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Considering Multiple Measures

A New Evaluation System for Washington’s Teachers and Principals. Considering Multiple Measures. Learning Targets. Understand: Requirements of RCW 28.405.100 Variety and purposes of different measures Benefits and challenges in your context

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Considering Multiple Measures

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  1. A New Evaluation System for Washington’s Teachers and Principals • Considering Multiple Measures

  2. Learning Targets • Understand: • Requirements of RCW 28.405.100 • Variety and purposes of different measures • Benefits and challenges in your context • Exploring the possible measures of evidence at the local level

  3. Final Jeopardy • Talk about how this might inform your thinking about measures and evidence in teacher and principal evaluation. • Read the article • With an elbow partner Identify and list the multiple measures used.

  4. In your teams • Facilitator: The person with the brightest red or close to red clothing. • Recorder: The person with the brightest blue or close to blue clothing. • Brainstorm and record on flip chart paper your ideas about the components of a well-functioning evaluation system.

  5. A well-functioning evaluation system goes beyond the checklists commonly used in schools. A system must: (1) specify what must be measured, (2) define how it will be measured, (3) clarify how the measures will be applied consistently, (4) lay out a plan for providing feedback and continuous support and (5) have buy-in and leadership from key stakeholders. (6)It will also highlight how to use the evaluation results to improve school culture, educator practice and student outcomes. (“Getting It Right” NBPTS, 2011)

  6. Why Measure Effectiveness? • The ultimate goal of all measurement should be… • to improve teaching and learning. • An evaluation system should be designed to improve teaching, not “rate” or “rank” teachers or our school leaders. Teacher/Principal Evaluation Pilot – Office of Superintendent of Public Instruction Visit our blog & resource site: http://tpep-wa.org–Follow us on Twitter: http://www.twitter.com/waOSPI_TPEP Slide

  7. Assessment as Autopsy Data Access Educator Quality Reflection for Improved Individual Teaching Practice Utilizing Data for Improving Instruction Assessment as Diagnostic Tools to Improve Instruction Educator Effectiveness Reflection for Improved Collective Teaching Practice Shifting Thinking Teacher/Principal Evaluation Pilot – Office of Superintendent of Public Instruction Visit our blog & resource site: http://tpep-wa.org–Follow us on Twitter: http://www.twitter.com/waOSPI_TPEP Slide

  8. Teacher Language on Student Growth Data • 28A.405.100 The four-level rating system used to evaluate the certificated classroom teacher must describe performance along a continuum that indicates the extent to which the criteria have been met or exceeded. When student growth data, if available and relevant to the teacher and subject matter, is referenced in the evaluation process it must be based on multiple measures that can include classroom-based, school-based, district-based, and state-based tools. As used in this subsection, "student growth" means the change in student achievement between two points in time. STUDENT GROWTH in WASHINGTON – the BIG QUESTION Teacher/Principal Evaluation Pilot – Office of Superintendent of Public Instruction Visit our blog & resource site: http://tpep-wa.org–Follow us on Twitter: http://www.twitter.com/waOSPI_TPEP Slide

  9. Principal Language on Student Growth Data • 28A.405.100 STUDENT GROWTH in WASHINGTON – the BIG QUESTION When available, student growth data that is referenced in the evaluation process must based on multiple measures that can include classroom-based, school-based, district-based and state-based tools. As used in this subsection, “student growth” means the change in student achievement between two points in time. Teacher/Principal Evaluation Pilot – Office of Superintendent of Public Instruction Visit our blog & resource site: http://tpep-wa.org–Follow us on Twitter: http://www.twitter.com/waOSPI_TPEP Slide

  10. ONE MINUTE BRAIN DUMP Do a quick brainstorm at your table…… What might multiple measures look like?

  11. Perception Survey Data Self-Assessment & Reflection Planning Classroom Observation Peer Evaluation Portfolio Assessments Student Work Samples Student Learning/ Achievement Data Educator Evaluation Measures: It Takes Many Pieces… Teacher/Principal Evaluation Pilot – Office of Superintendent of Public Instruction Visit our blog & resource site: http://tpep-wa.org–Follow us on Twitter: http://www.twitter.com/waOSPI_TPEP Slide

  12. MEASURING EDUCATOR EFFECTIVENESS Self-assessment Self-reflection Impact Artifacts Observations Surveys Portfolios EVIDENCE

  13. Reliability and Validity Validity: A test is valid when it measures what it’s supposed to measure. How valid a test depends on its purpose—for example, a ruler may be a valid measuring device for length, but isn’t very valid for measuring volume. Reliability: If a test is reliable, it yields consistent results. For example, a test can be reliable but not valid, both reliable and valid, or neither.

  14. Strengths and Weaknessesof Multiple Measures Jigsaw Activity • Number off 1,2,3,4,5,6,7,8. (repeat if necessary) • Read the section corresponding with your number. • Share out around the table. • What stands out for you? Questions? Concerns?

  15. Changes in Teacher & Principal Evaluation per 28A.405.100 Teacher/Principal Evaluation Pilot – Office of Superintendent of Public Instruction Visit our blog & resource site: http://tpep-wa.org–Follow us on Twitter: http://www.twitter.com/waOSPI_TPEP

  16. Where do multiple measures fit with the 8 criteria? • With a new elbow partner review the 8 criteria and the multiple measures. • Under each criteria, list measures and you think might be meaningful. • Discuss why you think a specific measure should be used with each criteria including the strengths and weaknesses. • As a team record your selections on a flip chart.

  17. Teacher/Principal Evaluation Pilot – Office of Superintendent of Public Instruction Visit our blog & resource site: http://tpep-wa.org–Follow us on Twitter: http://www.twitter.com/waOSPI_TPEP

  18. Considering Student Achievement • Read the summary of the NBPTS article titled “Student Learning, Student Achievement” (NBPTS, 2011) • Discuss with others NOT in your current role…. • What ideas are worth considering in our context?

  19. With three others, create a headline that summarizes your learning today…. What Are Multiple Measures in the context of educator evaluation? OR What is your vision for the district’s use of Multiple Measures?

  20. Team Time • Use your headline and draft an outline for a 20 minute presentation at a staff meeting or for a Board meeting. Feel free to create a PPT and/or list of hand-outs and materials you will use. • We will ask at least two districts to share your work. • You have 30 minutes.

  21. Presentations • What questions do you have?

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