Welcome: BISD Teacher Evaluation System 8/26/2015

1. Welcome: BISD Teacher Evaluation System 8/26/2015 "A commitment to professional learning is important, not because teaching is of poor quality and must be 'fixed', but rather because teaching is so hard that we can always improve it. No matter how good a lesson is, we can always make it better. Just as in other professions, every teacher has the responsibility to be involved in a career-long quest to improve practice"  - Charlotte Danielson

2. Welcome and Introductions • Table talk • Take two minutes each and share briefly with your instructional coach a bit of your background and a hope for the coming year. Trainers • Amii Pratt • Principal, Wilkes Elementary School • Peter Bang-Knudsen • Associate Superintendent of Administrative Services • Sheryl Belt • Assistant Superintendent of Curriculum and Instruction

3. Outcomes Participants will be able to… • Investigate the four domains of the Danielson Framework • Identify the components in each domain • Understand the relationship between Danielson & the state Evaluation system • Understand the BISD comprehensive evaluation process

4. Danielson’s Framework for Teaching • A research-based definition of good teaching • A roadmap to, and navigation of, the territory • A framework for novice-level practitioners, through accomplished teachers

5. Framework for Teaching Outcome: Investigate four domains of the framework

6. Common Themes • Equity • Cultural competence • High expectations • Developmental appropriateness • A focus on individuals, including those with special needs • Appropriate use of technology • Student assumption of responsibility

7. What is the theory of action behind our District’s evaluation system? • Themes • Professional growth • Collaboration • Shared process

8. Domain 1 Planning and Preparation 1a Demonstrating Knowledge of Content & Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessment Domain 2 Classroom Environment 2a Creating an Environment of Respect & Rapport 2b Creating a Culture of Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Managing Physical Space The Danielson Framework for Teaching Domain 4 Professional Responsibilities 4a Reflecting on Teaching 4b Maintaining Accurate Records 4c Communicating with Families 4d Participating in a Professional Community 4e Growing and Developing Professionally 4f Showing Professionalism Domain 3 Instruction 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility & Responsiveness

9. Let’s deepen our understanding of Danielson through a sorting activity • Don’t use your Danielson resources (memory and comprehension/application exercise) • Open the Danielson SB file. • Attempt to place all components under the correct domain • 4 minutes-then debrief as a whole (If you finish early, you can check with your neighbor.)

10. Domain 1 Planning and Preparation 1a Demonstrating Knowledge of Content & Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessment Domain 2 Classroom Environment 2a Creating an Environment of Respect & Rapport 2b Creating a Culture of Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Managing Physical Space The Danielson Framework for Teaching Domain 4 Professional Responsibilities 4a Reflecting on Teaching 4b Maintaining Accurate Records 4c Communicating with Families 4d Participating in a Professional Community 4e Growing and Developing Professionally 4f Showing Professionalism Domain 3 Instruction 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility & Responsiveness

11. What are the two different types of evaluation? • Comprehensive • All provisional employees • All other employees at least once every four years • All 8 criteria + student growth Washington State teachers who participated in the State evaluation system last year may have an altered timeline. We will work with you individually. • Focused • Continuing employees • 3 of every 4 years • Evaluated on 1 of 8 criteria (includes a student growth as well)

12. What will the comprehensive evaluation process look like in the BISD this year? Taking a deep dive into the documents in the Comprehensive tab

13. New Timeline

14. New Timeline (continued)

15. Comprehensive Forms

17. Summative Rating & Impact on Student Learning Matrix 17

20. Teacher & Principal Raw Score Model Sample 20

21. Student Growth Rubric and Rating(Teacher) • *Must include a minimum of two student growth measures (i.e., state-, district-, school-, and classroom-based measures). • ** A student growth score of “1” in any of the student growth rubrics will result in a Low growth rating. • Evaluators place teachers into summative rating categories based on score bands. As illustrated below, this teacher would receive a low student growth rating 21

22. Summative Rating & Impact on Student Learning Matrix 22

23. Domain 2Classroom Environment 2aCreating an Environment of Respect & Rapport 2b Creating a Culture of Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Managing Physical Space

24. Teacher Evaluation