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  1. TPEP Teacher & Principal Evaluation System Prepared from resources from WEA & AWSP & ESD 112

  2. Learning Targets for Today • I understand the logistics of the new Teacher and Principal Evaluation System • 2012 – 13 all principals and 20% of teachers on the new system • 2013 - 14 implementation • The requirement of an instructional framework • I understand how I can help select the instructional framework for Camas

  3. TPEP Why are we in the middle of changing Teacher and Principal evaluation?

  4. SB 6696 - New Evaluation System

  5. 4-Tiers Criteria State Basiclanguage linking achievement Details of achievement linkage Specific protocols and timelines Rubrics for criteria Framework of Instruction Formula for summative ranking

  6. WEA Supports Ed Reform Policy Development Board of Directors Meeting, October 31, 2010 • A pilot project that is assessed and funded prior to statewide mandate; • Systems that maintain full bargaining rights at the local level; • Clear evaluation standards with rubrics; • Due process tied to evaluations must: • have clear, specific timelines • Improvement plans • funding and time provided for support systems • an appeals process • Principals highly trained in evaluating educators • Adequate time and funding for a full observation process • Adequate planning time for an educator to accomplish traditional • planning as well as observe and collaborate with other colleagues; • Maintain the current optional PGO and long form evaluation system; • Support informal peer observation and feedback, separate from the • evaluation.

  7. We have been given an opportunity in Washington to participate in the development of the system that meets the new law.

  8. Courtesy of Ron Wright, CHS

  9. New Criteria • Evaluations will be based on 8 new criteria. • The criteria form the new evaluation system and describe performance along a continuum



  12. How do Principal & Teacher Criteria Compare?

  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.”

  18. Timeline 2010-11 Pilot districts develop “models” to use in implementing the new evaluation standards. These models will likely include indicators, rubrics and protocols. 2011-12 The pilot districts will use the new models. End of 2011-12 Superintendent Dorn is charged with analyzing the work of the pilots and making a recommendation to the legislature. ESDs support local districts to begin a phase in 2012-13. (We’re in this) 2012-13 All districts will do the preparation work needed to use the new models. 2013-14 All districts will use the new models as the basis for evaluating their teachers and principals.

  19. A 4-Tiered System This is a big change in the new system. How does using a four-tier system change people’s thinking?

  20. Current System Satisfactory Unsatisfactory

  21. Distinguished Proficient New System New System Basic Unsatisfactory

  22. What needs to happen? The new evaluation system is required to be based on an instructional framework.

  23. What’s an Instructional Framework? An instructional framework defines, describes, and explains instructional practices.

  24. Instructional Frameworks Teacher Evaluation Criteria

  25. Communication about the Frameworks • Website • Meetings for teachers • Facilitator group built with teacher representatives from each school • Work group comprised of teacher, administrator and central office representation

  26. What can I do? • Research the two frameworks • Utilize district TPEP website • Share with CEA leadership your preferred framework • Get involved in the next steps

  27. Decision about the Framework • Teachers will be given the opportunity to explore the Frameworks • CEA will make a recommendation to the Superintendent and School Board by February 2012

  28. What needs to happen? Once the framework is chosen, staff help define what each of the 4 tiers look like in the continuum

  29. Rubrics & the Instructional Framework • Help describe the levels on the continuum (unsatisfactory, basic, proficient and distinguished) for each of the criteria • The rubrics assess the link between instructional practice and the state’s criteria, as reflected in the instructional framework. • After choosing the instructional framework for Camas, we will explore what that framework should look like in action

  30. Exploring the Frameworks • Guiding Questions documents • WEA Comparison to the 8 Criteria • Marzano Overview • 5 Dimensions of Learning (UW CEL) • All of these are available on Camas TPEP Site