TPEP

Teacher & Principal Evaluation System

Prepared from resources from WEA & AWSP & ESD 112

Learning Targets for Today

• I understand the logistics of the new Teacher and Principal Evaluation System 2012 – 13 all principals and 20% of teachers on

the new system 2013 - 14 implementation The requirement of an instructional framework

• I understand how I can help select the instructional framework for Camas

TPEPWhy are we in the middle of

changing Teacher and Principal evaluation?

SB 6696 - New Evaluation System

StateCriteria 4-Tiers

Basic language linking achievement

Rubricsfor

criteriaFramework of

InstructionFormula for

summative ranking

Details ofachievement linkage

Specifi c protocolsand ti melines

New Evaluation Items Who is Impacted

Launch Date

Report to OSPI - Evaluation Criteria, rubrics, description of each rating, and number of staff in each rating scale

All Staff 2010-11

Communicate to Public: Policies concerning hiring, assigning, terminating & evaluating staff

All Staff 2010-11

New Evaluation Criteria Certificated classroom teachers & Principals

2013-14

Four Level Rating System Certificated classroom teachers & Principals

2013-14

Student Growth Data: Must be based on multiple measures

Certificated classroom teachers & Principals

2013-14

Professional Growth Option: Linked to the new eight certificated classroom teacher criteria

Certificated classroom teachers

2013-14

• A pilot project that is assessed and funded prior to statewide mandate;• Systems that maintain full bargaining rights at the local level;• Clear evaluation standards with rubrics;• Due process tied to evaluations must:• have clear, specific timelines• Improvement plans• funding and time provided for support systems• an appeals process

• Principals highly trained in evaluating educators• Adequate time and funding for a full observation process• Adequate planning time for an educator to accomplish traditional planning as well as observe and collaborate with other colleagues;• Maintain the current optional PGO and long form evaluation system;• Support informal peer observation and feedback, separate from the evaluation.

WEA SupportsEd Reform Policy Development Board of Directors Meeting, October 31, 2010

We have been given an opportunity in Washington to

participate in the development of the system that meets

the new law.

Current Teacher Evaluation Criteria

New Teacher Evaluation Criteria

1. Instructional Skill2. Classroom Management3. Professional Preparation

and Scholarship4. Effort Toward

Improvement When Needed

5. Handling of Student Discipline and Attendance

6. Interest in Teaching Pupils

7. Knowledge of Subject Matter

1. Centering instruction on high expectations for student achievement

2. Demonstrating effective teaching practices3. Recognizing individual student learning needs and

developing strategies to address those needs4. Providing clear and intentional focus on subject

matter content and curriculum5. Fostering and managing a safe, positive learning

environment6. Using multiple student data elements to modify

instruction and improve student learning7. Communicating with parents and school

community8. Exhibiting collaborative and collegial practices

focused on improving instructional practice and student learning

New Criteria

• Evaluations will be based on 8 new criteria. • The criteria form the new evaluation system

and describe performance along a continuum

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

TEACHEREVALUATIONCRITERIA

Creating a Culture

Ensuring School Safety

Planning with Data

Aligning Curriculum

Improving Instruction

Managing Resources

Engaging Communities

Closing the Gap

PRINCIPALEVALUATION

CRITERIA

How do Principal &

Teacher Criteria Compare?

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.”

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 2011-12 Superintendent Dorn is charged with analyzing the work of the pilots and making a recommendation to the legislature.ESDs support local districts to begin a phase in 2012-13. (We’re in this)

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.

A 4-Tiered System

This is a big change in the new system. How does using a four-

tier system change people’s thinking?

Satisfactory

Unsatisfactory

Current System

Unsatisfactory

Basic

Proficient

Distinguished New

SystemN

ew System

What needs to happen?

The new evaluation system is required to be based on an instructional framework.

What’s an Instructional Framework?

An instructional framework defines, describes, and explains

instructional practices.

CEL 5-D

Marzano

Observable Behavior

ExpectedResults

AchievementData

PerceptionData

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

Instructional Framew

orks

Communication about the Frameworks

• Website• Meetings for teachers• Facilitator group built with teacher

representatives from each school• Work group comprised of teacher,

administrator and central office representation

What can I do?

• Research the two frameworks• Utilize district TPEP website• Share with CEA leadership your preferred

framework• Get involved in the next steps

Decision about the Framework

• Teachers will be given the opportunity to explore the Frameworks

• CEA will make a recommendation to the Superintendent and School Board in by February 2012

What needs to happen?

Once the framework is chosen, staff define what each of the 4 tiers look like in the continuum

Rubrics & the Instructional Framework

• Help describe the levels on the continuum (unsatisfactory, basic, proficient and distinguished) for each of the criteria

• The rubrics assess the link between instructional practice and the state’s criteria, as reflected in the instructional framework.

• After choosing the instructional framework for Camas, we will explore what that framework should look like in action

Exploring the Frameworks• Guiding Questions documents• WEA Comparison to the 8 Criteria• Marzano Overview• 5 Dimensions of Learning (UW CEL)• All of these are available on Camas TPEP Site

http://staff.camas.wednet.edu/blogs/jsnell/tpep/