Session Materials

1. Session Materials • Wiki • http://pugetsoundesd-rig2.wikispaces.com/ • Wireless • Network: OpenAir • Password: summer10

2. Washington State Teacher and Principal Evaluation Module 2: Using Instructional and Leadership Frameworks in Educator Evaluation

3. Session Norms • Be present • Participate actively: • Ask questions • Share connections • Listen • Work together as a community • Invite and welcome contributions of every member

4. District Updates • What has occurred in your TPEP work since we last met? • Communication with stakeholders • Resources created or found • Other thoughts/ideas that might be helpful to other RIG districts

5. 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”

6. RIG Content Over Five Sessions • Introduction to Educator Evaluation in Washington • Using Instructional and Leadership Frameworks in Educator Evaluation • Applying Multiple Measures of Performance • Including Student Growth Measures in Educator Evaluation • Conducting High-Quality Observations • Providing High Quality Feedback for Continuous Professional Growth and Development

7. System Components

8. Overview of Intended Participant Outcomes for Session 2 Participants will know and be able to: • Articulate the relationship between the revised teacher and principal evaluation criteria and the frameworks • Identify measures and evidence to use for teacher and/or principal evaluation • Understand the legislative requirements for instructional and leadership frameworks as part of the Teacher and Principal Evaluation Pilot (TPEP) • Understand and utilize system level components for teacher and principal evaluation

9. Learning: Understanding the Relationship Between Criteria and Frameworks Determine the relationship between the revised teacher and principal evaluation criteria and the frameworks

10. Changes in Teacher & Principal Evaluation Criteria

11. TEACHER EVALUATION CRITERIA

12. PRINCIPAL EVALUATION CRITERIA

13. 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.”

14. 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.”

15. 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.”

16. Teachers: Implementing the instructional framework Principals: “monitoring, assisting, and evaluating effective instruction and assessment practices.”

17. Teachers: “communicating and collaborating with parents and school community.” Principals: “partnering with the school community to promote learning.”

21. 1. Divide up the teacher and/or principal criteria so pairs have one or two to examine.2. Teacher: Use the At-A-Glance document to find where the criteria are represented in your framework.Principal: Use the AWSP framework.3. Make notes about what the framework says that adds clarity for each criteria. Connect Criteria and Frameworks

22. Break

23. Educator Evaluation Measures: It Takes Many Pieces… Planning Classroom Observation Perception Survey Data Self-Assessment & Reflection Peer Evaluation Portfolio Assessments Student Work Samples Student Learning/ Achievement Data

24. Measures and Evidence • Used to determine the teacher’s or principal’s performance along a continuum that indicates the extent to which the criteria have been met or exceeded • Should have strong correlation to criteria being evaluated

25. Brainstorm: Measures and Evidence • For each criterion: • Consider the notes you took from the framework, and read (or reread) what your rubric says for that criterion. • Discuss the kinds of evidence that could be collected to show evidence of that criterion • Record an “x” in the box if that is something to consider • Brainstorm an initial list of the specific evidence sources • Resources: NCCTQ report, Summary

29. Job Alike Groups • Find one or two other people with your same job role • Share potential sources of evidence and discuss

30. In District Teams • Share ideas gathered from partner and job-alike conversations • Make notes of next steps to take during planning time

31. Michaela MillerJim KovalOSPI-TPEP Project Leads

32. Team Planning Ideas • Update Communication Plan: Who else needs this information? • Identify decisions that need to be made given the “rules” and suggested teacher evaluation process and begin decision making process. • Continue working to identify measures and evidence. • Other…

33. Implementing Articulate the ways an instructional and leadership framework can operationalize the revised evaluation system to improve teaching and learning Analyze the instructional frameworks to support district decision-making in selecting an instructional framework and a leadership framework

34. Team Time Debrief • Each team share: • One decision you made today (could be a key decision, a preliminary decision, a change of course, etc.) • One of the immediate next steps you are taking when you return to your district

35. Reflecting

36. Whip Around and Plus/Delta Debrief • Whip Around: One significant “ah-ha moment” today • Take a few minutes and create at least two sticky notes for the Plus/Delta Chart on your way out. • Plus: What was a real “plus” of today’s session? What went well and should be repeated? • Delta: Where is there room for improvement and change?