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Entry Task. As you enter, please take a moment to place a blue dot on the continuum on the wall that represents your perception of the following: Consider each of our learning targets today…please indicate your level of understanding…you will need 4 dots! 1=Unsatisfactory 2=Basic
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Entry Task As you enter, please take a moment to place a bluedot on the continuum on the wall that represents your perception of the following: Consider each of our learning targets today…please indicate your level of understanding…you will need 4 dots! 1=Unsatisfactory 2=Basic 3=Proficient 4= Distinguished
ESD 113Regional Teacher and Principal Evaluation Project January 17, 2013
Learning Targets • Name 2 reasons for shifts in evaluation practices. • Define the new criteria for teacher and principal evaluation. • Summarize the implications of moving to a four-tiered system for determining the final summative evaluation of teachers and principals. • Share the next steps of my district with other members of our educational community. At the end of today I will be able to…
Our Purpose • Support and district teams toward implementation of revised teacher and principal evaluation
Big Ideas • The LAW, Rules and Guidelines • Role of Frameworks • Evidence beyond observations • Student Growth • Formative and summative feedback • Implementation
Curriculum Assessment Instruction Leadership Systems of Intervention/Care Organizational Culture
Curriculum Assessment WASL MSP HSPE EOC EALRs GLEs PEs Materials Alignment Common Core Instruction Certification Systems of Intervention/Care Leadership RTI Drop Out Prevention Certification Organizational Culture
What are some thoughts, questions or concerns you have about the new evaluation system?
Characteristics of effective teams • Clarity regarding purpose • Clarity regarding roles • Established supportive norms • Use of protocols
Norms • Engage with peers and content • Demonstrate active listening • Share openly, honestly and respectfully • Have fun
Our Purpose • Support and district teams toward implementation of revised teacher and principal evaluation
District Leadership • How are bringing this information back? • What is your communication plan? • How are you training your folks? • Who did you bring with you? • Why did you choose these people? • How are you collecting information AND • How are you responding to it?
Facts and Myths • Step 1- On your own • Step 2- With support of RCW • Step 3- As a team… What surprises emerged? What are the implications for your team’s work?
Gary Kipp Executive Director AWSPhttp://tpep-wa.org/trainingpd/cffs/ • E2SSB6696- new criteria, 4 tiered, growth model • ESSB5895 accountability • Principal criteria developed by AWSP – • “What responsibilities do principals have that lead to increased learning?” • Teacher criteria in 6696 • “What teacher actions will result in increased learning?” • Teacher and Principal criteria created separately • Connected through 5 themes
Digging into the new criteria • Brain storm: What does effective instruction look like from a teacher’s perspective and from a student’s perspective? • Brain storm: What does effective leadership look like from a teacher’s perspective and a principal’s perspective? Yellow- Teacher Other- Principal
Give one get one… • As a table team • Share and come to consensus on your brainstormed lists Teacher Principal
Sort • Now looking at the criteria (teacher then principal) • Sort your post-it notes into the categories of the state’s criteria
Reflect • Which criteria did you ‘cover’ the most? • Which criteria did you not cover well? • Which of the criteria can be observed (in a planned session)? • Which criteria would require more evidence than observation? What are the implications for your team’s work?
Framework For Teaching • Refers to the 3 instructional frameworks • Clear definition of teaching that reflects good teaching • Aspects of a teacher’s responsibilities • Based on research- validated • Comprehensive and Coherent • Universal application
What are the 4 tiers? 1. Unsatisfactory 2. Basic 3. Proficient 4. Distinguished
Digging even deeper • Criterion 2 • Review frameworks (yes all three) • How does each of these define the criterion? • What is the overarching similarity? • What are the differences? What are the implications for your team’s work?
New Vocabulary • Instructional Framework • Definitions • Criterion/Criteria • Levels of Performance/ Scales • Unsatisfactory, Basic, Proficient, Distinguished • Critical Attributes • Student Growth
Homework Prior to February 19th: • Breath in an out (repeat if necessary). • Implement your 30 day plan. • Gather your team (virtually or otherwise) and reflect on your learning experience and needed support for next steps.