Session Materials

Session Materials

Wiki

http://pugetsoundesd-rig2b.wikispaces.com/

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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

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Outcomes

Examine the polarities we manage in our work with TPEP

Consider how ideas from Visible Learning might influence TPEP local decisions in your district

Focus on student growth rubrics in relation to guidance from framework authors

Continue to identify measures and evidence, focusing on criteria 3, 6 and 8 for teachers and 3, 5, and 8 for principals

Update Communication Plan

System Components

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TPEP Core Principles

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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

District Updates: Job Alike Groups

What has occurred in your TPEP work since we last met?

Communication with stakeholders

Resources created or found

Other thoughts/ideas that might be helpful to other RIG districts

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District Updates: Job Alike Groups

What has occurred in your TPEP work since we last met?

Communication with stakeholders

Resources created or found

Other thoughts/ideas that might be helpful to other RIG districts

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Polarities in TPEP

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

Example

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High Student Achievement

Low Student Achievement

and

Evaluation

Professional

Growth

Benefits of Professional Growth

Benefits of Evaluation

Consequences of focusing too much on growth

Consequences for focusing too much on evaluation

In groups of three, discuss and complete the organizer for this polarity. (5 minutes)

Professional Growth and 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

Break

Excerpt from Visible Learning Four As Protocol

Individually read the text silently.

Highlight and make notes to answer these questions:

What assumptions does the author hold?

What do you agree with in the text?

What do you want to argue with in the text?

What in the text do you aspire to?

Share As with a partner and discuss.

In district groups discuss:

Are there ideas that we want to keep in mind as we move continue to develop our system?

Measures/Evidence and Student Growth

Rubric(s)Rubrics based on evaluation criteria, centered on districts instructional framework(s)Summative Rating1234Evaluation CriteriaHigh Expectations Effective Teaching PracticesRecognizing Individual Student Learning NeedsFocus on Subject MatterSafe Productive Learning EnvironmentUse of Multiple Student Data Elements to Modify InstructionCommunicating with Parents and School/CommunityExhibiting Collaborative and Collegial PracticesEvidence/Measures and MethodologyClassroom ObservationPortfoliosStudent SurveysSelf AssessmentInstructional ArtifactsStudent Performance Measures

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Sumners Artifact Guide

Student Growth Rubrics

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

Committee was formed in August of 2011

Concluded work June, 2012

18 TPEP Practitioners (2 from each site)

7 Experts from higher education, districts outside of TPEP pilots, SIG/MERIT districts

Recommendations were completed on Student Growth, Perception Data and Evaluator Training and Support

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Framework Author Guidance

Framework Author Guidance: Close Reading Jigsaw

Number off 1-4

As you read, highlight what is assigned to your number:

practices already in place in your district

practices that are different than current practice

practices that are required by law

practices that are not required by law but support teacher growth

Implications

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.

Continue whip until all implications are exhausted

Come back as a district group. Share implications.

Discuss if/how to integrate this learning into your work moving forward.

Student Growth Planning

Student Growth

As a team, choose to examine student growth for teachers or principals

Use the question prompts to guide your discussion

Choose a recorder to type your responses into the shared electronic space

Student Growth: Teacher

1. Review the student growth rubrics. What artifacts and evidence might a teacher share with an evaluator to demonstrate proficiency on the student growth rubrics?

2. What are some question prompts that might be used at the beginning of the year to help a teacher set goals and use multiple measures to monitor student growth?

3. What are some question prompts that might be used at the end of the year to help a teacher evaluate progress towards goals?

4. What common district assessments do you already use in your district? Please place an asterisk next to the assessments that would be most relevant for the student growth portion of the evaluation.

5. Which grades and subject areas would need to develop classroom-based assessments or develop new common formative-assessments in order to measure student growth?

6. Based on your discussion, what are some of the decisions that will need to be made in order to implement the student growth portion of the evaluation?

Student Growth: Principal

1. Review the student growth rubrics. What artifacts and evidence might a principal share with an evaluator to demonstrate proficiency on the student growth rubrics?

2. What are some question prompts that might be used at the beginning of the year to help a principal set goals and use multiple measures to monitor student growth?

3. What are are some question prompts that might be used at the end of the year to help a principal evaluate progress towards goals?

4. What common district assessments do you already use in your district?List, then place an asterisk next to the assessments that would be most relevant for the student growth portion of the principal evaluation.

5. Based on your discussion, what are some of the decisions that will need to be made in order to implement the student growth portion of the principal evaluation?

Team Planning Ideas

Update Communication Plan: Who else needs this information?

Identify decisions that need to be made given the rules and suggested teacher evaluation process and begin decision making process.

Continue working to identify measures and evidence.

Other topics relevant for your team