Download
1 / 29
290 likes | 477 Vues
Entry Task. One a note card please write 3-5 positive outcomes you anticipate will result from all your TPEP efforts. Regional Cohort Teacher and Principal Evaluation. March 20, 2012. Preparing for implementation. Warm Up. Select a picture card that represents how you feel about TPEP
E N D
Entry Task One a note card please write 3-5 positive outcomes you anticipate will result from all your TPEP efforts.
Regional CohortTeacher and Principal Evaluation March 20, 2012
Warm Up • Select a picture card that represents how you feel about TPEP • Turn and talk to elbow partner and share your picture and why you chose it.
Learning Intentions • I can name three features of the AWSP principal/leader framework. • I can describe the influence of recently enacted legislation on my district’s evaluation processes. • I can summarize the purpose and importance of TPEP within my district.
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 (January 27, 2011) Understand that people are the heart of our organization (February 28, 2012). Ensure that student success is at the center of all of our activities and conversations. *Taken from the Washington State Leadership Academy
Day at a glance • Video Diary • 5895- It’s the law • Leadership Framework • Elevator Speech • Preparing for implementation • Team Time
Student Growth Section 1, 2(b) (f) (g) Section 1, 6 (g) “… the change in student achievement between two points in time.”
Student Achievement:Student Achievement is the status of subject-matter knowledge, understandings and skills at one point in time. Student Learning:Student learning is the knowledge, understandings and skills that students attain as a result of their involvement in a particular set of educational experiences. In essence, it is an increase in achievement over time that constitutes learning. It is only by comparing student achievement at successive points in time that the nature and extent of learning can be gauged.
Student Growth Using the 5895 Analysis Document • As a district/table team: • Review the last page of the 5895 Analysis Document • Respond to the prompts in each quadrant of the Frayer model 10 minutes
Student Growth Where Might it Fit In? • Must be used in at least three of the eight teacher and principal evaluation criteria (Must be a “substantial factor.”). • May include the teacher’s performance as an individual or as a member of a team. • Student and teacher input may be used – silent on parent input • Brainstorm 3 different measures of student growth • Match those to 3 different criteria 10 minutes
Exploring 5895 • The law says… • The steering committee and OSPI will… • District teams… Shall and Must vs. Should and May
Summary - Language In New Evaluation Bill • Student Growth Data: Used in at least three of the eight teacher and principal evaluation criteria. Can include the teacher’s performance as an individual or as a member of a team. Did not require state test scores . . . only student growth • Student, Teacher, and Parent Input: May be included but not required. Local decision • Phase in: Must be completed by 2015-16 School year • Scoring: Must score the 8 criteria and must use the four labels (Unsatisfactory, Basic, Proficient, Distinguished) • Cut Line: After five years in the system, must be proficient. Two years in Basic or below or two out of three years equates to not being satisfactory. • Final Summative Score: OSPI develop a common method for calculating the summative score • Frameworks: Three frameworks for teachers and principals
Summary - Language In New Evaluation Bill • Waivers: No waivers . . . .OSPI has the ability to accept minor adjustments • Pilots continue work: (Implementation issues, refine system tools, practices, student growth data, recommendations, HR and personnel decisions, etc) • Frequency: • All teachers and principals must receive a comprehensive evaluation at least once every four years. • New teachers and principals (first 3 years) must receive an annual comprehensive evaluation as well as principals who are in their first full year at a new school district. • Teachers or principals receiving a Level 1 or Level 2 rating in the previous year must receive an annual comprehensive evaluation. • Focused Evaluation (Professional Growth Option): A focused evaluation must be performed in any year that a comprehensive evaluation is not scheduled. (both teachers and principals)
Summary - Language In New Evaluation Bill • Human Resource Decisions: Beginning with the 2015-16 school year, evaluation results for certificated classroom teachers and principals will be used as one of multiple factors in making human resource and personnel decisions. • staff assignment, reduction in force, transfer • Evaluation results must be a factor but details go through the collective bargaining process • Professional Development & Training • Principals and administrators must receive professional development prior to evaluating teachers and principals • Beginning 2016, renewal of professional and continuing level certificates will require training on the evaluation system.
Purpose: to familiarize yourself with the AWSP Leadership Framework
Developing your elevator speech Team Discussion • What are the most significant and valuable aspects of the changes in evaluation practices? • What are 2-3 ‘big ideas’ you have uncovered in our learning thus far?
