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Materials for today’s session

Materials for today’s session. Shared website – Wiki http://pugetsoundesdtpep-rig.wikispaces.com/ Wireless Access Open Air password: summer10. PSESD Teacher Principal Evaluation Project. Regional Implementation Grants March 21, 2012 8:30 am – 2:30 pm. AGENDA.

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Materials for today’s session

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  1. Materials for today’s session • Shared website – Wiki • http://pugetsoundesdtpep-rig.wikispaces.com/ • Wireless Access • Open Air • password: summer10

  2. PSESD Teacher Principal Evaluation Project Regional Implementation Grants March 21, 2012 8:30 am – 2:30 pm

  3. AGENDA • Welcome and District Sharing • ESSB 5859 Updates • Professional Development Opportunities • BREAK • Principal Evaluation Updates with Gary Kipp • LUNCH • Team Planning • Q & A with Michaela Miller, OSPI (1:45pm) • Debrief and Next Steps

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

  5. Today you will have an opportunity to • Learn from each other • Discuss implications from latest legislation • Focus on the resources for Principal Evaluation • Plan the next steps for your district

  6. District Team Updates • What has your team worked on since we last met? • Are there resources that you would like to share? • What are your next steps? • What are lessons learned at this stage of the process?

  7. Grant Timeline

  8. State Updates • 5895 Matrix • 5895 Final Bill Report wiki

  9. ESSB 5859 • Classroom Teacher • Long Form/Short Form • Implementation Schedule • Components • Professional Development

  10. Classroom Teacher • Classroom teachers-YES • Includes: PE, Music, Art, Special Education • Can possibly include: Librarians and Instructional Coaches • ESAs-NO • ESAs, Teacher-Librarians and Instructional Coaches who provide academically-focused instruction to students may be considered in the new evaluation system.

  11. Comprehensive Evaluation • Formerly known as the “long form evaluation.” • Assesses all 8 evaluation criteria. • All criteria contribute to the comprehensive summative evaluation rating. • All provisional classroom teachers and any classroom teacher not on level 3 or level 4 receivecomprehensiveevaluation. • All classroom teachers shall receive a comprehensive summative evaluation at least once every four years.

  12. Focused Evaluation • Formerly known as the “short form and/or PGO.” • Includes an assessment of one of the eight criteria. • Professional growth activities linked to the selected criteria. • Approved by the teacher’s or principal’s evaluator. • A focused evaluation must be performed in any year that a comprehensive evaluation is not scheduled (both teachers and principals).

  13. Implementation Schedule • Begin 2013-14, fully implemented by 2016 • Provisional or probationary teachers, and principals to be transitioned first: • Fewer than 3 years of experience • Unsatisfactory performance • New to the district

  14. Evaluation Components • Criteria and Definitions • 4-Tiered System (Unsatisfactory, Basic, Proficient, Distinguished) • Instructional/Leadership Frameworks • Final Summative Score • Cut Line • Measures and Evidence: Observation and Student Growth

  15. Three “preferred” leadership frameworks • The RIGs will be proceeding with the AWSP leadership framework (already an assurance) • A process will be developed for evaluating any additional leadership frameworks.

  16. Both E2SSB 6696 and ESSB 5895 contain language around student growth including: • Student growth data that is relevant to the teacher and subject matter must be a factor in the evaluation process and must be based on multiple measures that can include classroom-based, school-based, district-based, and state-based tools. Student growth means the change in student achievement between two points in time.

  17. Changes… • Student growth data must be a substantial factor in evaluating the summative performance of certificated classroom teachers for at least three of the evaluation criteria. • Student growth data elements may include the teacher’s performance as a member of a grade-level, subject matter, or other instructional team within a school when the use of this data is relevant and appropriate.

  18. Decisions relegated to the TPEP steering committee, TPEP districts, local bargaining and OSPI: • Student growth measure specifics • Specific district phase in process • Final summative scoring methodology • RIF implications (2015-16) • Professional Learning Phase in

  19. RIG Pilot- “The 20%” • As we work through the implementation for both the RIGs and statewide we will need your thoughtful and strategic thinking. • Each RIG district will receive a process template to fill out prior to determining decisions about pilot participants. Distributed the week of March 26th-30 • Please think of this as an opportunity to transition to the new system in 4 years, rather than in just 3 (as outlined in 5895)

  20. Team Processing • Jigsaw to review document • What are implications for your team’s work? • What information and updates will you share with stakeholders? How will you share it?

  21. Professional Development for RIGs • OSPI is working with the three framework authors to design a statewide PD system for the instructional frameworks. • Observation and Feedback Specialists (OFS)- Instructional and Leadership Frameworks • June 27-30 – Training for OFS • August 1-3 and August 13th-17th Training for all RIG district administrators, principals and teacher leaders (pending budget negotiations in the legislature) wiki

  22. BREAK

  23. Digging into the Leadership Framework • Divide into groups of between 4 and 6 people. • Use the Three Levels of Text Protocol or Text Rendering Experience to dig in deeper to the first four pages of the document. • Debrief as a large group.

  24. Digging into the Leadership Framework • Form groups of 8 • Read the definition of each criterion. • Underline or highlight the words or phrases of major importance. • Read the indicators for each criterion to better understand what is meant for that one. • Discuss in small groups to share: • What was included? • What aligns with your thinking? • What was surprising or unexpected?

  25. Digging into the Leadership Framework • Remain in same groups. • Read the rubric language. • What distinguishes each of the tiers from the other? • What are the important words?

  26. Digging into the Leadership Framework • District teams • Consider appropriate measures and evidence for each criterion given its definition, indicators and rubric language. • Begin to develop a list of possibilities. • Use the accompanying handout to record.

  27. Lunch

  28. Team Planning • What are the key messages from today? • What is your communication plan? • What are your next steps? • What support do you need?

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