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November Regional Cohort Teacher and Principal Evaluation

November Regional Cohort Teacher and Principal Evaluation. November 15, 2011. Day 3: Coolness. Learning Targets. I can assess the status of our team’s status (storming, norming, etc. ) I can identify our stakeholders and how/what we will communicate with them

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November Regional Cohort Teacher and Principal Evaluation

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  1. November Regional CohortTeacher and Principal Evaluation November 15, 2011

  2. Day 3: Coolness

  3. Learning Targets • I can assess the status of our team’s status (storming, norming, etc.) • I can identify our stakeholders and how/what we will communicate with them • I can summarize the influence of criteria and a comprehensive evaluation system on the broader system of our school • I can articulate the differences between the role played by the criteria and the role played by instructional frameworks

  4. Year at a glance X- You are here…

  5. Day at a glance • State of the union • Working as a team • Exploring criteria • Exploring frameworks • Developing a communication plan • Planning for next steps

  6. He’s only ‘mostly dead’

  7. Really Dead Teacher and Principal Criteria Four-Tiered System

  8. Mostly Dead = Steering Committee Controls Decisions • Definitions: • Of teacher criteria • Tier Labels • Teachers Only: • Final Summative Descriptions • Three Instructional Frameworks

  9. On the way to being dead = Under Review, or recommendations will be included in July 2012 Report to Legislature • Teacher Only: • Instructional Framework Alignment • Principal Rubrics • Task Forces: • Student Growth • Perception Survey Data • Evaluator Training and Support • Final Summative Determination • Final ‘Cut Score’

  10. http://tinyurl.com/esd113tpep

  11. Team Based LearningTeacher Criteria 8: Exhibiting collaborative and collegial practicesPrincipal Criteria 1: Creating a school Culture that promotes the ongoing improvement of learning and teaching

  12. Team Mental Check ListHas your team…?✔ ✔Developed your purpose statement/clarity of purpose ✔Developed norms which are reviewed at the beginning of each team meeting ✔Roles have been defined (Facilitator, Historian/Record Keeper and Time Keeper) ✔Utilizing protocols ✔Adopted decision-making models

  13. Stages of Team DevelopmentBruce W. Tuckman’s Model Forming Storming Norming Performing Adjourning

  14. FormingWhy are we here?/orientation to task Excitement Pride Determining acceptable group behavior Abstract discussions Little is accomplished

  15. *Stormingresistance to group influence and task requirements/emotional The honeymoon is over. People disagree and may blame team concept Resistance to the task Sharp fluctuations in attitude about the team and the project’s change of success Establish unrealistic goals. Disunity, increased tension, and jealousy. *This stage can take 3-4 meetings.

  16. NormingOpenness to other group members Team begins to work well together Positive about their role on the team May bounce back and forth between storming and norming Criticism is constructive Friendliness

  17. Performingstructure can support task performance High performance team Very seldom fall into “storming” Complete self-directed team Team members have insights into each other’s strength and weaknesss Effective,cohesive unit

  18. Adjourningdisengagement/self-evaluation Relationships are formed Completion of project

  19. Norms* We will: Come prepared to participate Listen to everyone so that no one person dominate Listen deeply and respectfully (September 21, 2011) Honor each other’s time by having an agenda that begins and ends on time. Have clear, authentic, and honest conversations.(October 18, 2011) Be flexible in the agenda to allow for time to reflect, ponder, and build understanding. Provide regular feedback to facilitate the work Stay focused on our task and purpose to be effective and efficient(November 15, 2011) Take decision making seriously and support the decision we make together Understand that people are the heart of our organization. Ensure that student success is at the center of all of our activities and conversations. *Taken from the Washington State Leadership Academy

  20. Consensus Decision Making Models(November 15, 2011 choose one) 0-5 This process helps teams come to consensus when choose a topic to pursue further or in choosing a collective course of action to take. After a list of possible actions or ideas has been generated, ask that an explanation be stated for each item. Then ask the group to look at and consider each item and decide how they will make their choice according to: 5 fingers if they totally agree. 4 fingers if they think it's a good idea and will support it. 3 fingers if they are neutral but will support it. 2 fingers if they don't agree, but will support it. 1 finger if they won't support it. 0 fingers if they will resist--BUT WILL HELP FIND ANOTHER RESOLUTION Thumbs up/Thumbs down Use this method in small groups to get a quick reading on group consensus. Be sure to take the time for neutral and thumbs down explanations.(September 21.2011) Thumbs up if they agree Thumb sideways if they are neutral-explain why Thumb down if they disagree--explain reasons for disagreement. Group agreement scale Use this method two or three times to gauge group support. Write statement, concept or action so that all members can see it. Make the following voting indicators for each member of the group.(October 18, 2011) 3=total agreement 2=support idea with reservations 1=can't support ?=Need to have more questions answered

  21. Team Expectations • Teams will meet and process homework assignments between each TPEP meeting by establishing meeting times, locations and agendas. • Teams will establish meeting roles • Teams will established agendas for meetings • The historian/recorder will generate the “group memory” • Clearly identify responsibilities for carrying out plans and timelines for completion • Utilize a closure activity to allow team members to review team process, their work together, etc.

  22. Zoom • Where do you think your team is? • Forming • Storming • Norming • Performing • Adjourning

  23. Sharing our work • Tumwater • Toledo • Pioneer

  24. Teacher Criteria 6 Principal Criteria 4

  25. TEACHER EVALUATION CRITERIA

  26. PRINCIPAL EVALUATION CRITERIA

  27. Teachers: “fostering and managing a safe, positive learning environment.” “collaborative and collegial practices focused on improving instructional practice and student learning.” Principals: “creating a school culture that promotes the ongoing improvement of learning and teaching for students and staff.” “providing for school safety.”

  28. Teachers: “using multiple student data elements to modify instruction and improve student learning.” Principals: “development, implementation, and evaluation of a data-driven plan for increasing student achievement, including the use of multiple student data elements.”

  29. Teachers: “providing clear and intentional focus on subject matter content and curriculum.” Principals: “assisting instructional staff with alignment of curriculum, instruction, and assessment with state and local district learning goals.”

  30. Teachers: Implementing the instructional framework Principals: “monitoring, assisting, and evaluating effective instruction and assessment practices.”

  31. Teachers: “communicating and collaborating with parents and school community.” Principals: “partnering with the school community to promote learning.”

  32. Gathering Evidence

  33. Teacher Criteria 6: Using multiple student data elements to modify instruction Team Activity 1: 10 Minutes Review and discuss forms of evidence Team Activity 2: 10 Minutes Review and discuss influence on broader context

  34. Fishing Metaphor • Craig to add

  35. Framework Sense-MakingModified Chalk Talk Strategy(25 minutes) • Read definitions of frameworks • “chalk” the WHAT & the PURPOSE • Synthesize & reach consensus

  36. Lunch

  37. When you return • Clean table • Sit in framework alike groups

  38. Framework & CriteriaA Cross-Examination • Review criteria definitions • Components for Criterion 2 • Cross-examine for fit & gap

  39. A Deliberation What Does This Mean For My Work?

  40. Reflection and Action • Now that you have investigated the 2nd teacher criteria… • Consider the other 7 criteria, what tasks come to mind? • What will you investigate between now and January to help your team make a decision by February 15th? • For teams that have selected a framework…What will you do to investigate your framework more deeply between now and February 15th?

  41. Architecture of the Frameworks • Contributions of Research Base • Theoretical Background • Big Idea Organization • Teacher Evaluation Rubrics • Support for Evidence Gathering

  42. Guiding Questions • What is the research base underpinning the framework? • What is the evidence that the framework leads to improved student achievement? • How well does the framework align to Washington’s 8 teacher criteria?

  43. Communication

  44. Plan for communication Step 1: Who are they? Step 2: How do you plan to communicate with them?

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