1. Teacher/Principal Evaluation Pilot Legislative Update Michaela Miller TPEP Program Manager OSPI TPEP RIG Update March 15th, 2012 Jim Koval TPEP Program Directorr OSPI

2. 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.”

3. How Can We Develop a System Focused on Educator Effectiveness? 1. Clear and articulated definition of accomplished teaching and leading. 1. Clear and articulated definition of accomplished teaching and leading. 2. State, regional and district systems designed around the definition of accomplished teaching and leading. 2. State, regional and district systems designed around the definition of accomplished teaching and leading. 3. Support for teachers and leaders to develop the skills needed to meet the needs of all students. 3. Support for teachers and leaders to develop the skills needed to meet the needs of all students.

4. Teacher and Principal Evaluation Overview Many Pieces Still In Place… Requires OSPI, in collaboration with teachers, principals, administrators and parents, to improve principal and teacher evaluation systems. Create new evaluation criteria for both classroom teachers and principals Requires a four-level rating system Requires OSPI to create a pilot with school districts in the 2010-11 and 2011-12 school year Requires all districts to adopt new systems in the 2013-14 school year ESSB 5895 made some areas clearer while adding more work for TPEP

5. ESSB 5895 1. Was signed into law this past week by Governor Gregoire. 1. Was signed into law this past week by Governor Gregoire. 2. TPEP steering committee organizations were not part of the final decision making on the bill. 2. TPEP steering committee organizations were not part of the final decision making on the bill. 3. Will impact the work of the RIGs, but there is still much that needs to be learned and is absolutely critical for the steering committee to move forward. 3. Will impact the work of the RIGs, but there is still much that needs to be learned and is absolutely critical for the steering committee to move forward.

6. System and Implementation 1.Comprehensive Evaluation 2. Focused Evaluation 3. Implementation Schedule 4. Communication Plan

7. Classroom Teacher The new evaluation system is designed for “classroom teachers.” Because this system is built around the criteria in RCW, reviewing the criteria and instructional frameworks is advised.

8. Classroom Teacher Classroom teachers-YES Includes: PE, Music, Art, Special Education Can possibly include: Librarians and Instructional Coaches ESAs-NO ESAs, Teacher-Librarians and Instructional Coaches who provide academically-focused instruction to students may be considered in the new evaluation system.

9. Expanding Evaluation Systems Districts may consider creating four- tiered systems for non-classroom teachers, but are advised to consider the design and implementation of new evaluation systems are considerable.

10. Principals and Assistant Principals The new evaluation system is designed for certificated principals and assistant principals. Because this system is built around the criteria in RCW, reviewing the criteria and leadership framework is advised.

11. Comprehensive Evaluation Formerly known as the “long form evaluation.” Assesses all 8 evaluation criteria All criteria contribute to the comprehensive summative evaluation rating All provisional classroom teachers and any classroom teacher not on level 3 or level 4 receive Comp evaluation. All classroom teachers shall receive a comprehensive summative evaluation at least once every four years

12. Focused Evaluation Formerly known as the “short form and/or PGO.” Includes an assessment of one of the eight criteria. Professional growth activities linked to the selected criteria. Approved by the teacher or principal’s evaluator. A focused evaluation must be performed in any year that a comprehensive evaluation is not scheduled. (both teachers and principals)

13. Implementation Schedule Both E2SSB 6696 and ESSB 5895 have an implementation phase in of 2013-14. Both E2SSB 6696 and ESSB 5895 have an implementation phase in of 2013-14. E2SSB 6696 was silent on implementation other than the year. E2SSB 6696 was silent on implementation other than the year. ESSB 5895 ESSB 5895 requires provisional or probationary teachers, and principals with fewer than 3 years of experience, unsatisfactory performance, or new to the district to be transitioned first. Nothing prevents earlier transition. All districts must begin implementation in 2013-14 school year and be fully implemented by 2016

14. Evaluation Components 1.Criteria- Stays the same 2. Criteria Definitions- Remains the same 3. Instructional/Leadership Frameworks 4. 4-Tiered System (Unsatisfactory, Basic, Proficient, Distinguished) 5. Final Summative Score 6. Cut Line 7. Measures and Evidence- Observation and Student Growth

15. ESSB 5895 establishes three “preferred” instructional frameworks for the new evaluation system 1. Marzano Research based on meta-analysis, control studies, correlation studies, focus group feedback, observations Research based on meta-analysis, control studies, correlation studies, focus group feedback, observations 2. UW 5 Ds + Research based on UW work, Classroom practice and principal observation, Research based on UW work, Classroom practice and principal observation, 3. Danielson Research based on classroom-based observations, theorizing teaching practice, MET project study, focus group feedback, cross walk with student assessment Research based on classroom-based observations, theorizing teaching practice, MET project study, focus group feedback, cross walk with student assessment

16. ESSB 5895 establishes three “preferred” leadership frameworks for the new evaluation system 1. Steering Committee met yesterday. 1. Steering Committee met yesterday. 2. The RIGs will be proceeding with the AWSP leadership framework (already an assurance) 2. The RIGs will be proceeding with the AWSP leadership framework (already an assurance) 3. A process will be developed for evaluating any additional leadership frameworks. 3. A process will be developed for evaluating any additional leadership frameworks.

17. ESSB 5895 establishes new definitions around student growth measures ESSB 5895 establishes new definitions around student growth measures Both E2SSB 6696 and ESSB 5895 contain language around student growth including: Student growth data that is relevant to the teacher and subject matter must be a factor in the evaluation process and must be based on multiple measures that can include classroom-based, school-based, district-based, and state-based tools. Student growth means the change in student achievement between two points in time. Changes… Student growth data must be a substantial factor in evaluating the summative performance of certificated classroom teachers for at least three of the evaluation criteria. Student growth data elements may include the teacher’s performance as a member of a grade-level, subject matter, or other instructional team within a school when the use of this data is relevant and appropriate.

18. ESSB 5895 makes some decisions about how teachers and principals will be evaluated. ESSB 5895 establishes much of the structure, but decisions that are relegated to the TPEP steering committee, TPEP districts, local bargaining and OSPI are: ESSB 5895 establishes much of the structure, but decisions that are relegated to the TPEP steering committee, TPEP districts, local bargaining and OSPI are: Student growth measure specifics Student growth measure specifics Specific district phase in process Specific district phase in process Final summative scoring methodology Final summative scoring methodology RIF implications (2015-16) RIF implications (2015-16) Professional Learning Phase in (state level in process) Professional Learning Phase in (state level in process)

19. Professional Development for RIGs OSPI is working with the three framework authors and their designees to design a statewide system of support for the learning around the instructional frameworks. OSPI is working with the three framework authors and their designees to design a statewide system of support for the learning around the instructional frameworks. Observation and Feedback Specialists (OFS)- Instructional and Leadership Frameworks Observation and Feedback Specialists (OFS)- Instructional and Leadership Frameworks June 27-30 – Training for OFS June 27-30 – Training for OFS August 1-3 and August 13 th -17 th Training for all RIG district administrators, principals and teacher leaders (pending budget negotiations in the legislature) August 1-3 and August 13 th -17 th Training for all RIG district administrators, principals and teacher leaders (pending budget negotiations in the legislature)

20. RIG Pilot- “The 20%” As we work through the implementation for both the RIGs and statewide we will need your thoughtful and strategic thinking. As we work through the implementation for both the RIGs and statewide we will need your thoughtful and strategic thinking. Each RIG district will receive a process template to fill out prior to determining decisions around pilot participants. Distributed the week of March 26 th -30 Each RIG district will receive a process template to fill out prior to determining decisions around pilot participants. Distributed the week of March 26 th -30 Please think of this as an opportunity to transition to the new system in 4 years, rather than in just 3 (as outlined in 5895) Please think of this as an opportunity to transition to the new system in 4 years, rather than in just 3 (as outlined in 5895)

21. The importance of the TPEP RIGs Your work is essential. Your work is essential. Our belief is that practitioners should be at the forefront of these policy decision will continue. Our belief is that practitioners should be at the forefront of these policy decision will continue. The work you do matters and is valued. The work you do matters and is valued. Thank you for all of the time, resources and energy you have dedicated to this effort. Thank you for all of the time, resources and energy you have dedicated to this effort.

22. Follow Us TPEP Blog & Resource Site http://www.tpep-wa.org Follow us @waOSPI_TPEP Search for “TPEP” in the iTunes Store for our videos

23. When systems align and work together, real progress is made.