1. Welcome: BISD Teacher Evaluation System 8/21/14 "A commitment to professional learning is important, not because teaching is of poor quality and must be 'fixed', but rather because teaching is so hard that we can always improve it. No matter how good a lesson is, we can always make it better. Just as in other professions, every teacher has the responsibility to be involved in a career-long quest to improve practice" - Charlotte Danielson 1

2. Welcome and Introductions Table talk Which building are you working at? Where would you be if you could be anywhere right now? What is something you hope to take away from the training today? Trainers Peter Bang-Knudsen Assistant Superintendent of Administrative Services Amii Pratt Teacher Evaluation TOSA Associate Principal, Sakai 2

3. Outcomes Participants will be able to… Investigate the four domains of the Danielson Framework Identify the components in each domain Understand the relationship between Danielson & the state Evaluation system Understand the BISD comprehensive evaluation process Comprehensive evaluation cycle and requirements Get an overview of how the state is measuring student growth 3

4. Norms Equity of voice Engagement (save e-mail, etc. for breaks) Safety to share different perspectives Commitment to the work Others that we should add? 4

5. Brief History Changes in state law around teacher and principal evaluation RCW 28A.405.100 (SSB 6696) Creates new evaluation criteria for both classroom teachers and principals Requires a four-level rating system BISD was a Regional Implementation (RIG) District (2011-12) 2011-2012 TPEP steering committee that developed model 2012-2013 1 st year pilot of new evaluation 2013-2014 2 nd year (over 50% of staff) 2014-2015 3 rd year (100% of staff) 5

6. Teacher Evaluation Manual This will serve as a guidebook for you throughout the year. Let’s take a few minutes to become familiar with the organization of the manual… 6

7. Danielson’s Framework for Teaching A research-based definition of good teaching A roadmap to, and navigation of, the territory A framework for novice-level practitioners, through accomplished teachers 7

8. Framework for Teaching 4 Domains 22 Components 76 Elements Outcome: Investigate four domains of the framework 8

9. Domain 3 Instruction 3aCommunicating with Students 3bUsing Questioning and Discussion Techniques 3cEngaging Students in Learning 3dUsing Assessment in Instruction 3eDemonstrating Flexibility & Responsiveness Domain 2 Classroom Environment 2aCreating an Environment of Respect & Rapport 2bCreating a Culture of Learning 2cManaging Classroom Procedures 2dManaging Student Behavior 2eManaging Physical Space Domain 4 Professional Responsibilities 4aReflecting on Teaching 4bMaintaining Accurate Records 4cCommunicating with Families 4dParticipating in a Professional Community 4eGrowing and Developing Professionally 4fShowing Professionalism Domain 1 Planning and Preparation 1aDemonstrating Knowledge of Content & Pedagogy 1bDemonstrating Knowledge of Students 1cSetting Instructional Outcomes 1dDemonstrating Knowledge of Resources 1eDesigning Coherent Instruction 1fDesigning Student Assessment The Danielson Framework for Teaching 9

10. Let’s deepen our understanding of Danielson through a sorting activity Don’t use your Danielson resources (memory and comprehension/applic ation exercise) Open the Danielson SB file. Attempt to place all components under the correct domain 4 minutes-then debrief as a whole (If you finish early, you can check with your neighbor.) 10

11. Domain 3 Instruction 3aCommunicating with Students 3bUsing Questioning and Discussion Techniques 3cEngaging Students in Learning 3dUsing Assessment in Instruction 3eDemonstrating Flexibility & Responsiveness Domain 2 Classroom Environment 2aCreating an Environment of Respect & Rapport 2bCreating a Culture of Learning 2cManaging Classroom Procedures 2dManaging Student Behavior 2eManaging Physical Space Domain 4 Professional Responsibilities 4aReflecting on Teaching 4bMaintaining Accurate Records 4cCommunicating with Families 4dParticipating in a Professional Community 4eGrowing and Developing Professionally 4fShowing Professionalism Domain 1 Planning and Preparation 1aDemonstrating Knowledge of Content & Pedagogy 1bDemonstrating Knowledge of Students 1cSetting Instructional Outcomes 1dDemonstrating Knowledge of Resources 1eDesigning Coherent Instruction 1fDesigning Student Assessment The Danielson Framework for Teaching 11

12. Common Themes Equity Cultural competence High expectations Developmental appropriateness A focus on individuals, including those with special needs Appropriate use of technology Student assumption of responsibility 12

13. Self Assessment of Practice Self assessment completion and discussion of contents is required. Turn-in to administrator is optional. 1. Highlight the language within each component (e.g. 2b- Establishing a Culture for Learning) that reflects your professional practice. It is possible that you may highlight language in multiple tiers (e.g. unsatisfactory, basic, proficient or distinguished) across the component. 2. Circle the tier in each component that is most reflective of your current level of practice (e.g. which of the four tiers has the most highlighted language?) 13

14. 14

15. What is the theory of action behind our District’s evaluation system? Themes Professional growth Collaboration Shared process 15

16. What are the two different types of evaluation? Comprehensive All provisional employees All other employees at least once every four years All 8 criteria + student growth Focused Continuing employees 3 of every 4 years Evaluated on 1 of 8 criteria (includes a student growth as well) 16

17. 17

18. What will the comprehensive evaluation process look like in the BISD this year? Taking a deep dive into the documents in the Comprehensive tab 18

19. 19

20. 20

21. Summative Rating & Impact on Student Learning Matrix Summative Rating Distinguished Proficient Rating Student Growth Inquiry Distinguished Rating Proficient Proficient Rating Student Growth Inquiry Proficient Rating Basic Basic Rating Student Growth Inquiry Basic Rating Unsatisfactory Unsatisfactory Rating Plan of Improvement Consequences as a result of Intersection between Summative Rating and Impact on Student Learning Rating LowAverageHigh Impact on Student Learning 21

22. 22

23. 23

24. Teacher & Principal Raw Score Model Sample Evaluation Criteria * Student Growth- Teachers ** Student Growth- Principals Overall Criterion Scores Criterion 1 3 Criterion 2 4 */**Criterion 3 3 Criterion 4 2 ** Criterion 5 3 * Criterion 6 2 Criterion 7 3 */**Criterion 8 2 Total Summative Score22 OSPI Approved Summative Scoring Band 8-1415-2122-2829-32 1 Unsatisfactory 2 Basic 3 Proficient 4 Distinguished 24

25. Student Growth Rubric and Rating (Teacher) Student GrowthGoal-Setting Score Based on Rubric Student Growth* Score Based on Rubric Overall Student Growth Criterion Score Criterion 332**5 Criterion 622**4 Criterion 82 N/A 2 Student Growth Score7411 *Must include a minimum of two student growth measures (i.e., state-, district-, school-, and classroom-based measures). ** A student growth score of “1” in any of the student growth rubrics will result in a Low growth rating. Evaluators place teachers into summative rating categories based on score bands. As illustrated below, this teacher would receive a low student growth rating OSPI Approved Student Growth Impact Rating Scoring Band 5-1213-1718-20 LowAverageHigh 25

26. Summative Rating & Impact on Student Learning Matrix Summative Rating Distinguished Proficient Rating Student Growth Inquiry Distinguished Rating Proficient Proficient Rating Student Growth Inquiry Proficient Rating Basic Basic Rating Student Growth Inquiry Basic Rating Unsatisfactory Unsatisfactory Rating Plan of Improvement Consequences as a result of Intersection between Summative Rating and Impact on Student Learning Rating LowAverageHigh Impact on Student Learning 26

27. Teacher Evaluation… 27

28. What are my next steps? Complete your Self-Assessment and Professional Growth Goal. If you come to one of the Teacher Evaluation tech sessions (8/26 or 8/27) you will have time to complete these documents there. If you are unable to attend one of these sessions you can complete these documents on your own. Develop an understanding of Student Growth and Develop your Student Growth Goal(s). This will happen during one of your LID days at your building. Your principal will schedule a meeting with you to discuss your Self- Assessment, Professional Growth Goal and your Student Growth Goal(s). Consider the Danielson FFT as you design your teaching and professional learning Ask for help from your principal, TOSAs and/or other teachers Ask for help from Amii or Peter 28

29. 29

30. End of day feedback We want to hear from you. What support do you need? What can we do to make this training more helpful? 30