Welcome BISD Teacher Evaluation System 82114 A commitment

Welcome: BISD Teacher Evaluation System 8/21/14 "A commitment to professional learning is important, not because teaching is of poor quality and must be 'fixed', but rather because teaching is so hard that we can always improve it. No matter how good a lesson is, we can always make it better. Just as in other professions, every teacher has the responsibility to be involved in a career-long quest to improve practice" - Charlotte Danielson 1

Welcome and Introductions • Table talk • Which building are you working at? • Where would you be if you could be anywhere right now? • What is something you hope to take away from the training today? Trainers • Peter Bang-Knudsen • Assistant Superintendent of Administrative Services • Amii Pratt • Teacher Evaluation TOSA • Associate Principal, Sakai 2

Outcomes Participants will be able to… • Investigate the four domains of the Danielson Framework • Identify the components in each domain • Understand the relationship between Danielson & the state Evaluation system • Understand the BISD focused evaluation process • focused evaluation cycle and requirements • Get an overview of how the state is measuring student growth 3

Norms • Equity of voice • Engagement (save e-mail, etc. for breaks) • Safety to share different perspectives • Commitment to the work • Others that we should add? 4

Brief History Changes in state law around teacher and principal evaluation RCW 28 A. 405. 100 (SSB 6696) • Creates new evaluation criteria for both classroom teachers and principals • Requires a four-level rating system • BISD was a Regional Implementation (RIG) District (2011 -12) • 2011 -2012 TPEP steering committee that developed model • 2012 -2013 1 st year pilot of new evaluation • 2013 -2014 2 nd year (over 50% of staff) • 2014 -2015 3 rd year (100% of staff) 5

Teacher Evaluation Manual • This will serve as a guidebook for you throughout the year. • Let’s take a few minutes to become familiar with the organization of the manual… 6

Danielson’s Framework for Teaching • A research-based definition of good teaching • A roadmap to, and navigation of, the territory • A framework for novice-level practitioners, through accomplished teachers 7

Framework for Teaching Outcome: Investigate four domains of the framework 4 Domains 22 Components 76 Elements 8

Domain 1 Planning and Preparation Domain 2 Classroom Environment 1 a 1 b 1 c 1 d 1 e 1 f 2 a 2 b 2 c 2 d 2 e Demonstrating Knowledge of Content & Pedagogy Demonstrating Knowledge of Students Setting Instructional Outcomes Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessment Creating an Environment of Respect & Rapport Creating a Culture of Learning Managing Classroom Procedures Managing Student Behavior Managing Physical Space The Danielson Framework for Teaching Domain 4 Professional Responsibilities Domain 3 Instruction 4 a 4 b 4 c 4 d 4 e 4 f 3 a 3 b 3 c 3 d 3 e Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Showing Professionalism Communicating with Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility & Responsiveness 9

Let’s deepen our understanding of Danielson through a sorting activity • Don’t use your Danielson resources (memory and comprehension/applic ation exercise) • Open the Danielson SB file. • Attempt to place all components under the correct domain • 4 minutes-then debrief as a whole (If you finish early, you can check with your neighbor. ) 10

Domain 1 Planning and Preparation Domain 2 Classroom Environment 1 a 1 b 1 c 1 d 1 e 1 f 2 a 2 b 2 c 2 d 2 e Demonstrating Knowledge of Content & Pedagogy Demonstrating Knowledge of Students Setting Instructional Outcomes Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessment Creating an Environment of Respect & Rapport Creating a Culture of Learning Managing Classroom Procedures Managing Student Behavior Managing Physical Space The Danielson Framework for Teaching Domain 4 Professional Responsibilities Domain 3 Instruction 4 a 4 b 4 c 4 d 4 e 4 f 3 a 3 b 3 c 3 d 3 e Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Showing Professionalism Communicating with Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility & Responsiveness 11

Common Themes • Equity • Cultural competence • High expectations • Developmental appropriateness • A focus on individuals, including those with special needs • Appropriate use of technology • Student assumption of responsibility 12

Coffee Break 5 Minutes 13

What is theory of action behind our District’s evaluation system? • Themes • Professional growth • Collaboration • Shared process 14

What are the two different types of evaluation? • Comprehensive • All provisional employees • All other employees at least once every four years • All 8 criteria + student growth • Focused • Continuing employees • 3 of every 4 years • Evaluated on 1 of 8 criteria (includes a student growth as well) 15

Focused Evaluation Certificated Classroom Teachers • Includes an assessment of one of the eight criterion. • Student Growth Rubrics from one of the three criterion • If a teacher chooses 3, 6 or 8; their accompanying student growth rubrics will be used. • If a teacher chooses Criterion 1, 2, 4, 5, 7, the accompanying student growth rubrics from Criterion 3 or 6 will be used. • Approved by the teacher ‘s evaluator. • A focused evaluation must be performed in any year that a comprehensive evaluation is not scheduled.

What will the focused evaluation process look like in the BISD this year? • Taking a deep dive into the documents in the focused tab 17

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Beginning with the end in mind: How is the Focused evaluation scored? 19

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Using District, School, and Classroom-Based Data (Teachers) � Five � G! RCW 28 A. 405. 100 Student Growth Criteria 3. 1 Establish Student Growth Goals Re: individual or subgroups of students (achievement/opportunity gap) � 3. 2 Achievement of Student Growth Goals Re: individual or subgroups of students (achievement/opportunity gap) � 6. 1 Establish Student Growth Goals using Multiple Student Data Elements Re: whole class based on grade-level standards and aligned to school and district goals � 6. 2 Achievement of Student Growth Goals Re: whole class based on grade-level standards and aligned to school and district goals � 8. 1 Establish Team Student Growth Goals Re: Teacher as part of a grade-level, content area, or other school/district team 22

How do I select a criteria for the focused evaluation? 23

OSPI advises: • “The overall intent of a focused evaluation is professional growth in an area benefiting from additional attention. ” 24

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Self Assessment of Practice Self assessment completion and discussion of contents is required. Turn-in to administrator is optional. 1. Highlight the language within each component (e. g. 2 b. Establishing a Culture for Learning) that reflects your professional practice. It is possible that you may highlight language in multiple tiers (e. g. unsatisfactory, basic, proficient or distinguished) across the component. 2. Circle the tier in each component that is most reflective of your current level of practice (e. g. which of the four tiers has the most highlighted language? ) 28

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Teacher Evaluation… 32

What are my next steps? • Complete your Self-Assessment and Professional Growth Goal. If you come to one of the Teacher Evaluation tech sessions (8/26 or 8/27) you will have time to complete these documents there. If you are unable to attend one of these sessions you can complete it on your own. • Develop an understanding of Student Growth and develop your Student Growth Goal(s). This will happen during one of your LID days at your building. • Your principal will schedule a meeting with you to discuss your Self. Assessment, Professional Growth Goal and your Student Growth Goal(s). • Consider the Danielson FFT as you design your teaching and professional learning • Ask for help from your principal, TOSAs and/or other teachers • Ask for help from Amii or Peter 33

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End of day feedback • We want to hear from you. • What support do you need? • What can we do to make this training more helpful? 35