensuring school safety Planning with data Aligning curriculum Improving instruction Managing resources Engaging communities Closing the gap Culture Data Content Instruction Community Teachers: “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.” TeachersPrincipals

18. Centering instruction on high expectations Demonstrating effective teaching practices Individualizin g 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 Creating a culture Ensuring school safety Planning with data Aligning curriculum Improving instruction Managing resources Engaging communities Closing the gap Culture Data Content Instruction Community Teachers: “implementing the instructional framework.” Principals: “monitoring, assisting, and evaluating effective instruction and assessment practices.” TeachersPrincipals

19. Centering instruction on high expectations Demonstrating effective teaching practices Individualizin g 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 Creating a culture Ensuring school safety Planning with data Aligning curriculum Improving instruction Managing resources Engaging communities Closing the gap Culture Data Content Instruction Community Teachers: “communicating and collaborating with parents and school community.” Principals: “partnering with the school community to promote learning.” TeachersPrincipals

20. An activity to help you connect teacher to principal evaluation…

21. Principal & Teacher Framework Alignment - Brainstorm Culture Data Content Instruction Community Talk about connections between the work of a teacher and principal within the 5 main themes. What kinds of evidence might be used to demonstrate proficiency within these themes? – Teachers – Principals

22. Washington State Teacher Evaluation with The Marzano Framework

23. Washington’s 8 Teacher Evaluation Criteria 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 and collaborating with parents and the school community. 8.Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning.

24. 8 Teacher Evaluation Criteria A Comprehensive Framework for Effective Instruction

25. 2.Demonstrating effective teaching practices. Component 2.1: Interacting with New Knowledge Component 2.2: Practicing and Deepening Knowledge Component 2.3: Organizing Students for Cognitively Complex Tasks

26. An activity to help you connect components to criteria…

27. Where Do They Fit? Component Sorting You have a ziplock bag with colored sentence strips listing the eight WA teacher evaluation criteria and white sentence strips with the 31 components of Marzano’s Framework Place the 8 criteria cards on your table and distribute the component strips in your group. Read each of your components and under which criterion it fits. Then place it under the correct heading. When all the components have been placed, discuss which ones were difficult to place and why.

28. Checking Your Results Now look at the one page titled, Marzano Teacher Evaluation Model at a Glance. Compare the groupings to your table’s. Which component(s) did your group place differently? What was your thinking/reasoning? Can you explain why they were placed in the Evaluation Model?

29. Reflection = Success

31. Domain 4: Collegiality & Professionalism Four Domains of the Marzano Teacher Evaluation Domain 1: Classroom strategies & behaviors Domain 2: Planning & preparing Domain 3: Reflecting on teaching STUDENT ACHIEVEMENT

32. The 8 Criteria are dispersed across these domains in the form of the 31 components.

33. Routine Content Enacted on the Spot Domain 2 Classroom Strategies & Behaviors Domain 1

34. for lessons and units...for use of materials & technology …for special needs of students Domain 2 Planning & Preparing Domain 2

35. Evaluating performance Reflecting on Teaching Domain 3 Developing & Implementing a professional growth plan

36. Promoting a positive environment Promoting exchange of ideas and strategies Collegiality & Professionalism Promoting district & school development Domain 4

37. The 8 Criteria are dispersed across these domains in the form of the 31 components.

38. Evidence of Growth… …can take many different forms. The pilot will help us develop this.

39. Reflect……. Where’s a good place to start?

40. eval http://vimeo.com/46843928 http://tpep-wa.org/resources/eval/sandbox/