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Washington State Teacher and Principal Evaluation

Washington State Teacher and Principal Evaluation. Module 2: Using Instructional and Leadership Frameworks in Educator Evaluation. Entry Task. As you enter, please have a brief discussion with your district team to answer the following two questions:

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Washington State Teacher and Principal Evaluation

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  1. Washington State Teacher and Principal Evaluation

    Module 2: Using Instructional and Leadership Frameworks in Educator Evaluation
  2. Entry Task As you enter, please have a brief discussion with your district team to answer the following two questions: Where is your district on having a deep understanding and consistent application of the frameworks and state criteria? Which frameworks have you chosen to use? Write your district name on four sticky notes and place one sticky note on each Continuum and on the framework selection chart posted on the wall. District Name District Name
  3. Welcome! Agenda Connecting Learning Implementing Reflecting Wrap Up Introductions Logistics Agenda
  4. Modules Module 1: Introduction to Educator Evaluation in Washington Module 2: Using Instructional and Leadership Frameworks in Educator Evaluation Module 3: Preparing and Applying Formative Multiple Measures of Performance: An Introduction to Self-Assessment, Goal Setting, and Criterion Scoring Module 4: Combining Multiple Measures into a Summative Rating Module 5: Including Student Growth in Educator Evaluation Module 6: Conducting High-Quality Observations and Maximizing Rater Agreement Module 7: Providing High-Quality Feedback for Continuous Professional Growth and Development
  5. The Evaluation System Components
  6. Session Norms Pausing Paraphrasing Posing Questions Putting Ideas on the Table Providing Data Paying Attention to Self and Others Presuming Positive Intentions What Else?
  7. Connecting Build community, prepare the team for learning, and link to prior knowledge, other modules, and current work
  8. Overview of Intended Participant Outcomes for Module 2 Participants will know and be able to: Understand the legislative requirements for instructional and leadership frameworks as part of the Teacher and Principal Evaluation Pilot (TPEP) Distinguish the ways an instructional and leadership framework can operationalize the revised evaluation system to improve teaching and learning Articulate the relationship between the revised teacher and principal evaluation criteria and the frameworks Use this module as a “jumpstart” to selected frameworks as a means to dig deeper into the framework and the alignment of the criteria
  9. TPEP Core Principles “We Can’t Fire Our Way to Finland” 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”
  10. The Block Party: Meet Your Neighbors Meet five different neighbors with the core principles. The “mingling task” at the Block Party is to share your principle with a neighbor from “down the block”—someone from a different table, workgroup, or district—and share how you’ve lived or experienced this principle during this school year.
  11. The Block Party Debrief Can two or three volunteers share their own connection to a core principle or a connection they learned about from one of the neighbors they met? How can we further the connections to these core principles among the district staff not in attendance today?
  12. Learning I: The Frameworks Understand the legislative requirements for instructional and leadership frameworks as part of the Teacher and Principal Evaluation Pilot (TPEP)
  13. Quiz Show: Question 1 For extra credit, what was the previous law? Senate Bill 6696 What 2012 state law guides this work? Senate Bill 5895
  14. Quiz Show: Question 2 Two tiers versus four tiers How many performance tiers were in the old system as compared with the new system?
  15. Quiz Show: Question 3 Unsatisfactory, basic, proficient, and distinguished What are the labels of the four tiers?
  16. Quiz Show: Question 4 How many criteria now anchor evaluation for principals? Eight How many criteria now anchor evaluation for teachers? Eight
  17. Quiz Show: Question 5 Twitter Which social media platform does TPEP mainly use?
  18. Quiz Show: Question 6 Culture, data, community, content, and instruction Name the five themes linking the teacher and principal criteria.
  19. Quiz Show: Question 7 2013–14 When is full implementation of the new system required for all districts in Washington?
  20. Quiz Show: Question 8 For extra credit, who created eVAL? Washington Education Association, the Office of Superintendent of Public Instruction, and Educational Service District 113 What is eVAL? eVAL is a Web-based tool designed to manage the evaluation process and documentation
  21. Quiz Show: Question 9 Nine sites (eight districts and one consortium) How many original pilot sites have helped shaped TPEP since 2010?
  22. Quiz Show: Question 10 How many leadership frameworks support the revised evaluation system? Two How many instructional frameworks support the revised evaluation system? Three
  23. Overview of the Frameworks G! RCW 28A.405.100 An instructional or leadership framework provides a common language and vision of quality teaching/leading that is shared by everyone in the district and is aligned to the eight teacher and principal criteria created by E2SSB 6696. Section (2)(e) and 6(e) of ESSB 5895 states: By September 1, 2012, the Superintendent of Public Instruction shall identify up to three preferred instructional and leadership frameworks that support the revised evaluation system. The instructional frameworks shall be research-based and establish definitions or rubrics for each of the four summative performance ratings for each evaluation criteria. Each school district must adopt one of the preferred instructional and leadership frameworks and post the selection on the district’s website. The Superintendent of Public Instruction shall establish a process for approving minor modifications or adaptations to a preferred instructional or leadership framework that may be proposed by a school district. g A lowercase “g” indicates that the guidance represents research-based best practices but is not mandated by law or rules. A capital “G!” indicates that the guidance represents Washington state law (RCW) or rules (WAC). G! RCW 28A.405.100
  24. Selected Frameworks G! RCW 28A.405.100 Instructional Leadership Five Dimensions of Teaching and Learning (CEL) The Framework for Teaching (Danielson) Marzano Teacher Evaluation Model AWSP’s Leadership Framework Marzano Leadership Framework
  25. Learning II: Understanding the Relationship Between Criteria and Frameworks Determine the relationship between the revised teacher and principal evaluation criteria and the frameworks
  26. Criteria Placemat and Frameworks Sort Sort the domains or dimensions cards from the instructional frameworks onto the Criteria Placemat. Cards can be used more than once. Check your answers with the Framework Support document.
  27. Frameworks Sort Discussion Did your team get the domains and dimensions sorted close to the Framework Support document? Were any of the domains or dimensions difficult to align to criteria? What do you notice when you look across the three frameworks for one of the criteria?
  28. Criteria in Action g Eight groups will describe what this criterion (and the domains/dimensions aligned to it) looks like in action. Create a five-column chart with three bullets describing this criterion in action for each teacher type.
  29. Debrief: Criteria and Frameworks Each criteria group shares their chart. For discussion: What is the same across your bullets for your teacher type? Are there any significant differences for practice at different grade levels or for different content areas? How do the frameworks and criteria provide a common language across different grade levels and content areas for teachers? Would our conclusions be similar if we did this set of activities for principals? Would we be able to look at an elementary school principal in the same way we look at a high school principal?
  30. Implementing Articulate the ways an instructional and leadership framework can operationalize the revised evaluation system to improve teaching and learning Use this module as a “jumpstart” to selected frameworks as a means to dig deeper into the framework and the alignment of the criteria
  31. Introductions to the Frameworks Brief introductions to the instructional frameworks and the leadership frameworks created by the framework authors Helps create a jumping off point for the remainder of our session activities
  32. Connecting Back to the Continuum Entry Task: Three Groups, Three Tasks
  33. Implementing Activities Debrief Each team share two things to debrief our implementing tasks: 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
  34. Reflecting
  35. 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?
  36. What’s Next? Module 3: Preparing and Applying Formative Multiple Measures of Performance: An Introduction to Self-Assessment, Goal Setting, and Criterion Scoring Homework Options District: Engage in some of the other implementation activities you did not complete today. Tools are in the handout packet. School or Teams: Give a presentation to key stakeholders about your frameworks. Share the video from the framework author to support your presentation: http://tpep-wa.org/resources/instructional-frameworks/danielson-framework/ http://tpep-wa.org/resources/instructional-frameworks/marzano/ http://tpep-wa.org/resources/instructional-frameworks/uwcel-5d http://tpep-wa.org/resources/leadership-frameworks/marzano-school-leadership-evaluation-model/ Individual: Lead a small-group discussion to analyze the relationship between the criteria and the framework.
  37. Thank you! INSERT PRESENTER’S E-MAIL ADDRESS
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