Washington State Teacher and Principal Evaluation Project

1. Washington State Teacher and Principal Evaluation Project Preparing and Applying Formative Multiple Measures of Performance Conducting High-Quality Self-Assessments

2. Entry Task • As you enter, please have a brief discussion with your district team to answer to the following question: • What statement best describes your district’s position on self-assessment: • As a tool for educators only to reflect upon and determine their areas of strength and growth for goal-setting • As a conversation starter between the evaluator and the educator for goal-setting • As a measure of educator growth – the self-assessment becomes the starting point and the final evaluation the ending point • Undecided • Write your district’s name on a sticky note and place your response on the appropriate chart paper.

3. Welcome! • Agenda • Connecting • Learning • Implementing • Reflecting • Wrap-Up • Introductions • Logistics • Agenda

4. Modules • 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

5. The Evaluation System Components

6. Session Norms • Pausing • Paraphrasing • Posing Questions • Putting Ideas on the Table • Providing Data • Paying Attention to Self and Others • Presuming Positive Intentions • What Else?

7. Connecting Builds community, prepares the team for learning, and links to prior knowledge, other modules, and current work

8. Overview of Intended Participant Outcomes for Part B Participants will know and be able to: • Determine specific measures to support implementation of evaluation in their districts • Support effective self-assessment to support evaluation in alignment with the Washington State Criteria

9. Self-Assessment as One Piece of the Puzzle • The Module described how using multiple measures strengthens a teacher evaluation system • Teacher self-assessment is one source of evidence that can be used to measure teacher performance as part of a comprehensive teacher evaluation system

10. Building on Current Practices • Work with your district team to describe the processes, practices, and structures already in place in your district that support: • Teacher and principal analysis of student data • Teacher and principal reflection • Are their times during the school year when analysis and reflection occur? • Choose a recorder and have that person write your responses on the “Building on Current Practices” worksheet in your handout packet.

11. Learning Understand best practices in self-assessment

12. Why Use Self-Assessment in Educator Evaluation? • The self-assessment process supports good teaching and leading practices of: • Analyzing student data • Focus on student learning • Reflection on practice • The self-assessment process also prepares teachers and principals for goal-setting (examined in the next session)

13. Defining Self-Assessment • Self-assessment is a process for reflecting on an educator’s instructional, leadership, and professional practice strengths and weaknesses in light of the needs of the students he or she serves. • Requires Asking: • What do my students need? • What do I need to meet all my students’ needs?

14. Best Practices in Self-Assessment G! RCW 28A.405.100 • Step 1: Student data analysis • Teachers and principals analyze data on incoming students and identify areas of growth and strength g A capital “G!” indicates that the guidance represents Washington state law (RCW) or rules (WAC). G! RCW 28A.405.100 A lower-case “g” indicates that the guidance represents research-based best practice but is not mandated by law or rules.

15. Best Practices in Self-Assessment g • Step 2: Professional practice rating • Teachers use the instructional framework to rate their current level of practice and identify areas of growth and strength • Principals use the leadership framework to rate their current level of practice and identify areas of growth and strength

16. Self-Assessment Form

17. Preparing Educators for Goal Setting G! RCW 28A.405.100 g

18. Meet John Anderson • John Anderson: • Fourth grade teacher • 11 years of teaching experience • His school: • Elementary level with 400 students • His class: • 25 students • 5 students have behavioral issues noted by previous teachers.

19. Meet Patti Davis • Patti Davis: • High School Principal • 4 years of administrative experience • Her students: • Urban high school level with 500 students • 23 percent of students are economically disadvantaged. • About half the students were proficient in Math last year. • About two-thirds of the students were proficient in ELA last year. • Her staff • Supervises 153 full-time teachers and 3 assistant principals

20. Characteristics of a High-Quality Self-Assessment With a partner: • Review “John Anderson’s Self-Assessment” form on page 5 of your handout packet. OR • Review “Patti Davis’ Self-Assessment” form on page 6 of your handout packet. • Answer the “Self-Assessment Reflection Questions” on page 6 of your handout packet.

21. Learning Debrief • Choose another pair to work with • Each group will have about one minute to answer the following question: • What topic areas did you identify for John Anderson/Patti Davis to focus on? Why?

22. Implementing Articulate the ways an instructional and leadership framework can operationalize the revised evaluation system to improve teaching and learning Analyze the instructional frameworks to support district decision-making in selecting an instructional framework and a leadership framework

23. Leading a High-Quality Self-Assessment • Work with your district team complete the “Leading a High-Quality Self-Assessment” worksheet • Create a plan for preparing teachers to conduct self-assessments • If your district stated it was “undecided” in how self-assessments should be used in the connecting activity, begin by determining how self-assessment will be used as part of teacher evaluation

24. Implementing Activities Debrief • Each team share two things to debrief our implementing tasks: • One key message about self-assessment you will share with teachers • One area where you anticipate teacher confusion—and how you plan to address that confusion

25. Reflecting

26. Reflecting • Share with your team the most important thing you learned today • Take a few minutes and create at least two sticky notes for the Plus/Delta Chart on your way out. • Plus: What was a real “plus” of today’s session? What went well and should be repeated? • Delta: Where is there room for improvement and change?

27. What’s Next? • Session: Goal Setting in Educator Evaluation • Homework Options • District: Define the forms and processes the district will use for teacher self-assessment. • School or Teams: Create a presentation that describes how self-assessment connects with current school practices. • Individual: Conduct your own self-assessment based on the instructional framework for your role to practice the self-assessment process.

28. Thank you! INSERT PRESENTER’S NAME AND E-MAIL ADDRESS