The Role of Teacher Evaluation in Becoming a Highly Reliable School District The Kenai Peninsula Borough School Distric

1. The Role of Teacher Evaluation in Becoming a Highly Reliable School DistrictThe Kenai Peninsula Borough School District Presentation to ASDN Spring Leadership Retreat April 10, 2013

2. KPBSD’s Teacher Evaluation Journey • Background-why did we make the change? Dr. Steve Atwater, Superintendent • How we made the change Sean Dusek, Assistant Superintendent for Instruction • Implementing the change Melissa Linton, Principal Kalifornsky Beach Elementary • Making it all work Tim Peterson, Director of Human Resources

3. Putting your new evaluation system in place, how do you feel?

4. Four Keys To A Highly Reliable School District • Sustaining a commitment to a dual bottom line • Centralized procedural control and standardization • Flexibility with situational improvisation • Combining opposite operating modes

5. Collaboration Teacher Evaluation, One Piece of the Effective Instruction Puzzle Professional Development Teacher Evaluation Curriculum with Embedded assessments

6. The Teacher Evaluation Piece Provides Focus • Evaluation process helping to drive intentional instruction • Commitment to training our principals • inter rater reliability • Unrelenting focus on 3c • Evaluation process focuses our collaborative work • Evaluation process driving professional development and providing feedback on our curriculum/assessment

7. Getting Started • KPEA and KPBSD – a partnership • Committee work • 4 teachers including KPEA president • 3 principals • 2 District Office • Information • Semi-annual surveys • Administrator feedback • Site Councils • Board work sessions • Upcoming changes • More Board and community involvement

8. KPBSD Standard Model Evaluation Process • Pre- Conference Training • Self-Reflection Conference • Classroom Walk-Throughs • Informal Observations • Pre - Observation Conference • Formal Observation • Post observation Conference • Evaluation Summary Conference

9. Getting closer • Calibration • Dedicated time at all administrator meetings • Video • Real evaluations – evidence • Utilize quality processes • Vocabulary • Focus on engagement • Decide what should be in narrative • Next steps • Use our own teachers in videos • Peer walkthroughs – structured • Electronic observation gathering

10. Refinement • Danielson model • Fitting our needs and priorities • Condensing components and elements • Different for tenured and non-tenured • What makes sense for us…. • Student Learning • Moving to 2 Domains • Instruction and Learning/Growth

11. Structure of Refinement • Instruction • Culture of Learning • Planning and Preparation • Classroom Environment • Engagement • Reflection • Professional responsibilities • Student Learning and Growth • Standardized assessment results • Common assessment results • Portfolios • Student Learning Objectives

12. Domain 1 Planning and Preparation Domain 2 Classroom Environment Domain 2 Classroom Environment 2a Creating an Environment of Respect & Rapport 2b Creating a Culture of Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Managing Physical Space Domain 1 Planning and Preparation 1a Demonstrating Knowledge of Content & Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessment Domain 2 Classroom Environment 2a Creating an Environment of Respect & Rapport 2b Creating a Culture of Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Managing Physical Space The Danielson Framework for Teaching Domain 3 Instruction 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility & Responsiveness Domain 4 Professional Responsibilities Domain 4 Professional Responsibilities 4a Reflecting on Teaching 4b Maintaining Accurate Records 4c Communicating with Families 4d Participating in a Professional Community 4e Growing and Developing Professionally 4f Showing Professionalism Domain 3 Instruction Domain 3 Instruction 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility & Responsiveness

13. Domain 1 Planning and Preparation 1a Demonstrating Knowledge of Content & Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessment Domain 1 Planning and Preparation Domain 2 Classroom Environment Domain 2 Classroom Environment 2a Creating an Environment of Respect & Rapport 2b Creating a Culture of Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Managing Physical Space Domain 2 Classroom Environment 2a Creating an Environment of Respect & Rapport 2b Creating a Culture of Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Managing Physical Space Instructional implications of the CCSS were added in the 2013 edition of FfT Domain 3 Instruction 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility & Responsiveness Domain 4 Professional Responsibilities Domain 4 Professional Responsibilities 4a Reflecting on Teaching 4b Maintaining Accurate Records 4c Communicating with Families 4d Participating in a Professional Community 4e Growing and Developing Professionally 4f Showing Professionalism Domain 3 Instruction Domain 3 Instruction 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility & Responsiveness

14. The Framework for TeachingEvaluation Tool • 4 Domains • 22 Components • 76 Elements • Rubric descriptions for each level of performance (LoP) • Critical attributes that for each (LoP) • Possible examples for each (LoP)

16. Danielson in the current climate • Framework Evaluation Instrument, 2013 edition • Major instructional implications and themes of Common Core State Standards

17. Process • Need • KPEA - Buy in • Teacher and administrator training • Modules, key leaders at the schools • http://www.kpbsd.k12.ak.us/departments.aspx?id=19400 • Committee • Planning • On Going • Leaders – become co-facilitators and presenters • Meetings • Board of Education

18. Implementation • Teacher Evaluation for Continuous Growth • Two distinct tools • Kenai Model (Framework) • Five year phase in • Continue to change • Teacher Enrichment Model

19. Challenges • Time – Accountability • Mandated Observations (Committee) • Mandated Meetings (Committee) • Culture Shift • Continuous Growth Model – Added step (Committee) • Same old stuff • Technology - Resources • Lack of electronic support • State Mandates • Shifting target

20. Teacher Evaluation- One Piece of the Effective Instruction Puzzle NOW BEFORE

21. Questions or Comments