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WELCOME •Teacher Principal Evaluation Project Overview •The Pilot Experience – North Thurston •Break •New Criteria •District Planning •Communication & Feedback •Closure Steering Committee Clark County Jeff Snell – Camas School District John Deeder – Evergreen Public Schools Chris Griffith – Ridgefield School District Sandra Yager – Hockinson School District Lisa Lewison – Riverside UniServ Cowlitz County Susan Barker - Castle Rock School District Ryan Allstot - Castle Rock School District Mary Beth Tack - Kelso School District Christine McDaniel Kelso School District Tammy Bell - Kelso School District Skamania/Klickitat County Jerry Lewis –White Salmon School District Vicki Prendergast – White Salmon School District ESD Team Jada Rupley Associate Superintendent Teaching and Learning [email protected] Barbara Lomas Director Center of Excellence in Education [email protected] Kathy Whitlock Coordinator-Principal Leadership [email protected] & Teacher Support Sue Feldman Director of Assessment and Education research [email protected] Sara Rhoten Administrative Assistant Instructional Services & Technology [email protected] Bunny Stevens Secretary Teaching & Learning [email protected] TPEP Phone Contact 360-750-7514 February 15, 2012 Background Washington Teacher Principal Evaluation Washington State Bill E2SSB 6696 - passed by the Washington State Legislature in the 2010 session Revising the evaluation criteria for both classroom teachers and principals; Creating a four-level rating systems; Requiring OSPI to create a pilot with school districts in the 2010-11 (development) and 2011-12 (pilot implementation) school years; All districts to adopt new systems in the 2013-14 school year; Increasing the length of the provisional status for new teachers; and Requiring school districts to send OSPI information on the current evaluation system for all employee groups beginning in 2010-2011 school year. Work of the Pilots Nine pilot participants, eight districts and one consortium of districts, participated in the 2010/2011 Teacher/Principal Evaluation Pilot 4-Tier descriptors and labels Definitions of the new evaluation criteria Instructional Frameworks Rubrics Work of the Consortia Understand How to Select a Framework The comprehensive instructional framework (common language/model of instruction) is used as a way to talk about instruction that is shared by everyone in the district. Marzano states that teachers and principals use the instructional framework “to converse about effective teaching, give and receive feedback, collect and act upon data to monitor growth regarding the reasoned use of the strategies, and align professional development needs against the framework.” Identify Measures and Evidence The measures and evidence are used to determine the “performance along a continuum that indicates the extent to which the criteria have been met or exceeded.” The measures used in the evaluation system should have strong correlation to the criteria being evaluated. This section should represent the district’s system for determining final summative evaluation score. Discuss Final Summative Evaluation Similar to the standards based system for students, clear targets for both the distinct criteria and the final summative evaluation will drive principals and teachers to a evaluation system that promotes growth. Work at the District Engagement: This is a collaborative process. Successful development and ultimately implementation has and will require looking at this process through the perspectives of all stakeholders. Communication: Communication is a key component to successful development and implementation of the new evaluation system. The collaborative approach is critical. Professional Development: Looking at this new evaluation system as a process in continuous improvement, professional development to train the staff is key. Data: Many aspects of the new teacher and principal evaluation system will depend heavily on the acquisition and use of data from evidence. Forms & Tools: Many parts of the new evaluation system might require changing the forms and tools currently used in the evaluation process, or might make current tools more effective. The Pilot Experience Ryan Akiyama & John Bash The New Criteria Quality Teaching and Effective Leadership Teachers: Principals: “fostering and managing a safe, positive learning environment.” “creating a school culture that promotes the ongoing improvement of learning and teaching for students staff.” “collaborative and collegial practices focused on improving instructional practice and student learning.” “providing for school safety.” and Teachers: “using multiple student data elements to modify instruction and improve student learning.” Principals: “development, implementation, and evaluation of a data-driven plan for increasing student achievement, the use of multiple student data elements.” including Teachers: Principals: “providing clear and intentional focus on subject matter content and curriculum.” “assisting instructional staff with alignment of curriculum, instruction, and assessment with state and local district learning goals.” Teachers: Principals: Implementing the instructional framework “monitoring, assisting, and evaluating effective instruction and assessment practices.” Teachers: Principals: “communicating and collaborating with parents and school community.” “partnering with the school community to promote learning.” District Planning Communication and Feedback TPEP policy implementation requires learning in public Learning here among your colleagues from other districts Learning to lead this work in your district Learning from leading this work to adjust and improve your approach Learning to conduct collaborative evaluations Learning to see/hear and record evidence of leadership and instructional practices Learning to generate and share actionable feedback about leadership and instruction Establishing Your Working Group’s Vision of Success If your working group is 100% successful what will be different in your district at the end of the 2013-14 school year? What will be different at the end of 2012-13 school year? What will be different at the end of this school year? Developing Trust in Your Working Group Norms: What agreements do you need to make with each other, in order to do your best work together, under public learning conditions? Examples for increasing trust: Demonstrate and discern a genuine interest in each others’ point of view Demonstrate and discern faith in your own abilities and faith in the ability of others Demonstrate and discern forgiveness Do what you say you will do and say what you did Leading and Learning the New Evaluation Criteria Who needs to learn the teacher and principal evaluation criteria and how will they best learn it? Thank you for your time and thinking Please fill out the evaluation forms before you leave. They will help us help you better. ESD 112 TPEP Website http://www.esd112.org/tpep/ Calendar Phase Dates Major Topics Phase 1: Research & Learning 11/9/2011 Overview Pilot Communication Phase 1: Research & Learning 12/1/2011 1/26/2012 Exploring the 3 Frameworks Principal Evaluation 2/15/2012 Selection of Framework Phase 2: Decision Making 2/23/2012 Rubrics Data Evidence Phase 2: Decision Making 3/22/2012 Protocols for Summative Phase 3: Planning for Implementation 4/19/2012 5/17/2012 Preparation Communication Management