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

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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

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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 comprehensive evaluation process• Comprehensive evaluation cycle and requirements

• Get an overview of how the state is measuring student growth

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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 28A.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 1st year pilot of new evaluation • 2013-2014 2nd year (over 50% of staff)• 2014-2015 3rd year (100% of staff)

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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…

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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

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Framework for Teaching

4 Domains

22 Components

76 Elements

Outcome: Investigate four domains of the framework

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Domain 3Instruction

3a Communicating with Students3b Using Questioning and Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction3e Demonstrating Flexibility & Responsiveness

Domain 2Classroom Environment

2a Creating an Environment of Respect & Rapport2b Creating a Culture of Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Managing Physical Space

Domain 4Professional Responsibilities

4a Reflecting on Teaching4b Maintaining Accurate Records4c Communicating with Families4d Participating in a Professional Community4e Growing and Developing Professionally4f Showing Professionalism

Domain 1Planning and Preparation

1a Demonstrating Knowledge of Content & Pedagogy1b Demonstrating Knowledge of Students1c Setting Instructional Outcomes1d Demonstrating Knowledge of Resources1e Designing Coherent Instruction1f Designing Student Assessment

The Danielson Framework for Teaching

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Let’s deepen our understanding of Danielson through a sorting activity • Don’t use your

Danielson resources (memory and comprehension/application 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 3Instruction

3a Communicating with Students3b Using Questioning and Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction3e Demonstrating Flexibility & Responsiveness

Domain 2Classroom Environment

2a Creating an Environment of Respect & Rapport2b Creating a Culture of Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Managing Physical Space

Domain 4Professional Responsibilities

4a Reflecting on Teaching4b Maintaining Accurate Records4c Communicating with Families4d Participating in a Professional Community4e Growing and Developing Professionally4f Showing Professionalism

Domain 1Planning and Preparation

1a Demonstrating Knowledge of Content & Pedagogy1b Demonstrating Knowledge of Students1c Setting Instructional Outcomes1d Demonstrating Knowledge of Resources1e Designing Coherent Instruction1f Designing Student Assessment

The Danielson Framework for Teaching

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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

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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. 2b-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?) 13

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

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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)

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What will the comprehensive evaluation process look like in the BISD this year? • Taking a deep dive into the documents in the Comprehensive

tab

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Summative Rating & Impact on Student Learning Matrix

Summative Rating

DistinguishedProficient

RatingStudent Growth Inquiry

Distinguished Rating

ProficientProficient

RatingStudent Growth Inquiry

Proficient Rating

Basic Basic RatingStudent Growth Inquiry

Basic Rating

Unsatisfactory Unsatisfactory RatingPlan of Improvement

Consequences as a result of Intersection between Summative Rating and Impact on Student Learning Rating

Low Average High

Impact on Student Learning21

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Teacher & Principal Raw Score Model SampleEvaluation Criteria

* Student Growth- Teachers** Student Growth- Principals

Overall Criterion Scores

Criterion 1 3 Criterion 2 4*/**Criterion 3 3 Criterion 4 2** Criterion 5 3* Criterion 6 2

Criterion 7 3

*/**Criterion 8 2

Total Summative Score 22

OSPI Approved Summative Scoring Band8-14 15-21 22-28 29-32

1Unsatisfactory

2Basic

3Proficient

4Distinguished

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Student Growth Rubric and Rating(Teacher)

Student Growth Goal-Setting Score Based on Rubric

Student Growth* Score Based on Rubric

Overall Student Growth Criterion Score

Criterion 3 3 2** 5Criterion 6 2 2** 4

Criterion 8 2 N/A 2Student Growth Score 7 4 11

*Must include a minimum of two student growth measures (i.e., state-, district-, school-, and classroom-based measures).** A student growth score of “1” in any of the student growth rubrics will result in a Low growth rating.

Evaluators place teachers into summative rating categories based on score bands. As illustrated below, this teacher would receive a low student growth rating

OSPI Approved Student Growth Impact Rating Scoring Band5-12 13-17 18-20Low Average High

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Summative Rating & Impact on Student Learning Matrix

Summative Rating

DistinguishedProficient

RatingStudent Growth Inquiry

Distinguished Rating

ProficientProficient

RatingStudent Growth Inquiry

Proficient Rating

Basic Basic RatingStudent Growth Inquiry

Basic Rating

Unsatisfactory Unsatisfactory RatingPlan of Improvement

Consequences as a result of Intersection between Summative Rating and Impact on Student Learning Rating

Low Average High

Impact on Student Learning26

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Teacher Evaluation…

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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 these documents 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

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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?

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