Writing Year-End Teacher Evaluations

1. Writing Year-End Teacher Evaluations April 4, 11, and 24th, 2013

2. Teaching Point Administrators will learn, share, and implement best practices in relation to writing year-end evaluations which are at a proficient level as measured by AWSP Leadership Framework. Administrators will practice, create, share and write year-end evaluations which meet or exceed proficiency in Criterion 5.4. Or What do I have to do and am I in the “zone” of proficiency?

3. Writing Proficient or Above Year-end Evaluations

4. Outcomes • Apply tools to the Danielson framework to begin writing proficient level year-end certificated evaluations. • Gather and apply information on the who, what, when, and why of teacher evaluation process • Proficient level year-end evaluation write ups which honor teacher practice and reflect their work and their continued growth. Suggested Meeting Norms Listen actively Contribute often Reserve judgment Respect different opinions Cell phones off, please

5. Working Beliefs • Great principals are highly skilled instructional leaders who proactively, intentionally, develop and grow adults. They are effective “Human Capital Managers.” • ALL administrators are evaluated using AWSP Leadership Framework. • Administrator’s most important role is to improve teaching and learning in their building.

6. Working Beliefs • All employees are deserving of a quality evaluation, which is timely, specific, and actionable. • Evaluation is not Compliance Driven-it is “growth driven.” Compliance procedures and compliance behaviors rarely ever move or improve professional practice long-term.

7. Evaluation-How to avoid the checklist

8. Evaluator Definition An evaluator is someone who: Examines something in order to judge its value, quality, importance, extent, or condition.

9. Evaluation Write Up Includes: • Formal Reflection (teacher) • Domain Summary • Danielson Language @component or domain level • Specific Evidence • Goals for the Following Year • Directly related to Danielson, student growth goals, building C-SIP

10. Create Your Own Bank/Template: • Create your own personalized “bank” • Start with proficiency • Similar goals for grade levels, departments, PLC’s, school-wide, C-SIP, PD already leveraged for next year.

11. Rubrics for Teacher Evaluations

12. Component

13. Evidence

14. Evidence of Impact

15. Judgment

16. Next Steps/Goals for Following Year

17. REMEMBER: Writing A Claim Summary should: • Be pulled from the Danielson Self-Assessment Language at the specific “level” • Followed by specific evidence • Be specific from observation reports, include the dates of the formal observations • If proficient, choose 2 components from Domain to write • Claim it and name it!!!

18. REMEMBER: Writing A Claim Summary should: • Innovative/unsatisfactory show the evidence in all components • “Other pertinent facts and artifacts” • Classroom routines 1/3, 1/3, 1/3 • HLTM’s, Public Records, Teaching Points • Learning Walks, Observations After you claim it and name it, then rate it!

19. REMEMBER: Writing A Claim Summary Should: When you write an assessment be sure to include evidence of impact of the teacher’s performance: “This attention to intentional grouping resulted in…” “Ms./Mr. focus on _____ which increased student achievement in the following ways______, _______, and_______.

20. Concluding Judgment At Each Domain The evaluation will: • Summarize the teacher’s performance rating on each domain from innovative to unsatisfactory • A distinguished evaluation will: • Make suggestions and recommendation at the domain or component level or give directions for goal setting in this component for the following year.

21. Things To Remember When You Write • When you write you speak for the district • Express confidence in the teacher’s performance or their capacity to improve • Evaluation is a summary and culmination of a year’s work. Enjoy the opportunity to share your assessment of a teacher’s strengths and areas of growth.

22. What You Want To Avoid • Violate, miss timelines, processes, and procedures • Present weak, incomplete, unclear, or confusing documentation • Surprise the employee in the year-end evaluation! • Write an unwarranted supportive/positive evaluation in the hopes of motivating the employee to enhanced performance • Fail to tie the language of the evaluation to the language of the Danielson Framework for Teaching

23. VIP Dates:

24. Writing the Evaluation

25. 3 Steps to Writing Effective Evaluations • Write a clear Evaluative Statement • Cite Evidence • Summary statement citing impact and result of teacher’s performance

26. Who does the heavy lifting? • This is shared work! • Encourage a formal meeting with all staff to discuss year-end evaluation reflection expectations and process ASAP • Provide written reflection questions, Evaluation Document, Danielson Self-Reflection Rubric • Structure the conversation intentionally, to get to a coaching, consulting, mentor stance

27. Writing the Summary in the Domains

28. Writing the Claim

29. Criterion 5: Improving Instruction • 5.1 Monitors instruction and assessment practices • 5.2 Assists staff in developing required student growth plan and identifying reliable sources of evidence effectiveness • 5.3 Assists staff implementing effective instruction and assessment practices • 5.4 Reliably and validly evaluates staff in effective instruction and assessment practices.

30. Criterion 5: Improving Instruction

31. Where to find the forms? • HR.www.seattleschools.org • Fusion Page • HR-School and Central Leaders • Teacher Evaluation documents and Forms Folder

32. Thinking about your teacher from a Danielson Perspective • When thinking of your teacher, what are their specific strengths in relation to the Danielson Framework? • What are their major areas of growth? • Self-Reflection/Self Assessment of Practice-what are they identifying? • Remember the Growth Mindset? Reinforce it in your narrative

33. Application • Shared, guided practice • Sample Evaluations • Share your own • Write your own • Feedback from me and each other

34. Exit Ticket • What are two things you learned today that you will leverage with your staff during their evaluation process? • On a scale of 1 to 10 (1= not at all useful and 10= extremely useful). How useful did you find this session? What was most valuable? Least? • What do you need next related to year-end evaluation?