Washington State Teacher and Principal Evaluation Project

1. Washington State Teacher and Principal Evaluation Project Connecting the Common Core State Standards and TPEP

2. Entry Task: Three Bullets • Create a sticky note with three bullets • 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

3. Welcome • Agenda • 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 • Introductions • Logistics • Agenda

4. 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?

5. TPEP Modules • Common Core and TPEP Connections Module • Educator Evaluation 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

6. 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). • Reveal and strengthen the connections between the Common Core and district teacher evaluation systems; • Identify any gaps in supporting classroom instructionand discuss concrete steps to address those gaps.

7. Toward Coherent Instructional Support

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

9. Group Resume • What is the expertise and experience in the room? • How will that support our work together?

10. 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

11. Four Corners • As statements are read out loud, move to the corner that best describes how you feel about that statement. • Once in your corner, discuss why you picked that corner.

12. Four Corners: Statement I • In our district, implementing the Common Core State Standards is like….

13. Four Corners: Statement 2 • In our district, implementing the teacher evaluation system is like….

14. Creating Coherence Teacher Evaluation Professional Goals and Professional Learning Common Core

15. Teaching the Common Core • How do teachers outside of English language arts (ELA) and mathematics integrate the Common Core into their practice and content area? • 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?

16. Technical Versus Adaptive Change Technical Change Adaptive Change • Problem is clear. • Solution is provided by an expert or leader. • Often apply routine management or procedures. • Easiest to resolve. • Problem and solution and implementation are unclear and require new learning. • Responsibility for the solution resides with everyone. • Most difficult to resolve because… • Requires • 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.

17. Activity: Creating Coherence Special Issues Brief This brief provides in-depth ideas on creating meaningfulcoherence across three interdependent education reforms: the Common Core, teacher evaluation, and professional learning. Available online: http://www.gtlcenter.org/sites/default/files/CreatingCoherence.pdf

18. Creating Coherence Special Issues Brief • 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?

19. Learning I Debrief and Synthesis Why is conducting this coherence work important to teachers? How will this help our district?

20. Learning II: CIPs Build a shared understanding and language for addressing professional learning for the Common Core, including CIPs Activity Packet 2

21. Introducing the CIP • When you hear the phrase “core instructional practices” what do you immediately think of?

22. CIPs • 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

23. CIPs • 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

24. Activity: Diving Into the CIPs and Common Core • Review the CIPs in the left-hand column. If you “brought your own” fill in the list before proceeding. • Use a pen to underline key words or terms in the CIP. • Use a highlighter to indicate alignment between the underlined words and the Common Core.

25. Implementing I: Systems Review Reveal and strengthen the connections between the Common Core and district teacher evaluation systems Activity Packet 3

26. The Coherence Protocol: Group Practice • Let’s use CIP10 from ELA as a group practice.

27. Alignment Partners, Trios, or Teams

28. Activity: The Systems Review Process • 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. CIP Explicit Implicit I-A-1 II-B-2 I-A-2 II-B-2 1-A-3

29. 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?

30. Implementing II and Reflecting: Aligning Support and Action Plans Identifies any gaps in supporting classroom instructionand discusses concrete steps to address those gaps Engages participants in providing feedback, reflecting on learning, and closing the session Activity Packet 4

31. Implications Discussion • How can we strengthen the connections between our teacher evaluation instruments and the Common Core? • 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?

32. Activity: Planning and Next Steps Planning… • Based on our work, let’s employ a backward design to the action plan: • What are the outcomes? • What are the tasks? • What is the timeline in 15 days? In 30 days? In 60 days? • Who is responsible?

33. Activity: 3-2-1 • 3 big “ah-ha” moments • 2 benefits of this work session • 1 lingering question

34. Thank you! Presenter Name xxxxxxxxxxx@xxx.xxx