Materials for today’s session
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Transcript of Materials for today’s session
Materials for today’s session
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PSESD Teacher Principal Evaluation ProjectRegional Implementation Grants
December 16, 2011
8:30 am – 2:30 pm
AGENDA
Welcome and Data Gathering
Updates
Instructional Coherence
Webinar Information
Framework Alignment
Principal Framework
Develop Common Messages and Action Plans
Debrief and Next Steps
The following items have been or will be determined by the state:
Definitions of the four tiers
Cut score for summative evaluation determined between Unsatisfactory & Basic
Summative evaluation statements will be determined
Group Norms and Agreements
Be present
Participate actively: Ask questions Share connections Listen
Work together as a community
Invite and welcome contributions of every member
Learning Targets
Hear updates from the TPEP Steering Committee
Understand the importance of having a clearly articulated instructional framework
Understand the key elements of the three instructional frameworks and AWSP’s leadership framework
Plan the next steps for your district
Grant Timeline
The following items have been or will be determined by the state:
Teacher criteria definitions
Principal criteria definitions and rubrics being “tweaked” by work group led by AWSP
Labels of the four tiers determined for both teachers and principals: Unsatisfactory, Basic, Proficient and Distinguished
20% of Certified Staff =
Certificated staff includes provisional status Excludes ESAs (Counselors, OT, PT, etc.,) MINUS those on a plan of improvement PLUS principals and assistant principals who
complete evaluations
*Consider random selection for pilot participation and representation from each school
Updates
Evaluation Model Matrix: Decisions and Input
Instructional Coherence Article
Issue: many improvement initiatives become disconnected
Study of Chicago schools that worked to bring coherence
Strong program coherence evident when three major conditions prevail
Strong Program Coherence
Condition One
A common instructional framework guides curriculum, teaching, assessment, and learning climate.
This framework combines specific expectations for student learning with specific strategies and materials to guide teaching and assessment.
Strong Program Coherence
Condition Two
Staff working conditions support implementation of the framework.
Strong Program Coherence
Condition Three
The school allocates resources such as materials, time, and staff assignments to advance the school’s common instructional framework and to avoid diffuse, scattered improvement efforts.
Strong Program Coherence
Condition Three
The school allocates resources such as materials, time, and staff assignments to advance the school’s common instructional framework and to avoid diffuse, scattered improvement efforts.
Process
1. Go to the group that most closely matches your job role.
2. Form a group with two or three other people.
3. Individually read and identify passages (and a couple of back-ups) that you feel may have important implications for your work.
4. Discuss using Three Levels of Text protocol
Three Levels of Text Protocol
1. Individually read and identify passages (and a couple of back-ups) that you feel may have important implications for your work.
2. Identify a facilitator/timekeeper
3. A Round consists of: One person using up to 3 minutes to:
LEVEL 1: Read aloud the passage she/he has selected
LEVEL 2: Say what she/he thinks about the passage (interpretation, connection to past experiences, etc.)
LEVEL 3: Say what she/he sees as the implications for his/her work.
The group responds (for a TOTAL of up to 2 minutes) to what has been said.
4. After all rounds have been completed, debrief the process
BREAK
While there are many formative and summative reasons to measure teacher
and principal effectiveness, we believe the ultimate goal of all measurement
should be.....to improve teaching and student learning.
Webinars and viewing protocols
http://tpep-wa.org/instructional-framework-alignment-resources/
Guiding Questions
Exploring the Instructional Frameworks
Crosswalk Document
Background
FAQs
Criteria and Definitions
Architecture of the Three Frameworks
Criterion 1: EXPECTATIONS
Criterion 1: Expectations
Review pg. 5 from the crosswalk Notice organization, language, layout, etc.
Individually, read framework and rubric excerpt and highlight where “high expectations” is found
As a team, discuss the following questions: Compare and contrast the documents’ language, layout, organization. Is the document understandable and easy to use? How easily could it be communicated to stakeholders What else stands out about the 3 Frameworks?
PRINCIPALEVALUATION
CRITERIA
Responsibilities Qualities
Create and support a learning culture
Develop and monitor a Safe Schools Plan
Analyze and use data to improve student learning
Assist teachers in aligning curriculum to instruction and assessment
Develop and evaluate teaching and support staff
Manage Resources
Engage the community in students’ learning
Speak and write with clarity
Act in an ethical manner
Be organized & forward thinking
Build relationships with staff & students
Follow through
Judgment
Sensitivity
Teamwork
Understanding own strengths & weaknesses
Situational Awareness
TEACHEREVALUATION
CRITERIA
PRINCIPALEVALUATION
CRITERIA
Teachers:“fostering and managing a safe, positive learning environment.”
“collaborative and collegial practices focused on improving instructional practice and student learning.”
Principals:“creating a school culture that promotes the ongoing improvement of learning and teaching for students and staff.”
“providing for school safety.”
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, including the use of multiple student data elements.”
Teachers:“providing clear and intentional focus
on subject matter content and curriculum.”
Principals:“assisting instructional staff with alignment of curriculum, instruction, and assessment with state and local district learning goals.”
Teachers:Implementing the instructional framework
Principals:“monitoring, assisting, and evaluating effective instruction and assessment practices.”
Teachers:“communicating and collaboratingwith parents and school community.”
Principals:“partnering with the school community to promote learning.”
Lunch
Consensus Decision Making Models(November 15, 2011 choose one)
Group agreement scale Use this method two or three times to gauge group support. Write statement, concept or action so that all members can see it. Make the following voting indicators for each member of the group.(October 18, 2011)
3=total agreement
2=support idea with reservations
1=can't support
?=Need to have more questions answered
Team Planning…
What are your next steps?
What support do you need?
What are the key messages from today?
What is your communication plan?
Other?
Work group timeline
Next Steps: 1/12/11
Analyzing Frameworks
February 17th: cancel workgroup session
A new evaluation system should be a model for professional growth,
supporting collaboration between teachers and principals in pursuit of stronger teaching and leadership.