Transcript
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Katie TaylorDeputy Director
Including Student Growthin Educator Evaluation
June 2013
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The Washington Context: Where did this work come from?
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In Washington…
A capital “G!” indicates that the guidance represents Washington state law (RCW) or rules (WAC).
A lower-case “g” indicates that the guidance represents research-based best practice but is not mandated by law or rules.
gG!RCW 28A.405.100
G!RCW 28A.405.100
G!RCW 28A.405.100
G!RCW 28A.405.100
G!RCW 28A.405.100
G!RCW 28A.405.100
Educator Evaluati
on
WAC
RCW 28A.405.1
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8 Criteria - Teachers
8 Criteria - Principals
Instructional and
Leadership FrameworksStudent
Growth Rubrics
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Both E2SSB 6696 and ESSB 5895 contain language around student growth, including: Student growth data that is
relevant to the teacher and subject matter must be a factor in the evaluation process and must be based on multiple measures that can include classroom-based, school-based, district-based, and state-based tools. Student growth means the change in student achievement between two points in time.
Changes… Student growth data must be a
substantial factor in evaluating the summative performance of certificated classroom teachers for at least three of the evaluation criteria.
Student growth data elements may include the teacher’s performance as a member of a grade-level, subject matter, or other instructional team within a school when the use of this data is relevant and appropriate.
ESSB 5895 Establishes New Definitions Around Student Growth Measures G!
RCW 28A.405.100
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WACs http://tpep-wa.org/about-tpep/legislation/wacs/
Decision Matrix http://tpep-wa.org/the-model/state-vs-local-decisio
n-matrix/
FAQs from TPEP website http://tpep-wa.org/about-tpep/faqs/
Resources
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Student Achievement: The status of subject-matter knowledge, understandings, and skills at one point in time.
Student Growth (Learning): The growth in subject-matter knowledge, understandings, and skill over time.
Defining Key Terms
It is student growth, not student achievement, that is relevant in
demonstrating impacts teachers and principals have on students.
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From the Decision Matrix
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Student Growth Is Embedded in the Criteria G!
RCW 28A.405.100
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The TPEP steering committee organizations approved statewide rubrics for student growth to ensure consistency in implementation of the evaluation system across Washington State. The rubrics for student growth describe both goal
setting and outputs of student learning. OSPI has provided student growth rubrics for
each of the three criterion Teachers: 3, 6, and 8 Principals: 3, 5, and 8
Student Growth Rubrics G!RCW 28A.405.100
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The Student Growth Rubric G!RCW 28A.405.100
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Select a goal to critique from the examples on the TPEP website: http://tpep-wa.org/student-growth-overview/student-growth-teacher-resources/
Partners Discuss: What about it works? What doesn’t? What would you tweak? What evidence might you need?
Examining Growth Goals
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In the goals you reviewed, could you see a connection to the larger focus of the school?
How would you describe the relationship between the school improvement process and the student-growth process?
Thoughts about autonomy in goal-setting vs guidance from administrators and/or district?
Group Discussion
So, how does this all play out in actual classrooms with
teachers?Select one of the Student Growth Case Stories to
read from the TPEP website: http://tpep-wa.org/student-growth-overview/student
-growth-case-studies/
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What about this case story spoke to experiences you have had? What didn’t?
What role does the principal play in the scenario described?
How do we curb the urge to ‘game the system’?
What do you feel you’d need to effectively guide teachers through the student growth goal process?
Discussion Questions for the Case Story
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Thank you!
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