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Washington State Teacher and Principal
Evaluation Project
Using Instructional and Leadership Frameworks in Educator Evaluation
June 2013
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As you enter, please have a brief discussion with your district team to answer the following two questions: Where is your district on having a deep
understanding and consistent application of the frameworks and state criteria? Which frameworks have you chosen to use?
Write your district name on four sticky notes and place one sticky note on each continuum and on the framework selection chart posted on the wall.
Entry Task
District Name
District
Name
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Introductions Logistics Agenda
Agenda Connecting Learning Implementing Reflecting Wrap-Up
Welcome!
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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
Modules
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The Evaluation System Components
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Pausing Paraphrasing Posing Questions Putting Ideas on the Table Providing Data Paying Attention to Self and Others Presuming Positive Intentions
What Else?
Session Norms
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Connecting
Builds community, prepares the team for learning, and links to prior knowledge, other modules, and
current work
Participants will know and be able to: Understand the legislative requirements for
instructional and leadership frameworks as part of the Teacher and Principal Evaluation Project (TPEP)
Distinguish the ways an instructional and leadership framework can operationalize the revised evaluation system to improve teaching and learning
Articulate the relationship between the revised teacher and principal evaluation criteria and the frameworks
Use this module as a “jumpstart” to selected frameworks as a means to dig deeper into the framework and the alignment of the criteria
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Overview of Intended Participant Outcomes
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The critical importance of teacher and leadership quality The professional nature of teaching and leading a school The complex relationship between the system for
teacher and principal evaluation and district systems and negotiations
The belief in professional learning as an underpinning of the new evaluation system
The understanding that the career continuum must be addressed in the new evaluation system
The system must determine the balance of “inputs or acts” and “outputs or results”
TPEP Core Principles
“We Can’t Fire Our Way to Finland”
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The “mingling task” at the block party is to share your principle with a neighbor from “down the block”—someone from a different table, workgroup, or district—and share how you’ve lived or experienced this principle during this school year.
Meet five different neighbors with the core principles.
The Block Party: Meet Your Neighbors
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Can two or three volunteers share their own connection to a core principle or a connection they learned about from one of the neighbors they met?
How can we further the connections to these core principles among the district staff not in attendance today?
The Block Party Debrief
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Learning I: The Frameworks
Understand the legislative requirements for instructional and leadership frameworks as part of
the Teacher and Principal Evaluation Project (TPEP)
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Quiz Show: Question 1 What 2012 state
law guides this work?
Senate Bill 5895
For extra credit, what was the previous law?
Senate Bill 6696
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Quiz Show: Question 2 How many
performance tiers were in the old system as compared with the new system?
Two tiers versus four tiers
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Quiz Show: Question 3 What are the labels
of the four tiers? Unsatisfactory,
Basic, Proficient, and Distinguished
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Quiz Show: Question 4 How many criteria
now anchor evaluation for teachers?
Eight
How many criteria now anchor evaluation for principals?
Eight
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Quiz Show: Question 5 Which social media
platform does TPEP mainly use?
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Quiz Show: Question 6 Name the five
themes linking the teacher and principal criteria.
Culture, data, community, content, and instruction
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Quiz Show: Question 7 When is full
implementation of the new system required for all districts in Washington?
2013–2014
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What is eVAL? eVAL is a web-
based tool designed to manage the evaluation process and documentation
For extra credit, who created eVAL?
Washington Education Association, the Office of Superintendent of Public Instruction, and Educational Service District 113
Quiz Show: Question 8
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Quiz Show: Question 9 How many original
pilot sites have helped shape TPEP since 2010?
Nine sites (eight districts and one consortium)
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Quiz Show: Question 10 How many
instructional frameworks support the revised evaluation system?
Three
How many leadership frameworks support the revised evaluation system?
Two
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Overview of the Frameworks An instructional or
leadership framework provides a common language and vision of quality teaching/leading that is shared by everyone in the district and is aligned to the eight principal and teacher criteria created by E2SSB 6696.
Section (2)(e) and 6(e) of ESSB 5895 state: By September 1, 2012, the superintendent of
public instruction shall identify up to three preferred instructional and leadership frameworks that support the revised evaluation system.
The instructional frameworks shall be research-based and establish definitions or rubrics for each of the four summative performance ratings for each evaluation criteria.
Each school district must adopt one of the preferred instructional and leadership frameworks and post the selection on the district’s website.
The superintendent of public instruction shall establish a process for approving minor modifications or adaptations to a preferred instructional or leadership framework that may be proposed by a school district.
G!RCW 28A.405.100
A capital “G!” indicates that the guidance represents Washington state law (RCW) or rules (WAC).
A lower-case “g” indicates that the guidance represents research-based best practice but is not mandated by law or rules.
gG!RCW 28A.405.100
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Instructional Leadership The Framework for Teaching
(Danielson) Marzano Teacher Evaluation
Model Five Dimensions of Teaching
and Learning (CEL)
AWSP’s Leadership Framework
Marzano Leadership Framework
Selected Frameworks G!RCW 28A.405.100
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Learning II: Understanding the Relationship Between Criteria and Frameworks
Determine the relationship between the revised teacher and principal evaluation criteria and the
frameworks
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Sort the domains or dimensions cards from the instructional frameworks onto the criteria placemat. Cards can be used more than once.
Check your answers with the framework support document.
Learning I Activity: Criteria Placemat and Framework Sort
Did your team sort the domains and dimensions like they are sorted in the framework support document?
Were any of the domains or dimensions difficult to align to criteria?
What do you notice when you look across the three frameworks for one of the criteria?
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Learning Activity I: Discussion
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Criteria, Domains/Dimensions in Action Eight groups will
describe what this criterion (and the domains/dimensions aligned to it) looks like in action.
Create a five-column chart with three bullets describing this criterion in action for each teacher type.
K 5th grade literacy
7th grade math
10th grade science
9th–12th grade P.E.
• • •
• • •
• • •
• • •
• • •
g
Each criteria group shares its chart. For discussion:
What is the same across your bullets for your teacher type?
Are there any significant differences for practice at different grade levels or for different content areas?
How do the frameworks and criteria provide a common language across different grade levels and content areas for teachers?
Would our conclusions be similar if we did this set of activities for principals? Would we be able to look at an elementary school principal in the same way we look at a high school principal?29
Debrief: Criteria and Frameworks
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Implementing
Articulate the ways an instructional and leadership framework can operationalize the revised evaluation
system to improve teaching and learning
Use this module as a “jumpstart” to selected frameworks as a means to dig deeper into the
framework and the alignment of the criteria
Brief introductions to the instructional frameworks and the leadership frameworks created by the framework authors
Helps create a jumping off point for the remainder of our session activities
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Introductions to the Frameworks
Group 1 Group 2 Group 3
Tasks:1. Criteria Placemat
and Components Sort
2. Instructional Frameworks Analysis
3. Leadership Frameworks Analysis
Tasks:1. Criteria Placemat and
Components Sort2. Leadership Frameworks
Analysis 3. Communication
Checklist and Plan
Tasks: 1. Communication
Checklist and Plan 2. Educational
PowerPoint
Goal: Unpack the instructional framework and leadership framework
Goal: Unpack the instructional framework and leadership framework and create a communications plan.
Goal: create a communications plan and an educational PowerPoint that highlights the criteria alignment for both the teacher and leader evaluation systems. You may want to focus on the leadership framework.32
Connecting Back to the Continuum Entry Task: Three Groups, Three Tasks
Each team share two things to debrief our implementing tasks:1. One decision you made today (could be a key
decision, a preliminary decision, a change of course, etc.)
2. One of the immediate next steps you are taking when you return to your district
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Implementing Activities Debrief
Reflecting
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Whip Around: One significant “ah-ha moment” 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?
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Whip Around and Plus/Delta Debrief
Module on Preparing and Applying Formative Multiple Measures of Performance: An Introduction to Self-Assessment, Goal Setting, and Criterion Scoring
Homework Options District: Engage in some of the other implementation
activities you did not complete today. Tools are in the handout packet.
School or teams: Give a presentation to key stakeholders about your frameworks. Share the video from the framework author to support your presentation: http://tpep-wa.org/resources/instructional-frameworks/danielson-fra
mework/ http://tpep-wa.org/resources/instructional-frameworks/marzano/ http://tpep-wa.org/resources/instructional-frameworks/uwcel-5d http://tpep-wa.org/resources/leadership-frameworks/marzano-school-
leadership-evaluation-model/ Individual: Lead a small-group discussion to analyze the
relationship between the criteria and the framework.36
What’s Next?
