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Continuous Improvement of Evaluation: Fifth Year With the Framework for Teaching

Continuous Improvement of Evaluation: Fifth Year With the Framework for Teaching. Laura Dancer, Assistant Superintendent for Human Resources ldancer@washoe.k12.nv.us Virginia Doran, Executive Director, Washoe Education Association vdoran@washoe.k12.nv.us

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Continuous Improvement of Evaluation: Fifth Year With the Framework for Teaching

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  1. Continuous Improvement of Evaluation: Fifth Year With the Framework for Teaching Laura Dancer, Assistant Superintendent for Human Resources ldancer@washoe.k12.nv.us Virginia Doran, Executive Director, Washoe Education Association vdoran@washoe.k12.nv.us Lynn Sawyer, Director of Professional Development lsawyer@washoe.k12.nv.us Neil Schott, Principal, Rollan Melton Elementary School nschott@washoe.k12.nv.us Washoe County School District Reno, NV

  2. About Washoe County Schools • 88 schools K-12 • 3,750 teachers • 58,909 students • 138 site administrators • Encompasses entire county (1 of 17) • Average of 500 new teachers each year

  3. Purposes of Performance Assessment • Quality assurance • Professional learning • Continuous growth • Fulfill the law

  4. Where We Began • System had been in place for at least a decade • Bureaucratic checklist • Just get through it, growth optional • The “dog and pony” show • System lent itself to “drive-by” observations

  5. The Task Force • WEA appointees (all three levels) • HR & Student Support Services • WCEAA admin appointees (all three levels) • Board of Trustees representative • Task force worked from 1997-2001

  6. Task Force Consensus of Where We Were Going • Self assessment and goal-setting • Growth in specific areas • Increased interaction between teacher and evaluator • Inclusion of artifacts, “natural harvest”

  7. Task Force Processes • Surveyed entire district to confirm areas/issues regarding evaluation process • Identified and scrutinized appraisal models from other districts

  8. Teachers’ Perspective • First years of teaching/effects of evaluation • Self-directed professional growth • Shared locus of control • System only as good as the users

  9. Four Domains of Teaching with 23 components and 68 Elements

  10. Key Features • Used teacher performance standards • Provided fairly detailed descriptions of actual performance criteria • Complied with requirements of state law

  11. Key Features, continued… • Encompassed the effectiveness factors from existing system • Comprehensive overview of the “knowledge base on teaching” • Well researched • Correlated to other professional teaching standards

  12. Essential Factors • Rubrics/specific expectations and feedback • Self-assessment leads to growth • Portfolios and artifacts • Conversations about learning goals

  13. Essential Factors, continued… • Fosters reflection on practice • Self-assessment & self-directed inquiry • Comprehensive and specific • Defensible definition of the “knowledge base on teaching” • Instruments and procedures that provide evidence of teaching and increased objectivity • Built upon end goal of student achievement • Foundation for improvement plan, if needed

  14. Process Steps • Teacher completes “self evaluation” • 30 minute year long goal setting with evaluator, 2-3 goals per domain • Pre-observation meeting, observation, post-observation meeting • Teacher/Admin discuss final appraisal

  15. Professional Growth Options for Satisfactory Post-Probationary Teachers • Action research • Mentoring a new teacher • Peer coaching • National Board Certification process • Self-directed professional growth • Lead teacher for student intern

  16. Customizing and Maximizingthe Framework • Over 100 teacher applicant interviews based on 4 domains • UNR College of Ed using framework with student interns & admin candidates • WCSD mentors/mentees • Workshops on domains piloted • Counselors, nurses, librarians, occupational and physical therapists • Special education teachers being developed • Principals being developed

  17. Other Information Available • www.washoe.k12.nv.us • Framework for all licensed employee groups • Procedures manual for administrators • Professional development courses for each domain • Continuing to refine content & process

  18. Results • Increase in collegial conversation • Improved staff development decisions • Data in useable form • Common, specific language about expectations • Process done with teachers, not to them • Improved performance

  19. Continued Challenges • Time • Professional development • Administration • Teachers • Specialists

  20. Field test findings • Teachers reported feedback increased their awareness of areas for improvement • Increased meaningful dialogue between the teacher and evaluator concerning teaching.

  21. Continuous feedback • Currently surveying all teachers and principals regarding perceptions and attitudes of evaluation system. • Exit survey

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