Washington StateTeacher and Principal EvaluationProjectUpdate

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What the hell kind of call was

that!?!

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The Basics

What are the details of the TPEP process?

The Criteria

How do the newteacher and principal criteria relate to each

other?

A 4-Tiered System

How does using a four-tier system change people’s thinking?

Next Steps

In the end, what should be taken into account in

the evaluation?

The Basics

What are the details of the TPEP process?

State

Pilot Districts

Criteria 4-Tiers

Basic language linking achievement

Rubricsfor

criteriaFramework of

InstructionFormula for

summative ranking

Details ofachievement linkage

Specifi c protocolsand ti melines

Timeline2010-11 Pilot districts develop “models” to use in implementing the new evaluation standards. These models will likely include indicators, rubrics and protocols.

2011-12The pilot districts will use the new models.End of 2011-12Superintendent Dorn is charged with analyzing the work of the pilots and making a recommendation to the legislature.

State

Pilot Districts

Criteria 4-Tiers

Basic language linking achievement

Rubricsfor

criteriaFramework of

InstructionFormula for

summative ranking

Details ofachievement linkage

Specifi c protocolsand ti melines

State

Pilot Districts

Criteria 4-Tiers

Basic language linking achievement

Rubricsfor

criteriaFramework of

InstructionFormula for

summative ranking

Details ofachievement linkage

Specifi c protocolsand ti melines

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Timeline2010-11 Pilot districts develop “models” to use in implementing the new evaluation standards. These models will likely include indicators, rubrics and protocols.

2011-12The pilot districts will use the new models.End of 2011-12Superintendent Dorn is charged with analyzing the work of the pilots and making a recommendation to the legislature.

2012-13All districts will do the preparation work needed to use the new models.

2013-14All districts will use the new models as the basis for evaluating their teachers and principals.

Timeline2010-11 Pilot districts develop “models” to use in implementing the new evaluation standards. These models will likely include indicators, rubrics and protocols.

2011-12The pilot districts will use the new models.End of 2011-12Superintendent Dorn is charged with analyzing the work of the pilots and making a recommendation to the legislature.

2012-13All districts will do the preparation work needed to use the new models.

2013-14All districts will use the new models as the basis for evaluating their teachers and principals.

Regional Implementation Grants

5-10 Districts in each ESD may apply to receive resources for implementing the new evaluation models one year

early.

Timeline2010-11 Pilot districts develop “models” to use in implementing the new evaluation standards. These models will likely include indicators, rubrics and protocols.

2011-12The pilot districts will use the new models.End of 2011-12Superintendent Dorn is charged with analyzing the work of the pilots and making a recommendation to the legislature.

2012-13All districts will do the preparation work needed to use the new models.

2013-14All districts will use the new models as the basis for evaluating their teachers and principals.

Regional Implementation Grants

5-10 Districts in each ESD may apply to receive resources for implementing the new evaluation models one year

early.

Regional Implementation Grant districts use the new evaluation models for at least 20% of their teachers, all provisional and all

principals.

The Criteria

How do the newteacher and principal criteria relate to each

other?

Centering instruction on

high expectations

Demonstrating effective teaching practices

Individualizing

instruction

Subject matter

knowledgeFostering a

safe, positive learning

environment.

Use student data to modify

instruction

Communicating with parents

and school community.

Exhibiting collaborative and collegial

practices

TEACHEREVALUATION

CRITERIA

PRINCIPALEVALUATION

CRITERIA

Teachers:“fostering and managing a safe, positive learning environment.”

“collaborative and collegial practices focused on improving instructional practice and student learning.”

Principals:“creating a school culture that promotes the ongoing improvement of learning and teaching for students and staff.”

“providing for school safety.”

Teachers:“using multiple student data elements to modify instruction and improve student

learning.”

Principals:“development, implementation, and evaluation of a data-driven plan for increasing student achievement, including the use of multiple student data elements.”

Teachers:“providing clear and intentional focus on subject matter content and curriculum.”

Principals:“assisting instructional staff with alignment of curriculum, instruction, and assessment with state and local district learning goals.”

Teachers:Implementing the instructional framework

Principals:“monitoring, assisting, and evaluating effective instruction and assessment practices.”

Teachers:“communicating and collaboratingwith parents and school community.”

Principals:“partnering with the school community to promote learning.”

A 4-Tiered System

How does using a four-tier system change people’s thinking?

Satisfactory

Unsatisfactory

Unsatisfactory

Basic

Proficient

Exemplary

Satisfactory

Unsatisfactory

Unsatisfactory

Basic

Proficient

Exemplary

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Under what circumstances might teachers and principals consider evidence gathering as a positive thing in their evaluations?

Wary/Welcome Activity

Why might teachers and principals be wary of a 4-tier evaluation system? Why might they welcome it?

Satisfactory,That is not enough as to say one is

average, or adequate or moderate. I want to be loved for who I am.

Next Steps

In the end, what should be taken into account in

the evaluation?

Observable Behavior

ExpectedResults

AchievementData

PerceptionData

Observable Behavior

ExpectedResults

AchievementData

PerceptionData

CEL 5-D

MarzanoDanielson Centering

instruction on high expectations

Demonstrating effective teaching practices

Individualizing instruction

Subject matter knowledge

Fostering a safe, positive learning

environment.

Use student data to modify instruction

Communicating with parents and

school community.

Exhibiting collaborative and collegial practices

TeacherEvaluation

Criteria

Observable Behavior

ExpectedResults

AchievementData

PerceptionData

AWSP Criteria

Creating a Culture

Ensuring School Safety

Planning with Data

Aligning Curriculum

Improving Instruction

Managing Resources

Engaging Communities

Closing the Gap

PrincipalEvaluation

Criteria

Observable Behavior

ExpectedResults

AchievementData

PerceptionData

Observable Behavior

ExpectedResults

AchievementData

OtherData & Artifacts

PerceptionData

Observable Behavior

ExpectedResults

AchievementData

OtherData & Artifacts

PerceptionData

E2SSB 6696

E2SSB 6696When available, student growth data that is referenced in the evaluation process must be based on multiple measures that can include classroom-based, school-based, district-based, and state-based tools. As used in this subsection, “student growth” means the change in student achievement between two points in time.

SIG (MERIT)Implement rigorous, transparent and equitable evaluation systems for teachers and principals which are developed with staff and use student growth as significant factor.

Identify and reward school leaders and teachers who have increased student achievement and graduation rates; identify and remove those who, after ample opportunities to improve professional practice, have not done so.

Implement such strategies as financial incentives and career ladders for recruiting, placing and retaining effective teachers

Observable Behavior

ExpectedResults

AchievementData

OtherData & Artifacts

PerceptionData

Observable Behavior

ExpectedResults

AchievementData

OtherData & Artifacts

PerceptionData

DataContent

Instruction

CultureCommunity

Observable Behavior

ExpectedResults

AchievementData

OtherData & Artifacts

PerceptionData

ThreeTask Forces

Training

Observable Behavior

ExpectedResults

AchievementData

PerceptionData

Observable Behavior

ExpectedResults

AchievementData

PerceptionData

Observable Behavior

ExpectedResults

AchievementData

PerceptionData

Many Present Teacher-Evaluation Models

rExpectedResults

AchievementData

OtherData & Artifacts

PerceptionData

Governors State UniversityPrincipal Evaluation Model

Observable BehaviorExpectedResults

AchievementData

OtherData & Artifacts

PerceptionData

SIG/Merit Evaluation Model

rExpectedResults

AchievementData

Arne Duncan’sPrincipal Evaluation Model

Resources

Gallupstudentpoll.com

Track your students’ engagement, hope and well being

Success at the Core

http://successatthecore.com

Videos and facilitators’ guides designed to develop schools’ leadership teams and individual teachers’ skills in the classroom.

AWSP’s Online GPS(Great Principals’ Strategies)

Creating a

CultureEnsuring School Safety

Planning with Data

Aligning Curriculum

Improving Instruction

Managing Resources

Engagingthe

Community

Closing the Gap

PRINCIPALEVALUATION

CRITERIA

School Culture

ClassroomExpectations

HighExpectations

School-wideField Trips

HallDecorations

PersonalizingLearning

RollCall

AdultActivities

StudentActivities

AlumniFaculty

Meetings

Transitions

Fresh Start

At Stewart Elementary School, we want students to begin thinking about college early, so we display the college entrance requirements in our hallway. This helps to set the tone that this is a place to learn, and if students work hard, they will all be prepared for learning after high school.

CollegeEntrance

Requirements