WA_TPEP_Module-Self-Assessment

Report
Washington State
Teacher and Principal
Evaluation Project
Preparing and Applying Formative Multiple Measures of Performance
Conducting High-Quality Self-Assessments
1
June 2013
Entry Task
As you enter, please have a brief discussion with your district
team to answer to the following question:
What statement best describes your district’s position on
self-assessment:
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1.
2.
3.
4.
As a tool for educators only to reflect upon and determine their
areas of strength and growth for goal-setting
As a conversation starter between the evaluator and the educator
for goal-setting
As a measure of educator growth – the self-assessment becomes
the starting point and the final evaluation the ending point
Undecided
Write your district’s name on a sticky note and place your
response on the appropriate chart paper.
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2
Welcome!
Introductions
Logistics
Agenda
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Agenda
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Connecting
Learning
Implementing
Reflecting
Wrap-Up
Modules
Introduction to Educator Evaluation in Washington
Using Instructional and Leadership Frameworks in
Educator Evaluation
Preparing and Applying Formative Multiple Measures of
Performance: An Introduction to Self-Assessment, Goal
Setting, and Criterion Scoring
Including Student Growth in Educator Evaluation
Conducting High-Quality Observations and Maximizing
Rater Agreement
Providing High-Quality Feedback for Continuous
Professional Growth and Development
Combining Multiple Measures into a Summative Rating
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The Evaluation System Components
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Session Norms
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Pausing
Paraphrasing
Posing Questions
Putting Ideas on the Table
Providing Data
Paying Attention to Self and Others
Presuming Positive Intentions
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What Else?
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Connecting
Builds community, prepares the team for learning, and links to
prior knowledge, other modules, and current work
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Overview of Intended Participant
Outcomes for Part B
Participants will know and be able to:
 Determine specific measures to support implementation
of evaluation in their districts
 Support effective self-assessment to support evaluation in
alignment with the Washington State Criteria
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Self-Assessment as One Piece of
the Puzzle
The Module described how using multiple measures
strengthens a teacher evaluation system
Teacher self-assessment is one source of evidence that
can be used to measure teacher performance as part of a
comprehensive teacher evaluation system
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Building on Current Practices
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Work with your district team to describe the processes,
practices, and structures already in place in your district
that support:
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Teacher and principal analysis of student data
Teacher and principal reflection
Are their times during the school year when analysis and
reflection occur?
Choose a recorder and have that person write your
responses on the “Building on Current Practices”
worksheet in your handout packet.
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Learning
Understand best practices in self-assessment
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Why Use Self-Assessment in Educator
Evaluation?
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The self-assessment process supports good teaching and
leading practices of:
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Analyzing student data
Focus on student learning
Reflection on practice
The self-assessment process also prepares teachers and
principals for goal-setting (examined in the next session)
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Defining Self-Assessment
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Self-assessment is a process for reflecting on an
educator’s instructional, leadership, and professional
practice strengths and weaknesses in light of the needs of
the students he or she serves.
Requires Asking:
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What do my students need?
What do I need to meet all my students’ needs?
Best Practices in Self-Assessment
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RCW 28A.405.100
Step 1: Student data analysis
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Teachers and principals analyze data on incoming students and
identify areas of growth and strength
RCW 28A.405.100
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A capital “G!” indicates that
the guidance represents
Washington state law
(RCW) or rules (WAC).
A lower-case “g” indicates that the guidance
represents research-based best practice but
is not mandated by law or rules.
Best Practices in Self-Assessment
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Step 2: Professional practice rating
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Teachers use the instructional framework to rate their current
level of practice and identify areas of growth and strength
Principals use the leadership framework to rate their current
level of practice and identify areas of growth and strength
Self-Assessment Form
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Preparing Educators for Goal Setting
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Self-Assessment
Step
Goal Type
Step 1: Student
Data Analysis
Student Learning
Goal
Step 2: Professional
Practice Rating
Professional
Practice Goal
RCW 28A.405.100
Meet John Anderson
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John Anderson:
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His school:
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Fourth grade teacher
11 years of teaching experience
Elementary level with 400 students
His class:
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25 students
5 students have behavioral issues noted by previous teachers.
Meet Patti Davis
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Patti Davis:
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Her students:
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High School Principal
4 years of administrative experience
Urban high school level with 500 students
23 percent of students are economically disadvantaged.
About half the students were proficient in Math last year.
About two-thirds of the students were proficient in ELA last
year.
Her staff
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Supervises 153 full-time teachers and 3 assistant principals
Characteristics of a High-Quality
Self-Assessment
With a partner:
 Review “John Anderson’s Self-Assessment” form on page
5 of your handout packet.
OR
 Review “Patti Davis’ Self-Assessment” form on page 6 of
your handout packet.
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Answer the “Self-Assessment Reflection Questions” on
page 6 of your handout packet.
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Learning Debrief
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Choose another pair to work with
Each group will have about one minute to answer the
following question:
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What topic areas did you identify for John Anderson/Patti
Davis to focus on? Why?
Implementing
Articulate the ways an instructional and leadership framework
can operationalize the revised evaluation system to improve
teaching and learning
Analyze the instructional frameworks to support district
decision-making in selecting an instructional framework and a
leadership framework
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Leading a High-Quality Self-Assessment
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Work with your district team complete the “Leading a
High-Quality Self-Assessment” worksheet
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Create a plan for preparing teachers to conduct selfassessments
If your district stated it was “undecided” in how selfassessments should be used in the connecting activity,
begin by determining how self-assessment will be used as
part of teacher evaluation
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Implementing Activities Debrief
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Each team share two things to debrief our implementing
tasks:
1.
2.
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One key message about self-assessment you will share with
teachers
One area where you anticipate teacher confusion—and how
you plan to address that confusion
Reflecting
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Reflecting
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Share with your team the most important thing you
learned today
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Take a few minutes and create at least two sticky notes
for the Plus/Delta Chart on your way out.
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Plus: What was a real “plus” of today’s session? What went well
and should be repeated?
Delta: Where is there room for improvement and change?
What’s Next?
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Session: Goal Setting in Educator Evaluation
Homework Options
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District: Define the forms and processes the district will use
for teacher self-assessment.
School or Teams: Create a presentation that describes how
self-assessment connects with current school practices.
Individual: Conduct your own self-assessment based on the
instructional framework for your role to practice the selfassessment process.
Thank you!
INSERT PRESENTER’S NAME AND E-MAIL ADDRESS
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