Washington State Teacher and Principal Evaluation Project

1. Washington State Teacher and Principal Evaluation Project Introduction to Educator Evaluation in Washington

2. Entry Task As you enter, please take a moment to place a dot on the continuum on the wall that represents your perception of the following: To what degree has the current evaluation system supported you in improving your practice? 1 = Poorly supported 2 = Slightly supported 3 = Somewhat supported 4 = Completely supported

3. Welcome! • Introductions • Logistics • Agenda • Agenda • Connecting • Learning • Implementing • Reflecting • Wrap-Up

4. Modules • Introduction to Educator Evaluation in Washington • Using Instructional and Leadership Frameworks in Educator Evaluation • Preparing and Applying Formative Multiple Measures of Performance: An Introduction to Self-Assessment, Goal Setting, and Criterion Scoring • Including Student Growth in Educator Evaluation • Conducting High-Quality Observations and Maximizing Rater Agreement • Providing High-Quality Feedback for Continuous Professional Growth and Development • Combining Multiple Measures Into a Summative Rating

5. Overview of Intended Participant Outcomes Participants will know and be able to: • Understand the background and purpose of TPEP • Articulate the primary components of the revised teacher and principal evaluation system • Determine the relationship between the revised teacher and revised principal evaluation criteria • Self-assess the alignment of their district’s current evaluation system with the required evaluation system reforms and apply results to an action plan • Build awareness of the eVAL management system purpose, functions, and features

6. Session Norms • Pausing • Paraphrasing • Posing Questions • Putting Ideas on the Table • Providing Data • Paying Attention to Self and Others • Presuming Positive Intentions • What Else?

7. Connecting Builds community, prepares the team for learning, and links to prior knowledge, other modules, and current work

8. TPEP Core Principles • The critical importance of teacher and leadership quality • The professional nature of teaching and leading a school • The complex relationship between the system for teacher and principal evaluation and district systems and negotiations • The belief in professional learning as an underpinning of the new evaluation system • The understanding that the career continuum must be addressed in the new evaluation system • The system must determine the balance of “inputs or acts” and “outputs or results” “We Can’t Fire Our Way to Finland”

9. Hopes? Concerns? • Select two “sticky notes.” • On one, write a hope you have for the teacher and principal evaluation reforms. • On the other, write a concern you have for the teacher and principal evaluation reforms. • Share each with your team, then synthesize into one collective hope and one collective concern. • Discuss as large group. What do you notice? Hope Concern

10. Chalk Talk Activity: Knowledge of TPEP Individual Reflection and Writing Discussion • What do you know about the components of educator evaluation in Washington? • Each chart paper has a specific component in its center. Write your comments about that component around the center. • Where does the main knowledge base center? • What are the main points of confusion?

11. Evaluation System Placemat Activity Individual and Teams Discussion • Think about a highly effective evaluation system, one that addresses your concerns and builds on your hopes; one that is completely supportive to improving your practice as a teacher or principal. Generate 8–10 sticky notes with one idea per note. • With your tabletop group teams, “sort” your characteristics onto a premade “placement” of evaluation system components. • Each team shares which components their sticky notes clustered around and which components received less attention. • What additional components can contribute to the picture of an effective evaluation system for principals and teachers?

12. Learning I: Context, Background, & Key Components Understand the background and purpose of TPEP Articulate the primary components of the revised teacher and principal evaluation system

13. G! RCW 28A.405.100 • Overview of TPEP, ESSB 5895, and ESEA Flexibility Waiver • Note-taking: Four-Column Notes Teacher and Principal Evaluation Overview The following 17-minute video provides an overview of teacher and principal evaluation reform in Washington. http://tpep-wa.org/2012/08/01/tpep-august-2012-overview-update/ g A capital “G!” indicates that the guidance represents Washington state law (RCW) or rules (WAC). G! RCW 28A.405.100 A lower-case “g” indicates that the guidance represents research-based best practice but is not mandated by law or rules.

14. Video Reflection • Role-alike partner-sharing: What’s becoming clearer to you? What are the key pieces of information from this video that you think your district will need/want to know? • District-sharing: How might we “tell the story” of TPEP in a compelling, interesting way, for our district colleagues, to promote investment and engagement?

15. Influences on TPEP Development

16. Before & After: A Snapshot G! RCW 28A.405.100

17. Evaluation Components G! RCW 28A.405.100

18. WAC Document “Close Reading” Jigsaw G! RCW 28A.405.100 • Count off by seven to form WAC Section Groups. • Group 1 Sections 040-070 • Group 2 Sections 080-100 • Group 3 Sections 110-140 • Group 4 Sections 150-170 • Group 5 Sections 180-200 • Group 6 Sections 210-230 • Group 7 Section 240 • Each group read, discuss, and summarize your section. • Each group count off by seven again and form a new group with one person from each WAC Section Group. • Share your section of the WAC with your new group.

19. WAC Document and 5895 Matrix Learnings G! RCW 28A.405.100 • What are the major learnings from the close reading of the WAC Document? • How do these major learnings compare with the 5895 Matrix? • What additional questions has this close reading sparked?

20. Learning II: Understanding the Criteria and Framework Choices Determine the relationship between the revised teacher and principal evaluation criteria

21. Changes in Teacher & Principal Evaluation Criteria G! RCW 28A.405.100

22. Exploring the Criteria: Gallery Walk Group Work Gallery Walk for Themes • Divide into 16 small groups or pairs. • Divide a piece of chart paper into horizontal halves and label top of the paper with focus criteria. • Across the top portion, label WHAT KNOWLEDGE AND/OR SKILLS ARE NECESSARY? • Across the bottom portion, label HOW WOULD YOU KNOW THE KNOWLEDGE AND SKILLS ARE IN EVIDENCE? • Post your chart paper. • Gallery walk for 10 minutes. • What did everyone notice as you were engaging in this activity? • What themes did you notice across all of the charts?

23. Common Themes in the Criteria • As you discussed one of the criteria and walked through the gallery of charts, what common themes do you notice across all of the criteria?

24. TPEP Criteria Themes

25. G! RCW 28A.405.100 Click to see a map of district instructional framework choices.

26. Implementing Self-assess the alignment of a district’s current evaluation system with the required evaluation system reforms, and apply these results to an action plan Build awareness of the eVAL management system purpose, functions, and features

27. District Self-Assessment • Discuss as a district team and determine the action steps as a result of your self-assessment. • Use the self-assessment on page 5 of the handout packet. • Where does your district fall on a continuum of implementation for significant components of the educator evaluation system?

28. What might we do when? g • When do specific steps in the evaluation cycle need to happen? • What do teachers and evaluators do? When do they do it? • Review pages 6 and 7 of the handout packet. The Possible Trajectory of Teacher Evaluation Activities may help inform district action planning and could inform a similar outline for principal evaluation activities. Professional Development Planning Student Data Analysis

29. District Action and Communication Planning g • Work with your team to complete the 15-30-60-day action planner. • What will you aim to do in your district to advance the planning and preparation of new educator evaluation systems? • Communication planning can support your implementation actions. • Who do you need to engage and how?

30. Background eVAL Management System g eVAL is a web-based tool designed to manage the evaluation process and documentation. Developed in partnership with the Washington Education Association, the Office of Superintendent of Public Instruction, and Educational Service District 113. eVAL is: • A free resource developed and refined during a year of use within the Teacher/Principal Evaluation Pilot districts • Personalized for each district for their instructional framework, resources, and documents • Voluntary for all districts, who can use as many or as few of eVAL’s features as they’d like (or none at all) • Extremely secure, with limited access physically and virtually to its servers

31. http://tpep-wa.org/resources/eval/eval-video-walkthroughs/ What is eVAL? g This four-minute video will overview the eVAL Management System. This overview includes the rationale for the development of eVAL, its functions and features, the value eVAL provides to educators in Washington, and the next steps you can take to learn more about eVAL.

32. How Does Our District Get Started With eVAL? g Districts must do four things: • Contact OSPI to notify Michaela Miller of their framework choices* (michaela.miller@k12.wa.us) • Setup staff roles in EDS (see directions on our TPEP/eVAL site: http://tpep-wa.org/resources/eval/) • Have staff log into eVAL through EDS • Have either the district or school admin (in eVAL) assign evaluators to those they evaluate

33. eVAL FAQ • If principals evaluate vice-principals in our district, can they use eVAL for this purpose? Right now principals cannot evaluate vice-principals in eVAL. Check the website for the latest updates. An update in mid-late September should address this issue. • I can't see all the teachers (or other staff) in eVAL, what is happening? We do not get automatic updates from EDS, so staff must log in to eVAL through EDS for changes to take effect (this includes if staff roles change, or if they move from one school to another). • Is eVAL setup and ready for use now? Yes. • What are some of the first things staff might do in eVAL? Many districts are asking staff to conduct self-assessments in eVAL as part of their introductory processes. An additional starting place may be to have staff use their self-assessment to either set goals in eVAL on their own (self-directed) or respond to goal-setting prompts created by the district, their school, or their supervisor.

34. Reflecting

35. Whip Around and Plus/Delta Debrief • Whip Around: One significant “ah-ha moment” today • Take a few minutes and create at least two sticky notes for the Plus/Delta Chart on your way out. • Plus: What was a real “plus” of today’s session? What went well and should be repeated? • Delta: Where is there room for improvement and change?

36. What’s Next? • Next Module: Using Instructional and Leadership Frameworks in Educator Evaluation • Homework Options • District: Explore the eVAL setup instructions and have any follow-up conversations. • District or school: Share the TPEP overview video at a faculty meeting. • School or teams: Ask all teachers and principals to review the criteria comparison chart and discuss the five themes. • Individual: Watch a short video segment from the TPEP website where Gary Kipp from AWSP explains a crosswalk of the two sets of evaluation criteria.

37. Thank you! INSERT PRESENTER’S NAME AND EMAIL ADDRESS