Slide 1

Report
WELCOME
•Teacher Principal Evaluation
Project Overview
•The Pilot Experience –
North Thurston
•Break
•New Criteria
•District Planning
•Communication & Feedback
•Closure
Steering Committee
 Clark County
 Jeff Snell – Camas


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
School District
John Deeder –
Evergreen Public
Schools
Chris Griffith –
Ridgefield School
District
Sandra Yager –
Hockinson School
District
Lisa Lewison –
Riverside UniServ
 Cowlitz County
 Susan Barker - Castle




Rock School District
Ryan Allstot - Castle
Rock School District
Mary Beth Tack - Kelso
School District
Christine McDaniel Kelso School District
Tammy Bell - Kelso
School District
 Skamania/Klickitat
County
 Jerry Lewis –White
Salmon School District
 Vicki Prendergast –
White Salmon School
District
ESD Team
Jada Rupley
Associate Superintendent
Teaching and Learning
[email protected]
Barbara Lomas
Director Center of Excellence in
Education
[email protected]
Kathy Whitlock
Coordinator-Principal Leadership [email protected]
& Teacher Support
Sue Feldman
Director of Assessment and
Education research
[email protected]
Sara Rhoten
Administrative Assistant
Instructional Services &
Technology
[email protected]
Bunny Stevens
Secretary Teaching & Learning
[email protected]
TPEP Phone Contact 360-750-7514
February 15, 2012
Background
 Washington Teacher Principal Evaluation
 Washington State Bill E2SSB 6696 - passed by the Washington
State Legislature in the 2010 session
 Revising the evaluation criteria for both classroom teachers and
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


principals;
Creating a four-level rating systems;
Requiring OSPI to create a pilot with school districts in the 2010-11
(development) and 2011-12 (pilot implementation) school years;
All districts to adopt new systems in the 2013-14 school year;
Increasing the length of the provisional status for new teachers; and
Requiring school districts to send OSPI information on the current
evaluation system for all employee groups beginning in 2010-2011 school
year.
Work of the Pilots
 Nine pilot participants, eight districts and one consortium of
districts, participated in the 2010/2011 Teacher/Principal
Evaluation Pilot
 4-Tier descriptors and labels
 Definitions of the new evaluation criteria
 Instructional Frameworks
 Rubrics
Work of the Consortia
 Understand How to Select a Framework
 The comprehensive instructional framework (common language/model of
instruction) is used as a way to talk about instruction that is shared by everyone in the
district.
 Marzano states that teachers and principals use the instructional framework “to
converse about effective teaching, give and receive feedback, collect and act upon
data to monitor growth regarding the reasoned use of the strategies, and align
professional development needs against the framework.”
 Identify Measures and Evidence
 The measures and evidence are used to determine the “performance along a
continuum that indicates the extent to which the criteria have been met or exceeded.”
The measures used in the evaluation system should have strong correlation to the
criteria being evaluated. This section should represent the district’s system for
determining final summative evaluation score.
 Discuss Final Summative Evaluation
 Similar to the standards based system for students, clear targets for both the distinct
criteria and the final summative evaluation will drive principals and teachers to a
evaluation system that promotes growth.
Work at the District
 Engagement:
 This is a collaborative process. Successful development and ultimately implementation has
and will require looking at this process through the perspectives of all stakeholders.
 Communication:
 Communication is a key component to successful development and implementation of the
new evaluation system. The collaborative approach is critical.
 Professional Development:
 Looking at this new evaluation system as a process in continuous improvement,
professional development to train the staff is key.
 Data:
 Many aspects of the new teacher and principal evaluation system will depend heavily on
the acquisition and use of data from evidence.
 Forms & Tools:
 Many parts of the new evaluation system might require changing the forms and tools
currently used in the evaluation process, or might make current tools more effective.
The Pilot Experience
Ryan Akiyama & John Bash
The New Criteria
Quality Teaching and Effective Leadership
Teachers:
Principals:
“fostering and managing a safe, positive learning
environment.”
“creating a school culture that promotes the ongoing
improvement of learning and teaching for students
staff.”
“collaborative and collegial practices focused on improving
instructional practice and student learning.”
“providing for school safety.”
and
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,
the use of multiple student data elements.”
including
Teachers:
Principals:
“providing clear and intentional focus
on subject matter content and curriculum.”
“assisting instructional staff with alignment
of curriculum, instruction, and assessment
with state and local district learning goals.”
Teachers:
Principals:
Implementing the instructional framework
“monitoring, assisting, and evaluating effective
instruction and assessment practices.”
Teachers:
Principals:
“communicating and collaborating
with parents and school community.”
“partnering with the school community
to promote learning.”
District Planning
Communication and Feedback
TPEP policy implementation requires
learning in public
 Learning here among your colleagues from other districts
 Learning to lead this work in your district
 Learning from leading this work to adjust and improve your
approach
 Learning to conduct collaborative evaluations
 Learning to see/hear and record evidence of leadership and
instructional practices
 Learning to generate and share actionable feedback about
leadership and instruction
Establishing Your Working Group’s
Vision of Success
 If your working group is 100% successful what will be
different in your district at the end of the 2013-14 school
year?
 What will be different at the end of 2012-13 school year?
 What will be different at the end of this school year?
Developing Trust in Your Working
Group
 Norms: What agreements do you need to make with each
other, in order to do your best work together, under public
learning conditions?
Examples for increasing trust:
 Demonstrate and discern a genuine interest in each others’
point of view
 Demonstrate and discern faith in your own abilities and faith
in the ability of others
 Demonstrate and discern forgiveness
 Do what you say you will do and say what you did
Leading and Learning
the New Evaluation Criteria
 Who needs to learn the teacher and
principal evaluation criteria and how will
they best learn it?
Thank you for your time and thinking
 Please fill out the evaluation forms before you leave. They
will help us help you better.
ESD 112
TPEP Website
http://www.esd112.org/tpep/
Calendar
Phase
Dates
Major Topics
Phase 1: Research &
Learning
11/9/2011
Overview
Pilot
Communication
Phase 1: Research &
Learning
12/1/2011
1/26/2012
Exploring the 3 Frameworks
Principal Evaluation
2/15/2012
Selection of Framework
Phase 2: Decision Making
2/23/2012
Rubrics
Data
Evidence
Phase 2: Decision Making
3/22/2012
Protocols for Summative
Phase 3: Planning for
Implementation
4/19/2012
5/17/2012
Preparation
Communication
Management

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