Transcript Enhancing the Teaching Profession

Welcome: BISD Teacher
Evaluation System 8/21/14
"A commitment to professional learning is important, not
because teaching is of poor quality and must be 'fixed', but
rather because teaching is so hard that we can always
improve it. No matter how good a lesson is, we can always
make it better. Just as in other professions, every teacher
has the responsibility to be involved in a career-long quest
to improve practice"
- Charlotte Danielson
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Welcome and Introductions
• Table talk
• Which building are you working
at?
• Where would you be if you could
be anywhere right now?
• What is something you hope to
take away from the training
today?
Trainers
• Peter Bang-Knudsen
• Assistant Superintendent of
Administrative Services
• Amii Pratt
• Teacher Evaluation TOSA
• Associate Principal, Sakai
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Outcomes
Participants will be able to…
• Investigate the four domains of the Danielson
Framework
• Identify the components in each domain
• Understand the relationship between Danielson & the
state Evaluation system
• Understand the BISD focused evaluation process
• focused evaluation cycle and requirements
• Get an overview of how the state is measuring student growth
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Norms
• Equity of voice
• Engagement (save e-mail, etc. for breaks)
• Safety to share different perspectives
• Commitment to the work
• Others that we should add?
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Brief History
Changes in state law around teacher and principal
evaluation RCW 28A.405.100 (SSB 6696)
• Creates new evaluation criteria for both classroom
teachers and principals
• Requires a four-level rating system
• BISD was a Regional Implementation (RIG) District
(2011-12)
• 2011-2012 TPEP steering committee that developed
model
• 2012-2013 1st year pilot of new evaluation
• 2013-2014 2nd year (over 50% of staff)
• 2014-2015 3rd year (100% of staff)
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Teacher Evaluation Manual
• This will serve as a guidebook for you throughout the year.
• Let’s take a few minutes to become familiar with the
organization of the manual…
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Danielson’s Framework for
Teaching
• A research-based definition of good teaching
• A roadmap to, and navigation of, the territory
• A framework for novice-level practitioners,
through accomplished teachers
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Framework for Teaching
Outcome: Investigate four domains of the framework
4 Domains
22 Components
76 Elements
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Domain 1
Planning and Preparation
Domain 2
Classroom Environment
1a
1b
1c
1d
1e
1f
2a
2b
2c
2d
2e
Demonstrating Knowledge of Content & Pedagogy
Demonstrating Knowledge of Students
Setting Instructional Outcomes
Demonstrating Knowledge of Resources
Designing Coherent Instruction
Designing Student Assessment
Creating an Environment of Respect & Rapport
Creating a Culture of Learning
Managing Classroom Procedures
Managing Student Behavior
Managing Physical Space
The Danielson Framework for Teaching
Domain 4
Professional Responsibilities
Domain 3
Instruction
4a
4b
4c
4d
4e
4f
3a
3b
3c
3d
3e
Reflecting on Teaching
Maintaining Accurate Records
Communicating with Families
Participating in a Professional Community
Growing and Developing Professionally
Showing Professionalism
Communicating with Students
Using Questioning and Discussion Techniques
Engaging Students in Learning
Using Assessment in Instruction
Demonstrating Flexibility & Responsiveness
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Let’s deepen our understanding of
Danielson through a sorting activity
• Don’t use your
Danielson resources
(memory and
comprehension/applic
ation exercise)
• Open the Danielson SB
file.
• Attempt to place all
components under the
correct domain
• 4 minutes-then
debrief as a whole (If
you finish early, you
can check with your
neighbor.)
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Domain 1
Planning and Preparation
Domain 2
Classroom Environment
1a
1b
1c
1d
1e
1f
2a
2b
2c
2d
2e
Demonstrating Knowledge of Content & Pedagogy
Demonstrating Knowledge of Students
Setting Instructional Outcomes
Demonstrating Knowledge of Resources
Designing Coherent Instruction
Designing Student Assessment
Creating an Environment of Respect & Rapport
Creating a Culture of Learning
Managing Classroom Procedures
Managing Student Behavior
Managing Physical Space
The Danielson Framework for Teaching
Domain 4
Professional Responsibilities
Domain 3
Instruction
4a
4b
4c
4d
4e
4f
3a
3b
3c
3d
3e
Reflecting on Teaching
Maintaining Accurate Records
Communicating with Families
Participating in a Professional Community
Growing and Developing Professionally
Showing Professionalism
Communicating with Students
Using Questioning and Discussion Techniques
Engaging Students in Learning
Using Assessment in Instruction
Demonstrating Flexibility & Responsiveness
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Common Themes
• Equity
• Cultural competence
• High expectations
• Developmental appropriateness
• A focus on individuals, including those with
special needs
• Appropriate use of technology
• Student assumption of responsibility
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Coffee Break
5 Minutes
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What is the theory of action behind
our District’s evaluation system?
• Themes
• Professional growth
• Collaboration
• Shared process
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What are the two different
types of evaluation?
• Comprehensive
• All provisional
employees
• All other employees at
least once every four
years
• All 8 criteria + student
growth
• Focused
• Continuing employees
• 3 of every 4 years
• Evaluated on 1 of 8
criteria (includes a
student growth as
well)
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Focused Evaluation
Certificated Classroom Teachers
• Includes an assessment of one of the eight criterion.
• Student Growth Rubrics from one of the three criterion
• If a teacher chooses 3,6 or 8; their accompanying
student growth rubrics will be used.
• If a teacher chooses Criterion 1,2,4,5,7, the
accompanying student growth rubrics from Criterion 3
or 6 will be used.
• Approved by the teacher ‘s evaluator.
• A focused evaluation must be performed in any year that
a comprehensive evaluation is not scheduled.
What will the focused evaluation
process look like in the BISD this year?
• Taking a deep dive into the documents in the focused tab
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Beginning with the end in mind:
How is the Focused evaluation
scored?
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Using District, School, and
Classroom-Based Data (Teachers)

RCW 28A.405.100
Five Student Growth Criteria

3.1 Establish Student Growth Goals
Re: individual or subgroups of students (achievement/opportunity gap)

3.2 Achievement of Student Growth Goals
Re: individual or subgroups of students (achievement/opportunity gap)

6.1Establish Student Growth Goals using Multiple Student
Data Elements
Re: whole class based on grade-level standards and aligned to school and
district goals

6.2 Achievement of Student Growth Goals
Re: whole class based on grade-level standards and aligned to school and
district goals

8.1 Establish Team Student Growth Goals
Re: Teacher as part of a grade-level, content area, or other school/district team
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How do I select a
criteria for the
focused evaluation?
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OSPI advises:
•“The overall intent of a
focused evaluation is
professional growth in an area
benefiting from additional
attention.”
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Self Assessment of Practice
Self assessment completion and
discussion of contents is required.
Turn-in to administrator is optional.
1. Highlight the language within
each component (e.g. 2bEstablishing a Culture for Learning)
that reflects your professional
practice. It is possible that you may
highlight language in multiple tiers
(e.g. unsatisfactory, basic, proficient
or distinguished) across the
component.
2. Circle the tier in each
component that is most reflective
of your current level of practice
(e.g. which of the four tiers has the
most highlighted language?)
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Teacher Evaluation…
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What are my next steps?
• Complete your Self-Assessment and Professional Growth Goal. If
you come to one of the Teacher Evaluation tech sessions (8/26 or
8/27) you will have time to complete these documents there. If you
are unable to attend one of these sessions you can complete it on
your own.
• Develop an understanding of Student Growth and develop your
Student Growth Goal(s). This will happen during one of your LID
days at your building.
• Your principal will schedule a meeting with you to discuss your SelfAssessment, Professional Growth Goal and your Student Growth
Goal(s).
• Consider the Danielson FFT as you design your teaching and
professional learning
• Ask for help from your principal, TOSAs and/or other teachers
• Ask for help from Amii or Peter
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End of day feedback
• We want to hear
from you.
• What support do you
need?
• What can we do to
make this training
more helpful?
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