Session Materials

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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

Outcomes Reconnect and share progress, ideas, resources Examine the polarities we manage in our work with TPEP Understand newly developed rules and guidelines around evaluation and implications for districts Identify decisions that need to be made by the district in order to implement the new evaluation system Begin to design and flesh out a district process for teacher evaluation Update Communication Plan

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”

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

and High Student Achievement Benefits of Professional Growth Benefits of Evaluation Professional Growth Evaluation Consequences for focusing too much on evaluation Consequences of focusing too much on growth Low Student Achievement

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

Close Reading Jigsaw Groups of 4 are most ideal Suggested heterogeneous group composition Teacher Principal/AP Central Office Staff Union Partner

Number off 1-4 Teams > 4, assign two people to 3 and 4 As you read, highlight assigned topic 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 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 on chart paper. Continue whip until all implications are exhausted

Student Growth Examine the three student growth criteria Identify implications and decisions Brainstorm possible assessments What evidence/artifacts would be necessary in order to rate these portions of the rubric?

Session Materials