Transcript Washington State Teacher/Principal Evaluation Program

Washington State
Teacher and Principal
Evaluation Project
Providing High-Quality Feedback for Continuous
Professional Growth and Development
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November 2013
Entry Task
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Complete the 5-question
school self-assessment
about creating a culture of
feedback and professional
growth that is rooted in
standards and criteria of
effective practice.
The self-assessments are
located at your table.
Keep it when you are
done.
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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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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Module Overview
This module provides
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An overview of the role of professional growth as a key
component of the educator evaluation system in Washington
An overview of how to provide feedback to teachers so that
they continue to grow and improve in their practice
Ideas on how to engage faculty in rich and meaningful
conversations about teaching practice
Strategies for connecting professional development planning
with evaluation outcomes
Intended Participant Outcomes
for This Module
Participants will know and be able to
 Understand how the Instructional or Leadership Framework
functions as a professional growth and evaluation tool
 Know the WA TPEP evaluation and professional growth cycle
 Determine the best ways for your district and your educators
to integrate the TPEP core principles
 Practice the types of conversation and feedback that promote
educator growth and development
 Engage in two kinds of conversation about teaching—one
outside the evaluative context and one inside the evaluative
context
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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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Connecting: Magnetic Statements
Statements are posted
around the room to
prompt conversation.
Decide which statement
attracts you the most and
go stand under that
statement.
Have a 7-minute stand-up
conversation with others
there about the statement
and its meaning to you.
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Connecting Debrief
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One person from the group reads aloud their statement
and describes the gist of the group conversation.
What are the common themes across these
conversations?
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Learning I: A Shared Understanding of
Promoting Professional Growth
Understand how the Instructional or Leadership Framework
functions as a professional growth and evaluation tool
Know the WA TPEP evaluation and professional growth cycle
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In Washington…
RCW 28A.405.100
RCW
28A.405.100
RCW 28A.405.100
WAC
RCW 28A.405.100
RCW 28A.405.100
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8 Criteria –
Teachers
8 Criteria –
Principals
Educator
Evaluation
A capital “G!” indicates that
the guidance represents
Washington state law
(RCW) or rules (WAC).
Instructional
and
Leadership
Frameworks
RCW 28A.405.100
Student
Growth
Rubrics
A lower-case “g” indicates that the guidance
represents research-based best practice but
is not mandated by law or rules.
RCW 28A.405.100
Teacher and Principal Evaluation
in Washington
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Core Principles
8 Criteria
Professional Growth Cycle
Instructional and
Leadership Frameworks
RCW 28A.405.100
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RCW 28A.405.100
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Using the Frameworks for Promoting
Professional Growth
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A Culture Shift
Away from…
Towards…
• General comments
• Specific comments and questions
• Opinion-based conversation
• Evidence-based conversation
• Dialogue based on inconsistently favored • Dialogue based on commonly
practices
understood standards of practice
• Telling for improvement
• Building capacity through reflection
• Culture of “nice”
• Culture of “honesty”
• Every teacher receives the same (lots of
conversation or no conversation)
• Feedback and conversation is
differentiated
• A central focus on the teacher/teaching
• A central focus on the
learners/learning
“Principals are culture-makers,
intentionally or not. ”
– McLaughlin and Talbert 2006
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Culture Shift Discussion
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Turn to an elbow partner at your table and discuss:
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Of these different shifts, which one may be the easiest? Which
one may be the most challenging?
What are some of the tools needed to support these shifts?
What can both teachers and leaders do to engage in these
culture shifts and make them positive experiences?
Let’s Watch: A Conversation About
Instructional Practice
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Observing Instruction to Build Capacity Coaching Video
https://wested.app.box.com/dww/1/697723421/6431298220/1
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Shift From Teaching-Focused Conversation
to Learning-Focused Conversation
From Learning-Focused Supervision: Navigating Difficult Conversations. Lipton and
Wellman, 2009. Used with permission.
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Learning I Activity: Sudden Literature
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Divide your table or team
into 3s.
Each person receives a
different excerpt to read.
Mark your text as you
read:
! = the key idea(s)
? = a question to pose to the group
* = a point of confusion
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Discuss the key idea(s)
from each reading. What
is common across all of
them?
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Leading for Instructional
Improvement (CEL)
pages 125–131
Talking About Teaching
(Danielson)
pages 45–49, 54–56
Coaching Classroom
Instruction (Marzano)
pages 3–11
Learning Activity I: Debrief
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What do all of the framework authors have to say about
the kinds of conversation that need to take place to really
advance teaching practice?
How do the four roles/stances apply to what the
evaluator needs to do before, during, and after these
kinds of conversations?
What skills and knowledge do evaluators need to have?
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Learning II: The Power of
Conversation and Feedback
Practice the types of conversation and feedback that promote
educator growth and development
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The Power of Deep Conversation and
Targeted Feedback Allows Us to…
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Create a culture of inquiry and reflection
Dig below the surface and examine underlying
assumptions
See patterns and examine results
Determine the need for/consequences
of different approaches
Plan appropriate actions
“Learning to see, unlearning
to judge”
– City, Elmore, and Colleagues
Instructional Rounds in Education
(2009)
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Austin’s Butterfly: Transformed by Models,
Critique, and Descriptive Feedback
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http://vimeo.com/38247060
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Video Discussion
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What are the lessons we
can learn from this video?
What parallels can we
draw between the lessons
learned in Austin’s
Butterfly and
conversations about
professional growth and
development?
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How can we shift the way
we have been conducting
conversations about
teaching practice to a new
way of conducting
conversations?
Impact in the Classroom
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Coached teachers and principals generally practiced new
strategies more frequently and developed greater skill in the
actual moves of a new teaching strategy than did uncoached
educators who had experienced identical initial training…
Coached teachers used their newly learned strategies more
appropriately than uncoached teachers in terms of their own
instructional objectives and the theories of specific models
of teaching…
Coached teachers exhibited greater long-term retention of
knowledge about and skill with strategies in which they had
been coached and, as a group, increased the appropriateness
of use of new teaching models over time…
Joyce and Showers, Student Achievement through Staff Development. 2002. (pages 86–87)
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Impact in the Classroom, continued
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Coached teachers were much more likely than
uncoached teachers to explain new models of teaching
to their students, ensuring that students understood the
purpose of the strategy and the behaviors expected of
them when using that strategy…
Coached teachers…exhibited clearer cognitions with
regard to the purposes and uses of the new strategies
as revealed through interviews, lesson plans, and
classroom performance…
Joyce and Showers, Student Achievement through Staff Development. 2002. (pages 86–87)
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Roles in Feedback and Professional
Growth Conversations
All have the same goal:
developing the capacity of
teachers to provide bestpractices instruction against
standards of practice
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Principal/Evaluator
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Instructional Coach
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Teacher
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Peer Observer/Evaluator
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Evaluator
Coach
Coaching With Probing Questions
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No matter what the role,
everyone in a conversation
about instructional
practice needs tools to
support their skills.
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Tool: Probing Questions
Versus Clarifying
Questions
How can a tool like this
set of questions create
better conversations
between evaluators and
teachers (and among
everyone discussing
enhancing teaching
practice)?
Learning II Activity: Practice With
Scenarios and Role Play
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In a trio, choose 1 of the 5
scenarios from your
handout packet.
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1 partner plays the role of
the teacher
1 partner plays the role of
the evaluator
1 partner plays the critical
friend
Use an Instructional
Framework to ground the
conversation between the
evaluator and teacher.
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Evaluator’s task:
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Teacher’s task:
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Ask probing questions
Provide targeted feedback
Reflect on practice
Critical friend’s task:
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Observe/note the phrases
and words used by the
evaluator
Learning II Activity: Debrief
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What if the conversations
you just had were like the
example we saw in Austin’s
Butterfly—where the
feedback about practice
was ongoing and constant
until the outcome was
closer to the target?
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How did the conversations
evolve with the probing
questions? Was it a
challenge to stay in a
probing stance instead of a
clarifying or
recommending stance?
Learning III: Conducting
Rigorous Conversations
Practice the types of conversation and feedback that promote
educator growth and development
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Promoting Rigorous Conversation
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Rigorous Discourse Is Evidence Based
Rigorous Discourse Is Dialogic
Rigorous Discourse Is Culturally Proficient
Rigorous Discourse Is Reflective
Rigorous Discourse Is Actionable
Macdonald, E. The Skillful Team Leader: A Resource for Overcoming
Hurdles to Professional Learning for Student Achievement. 2013.
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Learning Activity III: Rigorous
Discourse Dilemmas
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Each team will read and discuss 1 of the 4 dilemmas.
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Overview
Identify the Hurdle
Explore Possible Causes
Respond
Create a table on chart paper to present to the other
teams:
Hurdle
Causes
Response
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Learning Activity III: Debrief
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Gallery Walk
Go around to each cluster and review the posted chart
paper sheets.
How can you use the information about rigorous
discourse and apply it to the conversations about teaching
practice as part of the evaluation process? What steps
might be necessary to make sure everyone understands
that this kind of conversation is essential?
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Implementing I: Rigorous
Conversations About Effective
Teaching Practice
Conversations outside the evaluative context and inside the
evaluative context
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Professional Growth Conversations Inside
and Outside the Evaluation Context
Non-EvaluationBased Conversations
Evaluation-Based
Conversations
Professional Growth: 8 Criteria
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High-Leverage Teaching Practices
(observable)
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Making content explicit through explanation, modeling, representations, and examples
Leading a whole-class discussion
Eliciting and interpreting individual students’ thinking
Establishing norms and routines for classroom discourse central to the subject-matter
domain
Identifying and implementing an instructional response to common patterns of
student thinking
Teaching a lesson or segment of instruction
Implementing organizational routines, procedures, and strategies to support a learning
environment
Setting up and managing small group work
Engaging in strategic relationship-building conversations with students
Selecting and using particular methods to check understanding and monitor student
learning
Providing oral and written feedback to students on their work
http://www.teachingworks.org/work-of-teaching/high-leverage-practices
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Protocols to Discuss Teaching
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Current research on professional learning shows us that
embedded professional development is essential (Jaquith,
Mindich, Wei, & Darling-Hammond, 2010).
The protocols will empower teachers and principals to
embed best practice regarding teacher and principal
standards into daily evaluation practices that ultimately
lead to increased student learning.
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Example: Conversation Protocol
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Review the example
protocol
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Implementing Activity I: Using
Conversation Protocols and Videos
About Effective Teaching Practice
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Camas video
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Using eVAL
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Using the Protocols for Success
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Customize each protocol to your district’s Instructional
Framework.
Look for extension activities in the protocols if you have
more professional development time.
If you don’t have time, consider splitting up a protocol and
running it in two sessions.
Make connections, where possible, between Common
Core and TPEP.
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Reflecting
Engages participants in providing feedback, reflecting on learning,
and closing the session
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Debrief
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Take a few minutes and create at least three sticky notes
for the Stop/Start/Continue chart on your way out.
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Stop: What didn’t work in this session? What should not be
included in the future?
Start: What didn’t happen that should have in this session?
What should be planned for future sessions?
Continue: What worked well and should be continued in future
sessions like this?
Stop
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Start
Continue
What’s Next?
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Combining Multiple Measures Into a Summative Rating module
Homework options
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District: Plan for additional training of evaluators and teachers on these types of
conversations and how to focus feedback on supporting professional growth and
learning—both in and out of the evaluation conversation—and the types of
culture shifts necessary.
School or teams: Use the protocols in the eVAL system or other types of
protocols to engage staff in reflective and rigorous discourse about instructional
practice and how to support the types of culture shifts necessary.
Individual: Consider your role in shifting the culture of your school or district to
have the kinds of conversations practiced today. Share the tools and strategies
learned today.
The next module: Combining multiple measures into a summative
rating module.
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References
Jaquith, A., Mindich, D., Wei, R. C., & Darling-Hammond, L. (2010).
Teacher professional learning in the United States: State policies
and strategies technical report: Case studies of state policies and
strategies. Oxford, OH: Learning Forward.
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Thank you!
Presenter Name
[email protected]
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