washington state teacher and principal evaluation project
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Washington State Teacher and Principal Evaluation Project. Preparing and Applying Formative Multiple Measures of Performance Conducting High-Quality Self-Assessments. Entry Task. As you enter, please have a brief discussion with your district team to answer to the following question: - PowerPoint PPT PresentationTRANSCRIPT
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Washington State Teacher and Principal
Evaluation ProjectPreparing and Applying Formative Multiple Measures of Performance
Conducting High-Quality Self-Assessments
June 2013
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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:1. As a tool for educators only to reflect upon and determine
their areas of strength and growth for goal-setting2. As a conversation starter between the evaluator and the
educator for goal-setting3. As a measure of educator growth – the self-assessment
becomes the starting point and the final evaluation the ending point
4. Undecided Write your district’s name on a sticky note and place your
response on the appropriate chart paper.
Entry Task
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Introductions Logistics Agenda
Agenda Connecting Learning Implementing Reflecting Wrap-Up
Welcome!
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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
Modules
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The Evaluation System Components
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Pausing Paraphrasing Posing Questions Putting Ideas on the Table Providing Data Paying Attention to Self and Others Presuming Positive Intentions
What Else?
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Session Norms
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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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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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Overview of Intended Participant Outcomes for Part B
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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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Self-Assessment as One Piece of the Puzzle
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Work with your district team to describe the processes, practices, and structures already in place in your district that support: 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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Building on Current Practices
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Learning
Understand best practices in self-assessment
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The self-assessment process supports good teaching and leading practices of: 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)
Why Use Self-Assessment in Educator Evaluation?
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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: What do my students need? What do I need to meet all my students’ needs?
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Defining Self-Assessment
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Step 1: Student data analysis Teachers and principals analyze data on incoming
students and identify areas of growth and strength
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Best Practices in Self-Assessment
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.
gG!RCW 28A.405.100
G!RCW 28A.405.100
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Step 2: Professional practice rating 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
Best Practices in Self-Assessment g
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Self-Assessment Form
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Preparing Educators for Goal Setting
Self-Assessment
StepStep 1: Student Data Analysis
Step 2: Professional
Practice Rating
Goal Type
Student Learning GoalProfessional Practice Goal g
G!RCW 28A.405.100
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John Anderson: Fourth grade teacher 11 years of teaching experience
His school: Elementary level with 400 students
His class: 25 students 5 students have behavioral issues noted by
previous teachers.
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Meet John Anderson
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Patti Davis: High School Principal 4 years of administrative experience
Her students: 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
Supervises 153 full-time teachers and 3 assistant principals
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Meet Patti Davis
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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.
Answer the “Self-Assessment Reflection Questions” on page 6 of your handout packet.
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Characteristics of a High-Quality Self-Assessment
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Choose another pair to work with Each group will have about one minute to
answer the following question: What topic areas did you identify for John
Anderson/Patti Davis to focus on? Why?
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Learning Debrief
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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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Work with your district team complete the “Leading a High-Quality Self-Assessment” worksheet Create a plan for preparing teachers to conduct
self-assessments
If your district stated it was “undecided” in how self-assessments 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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Leading a High-Quality Self-Assessment
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Each team share two things to debrief our implementing tasks:1. One key message about self-assessment you will
share with teachers2. One area where you anticipate teacher confusion
—and how you plan to address that confusion
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Implementing Activities Debrief
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Reflecting
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Share with your team the most important thing you learned today
Take a few minutes and create at least two sticky notes for the Plus/Delta Chart on your way out. 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?
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Reflecting
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Session: Goal Setting in Educator Evaluation Homework Options
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 self-assessment process.
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What’s Next?
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Thank you!
INSERT PRESENTER’S NAME AND E-MAIL ADDRESS
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