Teacher/Principal Evaluation Overview (Digging a bit deeper)
April 19, 2011 Dana Anderson, ESD 113 Teaching and Learning
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Session Overview Part 1: The Basics Part 2: Challenges Part 3:
Charting a course
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Big Ideas Change is coming Instructional framework as a
starting point Evidence, more than classroom observations
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Engage more than leadership Study criteria Adopt Instructional
model Align Evidence Create clear scales (rubrics) Train, train,
train Data management? Revise CBA You want a recipe?
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1 2 34 5 You are here
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Stages of Concern
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Legislative Timeline All Districts 2010-2012 Observation of
pilot development Stakeholder engagement and communication
2012-2013 Participation in evaluation Professional development and
evaluator training 2013-2014 Full state-wide implementation of new
teacher/principal evaluation system
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New Evaluation ItemsWho is Impacted Launch Date Report to OSPI
- Evaluation Criteria, rubrics, description of each rating, and
number of staff in each rating scale All Staff2010-11 Communicate
to Public: Policies concerning hiring, assigning, terminating &
evaluating staff All Staff2010-11 New Evaluation
CriteriaCertificated classroom teachers & Principals 2013-14
Four Level Rating SystemCertificated 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
Provisional Status: 3 years. Supt can move staff to continuing
contract after 2 nd year All non -supervisory certificated
personnel 2010-11 Increased Observation Time: Minimum of 3
observations and at least a total of 90 minutes Certificated staff
in the 3 rd year of provisional status 2010-11 Evaluation
Requirements SB 6696
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Tensions
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Purpose
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Standards
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What do we believe about knowing?
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Exploring Criteria
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Current Principal Evaluation Criteria New Principal Evaluation
Criteria 1.Knowledge of, experience in and training in recognizing
good professional performance, capabilities and development
2.School administration and management 3.School finance
4.Professional preparation and scholarship 5.Effort toward
improvement when needed 6.Interest in pupils, employees, patrons
and subjects taught in school 7.Leadership 8.Ability and
performance of evaluation of school personnel 1.Creating a school
culture that promotes the ongoing improvement of learning and
teaching for students and staff 2.Providing for school safety
3.Leads development, implementation and evaluation of a data-driven
plan for increasing student achievement, including the use of
multiple student data elements 4.Assisting instructional staff with
alignment of curriculum, instruction and assessment with state and
local district learning goals 5.Monitoring, assisting and
evaluating effective instruction and assessment practices
6.Managing both staff and fiscal resources to support student
achievement and legal responsibilities 7.Partnering with the school
community to promote student learning 8.Demonstrating commitment to
closing the achievement gap
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Current Teacher Evaluation Criteria New Teacher Evaluation
Criteria 1.Instructional Skill 2.Classroom Management
3.Professional Preparation and Scholarship 4.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 practices
3.Recognizing individual student learning needs and developing
strategies to address those needs 4.Providing clear and intentional
focus on subject matter content and curriculum 5.Fostering and
managing a safe, positive learning environment 6.Using multiple
student data elements to modify instruction and improve student
learning 7.Communicating with parents and school community
8.Exhibiting collaborative and collegial practices focused on
improving instructional practice and student learning
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Thoughts? Questions?, Reflections?
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Challenges, we dont need no stinking challenges
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What are areas of potential conflict in this Teacher/Principal
Evaluation work?
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1.Will your instructional framework map back to all
teacher/principal criteria. If not, how will it be subsidized?
2.Where will the cut line be drawn? How do you avoid a compliance
based system? How do you promote a growth-based (developmental)
model? 3.Will there be differentiated expectations based on
continuous years spent in the system? 4.How will the district
address Inter-rater reliability between administrators (same
school, horizontally, vertically) 5.Weighting criterion - Is some
criterion more important than others? If so, how do you address
that in the evaluation model? 6.How will the scoring of each
criterion aggregate to a final evaluation score? 7.How will student
achievement data be used in the teacher/principal evaluation
system? The rubric? 8.How do you ensure quality training for
teachers and principals? 9.How do you develop a teacher/principal
improvement system that includes a communications plan,
professional development support, mentoring support, coaching
support, leadership support, system evaluation, etc. What are areas
of potential conflict in this work?
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What Evaluative Criteria Levels of Performance Weighting Score
Combining Standard Setting Teacher Evaluation System How Procedures
Instruments Personnel Timelines Due Process Process for Deciding
Training for Evaluators Professional Development for Teachers
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1.Will your instructional framework map back to all
teacher/principal criteria. If not, how will it be subsidized?
2.Where will the cut line be drawn? How do you avoid a compliance
based system? How do you promote a growth-based (developmental)
model? 3.Will there be differentiated expectations based on
continuous years spent in the system? 4.How will the district
address Inter-rater reliability between administrators (same
school, horizontally, vertically) 5.Weighting criterion - Is some
criterion more important than others? If so, how do you address
that in the evaluation model? 6.How will the scoring of each
criterion aggregate to a final evaluation score? 7.How will student
achievement data be used in the teacher/principal evaluation
system? The rubric? 8.How do you ensure quality training for
teachers and principals? 9.How do you develop a teacher/principal
improvement system that includes a communications plan,
professional development support, mentoring support, coaching
support, leadership support, system evaluation, etc. What are areas
of potential conflict in this work?
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Criteria 1 Unsatisfactory 2 Basic 3 Proficient 4 Distinguished
Criterion 1 Criterion 2 Criterion 3 Criterion 4 Criterion 5
Criterion 6 Criterion 7 Criterion 8 Final Summative Evaluation 1
Unsatisfactory 2 Basic 3 Proficient 4 Distinguished Final Summative
Descriptors Teachers do not demonstrate the necessary content
knowledge, pedagogical competence, and professional practice
required to improve student learning. Does not meet standard
Teachers demonstrate a basic level of content knowledge,
pedagogical competence, and professional practice to improve
student learning. Teachers in this category also engage in
activities designed for improvement and growth towards becoming
proficient. Teachers rated in this category consistently
demonstrate an advanced level of content knowledge, pedagogical
competence, and professional practice to improve student learning.
Teachers rated in this category consistently demonstrate an
exceptional level of content knowledge, pedagogical competence, and
professional practice to improve student learning.
Solid/Research-based Instructional Framework
The Framework for Teaching Charlotte Danielson Benefits of Any
Framework for Teaching Common language Development of shared
understandings Self-assessment and reflection on practice
Structured professional conversation
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Thoughts? Questions?, Reflections?
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1.Will your instructional framework map back to all
teacher/principal criteria. If not, how will it be subsidized?
2.Where will the cut line be drawn? How do you avoid a compliance
based system? How do you promote a growth-based (developmental)
model? 3.Will there be differentiated expectations based on
continuous years spent in the system? 4.How will the district
address Inter-rater reliability between administrators (same
school, horizontally, vertically) 5.Weighting criterion - Is some
criterion more important than others? If so, how do you address
that in the evaluation model? 6.How will the scoring of each
criterion aggregate to a final evaluation score? 7.How will student
achievement data be used in the teacher/principal evaluation
system? The rubric? 8.How do you ensure quality training for
teachers and principals? 9.How do you develop a teacher/principal
improvement system that includes a communications plan,
professional development support, mentoring support, coaching
support, leadership support, system evaluation, etc. What are areas
of potential conflict in this work?
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Criteria1234 High Expectations Effective teaching practices
Individual Student Needs Focus on content and curriculum Safe
Positive Learning environment Student data to modify instruction
& improve learning Communicate with parents and school
community Collaborative and collegial practices to improve student
learning A foundational Decision... Where is the cut line? Does the
cut line placement matter? Does the cut line placement change how
the rubric is developed? Does the change in the language make a
difference? 4(a) employee whose work is not judged (unsatisfactory)
satisfactory based on district evaluation criteria will be put on a
Program of improvement - Probation
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What are areas of potential conflict in this work? 1.Will your
instructional framework map back to all teacher/principal criteria.
If not, how will it be subsidized? 2.Where will the cut line be
drawn? How do you avoid a compliance based system? How do you
promote a growth-based (developmental) model? 3.Will there be
differentiated expectations based on continuous years spent in the
system?expectations 4.How will the district address Inter-rater
reliability between administrators (same school, horizontally,
vertically) 5.Weighting criterion - Is some criterion more
important than others? If so, how do you address that in the
evaluation model? 6.How will the scoring of each criterion
aggregate to a final evaluation score? 7.How will student
achievement data be used in the teacher/principal evaluation
system? The rubric? 8.How do you ensure quality training for
teachers and principals? 9.How do you develop a teacher/principal
improvement system that includes a communications plan,
professional development support, mentoring support, coaching
support, leadership support, system evaluation, etc.
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Criteria1234 High Expectations Effective teaching practices
Individual Student Needs Focus on content and curriculum Safe
Positive Learning environment Student data to modify instruction
& improve learning Communicate with parents and school
community Collaborative and collegial practices to improve student
learning Example Promote Growth and prevent stagnation Promote
Growth
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What are areas of potential conflict in this work? 1.Will your
instructional framework map back to all teacher/principal criteria.
If not, how will it be subsidized? 2.Where will the cut line be
drawn? How do you avoid a compliance based system? How do you
promote a growth-based (developmental) model? 3.Will there be
differentiated expectations based on continuous years spent in the
system? 4.How will the district address Inter-rater reliability
between administrators (same school, horizontally, vertically)
5.Weighting criterion - Is some criterion more important than
others? If so, how do you address that in the evaluation model?
6.How will the scoring of each criterion aggregate to a final
evaluation score? 7.How will student achievement data be used in
the teacher/principal evaluation system? The rubric? 8.How do you
ensure quality training for teachers and principals? 9.How do you
develop a teacher/principal improvement system that includes a
communications plan, professional development support, mentoring
support, coaching support, leadership support, system evaluation,
etc.
Slide 32
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What are areas of potential conflict in this work? 1.Will your
instructional framework map back to all teacher/principal criteria.
If not, how will it be subsidized? 2.Where will the cut line be
drawn? How do you avoid a compliance based system? How do you
promote a growth-based (developmental) model? 3.Will there be
differentiated expectations based on continuous years spent in the
system? 4.How will the district address Inter-rater reliability
between administrators (same school, horizontally, vertically)
5.Weighting criterion - Is some criterion more important than
others? If so, how do you address that in the evaluation model?
6.How will the scoring of each criterion aggregate to a final
evaluation score? 7.How will student achievement data be used in
the teacher/principal evaluation system? The rubric? 8.How do you
ensure quality training for teachers and principals? 9.How do you
develop a teacher/principal improvement system that includes a
communications plan, professional development support, mentoring
support, coaching support, leadership support, system evaluation,
etc.
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Undeveloped EmergingProficientDistinguished 1234Score 1.1
Expectations for learning and achievement: X 4 1.2 Conveying
Rigorous Expectations: X 2 1.3 Results Driven: X 1 1.4 Learning
activities: X 2 1.5 Value, sequence, and alignment: X 4 CRITERION
No. 1 Centering instruction on high expectations for student
achievement. 2.6 Score
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Criteria 1234Score? High Expectations 2.6 Effective teaching
practices 1 Individual Student Needs 4 Focus on content and
curriculum 2 Safe Positive Learning environment 1 Student data to
modify instruction & improve learning 2 Communicate with
parents and school community 4 Collaborative and collegial
practices to improve student learning 4 Score? ???? 2.625 3
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What are areas of potential conflict in this work? 1.Will your
instructional framework map back to all teacher/principal criteria.
If not, how will it be subsidized? 2.Where will the cut line be
drawn? How do you avoid a compliance based system? How do you
promote a growth-based (developmental) model? 3.Will there be
differentiated expectations based on continuous years spent in the
system? 4.How will the district address Inter-rater reliability
between administrators (same school, horizontally, vertically)
5.Weighting criterion - Is some criterion more important than
others? If so, how do you address that in the evaluation model?
6.How will the scoring of each criterion aggregate to a final
evaluation score? 7.How will student achievement data be used in
the teacher/principal evaluation system? The rubric? 8.How do you
ensure quality training for teachers and principals? 9.How do you
develop a teacher/principal improvement system that includes a
communications plan, professional development support, mentoring
support, coaching support, leadership support, system evaluation,
etc.
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Teacher Criteria Student Data? 1. Centering instruction on high
expectations for student achievement 2. Demonstrating effective
teaching practices 3. Recognizing individual student learning needs
and developing strategies to address those needs 4. Providing clear
and intentional focus on subject matter content and curriculum 5.
Fostering and managing a safe, positive learning environment 6.
Using multiple student data elements to modify instruction and
improve student learning 7. Communicating with parents and school
community 8. Exhibiting collaborative and collegial practices
focused on improving instructional practice and student learning
How can student achievement data be used with the criteria?
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E2SSB 6696 When student growth data, if available and relevant
to the teacher and subject matter, is referenced in the evaluation
process it 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.
Evaluation Requirements SB 6696
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The Framework for Teaching Charlotte Danielson Judgment
Evidence Accurate and unbiased Relevant Representative of the total
Respect and Rapport Questioning and Discussion Interpretation What
is the evidence?
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Multiple Measures Planning Classroom Observation Self
Assessment Perception Surveys Peer Evaluation Portfolio Assessment
Student Achievement Data Student Work Samples
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Putting it all together
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Other Considerations 1.Where is the floor and where is the
Ceiling of the rubric descriptors? 2.Gradations between points 1-4
3.Formative and summative balance 4.Standards-based vs. Normative
based 5.Implementation (pilot, scaled, feeder school approach,
voluntary) 6.Evaluation of the evaluation system (How do you know
its working?)