Transcript Washington State Teacher and Principal Evaluation Project

Washington State
Teacher and Principal
Evaluation Project
Connecting the Common Core
State Standards and TPEP
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Entry Task: Three Bullets
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Create a sticky note with three bullets
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What are the top three reasons why it is important to connect two major
reform efforts: teacher evaluation and the Common Core?
• Reason 1
• Reason 2
• Reason 3
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Welcome
Introductions
Logistics
Agenda
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Agenda
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Overview
Connecting
Learning I: The Need for
Creating Coherence
Learning II: The Core
Instructional Practices
Implementing I: Systems
Review
Implementing: II: Aligning
Evaluation Frameworks and
Core Instructional Practices
Reflecting and Wrap-Up
Session Norms
Be fully present.
Manage technology.
Ask questions and put
ideas on the table.
Pay attention to self and
others and adjust if
necessary.
Others?
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TPEP Modules
Educator Evaluation Modules
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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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Common Core and
TPEP Connections
Module
Intended Participant Outcomes
for This Module
Participants will know and be able to do the following:
 Build a shared understanding and language for addressing
professional learning for the Common Core, including the
core instructional practices (CIPs).
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Reveal and strengthen the connections between the
Common Core and district teacher evaluation systems;
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Identify any gaps in supporting classroom instruction
and discuss concrete steps to address those gaps.
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Toward Coherent Instructional Support
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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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Group Resume
What is the expertise and
experience in the room?
How will that support our
work together?
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Learning I: The Need for
Creating Coherence
Build a shared understanding and language for addressing
professional learning for the Common Core, including CIPs
Activity Packet 1
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Four Corners
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As statements are read out loud, move to the corner that
best describes how you feel about that statement.
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Once in your corner, discuss why you picked that corner.
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Four Corners: Statement I
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In our district, implementing the Common Core State
Standards is like….
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Four Corners: Statement 2
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In our district, implementing the teacher evaluation
system is like….
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Teacher Evaluation
Goals and
Professional
Learning
Professional
Common Core
Creating Coherence
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Teaching the Common Core
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What are some common
themes, big ideas, key
words, or terms that are
associated with the
Common Core?
What do teachers need to
do to get their students to
meet and exceed the
Common Core?
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How do teachers outside
of English language arts
(ELA) and mathematics
integrate the Common
Core into their practice
and content area?
Technical Versus Adaptive Change
Technical Change
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Problem is clear.
Solution is provided by an expert
or leader.
Often apply routine management
or procedures.
Easiest to resolve.
Adaptive Change
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Problem and solution and
implementation are unclear and
require new learning.
Responsibility for the solution
resides with everyone.
Most difficult to resolve because…
Requires
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Experiments, new discoveries, and
adjustments
The changing of attitudes, values,
and behaviors
People to internalize the problem
Heifetz, R., Linsky, M., & Grashow, A. (2009). The Practice of Adaptive Leadership: Tools and Tactics for
Changing Your Organization and the World.
Activity: Creating Coherence
Special Issues Brief
This brief provides in-depth
ideas on creating meaningful
coherence across three
interdependent education reforms:
the Common Core, teacher
evaluation, and professional learning.
Available online: http://www.gtlcenter.org/sites/default/files/CreatingCoherence.pdf
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Creating Coherence Special Issues Brief
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What are the key points of
the brief and how do they
apply to your work?
Why do the authors start
with CIPs instead of
frameworks?
How challenging will it be
to implement the four-step
alignment process
described in the brief?
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Learning I Debrief and Synthesis
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Why is conducting this coherence work important to
teachers?
How will this help our district?
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Learning II: CIPs
Build a shared understanding and language for addressing
professional learning for the Common Core, including CIPs
Activity Packet 2
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Introducing the CIP
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When you hear the phrase “core instructional practices”
what do you immediately think of?
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CIPs
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A set of content-specific teaching practices that, if
enacted by teachers or teams of teachers, should help all
students attain mastery of the Common Core 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
Meant for use in systems-alignment work
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CIPs
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Not a comprehensive set of professional teaching standards
Not the specific-learner “mathematical practices” or
ELA/literacy “anchor standards” detailed in the Common Core
Not meant to be a checklist or one-size-fits-all strategy or
prescribed approach to pedagogy
Not 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
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Activity: Diving Into the CIPs and
Common Core
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Review the CIPs in the left-hand column. If you
“brought your own” fill in the list before proceeding.
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Use a pen to underline key words or terms in the CIP.
3.
Use a highlighter to indicate alignment between the
underlined words and the Common Core.
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Implementing I: Systems Review
Reveal and strengthen the connections between the Common
Core and district teacher evaluation systems
Activity Packet 3
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The Coherence Protocol: Group Practice
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Let’s use CIP10 from ELA as a group practice.
Use questioning and formative assessments to gather evidence of learning
throughout every lesson to monitor student learning and assess the degree
to which each student has met the learning goals.
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Explicit Connection
Implicit Connection
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Alignment Partners, Trios, or Teams
Team
Team
Team
Team
Team
Assigned CIP(s) Assigned CIP(s) Assigned CIP(s) Assigned CIP(s) Assigned CIP(s)
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Activity: The Systems Review Process
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Review and follow the
Coherence Protocol
(steps 1–6) for your set of
CIPs.
Capture your group’s
work in the Alignment
Template.
Summarize your group’s
work on your chart paper
with just the component
titles listed for explicit and
implicit connections.
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CIP
Explicit Implicit
I-A1
I-A2
II-B2
1-A3
II-B2
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 actions do we need to consider now?
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Implementing II and Reflecting:
Aligning Support and
Action Plans
Identifies any gaps in supporting classroom instruction
and discusses concrete steps to address those gaps
Engages participants in providing feedback, reflecting on learning,
and closing the session
Activity Packet 4
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Implications Discussion
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How can we strengthen the connections between our
teacher evaluation instruments and the Common Core?
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Should we develop supplemental guidance for evaluators and
teachers?
Should we revise our instruments to ensure that evaluators
capture evidence of instruction for the Common Core?
Should our district focus teacher evaluations only on particular
domains that are strongly linked to the key CIPs as we transition
to the Common Core?
What additional supports do we need to provide to
evaluators to help them see and understand these
connections?
If changes to the instructional framework are deemed
necessary, what are the consequences for making these
changes?
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Activity: Planning and Next Steps
Planning…
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Based on our work, let’s
employ a backward design to
the action plan:
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What are the outcomes?
What are the tasks?
What is the timeline in 15 days?
In 30 days? In 60 days?
Who is responsible?
Activity: 3-2-1
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3 big “ah-ha” moments
2 benefits of this work session
1 lingering question
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Thank you!
Presenter Name
[email protected]
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