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Welcome, RIG 2, Spring Cohort Day 1, Thursday, January 31, 2013

Welcome, RIG 2, Spring Cohort Day 1, Thursday, January 31, 2013. OESD 114. Washington State Teacher and Principal Evaluation. Module 1: Introduction to Educator Evaluation in Washington As revised by OESD 114 for the 1/31 Presentation. Entry Task.

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Welcome, RIG 2, Spring Cohort Day 1, Thursday, January 31, 2013

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  1. Welcome, RIG 2, Spring CohortDay 1, Thursday, January 31, 2013 OESD 114

  2. Washington State Teacher and Principal Evaluation Module 1: Introduction to Educator Evaluation in Washington As revised by OESD 114 for the 1/31 Presentation

  3. Entry Task As you enter, please take a moment to write your initials 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 SP

  4. Welcome! • Introductions • Logistics • Agenda • Agenda • Setting the Stage • Tapping Prior Knowledge • TPEP Overview • ESEA Flexibility Waiver • Understanding Criteria “as Master” • Action Planning • eVAL 101 • Homework • February 21st

  5. Modules RIG 2 Assurances provide for five sessions • Module 1: Introduction to Educator Evaluation in Washington

  6. Overview of Intended Participant Outcomes for Module 1 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 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

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

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

  9. TPEP Core Principles “We Can’t Fire Our Way to Finland” • 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.”

  10. 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

  11. Chalk Talk Activity: Knowledge of TPEP Individual Reflection and Writing Discussions • 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?

  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. Overview of TPEP, ESSB 5895, and ESEA Flexibility Waiver • Note-taking: 4 Column Notes Teacher and Principal Evaluation Overview The following 17 minute video provides an overview of teacher and principal evaluation reform in Washington. http://vimeo.com/47373446

  14. Video Reflection • District- reflection and sharing: How might we “tell the story” of TPEP in a compelling, interesting way, for our district colleagues, to promote investment & engagement? • Brinnon • Central Kitsap • Quilcene

  15. Influences on TPEP Development

  16. Before & After: A Snapshot

  17. Evaluation Components

  18. ESEA Flexibility Waiver Jigsaw • Count off by 8 to form Waiver Section Groups. • 1: bottom of page 187 through bottom of page 188 • 2: page 188 Section III through next to last line on page 189 • 3: last line of 189 to mid-191 • 4: mid-191 (Three specific guidelines…) to top of 192 (ends Section III) • 5: top of 192 (Section IV) to top of 193 • 6: top of 193 (IV.B.) to end of chart on page 196 • 7: lower 196 (IV.C.) to page 199 • 8: page 200 (IV.E.) through the end • Read your section. • Meet at your poster with others in your reading group. • Create a chart with two columns: • What does everyone need to know • Surprises?

  19. Sharing Out • Each team shares • What everyone needs to know • What was surprising

  20. Reflecting • Which of the confusions from “Chalk Talk” have been addressed? Eight Criteria Growth Data ?????

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

  22. Changes in Teacher & Principal Evaluation Criteria

  23. Exploring the Criteria: Gallery Walk Group Work Gallery Walk for Themes • Divide into 16 small groups or partners. • 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?

  24. 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?

  25. TPEP Criteria Themes

  26. Implementing Self-assess the alignment of their 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 • 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? • Discuss as a district team and determine the action steps as a result of your self-assessment.

  28. District Action and Communication Planning • 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?

  29. BackgroundeVAL Management System 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); and • extremely secure with limited access physically and virtually to its servers.

  30. http://tpep-wa.org/resources/eval/eval-video-walkthroughs/ What is eVAL? This 4 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.

  31. How does our district get started with eVAL? • Districts must do 4 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/eVALhttp://tpep-wa.org/resources/eval/) • Have staff login to eVAL through EDS • Have either the district or school admin, (in eVAL) assign evaluators to those they evaluate *INSERT NOTE ABOUT FRAMEWORK SELECTION

  32. eVAL FAQ • 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. • 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 in eVAL (or other staff), what is happening?  I know they were setup in EDS. The most common cause is they teachers (or other staff) have not logged in to eVAL through EDS.  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).

  33. Reflecting

  34. Whip Around and Plus/Delta Debrief • Whip Around: 1 significant “Ah-Ha” Moment Today • Take a few minutes and create at least 2 post-it 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 their room for improvement and change?

  35. What’s Next? • Module 2: Using Instructional and Leadership Frameworks in Educator Evaluation • Homework Options for February 21, 2013 • 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 5 themes. • Individual: Watch a short video segment from the TPEP website where Gary Kipp from AWSP explains a crosswalk of the 2 sets of evaluation criteria.

  36. Thank you! Stephanie Parker, OESD 114 sparker@oesd.wednet.edu 360 405-5824

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