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Welcome bisd teacher evaluation system 8 21 14

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


Welcome and introductions
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


Outcomes
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


Norms
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?


Brief history
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)


Teacher evaluation manual
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…


Danielson s framework for teaching
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


Framework for teaching
Framework for Teaching

Outcome: Investigate four domains of the framework


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


Let s deepen our understanding of danielson through a sorting activity
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.)


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


Common themes
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


Self assessment of practice
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?)


What is the theory of action behind our district s evaluation system
What is the theory of action behind our District’s evaluation system?

  • Themes

    • Professional growth

    • Collaboration

    • Shared process


What are the two different types of evaluation
What are the two different types of evaluation? 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)


What will the comprehensive evaluation process look like in the bisd this year
What will the comprehensive evaluation process look like in the BISD this year?

  • Taking a deep dive into the documents in the Comprehensive tab




Student growth rubric and rating teacher
Student Growth Rubric and Rating the BISD this year? (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



Teacher evaluation
Teacher Evaluation… the BISD this year?


What are my next steps
What are my next steps? the BISD this year?

  • 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


End of day feedback
End of day feedback the BISD this year?

  • We want to hear from you.

  • What support do you need?

  • What can we do to make this training more helpful?


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