Transcript Washington State Teacher/Principal Evaluation Program

TPEP and Washington State
Learning Standards:
Creating Coherence
1
Entry Task: Three Reasons
Each participant creates a post-it note with three bullets:


What are the top three reasons that explain why it is
important to connect two major reform efforts: Teacher and
Principal Evaluation and the Washington State Learning
Standards (Common Core State Standards/Next Generation
Science Standards/Current Learning Standards/Guidelines)?

Table Group: Share out


2
Are there some common themes?
Be ready to share out one reason with
the whole group.
1.
2.
3.
Welcome and Agenda
Agenda








3
Norms and Outcomes
Connecting
The Need for Creating Coherence
The Core Instructional Practices
Systems Review
Identifying Gaps and Action Planning
Reflection and Wrap-Up
Session Norms
Pausing
Paraphrasing
Posing Questions
Putting Ideas on the Table
Providing Data
Paying Attention to Self and Others
Presuming Positive Intentions







4
Outcomes
Participants will…
 Explore the need for coherence between instructional
practices and evaluation expectations
 Build common understanding and language for the
instructional shifts required by the Washington State
Learning Standards (CCSS, NGSS, etc.)
 Reveal and strengthen the connections between those
instructional practices and their District IFW
 Identify gaps within their system and develop a plan to
address those gaps
5
Our Purpose
To develop a statewide system that supports all school
districts in their preparation of educators and students to
implement Career and College Readiness Standards
(CCRS) using a two-pronged approach focused on:

1.
2.
6
The “what”: Key content shifts
The “how”: System review to support alignment across
initiatives
Washington’s Career and College
Readiness Standards (CCRS)
7
Connecting
8
Connecting: Four Corners

As the following statements are read out loud, move to
the corner that best describes how you feel about each
statement.

Once in your corner, discuss why you picked that corner.

Vote with your feet!
9
Connecting: Four Corners
Statement 1

In my district/school, implementing College and Career
Readiness Standards is like...
10
Connecting Four Corners
Statement 2

In my district/school, implementing the teacher evaluation
system is like….
11
The Need for Creating Coherence
Explore the need for coherence between instructional practices
and evaluation expectations
12
Creating Coherence
Special Issues Brief
This brief provides in-depth
ideas about how to create
meaningful coherence across three
interdependent education reforms:
Common Core State Standards,
teacher evaluation, and
professional learning.
Available online:
http://www.gtlcenter.org/sites/default/files/CreatingCoherence.pdf
13
Toward Coherent Instructional Support
WA State
Standards
Washington State Learning
Standards



CCSS
NGSS
Learning Standards/Guidelines







GTL Center,
2013
14
Social Studies
The Arts
Health and Fitness
World Languages
Ed Tech
Environment and Sustainability Ed
Early Learning and Development,
B–Grade 3
The “What”: Key Content Shifts for the
Common Core State Standards

English Language Arts (ELA)/Literacy




Building knowledge through content-rich nonfiction
Reading, writing, and speaking grounded in evidence from text, both
literary and informational
Regular practice with complex text and its academic language
Mathematics



15
Focus strongly where the standards focus
Coherence: Think across grades and link to major topics within grades
Rigor: In major topics, pursue conceptual understanding, procedural
skill and fluency, and application with equal intensity
The “What”: Key Content Shifts in the
Next Generation Science Standards

The Next Generation Science Standards (NGSS) reflect
the interconnected nature of science through focus,
understanding, and application of content

The science concepts in the NGSS build coherently
from Grades K–12

Science and engineering are integrated across
Grades K–12 in the NGSS
16
Content, Skills, and Knowledge
“Focusing solely on the ‘what’ of content
coverage at each grade level and … each subject
area provides a partial picture at best, one that
obscures almost entirely the notion of learning
progressions that build knowledge, skill, insight,
understanding and the ability to apply what is
being learned across grade levels and subject
areas.”
Conley & Gaston, 2013
17
Teaching to the Standards
1.
What are some
common themes, big
ideas, key words,
or terms that are
associated with the
CCRS and CCSS?
2.
What do teachers need
to do to get their
students to meet and
exceed CCRS?
3.
How does this affect
our instruction with
ALL students?
18
Standards
Common
Core State
Standards
Preparing
students
for college
and careers
College and
Career
Readiness
Standards
19
Washington
State
Learning
Standards
The Core Instructional Practices
(CIPs)
Build a shared understanding and language for the instructional
shifts required by the Washington State Learning Standards
20
Center on Great Teachers and Leaders’ (GTL)
Core Instructional Practices

21
What do you immediately think of when you hear the
phrase “core instructional practice”?
GTL core instructional practices are:

A set of teaching practices that, if enacted by teachers or teams of
teachers, should help all students attain mastery of the Common
Core State Standards by the end of Grade 12

Based on research and practice

Developed in collaboration with teachers, curriculum experts,
teacher educators, assessment developers, and
other experts

Intended for use in systems-alignment work
22
GTL core instructional practices
are not:

A comprehensive set of professional teaching standards

The specific-learner “mathematical practices” or ELA/literacy
“anchor standards” detailed in the Common Core

Intended to be a checklist, or a one-size-fits-all strategy or
prescribed approach to pedagogy

Inclusive of all important teaching practices, competencies, skills,
performances, and dispositions—such as organizing and managing
classrooms, reflecting on or analyzing instruction for
the purpose of improving it, building relationships with students,
or collaborating with colleagues
23
Activity: Diving Into the GTL Core
Instructional Practices




Look at Handout 2.
Read individually, stopping after each practice.
As you read, highlight key words or terms and underline
alignment between CIPs and CCRS shifts from the chart.
At the end of the reading, reflect on the connections you found
and be prepared to share out with the whole group.
24
Fundamentals of Learning (FoLs)
Making Meaning
25
Participating
and
Contributing
Managing
Learning
Thinking critically,
creatively, and
metacognitively
Engaging with
others in learning
Taking personal
responsibility for
learning
Connecting prior
knowledge with
new learning
Communicating
ideas, feelings,
perspectives, and
understanding
Adapting learning
tactics
Using language,
symbols, and text
Relating to other
people’s ideas,
feelings, and
experiences
Persevering with
challenges
Heritage et al., 2013
Activity: Aligning the CIPs and the FoLs
1.
In table groups, use Handout 3 and small sticky notes to align
the CIPs with the FoLs.



2.
Come together:
1.
2.
3.
26
CIPs can align with more than one FoLs.
Develop a rationale for your alignment.
Use your notes from Handout 2 to support your rationale.
Each table group presents their alignments to the whole and provides
a rationale for their decision.
As groups share, other teams can ask questions and provide
feedback.
As a whole group, develop consensus on the alignment.
Activity Example
Making Meaning
LCIP6
Managing
Learning
Thinking critically,
creatively, and
metacognitively
Engaging with
others in learning
Taking personal
responsibility for
learning
Connecting prior
knowledge with
new learning
Communicating
ideas, feelings,
perspectives, and
understanding
Adapting learning
tactics
CIP2
Using language,
symbols, and text
27
Participating
and
Contributing
Relating to other
people’s ideas,
feelings, and
experiences
MCIP
Persevering with 3
challenges
Debrief
Based on the consensus…

What insights do you have about the connections
between the CIPs and FoLs practices? Did any trends or
gaps emerge?

What does the alignment tell you about the use of the
CIPs with ALL teachers?
28
Lunch
29
Systems Review
Reveal and strengthen the connections between those
instructional practices and your District IFW
30
Coherence Protocol: Aligning the CIPs
and Teacher Evaluation

Step 1: Read the identified CIP carefully.

Step 2: Read through the teacher evaluation rubric, identifying
possible areas of explicit connections (no inference needed).

Step 3: Read through the teacher evaluation rubric, identifying
possible areas of implicit connections (some inference needed).

Step 4: Revisit the FoLs and CIPs alignment and identify what the
students will be doing.

Step 5: Repeat Steps 1 to 4 until all the CIPs have been completed.

Step 6: Review the alignment and identify gaps in alignment.
31
The Coherence Protocol: Group Practice
Core Instructional Practice
L-CIP1. Identify the learning
goals for each lesson, align
these goals with the
Common Core ELA/literacy
anchor standards for the
grade and content areas, and
identify the preceding and
succeeding skills and
concepts within the
appropriate learning
progression.
Teacher Evaluation
Criteria
Criterion 1:
Centering
instruction on high
expectations for
student
achievement
Teacher Evaluation Framework
Implicit Connection
Fundamentals of Learning
Explicit Connection
Students will be:
Making Meaning
•
•
•
Thinking critically, creatively, and
metacognitively
Connecting prior knowledge with
new learning
Using language, symbols, and texts
Participating and Contributing
•
•
•
Engaging with others in learning
Communicating ideas, feelings,
and understanding
Relating to other people’s ideas,
feelings, and experiences
Managing Learning
•
•
•
Gaps
32
Taking personal responsibility for
learning
Adapting learning tactics
Persevering with challenges
Notes
Activity: System Alignment, Small
Groups

Use the chart paper, Handout 4: Alignment Template, and
Handout 6: Coherence Protocol to work through the
CIPs.

When done, post your charts around the room.
33
Whole Group Discussion: Trends and
Implications
Looking around the room at the chart papers…
 What trends emerged from our alignment work?
 What do these trends tell us?
 What gaps emerged?
 What actions do we need to consider now?
34
Identifying Gaps and Action
Planning
Identify gaps within your system and develop a plan to address
those gaps
35
Implications

How can we strengthen the connections between
our teacher evaluation instrument and the CCRS?

What additional supports do we need to provide to
evaluators and teachers to help them see and
understand these connections?
36
Activity: Action Planning

Review pages 15 to 17 of the Special Issues Brief.

Review the district’s vision and priorities for
implementing the College and Career Readiness
Standards.

Determine how to prioritize the gaps based on need,
priorities, and vision.

Plan out the steps to completion, using Handout 7.

Create a 15/30/60 plan and identify responsible people to
complete the work.
37
Reflection and Wrap-Up
38
How Did We Do?

Did you . . .
…explore the need for coherence between instructional
practices and evaluation expectations?
…build common understanding and language for the instructional
shifts required by the Washington State Learning Standards (CCSS,
NGSS, etc.)?

Do you better understand how to…
. . . strengthen the connections between those instructional
practices and your District IFW?
…identify gaps within your system and develop a plan to address
those gaps?
39
Formative Feedback

Please take two post-it notes and
write about:


Some part of today’s learning that was particularly useful for
you, explaining why it was useful
Some part of today’s learning about which you would like more
information
Thank you.
40
References

Heritage, M., Jones, B., Tobiason, G., & Chang, S. (2013). Fundamentals of learning, resource #2.
Los Angeles, CA: National Center for Research on Evaluation, Standards, and Student Testing.
University of California. https://www.k12.wa.us/CurriculumInstruct/WATPL/pubdocs/FundamentalsofLearning-Heritageetal.pdf

Conley, D., & Gaston, P. (2013). A path to alignment: Connecting K–12 and higher education via the
Common Core and the Degree Qualifications Profile. Indianapolis, IN: Lumina Foundation.
http://www.luminafoundation.org/publications/DQP/A_path_to_alignment.pdf
41