Principals put the PEP in TPEP

2. Principals put the PEP in TPEP

3. Picture of a teacher teaching

4. Picture of a principal being a principal

5. NOUN VERB Teacher Teach Principal a verb-less profession

6. A principal’s job is not more difficult than a teacher’s. A principal’s job is not more complex than a teacher’s. A principal’s job is more ambiguous than a teacher’s.

9. Criterion

11. Source For Rubrics

13. Evidence to assist placement on the rubrics

15. Context

18. New Criteria

19. Talk About Teaching Charlotte Danielson Of all the approaches available to educators to promote teacherlearning, the most powerful (and imbedded in virtually all others) is that of professional conversation. Reflective conversations about practice require teachersto understand and analyze events in the classroom. In these conversations, teachersmust consider the instructionaldecisions they have made and examine student learning in light of those decisions.

20. Talk About Teaching Charlotte Danielson Of all the approaches available to educators to promote teacher [principal] learning, the most powerful (and imbedded in virtually all others) is that of professional conversation. Reflective conversations about practice require teachers [principals] to understand and analyze events in the classroom [school]. In these conversations, teachers [principals] must consider the instructional [leadership] decisions they have made and examine student learning in light of those decisions.

21. Talk About Teaching Charlotte Danielson Of all the approaches available to educators to promote teacher [principal] learning, the most powerful (and imbedded in virtually all others) is that of professional conversation. Reflective conversations about practice require teachers [principals] to understand and analyze events in the classroom [school]. In these conversations, teachers [principals] must consider the instructional [leadership] decisions they have made and examine student learning in light of those decisions.

22. The Criteria How do the new teacher and principal criteria connect to each other?

23. TEACHER EVALUATION CRITERIA

24. PRINCIPAL EVALUATION CRITERIA

25. Teacher Evaluation Criteria

26. Principal Evaluation Criteria

27. Creating a CULTURE of learning TeachersPrincipals “fostering and managing a safe, positive learning environment.” “collaborative and collegial practices focused on improving instructional practice and student learning.” “creating a school culture that promotes the ongoing improvement of learning and teaching for students and staff.” “providing for school safety.”

28. Using DATA to make decisions TeachersPrincipals “development, implementation, and evaluation of a data-driven plan for increasing student achievement, including the use of multiple student data elements.” “using multiple student data elements to modify instruction and improve student learning.”

29. Linking CONTENT to standards TeachersPrincipals “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.”

30. Increasing TEACHING effectiveness TeachersPrincipals Implementing the instructional framework “monitoring, assisting, and evaluating effective instruction and assessment practices.”

31. Linking the school to the COMMUNITY TeachersPrincipals “communicating and collaborating with parents and school community.” “partnering with the school community to promote learning.”

33. four-tier System

34. Cut on dotted line

35. Cut on dotted line

36. Talk About Teaching Charlotte Danielson Of all the approaches available to educators to promote teacher [principal] learning, the most powerful (and imbedded in virtually all others) is that of professional conversation. Reflective conversations about practice require teachers [principals] to understand and analyze events in the classroom [school]. In these conversations, teachers [principals] must consider the instructional [leadership] decisions they have made and examine student learning in light of those decisions.

37. Cut on dotted line

38. A 4-Tiered System How does using a four-tier system change people’s thinking?

39. Satisfactory Unsatisfactory

40. Distinguished Proficient Basic Unsatisfactory

41. Wary/Welcome Activity Why might teachers and principals be wary of a 4-tier evaluation system? Why might they welcome it?

42. Evidence Gathering

43. Satisfactory Unsatisfactory

44. Distinguished ? Proficient ? Basic Unsatisfactory

46. Satisfactory, That is not enough as to say one is average, or adequate or moderate. I want to be loved for who I am.

47. Next Steps What are the implications of SSB 5895?

48. SSB 5895 Timeline Dec. 1, 2012 Supt. Dorn must adopt rules for calculating the summative rating for each framework to maximize rater agreement among frameworks. Dec. 1, 2013 The Steering Committee shall report best practices regarding various aspects of teacher and principal evaluation in our state and others. 2015-16 Evaluation results must be used for human resource decisions, including assignment and reduction in force Sept. 1, 2012 Supt. Dorn shall identify up to 3 preferred instructional and leadership frameworks that districts must use.