Session Materials

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Washington State Teacher and Principal Evaluation

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Session Norms

Be present Participate actively:

Ask questions Share connections Listen

Work together as a community Invite and welcome contributions of every

member

Outcomes Reconnect and share progress, ideas, resources Examine the polarities we manage in our work

with TPEP Understand newly developed rules and guidelines

around evaluation and implications for districts Identify decisions that need to be made by the

district in order to implement the new evaluation system

Begin to design and flesh out a district process for teacher evaluation

Update Communication Plan

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TPEP Core Principles1. The critical importance of teacher and leadership quality2. The professional nature of teaching and leading a school 3. The complex relationship between the system for

teacher and principal evaluation and district systems and negotiations

4. The belief in professional learning as an underpinning of the new evaluation system

5. The understanding that the career continuum must be addressed in the new evaluation system

6. The system must determine the balance of “inputs or acts” and “outputs or results”

Polarity Management Dilemma or tension among two values Requires management rather than problem

solving Either/or perspective replaced by both/and Both values in service of a higher purpose Both values are good and necessary Challenge is to manage the right balance

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Example

High Student Achievement

Low Student Achievement

and EvaluationProfessionalGrowth

• Benefits of Professional Growth

• Benefits of Evaluation

• Consequences of focusing too much on growth

• Consequences for focusing too much on evaluation

Take a moment to reflect on the current system in your district. Is there a balance of professional growth and evaluation?

What factors contribute to your current reality?

What might you need in order to reach your optimal state?

Team Discussion

Close Reading Jigsaw Groups of 4 are most ideal Suggested heterogeneous group composition

Teacher Principal/AP Central Office Staff Union Partner

Number off 1-4 Teams > 4, assign two people to 3 and 4 As you read, highlight assigned topic

1. practices already in place in your district2. practices that are different than current

practice3. practices that are required by law 4. practices that are not required by law but

support teacher growth Whip – Each person shares what they learned

(up to 3 minutes per person) Whip – Each person identifies one implication for

the work moving forward. Record on chart paper. Continue whip until all implications are

exhausted

Student Growth Examine the three student growth criteria Identify implications and decisions Brainstorm possible assessments What evidence/artifacts would be necessary in

order to rate these portions of the rubric?