Teacher/Principal Evaluation Pilot

Legislative Update

Michaela MillerTPEP Program Manager

OSPI

TPEP RIG UpdateMarch 15th, 2012

Jim KovalTPEP Program

DirectorrOSPI

TPEP Core Principles• 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.”

How Can We Develop a System Focused on Educator Effectiveness?• 1. Clear and articulated definition of

accomplished teaching and leading.• 2. State, regional and district systems

designed around the definition of accomplished teaching and leading.

• 3. Support for teachers and leaders to develop the skills needed to meet the needs of all students.

Teacher and Principal Evaluation Overview

Many Pieces Still In Place…•Requires OSPI, in collaboration with teachers, principals, administrators and parents, to improve principal and teacher evaluation systems.

•Create new evaluation criteria for both classroom teachers and principals

•Requires a four-level rating system

•Requires OSPI to create a pilot with school districts in the 2010-11 and 2011-12 school year

•Requires all districts to adopt new systems in the 2013-14 school year

ESSB 5895 made some areas clearer while adding more work for

TPEP

ESSB 5895• 1. Was signed into law this past week by

Governor Gregoire.• 2. TPEP steering committee organizations were

not part of the final decision making on the bill.

• 3. Will impact the work of the RIGs, but there is still much that needs to be learned and is absolutely critical for the steering committee to move forward.

System and Implementation1.Comprehensive Evaluation2. Focused Evaluation3. Implementation Schedule4. Communication Plan

Classroom Teacher• The new evaluation system is

designed for “classroom teachers.” Because this system is built around the criteria in RCW, reviewing the criteria and instructional frameworks is advised.

Classroom Teacher• Classroom teachers-YES• Includes: PE, Music, Art, Special Education• Can possibly include: Librarians and

Instructional Coaches• ESAs-NO• ESAs, Teacher-Librarians and Instructional

Coaches who provide academically-focused instruction to students may be considered in the new evaluation system.

Expanding Evaluation Systems• Districts may consider creating

four-tiered systems for non-classroom teachers, but are advised to consider the design and implementation of new evaluation systems are considerable.

Principals and Assistant Principals• The new evaluation system is

designed for certificated principals and assistant principals. Because this system is built around the criteria in RCW, reviewing the criteria and leadership framework is advised.

Comprehensive Evaluation• Formerly known as the “long form evaluation.” • Assesses all 8 evaluation criteria• All criteria contribute to the comprehensive

summative evaluation rating• All provisional classroom teachers and any

classroom teacher not on level 3 or level 4 receive Comp evaluation.

• All classroom teachers shall receive a comprehensive summative evaluation at least once every four years

Focused Evaluation• Formerly known as the “short form and/or

PGO.”• Includes an assessment of one of the eight

criteria.• Professional growth activities linked to the

selected criteria.• Approved by the teacher or principal’s

evaluator.• A focused evaluation must be performed in

any year that a comprehensive evaluation is not scheduled. (both teachers and principals)

Implementation Schedule• Both E2SSB 6696 and ESSB 5895 have an

implementation phase in of 2013-14.• E2SSB 6696 was silent on implementation other than

the year.• ESSB 5895 requires provisional or probationary

teachers, and principals with fewer than 3 years of experience, unsatisfactory performance, or new to the district to be transitioned first. Nothing prevents earlier transition.

• All districts must begin implementation in 2013-14 school year and be fully implemented by 2016

Evaluation Components1.Criteria- Stays the same2. Criteria Definitions- Remains the same3. Instructional/Leadership Frameworks4. 4-Tiered System (Unsatisfactory, Basic, Proficient, Distinguished)5. Final Summative Score6. Cut Line7. Measures and Evidence- Observation and Student Growth

ESSB 5895 establishes three “preferred” instructional frameworks for the new evaluation system1. Marzano • Research based on meta-analysis, control studies, correlation

studies, focus group feedback, observations

2. UW 5 Ds + • Research based on UW work, Classroom practice and principal

observation,

3. Danielson • Research based on classroom-based observations, theorizing

teaching practice,  MET project study, focus group feedback, cross walk with student assessment

ESSB 5895 establishes three “preferred” leadership frameworks for the new evaluation system

• 1. Steering Committee met yesterday. • 2. The RIGs will be proceeding with the AWSP

leadership framework (already an assurance)• 3. A process will be developed for evaluating

any additional leadership frameworks.

ESSB 5895 establishes new definitions around student growth measures

Both E2SSB 6696 and ESSB 5895 contain language around student growth including:• Student growth data that is

relevant to the teacher and subject matter must be a factor in the evaluation process and must be based on multiple measures that can include classroom-based, school-based, district-based, and state-based tools. Student growth means the change in student achievement between two points in time.

Changes…• Student growth data must be a

substantial factor in evaluating the summative performance of certificated classroom teachers for at least three of the evaluation criteria.

• Student growth data elements may include the teacher’s performance as a member of a grade-level, subject matter, or other instructional team within a school when the use of this data is relevant and appropriate.

ESSB 5895 makes some decisions about how teachers and principals will be evaluated.• ESSB 5895 establishes much of the structure, but

decisions that are relegated to the TPEP steering committee, TPEP districts, local bargaining and OSPI are:• Student growth measure specifics • Specific district phase in process• Final summative scoring methodology• RIF implications (2015-16)• Professional Learning Phase in (state level in

process)

Professional Development for RIGs• OSPI is working with the three framework

authors and their designees to design a statewide system of support for the learning around the instructional frameworks.

• Observation and Feedback Specialists (OFS)- Instructional and Leadership Frameworks

• June 27-30 – Training for OFS• August 1-3 and August 13th-17th Training for all

RIG district administrators, principals and teacher leaders (pending budget negotiations in the legislature)

RIG Pilot- “The 20%”• As we work through the implementation for

both the RIGs and statewide we will need your thoughtful and strategic thinking.

• Each RIG district will receive a process template to fill out prior to determining decisions around pilot participants. Distributed the week of March 26th-30

• Please think of this as an opportunity to transition to the new system in 4 years, rather than in just 3 (as outlined in 5895)

The importance of the TPEP RIGs• Your work is essential. • Our belief is that practitioners should be at the

forefront of these policy decision will continue.• The work you do matters and is valued. • Thank you for all of the time, resources and

energy you have dedicated to this effort.

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