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TPEP: Taking it to the next level. Welcome Our presentation will begin shortly. Send your questions via chat to be answered in our Q&A session at the end of the webinar. Today’s featured speakers. Dr. Jonelle Adams Executive Director Member of TPEP Steering Committee. Phil Gore

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  1. TPEP: Taking it to the next level Welcome Our presentation will begin shortly. Send your questions via chat to be answered in our Q&A session at the end of the webinar.

  2. Today’s featured speakers Dr. Jonelle Adams Executive Director Member of TPEP Steering Committee Phil Gore Director of Leadership Development Services

  3. This webinar covers the latest rules from OSPI and policy changes for 2013-2014.

  4. Today’s agenda • 12:02 p.m. Welcome and introductions • 12:05 p.m. TPEP: Taking it to the next level • Understand TPEP implementation process. • Identify the board’s role in teacher and principal effectiveness. • Recognize TPEP implications for your policy changes and adoption. • Plan for implementation of TPEP in 2013-2014. • 12:40 p.m. Questions and answers

  5. Shifting thinking

  6. Communicating our values • “Value” is at the root of the word “evaluation.” • What we evaluate needs to come from what we value as a community. Student Learning Educator Growth

  7. Evaluation components

  8. Comprehensive Evaluation: Teachers • Assesses all eight evaluation criteria. • All criteria contribute to the comprehensive summative evaluation rating. • Student Growth Rubrics embedded in Criterion. (3, 6, 8) • All provisional classroom teachers and any classroom teacher not on level 3 or level 4 receive comprehensive evaluation. • All classroom teachers shall receive a comprehensive summative evaluation at least once every four years.

  9. Comprehensive Evaluation: Principals • Assesses all eight evaluation criteria. • All criteria contribute to the comprehensive summative evaluation rating. • Student Growth Rubrics embedded in Criterion. (3,5,8) • “Due to the importance of instructional leadership and assuring rater agreement among evaluators, particularly those evaluating teacher performance, school districts are encouraged to conduct comprehensive summative evaluations of principal performance on an annual basis.” • Section 1, (12 c(v))

  10. Evaluation Summative Scoring Process

  11. Focused Evaluation: Certificated Classroom Teachers • Includes an assessment of one of the eight criterion. • Student Growth Rubrics from one of the three criterion • If a teacher chooses 3,6 or 8; their accompanying student growth rubrics will be used. • If a teacher chooses Criterion 1,2,4,5,7, the accompanying student growth rubrics from Criterion 3 or 6 will be used. • Approved by the teacher ‘s evaluator. • A focused evaluation must be performed in any year that a comprehensive evaluation is not scheduled.

  12. Focused Evaluation: Summative Scoring Process

  13. Focused Evaluation: Principals and Assistant Principals • Includes an assessment of one of the eight criterion. • Student Growth Rubrics from one of the three criterion • The focused evaluation will include the student growth rubric row selected by the principal or assistant principal. • Criterion and Student Growth Rubric Rows must be approved by the principal’s evaluator. • A focused evaluation must be performed in any year that a comprehensive evaluation is not scheduled.

  14. ESSB 5895 and ESEA Waiver Summative scoring methodology student growth measures

  15. Summative Rating Process Overview • ESSB 5895 requires OSPI to determine a summative scoring methodology by December 1, 2012. • Summative Rating is determined through a “Raw Score” Model. • Generated from the TPEP Pilot Sites and approved by the TPEP Steering Committee. • Used for both the teacher and principal evaluation systems. • Determination of overall criterion score based on both: • Instructional framework rubrics • Student growth rubrics

  16. The RAW Score Model Evaluators place teachers into preliminary summative rating categories based on score bands. As illustrated above, this teacher would receive a preliminary overall summative rating of Proficient.

  17. Evaluation Summative Scoring Process

  18. Defining key terms • Student achievementThe status of subject-matter knowledge, understandings, and skills at one point in time. • Student growth (learning)The growth in subject-matter knowledge, understandings, and skill over time.

  19. It is student growth, not student achievement, that is relevant in demonstrating impacts teachers and principals have on students. State-based Tools Formal Tests in Core Subjects Only District and School-Based Tools Classroom-based Tools 19

  20. Student growth rubrics • The TPEP Steering Committee organizations approved statewide rubrics for student growth to ensure consistency in implementation of the evaluation system across Washington state. • The rubrics for student growth describe both goal-setting and outputs of student learning. • OSPI has provided student growth rubrics for each of the three criterion: • Teachers #3, #6, and #8 • Principals #3, #5, and #8

  21. Using district-, school-, and classroom-based data (teachers) • Five Student Growth Criteria • 3.1 Establish Student Growth Goals • Re: individual or subgroups of students (achievement/ opportunity gap) • 3.2 Achievement of Student Growth Goals • Re: individual or subgroups of students (achievement/ opportunity gap) • 6.1 Establish Student Growth Goals using Multiple Student Data Elements • Re: whole class based on grade-level standards and aligned to school and district goals • 6.2 Achievement of Student Growth Goals • Re: whole class based on grade-level standards and aligned to school and district goals • 8.1 Establish Team Student Growth Goals • Re: Teacher as part of a grade-level, content area, or other school/district team

  22. Student growth rubric and rating (teachers only) • * Must include a minimum of two student growth measures (i.e., state-, district-, school-, and classroom-based measures). • ** A student growth score of “1” in any of the student growth rubrics will result in a Low growth rating. • Evaluators place teachers into summative rating categories based on score bands. As illustrated above, this teacher would receive a low student growth rating

  23. Self-Assessment, goal setting and final summative ratings based on the framework and student growth rubrics. Combining measures

  24. Summative rating and impact on student learning matrix 24

  25. Student growth: What’s next… Convening a group of educators to analyze the student growth process and determine next steps with regard to districts implementation of this portion of the TPEP work. It will be an initial step in looking at the implementation in the following areas: • Assessment Literacy • Student Growth Rubrics • Student Growth Measures • Examples of Student Growth Goals • OSPI and the TPEP Steering Committee feel it is critical that this process is authentic and relevant to the existing context in districts.

  26. Student growth data examples • State-Based Tools • e.g., MSP, HSPE, EOCs, SMARTER Balanced Assessment Consortium (SBAC) • District-Based Tools • e.g., MAP, AIMS Web, SBAC interim, district writing assessments, fluency checks, RBAs, MBAs • School-Based Tools • e.g., content area, grade-level or other school team assessments • Classroom-Based Tools • Applies to all teachers

  27. Focus on district-, school- and classroom-based tools • OSPI recommends focusing on four areas: • Developing Assessment Literacy in ALL Staff • Unpacking Student Learning Rubric Language • Student Learning Goal Setting • Questions to Ask: • Priority of Content: Is the student learning goal focused on the right material? • Rigor of Target: Does the target represent an appropriate amount of student learning for the specified interval of instruction? • Quality of Evidence: Will the evidence source(s) allow for clear, accurate measurement of student learning? • Determining and Using Measures to Evaluate Student Learning Goals

  28. Bargaining framework • RCWs • WACs/Rules • OSPI Guidance Criteria 1, 2, 3, 4, 5, 6, 7, 8 Raw Score Methodology Who? Is in the new system? What? Evidence will count for each criteria? How much? Evidence will be required and what is the quality? FLEXIBILITY IS THE KEY!

  29. Calibration is important! • Districts must provide calibration training for principals and administrators (maximize rater agreement) on: • Observation of Teaching and Leadership Practice • Student Growth Goal Setting and Use of Measures/Evidence of Student Learning • And suggested…. • Goal setting, Self-assessment, Artifacts and Other Evidence Related to Frameworks • Overall Expectations of Teacher and Leader Professional Responsibilities

  30. Next steps • Adopt new policy, procedure and implementation schedule • Bargain / discuss / watch • Rater agreement strategy • Resolve current probationary cases • Other (i.e., pilot option, consider minor modifications)

  31. Sample District: Total Number of Classroom Teachers: 420 Total Student FTE: 8,423 31

  32. Immediate action • Boards adopt Implementation Plan by June 2013 • Boards adopt Instructional and Leadership frameworks by June 2013 • Start review process of current policy 5240 and procedure 5240 by June 2013 • Boards adopt the new policy by September 2013

  33. TPEP’s name is changing to its new name:Professional Growth and Evaluation System September 1, 2013

  34. Evaluation of staff Paragraph 1 The board recognizes that the professional growth and evaluation of individual employees is important to improve the effectiveness and efficiency of the school district.

  35. Evaluation of staff Paragraph 2 By September 1, 2013, pursuant to state law implementing the Professional Growth and Evaluation System, the board will establish a revised evaluation process using a four-level rating systemfor all certificated classroom teachers, certificated principals and assistant principals.

  36. Paragraph 3 The evaluation system will use the minimum criteria developed by the Superintendent of Public Instruction. The four-level rating system will describe the performance of certificated classroom teachers, certificated principals and assistant principals along a continuum that indicates the extent to which evaluative criteria have been met or exceeded. Student growth data, defined as the change in student achievement between two points in time, must be a substantial factor in the evaluation process and must be based on multiple measures, including classroom, school, district and state-based tools. Evaluation of staff

  37. Paragraph 4 Beginning in the 2013-14 school year, all certificated classroom teachers, principals and assistant principals will be evaluated on either a comprehensive or focused evaluation using the new state criteria. By the end of the 2016-2017 school year, all certificated classroom teachers on a continuing contract will complete a comprehensive evaluation. Evaluation of staff

  38. Paragraph 5 Beginning with the 2015-16 school year, valuation results for certificated classroom teachers, certificated principals and assistant principals must be used as one of multiple factors in making human resource and personnel decisions. Human resource decisions include, but are not limited to, employee assignment, including the consideration of an agreement to an assignment by an appropriate teacher, principal and superintendent and reduction in force. The district will not be limited in its ability to collectively bargain how the multiple factors will be used in making human resource and personnel decisions, but the evaluation results must be a factor. Evaluation of staff

  39. Paragraph 6 The failure of any evaluator to evaluate or supervise or cause the evaluation or supervision of certificated classroom teachers, certificated support personnel or administrators in accordance with the revised evaluation system, when it is his or her specific duty to do so, will be sufficient cause for the non-renewal of any such evaluator’s contract under RCW 28A.405.210 or the discharge of such evaluator under RCW 28A.405.300. Evaluation of staff

  40. DEFINITION Paragraph 1: “Certificated classroom teacher” means an employee who provides academically-focused instruction to students and holds one or more of the certificates pursuant to WAC 181-79-A-140(1) through (3) and (6)(a) through (e) and (g). Certificated Classroom Teachers

  41. REQUIREMENTS Paragraph 2: The performance of certificated classroom teachers will be observed twice a year, for a total observation time of not less than sixty (60) minutes. New staff will be observed for the purpose of evaluation at least once for a total observation time of not less than thirty (30) minutes within ninety (90) calendar days after employment. An employee in the third year of provisional status will be observed at least three times for a total observation time of not less than ninety (90) minutes. Certificated Classroom Teachers

  42. REQUIREMENTS Paragraph 3 All certified classroom teachers will receive a comprehensive summative evaluation at least once every four years. A comprehensive summative evaluation assesses all eight evaluation criteria applicable to that certificated classroom teacher and all criteria contribute to the comprehensive summative evaluation performance rating. A certificated classroom teacher who is a provisional employee under RCW 28A.405.220 or who received a comprehensive summative evaluation performance rating of Level 1 or Level 2 in the previous school year, or four (4) years of satisfactory evaluationsin the district, will receive an annual comprehensive summative evaluation. Certificated Classroom Teachers

  43. REQUIREMENTS Paragraph 4 In the years when a comprehensive summative evaluation is not required, certificated classroom teachers who received a comprehensive summative evaluation performance rating of Level 3 or 4 in the previous school year will receive a focused evaluation. A focused evaluation includes an assessment of one of the eight criteria selected for a performance rating plus professional growth activities specifically linked to the selected criteria. Certificated Classroom Teachers

  44. REQUIREMENTS Paragraph 5 A certificated classroom teacher whose performance does not meet minimum requirements of the new or existing RCW, whichever is applicable to that staff member, will be notified in writing of the specific deficiencies and afforded a reasonable program for improvement. Certificated Classroom Teachers

  45. Paragraph 1 “Certificated principal,” “principal,” and “assistant principal,” mean an employee who supervises the operation and management of a school as provided by RCW 28A.400.100. and holds certificates pursuant to WAC 181-79A-140(4)(a) or (6)(h). Due to the importance of instructional leadership and assuring rater agreement among evaluators, particularly those evaluating teacher performance, school districts are encouraged to conduct comprehensive summative evaluation of principal performance on an annual basis. Certificated Principals and Assistant Principals

  46. Paragraph 2 A comprehensive summative evaluation assesses all eight evaluation criteria applicable to that staff member and all criteria contribute to the comprehensive summative evaluation performance rating. The following will receive an annual comprehensive summative evaluation: 1) principals in the first three consecutive school years of employment as a principal, 2) principals previously employed as a principal by another school district in the state of Washington for three or more consecutive school years and in the first full year as a principal in the school district and 3) any principal who received a comprehensive summative evaluation performance rating of Level 1 or Level 2 in the previous school year. Certificated Principals and Assistant Principals

  47. Paragraph 3 In the years when a comprehensive summative evaluation is not required, staff who received a comprehensive summative evaluation performance rating of Level 3 or 4 in the previous school year is required to receive a focused evaluation. A focused evaluation includes an assessment of one of the eight criteria selected for a performance rating plus professional growth activities specifically linked to the selected criteria. Certificated Principals and Assistant Principals

  48. Paragraph 4 A principal whose performance does not meet minimum requirements will be notified in writing of the specific deficiencies and afforded a reasonable program for improvement. Certificated Principals and Assistant Principals

  49. Paragraph 1 “Certificated support personnel” and “certificated support person” mean a certificated employee who provides services to students and holds one or more of the education staff associate (ESA) certificates pursuant to WAC 181-79A-140(5). ESA certification includes: school speech pathologists or audiologists, school counselors, school nurses, school occupational therapists, school physical therapists, school psychologists, and school social workers. Certificated Support Personnel

  50. Paragraph 2 Certificated support personnel are considered non-classroom teachers for purposes of the Professional Growth and Evaluation System and are not subject to the four-level rating system. The superintendent will establish a revised evaluation process using the minimum criteria for certificated support personnel developed by the Superintendent of Public Instruction: Knowledge and scholarship in a specialized field, Specialized skills, Management of special and technical environment, The support person as a professional, and Involvement in assisting students, parents and educational personnel. Certificated Support Personnel

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