Entry Task

1. Entry Task As you enter, please take a moment to place a dot on the continuum on the wall that represents your perception of the following: To what degree do you feel the current evaluation system supports improvement in teacher and principal practice? 1= Not at all 2=Very little 3=Moderately 4= Greatly

2. ESD 113Regional Teacher and Principal Evaluation Project September 21, 2011

3. Learning Targets • Summarize the need for changes in the practice of teacher and principal evaluation. • Define at least one of the new criteria for teacher and principal evaluation. • Summarize the role played by rubrics in determining the final summative evaluation of teachers and principals. • Share the next steps of my district with other members of our educational community. At the end of today I will be able to…

4. Supports

5. Turn and talk One key word that summarizes your understanding of the new evaluation system.

8. Evaluation Timeline – All Districts

9. Year at a glance

10. Day at a glance

11. Curriculum Assessment Instruction Leadership Systems of Intervention/Care Organizational Culture

12. Curriculum Assessment WASL MSP HSPE EOC EALRs GLEs PEs Materials Alignment Common Core Instruction Certification Systems of Intervention/Care Leadership RTI Drop Out Prevention Certification Organizational Culture

13. What are some thoughts, questions or concerns you have about the new evaluation system?

15. A System is…. • ….a collection of parts that interact with each other to function as a whole.

16. Parts of a school system that interact .. • Technical - “the stuff” or the change • Personal -the affective (processes) • Professional Development • Leadership • Communication • Climate and Culture • Organizational-getting the work done • External Environment • Stakeholders • Resources • Technology • Accountability

18. Teams“A structure to get the work done”Individuals who work together to achieve a common goal or objective or purpose and who hold themselves accountable for the team output. • Team Check List • Norms • Consensus Decision-Making Model • Thumbs Up

19. Digging into the new criteria • Brain storm: What does effective instruction look like from a teacher’s perspective and from a student’s perspective? • Brain storm: What does effective leadership look like from a teacher’s perspective and a principal’s perspective? Yellow- Student Pink- Teacher Blue- Principal

20. Give one get one… • Share with a partner • If they have one you don’t have, add it to yours… and vice-versa Yellow- Student Pink- Teacher Blue- Principal

21. And break… • After break we will ask you to divide your team into 2 groups… • Teacher Criteria • Principal Criteria • Take your post-it notes and your journal with you to your new table

22. Ok, just follow directions…

23. Now go home

26. As you return… • Please sit at the table that has a table tent that corresponds with the letter on your name-tag… For example: A = Anacortes A to left W on right

27. Teacher/Principal Evaluation Project a Pilot District Perspective North Thurston Public Schools September 21, 2011

28. Presentation Overview • Ryan Akiyama, NTPS TPEP Facilitator, will provide an overview of our process as a pilot district with lessons learned along the way. • John Bash, NTPS Chief Operations Officer, will provide meta-commentary and reflection about district leadership & planning. • Our Purpose: to “think out loud” about our development and pilot process to share what we have learned thus far about processes, structures, and systems we have found valuable for success.

29. Forming the Team • Collaborative Norms & Roles • Key Norms included: • Speak Openly • Treat each other as equals… titles don’t matter • Confidentiality / Agree on what to share out • Overall Philosophy: (collaborative, growth-focused) • This is about speaking more specifically and intentionally about our practice for the purpose of continuous improvement • This is not about “gotcha!”

30. Forming the Team Lessons Learned • Collaborative Norms & Roles • The more intentional we became about reviewing norms/roles, the more effective our work sessions became • Overall Philosophy: (collaborative, growth-focused) • There is no such thing as too much communication with larger stakeholder community on this issue to reduce fears/anxiety

31. From Study to Design • Study • Survey of existing models • Review of Literature • SB 6696 • Design • Initial tasks: definition of terms • Performance Levels • Criteria • Elements

32. From Study to Design Lessons Learned • Study • Our time spent in prep/study provided our team with the context and confidence to make informed decisions • Design • This work forced us to identify and articulate what we really believe about teaching and learning (both for students as well as adults) • This is incredibly difficult, complex work!

33. From Design to Development • Instructional Framework • Articulating how NTPS initiatives from past 10 years are unique vs…. • Identifying a framework consistent with our values, initiatives, and with the current body of research • Review and Decision • What framework have we used the most? • Is that framework a good fit? • Evaluation Timeline and Supporting Documents

34. From Design to Development Lessons Learned • Instructional Framework • We believe our “unpacking” process was essential for committee growth, understanding, and ultimate readiness to “buy-in” to the selection of a published, vetted framework • Review and Decision • The time we spent on ensuring all stakeholder voices were included in the decision-making process was crucial for system-wide support • Evaluation Timeline and Supporting Documents • Now piloting: remains to be seen what we will learn!

35. NTPS Relationship with NTEA • Common Purpose • Identify Potential Issues – Together • Learn and Develop Local Model – Together • Pilot Agreement

36. Communication • School Staff Meetings • Administrative Orientation • Association Meetings • Administrative Meetings • Ongoing: Formal/Informal

37. Professional Development 1: Understand Framework 2: Process Steps & Tools 3: “Just in Time” Presentation Tools for Principals 4: Steering Committee: Model Refinement 5: State Events

38. Pilot Year 2011-2012 • Project Facilitator • Principal Trainer • Steering Committee • Feedback Loops • State Decisions???

39. Key Concepts • Openness • Honesty • Inclusive Process • Strategies for Engaging all

40. Contact Us Ryan Akiyama 360.412.4442 rakiyama@nthurston.k12.wa.us John Bash 360.412.4400 jbash@nthurston.k12.wa.us

42. Pilot Jigsaw 2 parts • In pilot district groups you will have time to synthesize the information and bring it back to your district. Everyone will need to be a historian • In district groups you will have 52 minutes to make sense of what you have learned so far…

44. Homework Prior to October 18: • Breath in an out (repeat if necessary). • Gather your professional development history for the past 5 years (or whatever is reasonable). • Gather your team (virtually or otherwise) and reflect on your learning experience and needed support for next steps.