Session Materials

Session Materials

Wiki http://pugetsoundesd-rig2.wikispaces.com

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Washington State Teacher and Principal Evaluation

Session 1: Introduction to Educator Evaluation in Washington

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Outcomes for Session 1

Participants will: Understand the background and purpose of

TPEP Articulate the primary components of the

revised teacher and principal evaluation system

Self-assess the alignment of their district’s current evaluation system with the required evaluation system reforms and apply results to an action plan

Build awareness of the eVAL management system purpose, functions, and features

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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

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District Team Norms and Agreements

Review the Developing Norms Worksheet

If you don’t yet have norms, use this worksheet to guide you.

If your group has norms, use this sheet as a comparison for possible revisions.

10 minutes (Can also use team time this afternoon.)

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RIG Content Over Five Sessions

Introduction to Educator Evaluation in Washington

Using Instructional and Leadership Frameworks in Educator Evaluation

Applying Multiple Measures of Performance Including Student Growth Measures in

Educator Evaluation Conducting High-Quality Observations Providing High Quality Feedback for

Continuous Professional Growth and Development

System Components

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Connecting

Builds community, prepares the team for learning, and links to prior knowledge, other modules, and

current work

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TPEP Core Principles

1. The critical importance of teacher and leadership quality

2. 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”

“We Can’t Fire Our Way to Finland”

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Hopes? Concerns?

Select two “sticky notes.”

On one, write a hope you have for the teacher and principal evaluation reforms.

On the other, write a concern you have for the teacher and principal evaluation reforms.

Share each with the team, then synthesize into one collective hope and one collective concern.

What do you notice?

Hope

Concern

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Learning I: Context, Background, & Key Components

Understand the background and purpose of TPEP

Articulate the primary components of the revised teacher and principal evaluation system

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Teacher and Principal Evaluation Overview

The following 17-minute video provides an overview of teacher and principal evaluation reform in Washington.

http://vimeo.com/47373446

Overview of TPEP, ESSB 5895, and ESEA Flexibility Waiver Communication Plan Note-taking: Four Column Notes

Timelines Student Growth

Questions Comments

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Video Reflection

Role-alike partners: What’s becoming clearer to you? What are the key pieces of information from this

video that you think your district will need/want to know?

District teams: How might we “tell the story” of TPEP in a

compelling, interesting way, for our district colleagues, to promote investment and engagement?

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Influences on TPEP Development

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Before & After: A Snapshot

Before Component After

Binary – Satisfactory/Unsatisfac

toryTiers

Four Tiers – Professional growth

& development system

Developed over 25 years ago Criteria

Describes effective teaching & leadership –

developed by stakeholders in 2010

legislative session

Two years (prior to SY 2009–10)

Provisional Status Three years

No existing requirement

Educator Evaluation Data

Evaluation data must be submitted to OSPI, beginning SY 2010–11, for all employee

groups

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Evaluation ComponentsEvaluation Component ESSB 5895

Criteria (RCW) Stays the same

Criteria Definitions Stays the same

Instructional/Leadership Frameworks

Three “Preferred” FrameworksOSPI –September 1, 2012

Four-Tiered System UnsatisfactoryBasicProficientDistinguished

Final Summative Scoring Methodology

OSPI –December 1, 2012Rulemaking has started as of August 21, 2012

Unsatisfactory/Satisfactory Delineation

Years 1–5 between 1 and 2Years 5+ between 2 and 3

Measures and Evidence Observation* and Student Growth*(*Required in RCW)Artifacts and other Evidence related to Framework Rubrics

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ESEA Flexibility Waiver “Close Reading” Jigsaw

Individually read your section, highlighting important points.

Report key points, starting with section #1 (2 minutes each).

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District Team Discussion

Of the major learnings from ESEA Flexibility Waiver, which have the biggest implications for your district?

What additional questions has this close reading sparked?

Which stakeholders would benefit from this information?

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Background eVAL Management System

eVAL is a web-based tool designed to manage the evaluation process and documentation. Developed in partnership with the Washington Education Association, the Office of Superintendent of Public Instruction, and Educational Service District 113.

eVAL is: a free resource developed and refined during a year of use

within the Teacher/Principal Evaluation Pilot districts personalized for each district for their instructional

framework, resources, and documents voluntary for all districts, who can use as many or as few

of eVAL’s features as they’d like (or none at all) extremely secure with limited access physically and

virtually to its servers

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What is eVAL?

This four-minute video will overview the eVAL Management System. This overview includes the rationale for the development of eVAL, its functions and features, the value eVAL provides to educators in Washington, and the next steps you can take to learn more about eVAL. http

://tpep-wa.org/resources/eval/eval-video-walkthroughs/

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eVAL FAQ

1. Is eVAL setup and ready for use now? Yes.

2. What are some of the first things staff might do in eVAL?  Many districts are asking staff to conduct self-assessments in eVAL as part of their introductory processes. An additional starting place may be to have staff use their self-assessment to either set goals in eVAL on their own (self-directed) or respond to goal-setting prompts created by the district, their school, or their supervisor.

3. If principals evaluate vice-principals in our district, can they use eVAL for this purpose?  Right now principals cannot evaluate vice-principals in eVAL. Check the website for the latest updates. An update in mid-late September should address this issue.

4. I can't see all the teachers (or other staff) in eVAL, what is happening?  We do not get automatic updates from EDS, so staff must log in to eVAL through EDS for changes to take effect (this includes if staff roles change, or if they move from one school to another).

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How Does Our District Get Started with eVAL? Districts must do four things:1. Contact OSPI to notify Michaela Miller of their

framework choices* ([email protected])

2. Setup staff roles in EDS (see directions on our TPEP/eVAL site: http://tpep-wa.org/resources/eval/)

3. Have staff log into eVAL through EDS4. Have either the district or school admin, (in

eVAL) assign evaluators to those they evaluate

*INSERT NOTE ABOUT FRAMEWORK SELECTION

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Implementing

Self-assess the alignment of a district’s current evaluation system with the required evaluation system reforms, and

apply these results to an action plan

Build awareness of the eVAL management system purpose, functions, and features

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Team Time Possibilities

Set or review team norms. Work on Communication Plan for

stakeholder groups. Work on Action Plan (15, 30, 60 days). Discuss where your district falls on a

continuum of implementation for significant components of the educator evaluation system.

Watch eVal preview. Watch OSPI webinars. Other?

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District Action and Communication Planning Work with your team

to complete the 15-30-60-day action planner.

What will you aim to do in your district to advance the planning and preparation of new educator evaluation systems?

Communication Planning can support your implementation actions.

Who do you need to engage and how?

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Reflecting

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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?

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What’s Next?

Module 2: Using Instructional and Leadership Frameworks in Educator Evaluation

Homework Options District: Explore the eVAL setup instructions and

have any follow-up conversations. District or School: Share the TPEP overview video

at a faculty meeting. Individual: Watch a short video segment from the

TPEP website where Gary Kipp from AWSP explains a crosswalk of the two sets of evaluation criteria.

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Thank you!

Terese Emry: [email protected]

Craig Bowman: [email protected]

Conn McQuinn: [email protected]