Welcome: BISD Teacher Evaluation System 8/21/14

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

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

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

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?

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 wasa Regional Implementation (RIG) District (2011-12) • 2011-2012 TPEP steering committee that developed model • 2012-2013 1st year pilot of new evaluation • 2013-2014 2nd year (over 50% of staff) • 2014-2015 3rd year (100% of staff)

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…

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

8. Framework for Teaching Outcome: Investigate four domains of the framework

9. Domain 1 Planning and Preparation 1a Demonstrating Knowledge of Content & Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessment Domain 2 Classroom Environment 2a Creating an Environment of Respect & Rapport 2b Creating a Culture of Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Managing Physical Space The Danielson Framework for Teaching Domain 4 Professional Responsibilities 4a Reflecting on Teaching 4b Maintaining Accurate Records 4c Communicating with Families 4d Participating in a Professional Community 4e Growing and Developing Professionally 4f Showing Professionalism Domain 3 Instruction 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility & Responsiveness

10. Let’s deepen our understanding of Danielson through a sorting activity • Don’t use your Danielson resources (memory and comprehension/application 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.)

11. Domain 1 Planning and Preparation 1a Demonstrating Knowledge of Content & Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessment Domain 2 Classroom Environment 2a Creating an Environment of Respect & Rapport 2b Creating a Culture of Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Managing Physical Space The Danielson Framework for Teaching Domain 4 Professional Responsibilities 4a Reflecting on Teaching 4b Maintaining Accurate Records 4c Communicating with Families 4d Participating in a Professional Community 4e Growing and Developing Professionally 4f Showing Professionalism Domain 3 Instruction 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility & Responsiveness

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

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?)

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

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)

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

21. Summative Rating & Impact on Student Learning Matrix 21

24. Teacher & Principal Raw Score Model Sample 24

25. Student Growth Rubric and Rating(Teacher) • *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 25

26. Summative Rating & Impact on Student Learning Matrix 26

27. Teacher Evaluation…

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

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?