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Session Materials

Session Materials. Wiki http://pugetsoundesd-rig2b.wikispaces.com/. Washington State Teacher and Principal Evaluation. 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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Session Materials

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  1. Session Materials • Wiki http://pugetsoundesd-rig2b.wikispaces.com/

  2. Washington State Teacher and Principal Evaluation

  3. Session Norms • Be present • Participate actively: • Ask questions • Share connections • Listen • Work together as a community • Invite and welcome contributions of every member

  4. District Updates • 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

  5. TPEP Core Principles • 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”

  6. System Components

  7. Overview of Intended Participant Outcomes for Session 2 Participants will know and be able to: • Articulate the relationship between the revised teacher and principal evaluation criteria and the frameworks • Draft examples of measures and evidence to use for teacher and/or principal evaluation • Understand the legislative requirements for instructional and leadership frameworks as part of the Teacher and Principal Evaluation Pilot (TPEP) • Understand and utilize system level components for teacher and principal evaluation

  8. Understanding the Relationship Between Criteria and Frameworks

  9. Changes in Teacher & Principal Evaluation Criteria

  10. 1. Divide up the teacher and/or principal criteria so pairs have one or two to examine.2. Teacher: Use the At-A-Glance document to find where the criteria are represented in your framework.Principal: Use the AWSP framework or the Marzano At-A-Glance document.3. Make notes about what the framework rubric says that adds clarity for each criteria. Connect Criteria and Frameworks

  11. Break

  12. “Meaningful conversations about teaching and valid evaluations of teaching must be grounded in a clear definition of practice—a framework for teaching. . . Regardless of the purposes to be advanced, whether for professional development or for evaluation of teachers, a clear definition is essential. But a clear definition of teaching is not sufficient. Both the support of teacher development and the evaluation of teacher performance require evidenceof practice—evidence of each of the components of teaching identified in the adopted framework.” Handbook for Enhancing Professional Practice by Charlotte Danielson

  13. Evidence of Teaching (and Leading) Read the the first few pages from “Evidence of Teaching” • What evidence is currently being used in your system? • How it is being used? By whom? http://www.ascd.org/publications/books/106035/chapters/Evidence-of-Teaching.aspx

  14. Evidence of Teaching (and Leading) • How does your current system include the two sources of evidence: • Observation of teaching & observation of practice? • Examination of artifacts? • What are the key considerations when framing and choosing both inputs and outcomes in your system? • How does this information correspond to the evidence needed to support a high quality principal evaluation system?

  15. Educator Evaluation Measures: It Takes Many Pieces… Planning Classroom Observation Perception Survey Data Self-Assessment & Reflection Peer Evaluation Portfolio Assessments Student Work Samples Student Learning/ Achievement Data

  16. Measures and Evidence • Used to determine the teacher’s or principal’s performance along a continuum that indicates the extent to which the criteria have been met or exceeded • Should have strong correlation to criteria being evaluated

  17. Brainstorm: Measures and Evidence • For each criterion: • Consider the notes you took from the framework, and read (or reread) what your rubric says for that criterion. • Discuss the kinds of evidence that could be collected to show evidence of that criterion • Record an “x” in the box if that is something to consider • Brainstorm an initial list of the specific evidence sources • Resources: NCCTQ report, Summary

  18. Job Alike Groups • Find one or two other people with your same job role • Share potential sources of evidence and discuss

  19. In District Teams • Share ideas gathered from partner and job-alike conversations • Make notes of next steps to take during planning time

  20. 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…

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