System-Wide Alignment of the Evaluation & Goal
Setting Process…Coherent efforts
Dr. Glenn MaloneExecutive Director of Assessment & Accountability
Dr. Chrys SweetingAssistant Superintendent, Instruction, Learning, Curriculum,
& AssessmentPuyallup School District
Washington Educator’s Conference 2013October 20 & 21
Essential QuestionsHow can an entire district align goal setting in support of teachers, principals and student success?
What is the current status of the data laden reform initiatives?
What resources are available?
What example are available for us to begin Goal Setting?
One District’s Approach…
A shared understanding of one district’s approach to system-wide goal setting to improve instruction and increase student learning
Make connections between the teacher, principal, central office instructional and operations & management administrators frameworks and identify ways one district is aligning the goal setting process
The road behind us…
2011-2012 • TPEP committee selects Danielson Instructional Framework
2012-2013• TPEP committee develops & recommends evaluation process and tools
• WASA State committee revises WASA Central Office Leadership Framework
• District committee develops draft frameworks for operations & management
and Instructional administrators aligned with WASA & ASWP Frameworks
2013-2014• New frameworks aligned to state 8 evaluation criteria rolled out district-
wide
The road ahead… focused on a Single purpose…
Professional Development Ongoing Targeted & Job-Embedded
Building Teacher Instructional Capacity…Principal Leadership Capacity…
and Central Office Leadership Capacity…
to…
Improve instruction and Increase
Student Growth and Achievement
District Strategic Directions
Coming Alongside Supporting Principals
District Sponsorship & Support
Context & External Support
Systemic Alignment of Reciprocal Accountability
It’s not business as usual…
“A well-functioning evaluation system goes beyond the checklists used in schools. A system must:
(1) specify what must be measured, (2) define how it will be measured,
(3) clarify how the measures will be applied consistently, (4) lay out a plan for providing feedback and continuous support, and
(5) have buy-in and leadership from key stakeholders
Getting It Right, National Board Professional Teaching Standards, 2011
Systemic Professional Growth
and Evaluation CycleCommon use of frameworks &
rubricsCommon language and content Common themesCommon process
Aligned Evaluation Process…
Self-Assessment
andGOAL
SETTING
Informal Observations, Gathering and
Sharing Evidence Learning-focused
conversations
Informal Observations. Gathering and
Sharing Evidence Learning-focused
conversationsInformal
Observations & Reflection &
Evidence Sharing
Learning-focused
conversations
Tentative Scoring
Informal Observations,
Gathering/Sharing Evidence
and Learning-focused
conversations
Final Summative Scores
Self-Assessment
andGOAL
SETTING
Pre-Conference & Formal
Observation & Learning-focused
conversations
Post-Conference, Reflection, Identifying Evidence &
Learning-focused conversations
Informal Observations, Gathering and
Sharing Evidence & Learning-focused
conversations
Tentative Scores
Informal Observations, Gathering and
Sharing Evidence & Learning-
focused conversations
Final Summative Score
TEACHERS PRINCIPALS & CENTRAL OFFICE
Frameworks
Principals Instructional CMT O & M CMT Teachers
Centering instruction on
high expectations
Individualizing instruction
Communicating with parents &
school community
TEACHER
Demonstrating effective teaching practices
Exhibiting collaborative
& collegial practices
Use student data to modify
instruction
Fostering a safe, positive learning
environment
Subject matter
knowledge
PRINCIPAL
Closing the gap
Ensuring school safety
Engaging communitie
s
Improving
instruction
Managing
Resources
Creating a
culture
Planning with data
Aligning curriculu
m
SUPER-INTENDEN
T
Business &
finance
Additionalareas
of focus
Board relationshi
ps
DSD goal setting
achievement &
progress
Personnelrelationship
s
Personal & professional qualities
Managing resources
Clear & collaborati
ve relationshi
psEnsuring compliance
& safety
CMT
INSTRUCTIONAL LEADERSHIP
Effective leadership
Close achievement
gaps & remove barriers
Qualityteaching
& learning
Engaging the community & external
environment
Planning with data &
system-wide improvement
Creating a
culture
Overcoming
systemic barriers
Ensuring complianc
e & safety
Planning with data
CMT
OPERATIONS &
MANAGEMENT
Engaging internal/exte
rnal stakeholders
Managing staff & fiscal
resources Improving department performanc
e
Aligningthe
work
Ongoing Evaluation Progress…
The District’s Journey will Continue…
ALL district staff engaged in the evaluation cycle focused on aligned acts of professional growth and supporting the growth of others where…
Unity of Focus, Purpose, and Action to Improve Instruction and Increase Student Growth and Achievement
= Systemic Alignment
What road have you been on?…
In groups of three:
Share the road your District/School has already taken toward the implementation of
the new evaluation system.
• This year no PSD schools hit all AMO targets for all subgroups. Last year we had 2 schools.
• Statewide these are very difficult targets to hit!
When Looking at AYP / AMO results over the last 3 years you can see it has become increasingly more difficult to meet the required targets.
PSD Elementary Schools
Blank cells indicate making AYP or AMO
What are AMAOs
Title III requires Annual Measurable Achievement Objectives (AMAO)
AMAO 3 is connected to AMOs
PSD Limited English AMOsReading Grades 3-8,10
Goal Setting is Harder than it looks!
Lots of questions about how this will work?
“It’s just the suspense at the top that freaks you out!”
Girl’s First Ski Jump
Goal Setting Template
Sample from Sally Lancaster Everett Schools
Goal Setting Template
Sample from Sally Lancaster Everett Schools
Step 2: TargetsIdentify the expected outcomes by the end of the instructional period for all students (3.5), students assigned to a subset of teachers (5.5), or for a subgroup of students (8.3).
Use performance data to describe specific starting points and specific expected outcomes for students.Provide data for each of the assessment measures.
Expected Targets Using data regarding the student’s starting points, identify the number or percentage of students expected for each level. Explain how these expected targets demonstrate ambitious, yet realistic goals for measuring students’ understanding of the growth goal.
Significant Improvement in student academic growth for most students(3.5) would be…?
Clear evidence of learning for most students(3.5) would be…?
Goal Setting Template
Sample from Sally Lancaster Everett Schools
Does my Learning Goal Include:
Sample Goal 8.3Submitted by Kristen SchroederPuyallup Schools
Sample Goal 3.5Submitted by Aileen BaxterPuyallup Schools
Sample Goal 3.5Submitted by Dave SunichPuyallup Schools
Evaluation Template
Sample from Sally Lancaster Everett Schools
Managing Evidence
Simple File Folder
RESOURCES www.awsp.org
User Guide ~Coming Soon13 Sample Goals for Each Level (39 Total)
Videos 600+ Resources
Video Resources
Focused on 3.5 5.5 & 8.3Complement to the User GuideSneak Peek
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