Transcript Document

A New Evaluation System
for Washington’s Teachers
and Principals
Considering Multiple Measures
Learning Targets
Understand:
• Requirements of RCW 28.405.100
• Variety and purposes of different measures
• Benefits and challenges in your context
• Exploring the possible measures of evidence
at the local level
Final Jeopardy
• Read the article
• With an elbow partner Identify and list the multiple
measures used.
• Talk about how this might
inform your thinking about
measures and evidence in
teacher and principal
evaluation.
3
In your teams
• Facilitator: The person with the brightest red or close
to red clothing.
• Recorder: The person with the brightest blue or close
to blue clothing.
• Brainstorm and record on flip chart paper your ideas
about the components of a well-functioning evaluation
system.
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A well-functioning evaluation system goes
beyond the checklists commonly used in
schools. A system must: (1) specify what must
be measured, (2) define how it will be
measured, (3) clarify how the measures will be
applied consistently, (4) lay out a plan for
providing feedback and continuous support and
(5) have buy-in and leadership from key
stakeholders. (6)It will also highlight how to use
the evaluation results to improve school culture,
educator practice and student outcomes. (“Getting
It Right”
NBPTS, 2011)
Why Measure Effectiveness?
• The ultimate goal of all measurement
should be…
• to improve teaching and learning.
• An evaluation system should be designed to
improve teaching, not “rate” or “rank”
teachers or our school leaders.
Teacher/Principal Evaluation Pilot – Office of Superintendent of Public Instruction
Visit our blog & resource site: http://tpep-wa.org – Follow us on Twitter: http://www.twitter.com/waOSPI_TPEP
Slide
Shifting Thinking
Educator
Quality
Educator
Effectiveness
Data Access
Utilizing Data for
Improving
Instruction
Assessment as
Autopsy
Assessment as
Diagnostic Tools to
Improve Instruction
Reflection for
Improved Individual
Teaching Practice
Reflection for
Improved Collective
Teaching Practice
Teacher/Principal Evaluation Pilot – Office of Superintendent of Public Instruction
Visit our blog & resource site: http://tpep-wa.org – Follow us on Twitter: http://www.twitter.com/waOSPI_TPEP
Slide
Teacher Language on Student Growth
Data
28A.405.100
STUDENT
GROWTH in
WASHINGTON –
the BIG
QUESTION
The four-level rating system used to
evaluate the certificated classroom
teacher must describe performance along
a continuum that indicates the extent to
which the criteria have been met or
exceeded. When student growth data, if
available and relevant to the teacher
and subject matter, is referenced in the
evaluation process it must be based on
multiple measures that can include
classroom-based, school-based,
district-based, and state-based tools.
As used in this subsection, "student
growth" means the change in student
achievement between two points in
time.
Teacher/Principal Evaluation Pilot – Office of Superintendent of Public Instruction
Visit our blog & resource site: http://tpep-wa.org – Follow us on Twitter: http://www.twitter.com/waOSPI_TPEP
Slide
Principal Language on
Student Growth Data
28A.405.100
STUDENT
GROWTH in
WASHINGTON
– the BIG
QUESTION
When available, student growth
data that is referenced in the
evaluation process must based on
multiple measures that can include
classroom-based, school-based,
district-based and state-based tools.
As used in this subsection, “student
growth” means the change in
student achievement between two
points in time.
Teacher/Principal Evaluation Pilot – Office of Superintendent of Public Instruction
Visit our blog & resource site: http://tpep-wa.org – Follow us on Twitter: http://www.twitter.com/waOSPI_TPEP
Slide
ONE MINUTE BRAIN DUMP
Do a quick brainstorm at your table……
What might multiple measures look like?
Educator Evaluation Measures:
It Takes Many Pieces…
Planning
Perception
Survey Data
Classroom Observation
Self-Assessment &
Reflection
Student Work
Samples
Student Learning/
Achievement Data
Peer Evaluation
Portfolio
Assessments
Teacher/Principal Evaluation Pilot – Office of Superintendent of Public Instruction
Visit our blog & resource site: http://tpep-wa.org – Follow us on Twitter: http://www.twitter.com/waOSPI_TPEP
Slide
MEASURING EDUCATOR EFFECTIVENESS
Self-assessment
Self-reflection
Impact
Artifacts
Surveys
Observations
Portfolios
EVIDENCE
Reliability and Validity
Validity: A test is valid when it measures what it’s supposed to measure.
How valid a test depends on its purpose—for example, a ruler may be a
valid measuring device for length, but isn’t very valid for measuring
volume.
Reliability: If a test is reliable, it yields consistent results. For example, a
test can be reliable but not valid, both reliable and valid, or neither.
Neither
Reliable
Reliable
butor
Not
Valid
Valid
Valid
Neither
but not
Reliable
Reliable
or Valid
Reliable
Valid butand
notValid
Reliable
R
Strengths and Weaknesses
of Multiple Measures
Jigsaw Activity
• Number off 1,2,3,4,5,6,7,8. (repeat if necessary)
• Read the section corresponding with your number.
• Share out around the table.
• What stands out for you? Questions? Concerns?
Changes in Teacher & Principal Evaluation per 28A.405.100
1.
2.
3.
4.
5.
6.
7.
Current Teacher Evaluation Criteria
Instructional skill
Classroom management
Professional preparation and scholarship
Effort toward improvement when needed
Handling of student discipline and attendant
problems
Interest in teaching pupils
Knowledge of subject matter
1.
2.
3.
4.
5.
6.
7.
8.
1.
2.
3.
4.
5.
6.
7.
8.
Current Principal Evaluation Criteria
Knowledge of, experience in and training in
recognizing good professional performance,
capabilities and development
School administration and management
School finance
Professional preparation and scholarship
Effort toward improvement when needed
Interest in pupils, employees, patrons and
subjects taught in school
Leadership
Ability and performance of evaluation of school
personnel
1.
2.
3.
4.
5.
6.
7.
8.
New Teacher Evaluation Criteria
Centering instruction on high expectations for student achievement (i)
Demonstrating effective teaching practices (ii)
Recognizing individual student learning needs and developing strategies to address
those needs (iii)
Providing clear and intentional focus on subject matter content and curriculum (iv)
Fostering and managing a safe, positive learning environment (v)
Using multiple student data elements to modify instruction and improve student
learning (vi)
Communicating and collaborating with parents and school community (vii)
Exhibiting collaborative and collegial practices focused on improving instructional
practice and student learning (viii)
New Principal Evaluation Criteria
Creating a school culture that promotes the ongoing improvement of learning and
teaching for students and staff (i)
Providing for school safety (iii)
Leading the development, implementation, and evaluation of a data-driven plan for
increasing student achievement, including the use of multiple student data elements
(iv)
Assisting instructional staff with alignment of curriculum, instruction, and
assessment with state and local district learning goals (v)
Monitoring, assisting, and evaluating effective instruction and assessment practices
(vi)
Managing both staff and fiscal resources to support student achievement and legal
responsibilities (vii)
Partnering with the school community to promote student learning (viii)
Demonstrating commitment to closing the achievement gap (ii)
Teacher/Principal Evaluation Pilot – Office of Superintendent of Public Instruction
Visit our blog & resource site: http://tpep-wa.org – Follow us on Twitter: http://www.twitter.com/waOSPI_TPEP
Where do multiple measures fit
with the 8 criteria?
• With a new elbow partner review the 8 criteria and the
multiple measures.
• Under each criteria, list measures and you think
might be meaningful.
• Discuss why you think a specific measure should be
used with each criteria including the strengths and
weaknesses.
• As a team record your selections on a flip chart.
Summative
Rating
Evaluation Criteria
1. High Expectations
1
2. Effective Teaching Practices
2
3. Recognizing Individual Student
Learning Needs
4. Focus on Subject Matter
3
4
5. Safe Productive Learning
Environment
6. Use of Multiple Student Data
Elements to Modify Instruction
7. Communicating with Parents
and School/Community
Evidence and
Measures
Rubric(s)
Classroom Observation
Portfolios
Rubrics based
Student Surveys
on evaluation
criteria,
Self Assessment
centered on
Instructional Artifacts
district’s
instructional
Student Performance
framework(s)
Measures
o
o
o
o
Formative
Summative
External
Internal
8. Exhibiting Collaborative and
Collegial Practices
Teacher/Principal Evaluation Pilot – Office of Superintendent of Public Instruction
Visit our blog & resource site: http://tpep-wa.org – Follow us on Twitter: http://www.twitter.com/waOSPI_TPEP
Considering Student Achievement
 Read the summary of the NBPTS article
titled “Student Learning, Student
Achievement” (NBPTS, 2011)
Discuss with others NOT in your current
role….
 What ideas are worth considering in our
context?
With three others, create a headline that summarizes
your learning today….
What Are Multiple Measures in the context of
educator evaluation?
OR
What is your vision for the district’s use of Multiple
Measures?
Team Time
• Use your headline and draft an outline for a 20 minute
presentation at a staff meeting or for a Board
meeting. Feel free to create a PPT and/or list of handouts and materials you will use.
• We will ask at least two districts to share your work.
• You have 30 minutes.
20
Presentations
• What questions do you have?
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