2. Rationale for the Evaluation Frameworks Project 2012-14 Previous Paradigm in Our State A Compliance Exercise, Often Based Solely on Positional Authority The Need to Objectively Justify and Quantify the Evaluation of Leadership Instructional Frameworks and TPEP Were in the Works Central Office Positions were Called Upon to Facilitate the Growth of Instructional Leaders Operations & Management were Called Upon to Accountably Support Student Success “We are all in it Together” Every Certificated and Administrative Role (Teacher – Superintendent) is Accountable

3. District Philosophy of Growth and Improvement Role of the Leader It’s a Different Job to Help Our People Grow Measurably, Rather than Evaluate Subjectively To Model the Purpose of Our Model, Ownership, Growth and Reflective Practice The Intended Outcome A Culture of Accountability and Ownership, Rather than Adherence and Compliance Professional Development to Support the Work Clearly Aligning the Time and Resources for this Project to Become Culture

4. Initial Influence by WASA Central Office Framework Customized to align with work in Puyallup Intentional alignment between content and number of criteria

6. Example: Teachers: Use student data to modify instruction Principals:Planning with data O&M:Planning with data Instructional:Planning with data & system-wide improvement Superintendent:Goal Setting & achievement progress using data

7. Implementation… Year 1 PSD Committee for O & M Instructional CMT partial implementation Year 2 O &M partial implementation Instructional CMT full implementation Current Year O &M and Instructional CMT full implementation

8. Initial Results

9. “Moved my chair from the other side of the table to a shared space at the desk with the teachers I evaluated. My role as an evaluator has been transformed into the coach.”

10. “The process of improvement through evidence sharing and deep conversations with my supervisors. It’s not just about collecting evidence, rather it’s about connecting my actions with the evidence and reflecting on whether or not the work I did made a difference to impact learning & achievement.”

11. “Opened the door for extensive conversation around instruction like none before. In talking with teachers it has helped define the conversation and focus base on various learning targets, criteria, components and practices.”

12. QUESTIONS