1. Slide 1 TPEP Implementation: Structures, roles and policy implications ERNN Conference February 28, 2015

2. Slide 2 Purposes of Evaluation Acknowledge the critical importance of teacher and leadership quality in impacting student growth and support professional learning Identify particular areas of strength and opportunities for improvement Assist educators needing improvement in making those improvements WAC 392-191A-050

3. Slide 3 TPEP 2014-15 Transition Year 2 of 3 - all new educators and those on probation - most experienced educators (local decision) » 83% of teachers, 95% of principals have transitioned » 49% teachers on Comprehensive, 34% on Focused $5m in teacher training allocated to districts » 80% additional pay for educators to facilitate or participate in professional learning re TPEP

4. Slide 4 General Perceptions No longer focused on understanding the specifics of the process Big paradigm shift: growth/strengths-based District leaders views differ from those of principals/teachers Worthwhile, but not yet smooth

5. Slide 5 Key Messages Be relentless about rater agreement Relationships and dialogue matter Commit to building expertise over time Collective responsibility for success

6. Slide 6 Challenges Evaluators need ongoing training Evaluators need time and support to do the work Maintain a learning stance – no one knows it all …. yet

7. Slide 7 Evaluation Data ABC Highly Effective 38552 Effective5893.743 Needs Improvement 41.34.6 Unsat.100.4 If these schools were in your district what questions might you ask?

8. Slide 8 Building Rater Agreement Questions for district and school leaders to consider when examining their own data Rater agreement planning tool, videos, workshops, online module Practice, practice, practice

9. Slide 9 What’s required during the cycle? Observations Written notes Evidence Conferences Early-career teachers Timelines Forms

10. Slide 10 In May/June, what about…. …the summative report? …Low student growth impact rating on a Comprehensive? …“1” in any SG rubric row? Provisional status teacher?

11. Slide 11 Who is Monitoring? First year teacher Provisional educator with P and D Provisional educator with B or U Experienced educator with P or D Experienced educator with B or U Educator with Low Student Growth Impact Rating Experienced educator with B and B Experienced educator with three previous Focused

12. Slide 12 Evaluation data and HR MUST be a factor in 2015-16 OSPI collected baseline data about 2013-14 uses in SEES Distinguished Educator recognition required – Leg policy changes proposed… stay tuned

13. Slide 13 Jeanne Harmon Jeanne.harmon@k12.wa.us 360-725-6116

14. Slide 14

15. Slide 15 Student Growth Consistent Required for all teachers and all principals on the revised system Teachers focus on whole class; a group of students not reaching full potential; a group of students “in common” with colleagues Principals focus on whole-school achievement; students assigned to a subset of teachers; subsets of students selected for closing identifed gaps. Multiple measures required – classroom, school, district, state