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4/17/2013
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Teacher/Principal Evaluation Update
School Board Presentation
April 24, 2013
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“After 30 years of doing such work, I have concluded that classroom teaching…is perhaps the most complex, most challenging, and most demanding, subtle, nuanced, and frightening activity that our species has ever invented…The only time a physician could possibly encounter a situation of comparable complexity would be in the emergency room of a hospital during or after a natural disaster.”
– Lee Shulman
Stanford University
The Wisdom of Practice
4/17/2013
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Managing Change Effectively
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Regional Implementation Grant IICommittee members
Regional Implementation Grant II – 2013
Josie Bean – Resource Room Teacher, FVJHJeanne Beckon – Executive Director, HRCheryl Brown – Chief Negotiator, CKEATineke Dahl – Special Education Teacher, KSSGail Danner – Assistant Principal, CKHSPeggy Ellis, Elementary Director, OTLCarol Gallaher – Spanish/SS Teacher, CKJHDebbie Johnson – 2nd Grade Teacher, SIKristin Lax – Resource Room Teacher, BRFranklyn MacKenzie, Secondary Director, OTLDebbie Makar – Montessori Teacher, JPJulie McKean – Principal, SRJulie Moore – JH & Beyond/SS Teacher, CKJHJennifer Narimatsu – Math Teacher, FVJHKirstin Nicholson – President, CKEAPaula Petersen – English Teacher, CKHSRobert Reynolds – 5th Grade Teacher, SISheri Shipe – Music Teacher, CCJeanne Smith – Gifted Teacher, EMJulie Svenson – 6th Grade Teacher, GMPeggy Templeton – CTE Teacher, CKJHRoxanne Thayer – Assistant Principal, OHSChris Wyatt – Director, ST SVSJeni Zapatka – Curriculum Specialist, CURR
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2013‐2014 CKEA/CKSD Bargaining Team Members
Cheryl Brown, Chief Negotiator Jeanne Beckon, Chief Negotiator
Kirstin Nicholson, CKEA President David McVicker, Business
David Clough, Olympic Patti Woolf, Operations
Peter Horton, Silverdale Franklyn MacKenzie, OTL
Ron Garberg, Ridgetop Peggy Ellis, OTL
Nate Andrews, Olympic Susan Zetty, Esquire Hills
Suzanne Argyle, Silver Ridge Joe Vlach, Central Kitsap
Roxanne Stuart, Brownsville Kathryn Coleman, Special Services
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Assessment as Hammer
Assessment as Diagnostic Tools to Improve Leadership & Instruction
Shifting Thinking for Classroom Teachers
Data AccessUtilizing Data for Improving
Instruction
Teacher Quality Teacher Effectiveness
Reflection for Improved Individual Teaching and Leadership Practice
Reflection for Improved Collective Teaching and Leadership Practice
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Quality Assurance
Professional Learning
Why Assess Classroom Teacher Effectiveness?
“Value” is at the root of the word “evaluation.”
What we evaluate needs to come from what we value as a community.
Why does this matter for classroom teachers?
Perception of Educating Students
Reality of Educating Students
Student Learning
Educator Growth
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Teacher and Principal Evaluation System Overview
Instructional and Leadership Frameworks
Definitions of classroom teacher and principal
Definitions of comprehensive and focused evaluations
Implementation details
ESSB 5895 & ESEA Flexibility Waiver
Summative Methodology
Student Growth within Teacher and Principal Evaluation
Support and Resources
Rater Agreement Definition/Principal Training
eVAL Management System
Teacher/Principal Evaluation Project
The critical importance of teacher and leadership quality.
The professional nature of teaching and leading a school.
The complex relationship between the system for teacher and principal evaluation and district systems and negotiations.
The belief in professional learning as an underpinning of the new evaluation system.
The understanding that the career continuum must be addressed in the new evaluation system.
The system must determine the balance of “inputs or acts” and “outputs or results.”
TPEP Core Principles
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Anacortes
Central Valley
Kennewick
North Thurston
North Mason
Othello
Snohomish
Wenatchee
ESD 101 ConsortiumAlmira
Davenport
Liberty
Medical Lake
Pullman
Reardan‐Edwall
Wellpinit
Wilbur
TPEP Pilot Sites Teacher and Principal Evaluation Project (TPEP)
Steering Committee
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2012 2012‐
ESSB 5895
ESEA Flexibility Waiver
TPEP Pilot
Sites & Steering Cmte
Instructional and
Leadership Framework Authors
Research and Best Practice
E2SSB 6696 & Race to the Top
Washington State
Evaluation and Professional
Growth System
2010‐12
Influences on TPEP Development
•8 Teacher Evaluation Criteria
•8 Principal Evaluation Criteria
•4‐Tiered Rating System
E2SSB 6696
(2010)
•3 Criteria must include student growth
•Up to 3 instructional and leadership frameworks
•Experienced teachers and principals cannot be basic
•Evaluations will be used in HR decisions
SB 5895
(2012)
•Summative Scoring Formula
•Separate analysis of Student Growth Criteria
•Matrix for analyzing summative and student growth scores
•Options for low student growth scores
ESEA Waiver
(Summer 2012)
Summative/Accountability
Formative/Growth
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Instructional and Leadership Frameworks
Teacher and Principal Evaluation Criteria
Current Teacher Evaluation Criteria New Teacher Evaluation Criteria
1. Instructional skill2. Classroom management3. Professional preparation and scholarship4. Effort toward improvement when needed5. Handling of student discipline and
attendant problems6. Interest in teaching pupils7. Knowledge of subject matter
1. Centering instruction on high expectations for student achievement2. 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 focus on improving instructional
practice and student learning
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 management3. School finance4. Professional preparation and scholarship5. Effort toward improvement when needed6. Interest in pupils, employees, patrons
and subjects taught in school7. 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 safety3. 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 learning8. Demonstrating commitment to closing the achievement gap
Changes in Teacher & Principal Evaluation Criteria
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Classroom teacher & principalcomprehensive & focused evaluations
Definitions…
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Classroom Teachers
Includes: English LA
MathSpecial Education
Music PEArtCTE
HistoryOther Specialists
May Include:
Teacher‐Librarians
Instructional Coaches
Non‐Classroom Teachers
ESA
School Counselors, SLP, OT, PT, School
Nurses
CKSD Classroom Teacher
Districts may consider creating four‐tiered systems for non‐classroom teachers, but are advised to consider the design and implementation of new evaluation systems are considerable.
Staff who provide
academically‐focused
instruction to students
Assesses all 8 evaluation criteria.
All criteria contribute to the comprehensive summative evaluation rating.
Student Growth Rubrics embedded in Criterion. (3, 6, 8)
All provisional classroom teachers and any classroom teacher not on level 3 or level 4 receive Comprehensive evaluation.
All classroom teachers shall receive a comprehensive summative evaluation at least once every four years.
Comprehensive EvaluationTeachers
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Assesses all 8 evaluation criteria.
All criteria contribute to the comprehensive summative evaluation rating.
Student Growth Rubrics embedded in Criterion. (3,5,8)
“Due to the importance of instructional leadership and assuring rater agreement among evaluators, particularly those evaluating teacher performance, school districts are encouraged to conduct comprehensive summative evaluations of principal performance on an annual basis.”
Section 1, (12 c(v))
Comprehensive EvaluationPrincipals
Comprehensive Evaluation Scoring ProcessTeachers and Principals
Criteria 2
Criteria 1
Criteria 3
Criteria 4
Criteria 5
Criteria 6
Criteria 7
Criteria 8
Frameworks+
Student Growth Rubrics
Student Growth Measures
(From 3 specific criteria)
State determined process
DistinguishedProficientBasicUnsatisfactory
Student Growth Impact
Ratings:Low, Average, High
Districtdetermined process
DistinguishedProficientBasicUnsatisfactory
• Observation• Artifacts• Student
Growth• Other
evidence relevant to the frameworks
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Includes an assessment of one of the eight criterion.
Student Growth Rubrics from one of the three criterion If a teacher chooses 3,6 or 8; their accompanying student
growth rubrics will be used. If a teacher chooses Criterion 1,2,4,5,7, the accompanying
student growth rubrics from Criterion 3 or 6 will be used.
Approved by the teacher’s evaluator.
A focused evaluation must be performed in any year that a comprehensive evaluation is not scheduled.
Focused EvaluationCertificated Classroom Teachers
Includes an assessment of one of the eight criterion.
Student Growth Rubrics from one of the three criterion The focused evaluation will include the student growth rubric
row selected by the principal or assistant principal.
Criterion and Student Growth Rubric Rows must be approved by the principal’s evaluator.
A focused evaluation must be performed in any year that a comprehensive evaluation is not scheduled.
Focused EvaluationPrincipals and Assistant Principals
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Criteria 1
Criteria 3
Criteria 4
Criteria 5
Criteria 6
Criteria 7
Criteria 8
Framework Component
s +
Student Growth Rubrics
Student Growth Measures
(A rating of 1 in the rubric rows triggers a student
growth inquiry)
DistinguishedProficientBasicUnsatisfactory
Criteria 2One
Criterion is chosen and approved
by evaluator
Focused Evaluation Scoring ProcessTeachers and Principals
• Observation• Artifacts• Student
Growth• Other
evidence relevant to the frameworks
Student Achievement: The status of subject‐matter knowledge, understandings, and skills at one point in time.
Student Growth (Learning): The growth in subject‐matter knowledge, understandings, and skill over time.
Defining Key Terms
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Formal Tests in
Core Subjects Only
Knowledge and Learning that can be
Measured
All Classroom Learning
It is student growth, not student achievement, that is relevant in demonstrating impacts teacher and principals have on students.
Rater Agreement
Principal and Administrator Training
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The TPEP project has relied heavily on the growing body of research, the framework authors and the practical input from practitioners in the pilot sites to create a “working definition” of rater agreement for the 2012‐13 school year.
The new law requires that evaluators of both teachers and principals “must engage in professional development designed to implement the revised systems and maximize rater agreement.”
Rater Agreement Background
Stages of Rater Agreement
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2013 Legislative Session:
OSPI requested 30 million to support the following aspects of the project:
1. Continued Evaluator Training
2. Instructional Framework Training for all Classroom Teachers
3. Student Growth District Training
4. Staff time to implement student growth component
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What you need to know…
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The Way Ahead
University teacher preparation
Instructional Criteria Framework Feedback Specialists Jeni Zapatka and Sue Corey
Continued Professional Development
Challenges Rules changing
Something new
Time
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