Welcome: BISD Teacher Evaluation System 9/17/13

"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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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

• Complete the self-assessment and begin development of a professional goal

• Understand the BISD comprehensive evaluation process • Comprehensive evaluation cycle and requirements

• Understand how the state is measuring student growth via the rubrics

• Understand the process for developing student growth goals

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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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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

• Click below on “Enhancing Professional Practice” icon for a 4 minute video from Charlotte Danielson

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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 3 Instruction 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility & Responsiveness

Domain 2 Classroom Environment 2a Creating an Environment of Respect & Rapport 2b Creating a Culture of Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Managing Physical Space

Domain 4 Professional Responsibilities 4a Reflecting on Teaching 4b Maintaining Accurate Records 4c Communicating with Families 4d Participating in a Professional Community 4e Growing and Developing Professionally 4f Showing Professionalism

Domain 1 Planning and Preparation 1a Demonstrating Knowledge of Content & Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f 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)

• Take your domain cards and display them 1-4

• 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.) 7

Domain 3 Instruction 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility & Responsiveness

Domain 2 Classroom Environment 2a Creating an Environment of Respect & Rapport 2b Creating a Culture of Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Managing Physical Space

Domain 4 Professional Responsibilities 4a Reflecting on Teaching 4b Maintaining Accurate Records 4c Communicating with Families 4d Participating in a Professional Community 4e Growing and Developing Professionally 4f Showing Professionalism

Domain 1 Planning and Preparation 1a Demonstrating Knowledge of Content & Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f 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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Framework and Criteria

• 8 WA State Criteria

• 22 Components cut and re-distributed into the Criteria

• Student Growth Data 10

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?)

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Develop your professional development goal after reflecting upon your self assessment

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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 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 Comprehensive dark blue tab

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Summative Rating & Impact on Student Learning Matrix

Sum

mat

ive

Rat

ing

Distinguished Proficient

Rating Student Growth Inquiry

Distinguished Rating

Proficient Proficient

Rating Student Growth Inquiry

Proficient Rating

Basic Basic Rating Student Growth Inquiry

Basic Rating

Unsatisfactory Unsatisfactory Rating

Plan of Improvement

Consequences as a result of

Intersection between Summative

Rating and Impact on Student

Learning Rating

Low Average High

Impact on Student Learning 19

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Annual Teacher Professional Development Goal • Get in job-like groups (3 to 4)

• Discuss your initial thoughts on professional goal, and why you chose it.

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Student Growth

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• While you read: • How does this article

relate to teaching and student growth?

• Turn and Talk • Turn and talk

with a partner at your table group to discuss the reading with regard to teaching and student growth.

Connector: The Visible Learning Story

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Student Growth Is Embedded in the Criteria RCW 28A.405.100

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Teacher & Principal Raw Score Model Sample Evaluation 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 Band

8-14 15-21 22-28 29-32

1 Unsatisfactory

2 Basic

3 Proficient

4 Distinguished

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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** 5

Criterion 6 2 2** 4

Criterion 8 2 N/A 2

Student 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 Band

5-12 13-17 18-20

Low Average High

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Summative Rating & Impact on Student Learning Matrix

Sum

mat

ive

Rat

ing

Distinguished Proficient

Rating Student Growth Inquiry

Distinguished Rating

Proficient Proficient

Rating Student Growth Inquiry

Proficient Rating

Basic Basic Rating Student Growth Inquiry

Basic Rating

Unsatisfactory Unsatisfactory Rating

Plan of Improvement

Consequences as a result of

Intersection between Summative

Rating and Impact on Student

Learning Rating

Low Average High

Impact on Student Learning 27

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• Student Achievement: The status of subject-matter knowledge, understandings, and skills at one point in time.

• Student Growth (Learning): The growth in subject-matter knowledge, understandings, and skill over time.

Defining Key Terms

It is student growth, not student achievement, that is relevant in demonstrating impacts teachers and principals have on students.

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Unpacking Student Growth Rubrics for Teachers Learn and apply the student growth rubric structure and language

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• There are statewide rubrics for student growth.

• The rubrics for student growth describe both goal setting and outputs of student learning.

• OSPI has provided student growth rubrics for each of the three criterion

• Teachers: 3, 6, and 8

Student Growth Rubrics RCW 28A.405.100

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• Five 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)

• 6.1Establish 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

Using District, School, and Classroom-Based Data (Teachers) RCW 28A.405.100

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The next 3 slides are the student growth rubrics

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The Student Growth Rubric 3.1 RCW 28A.405.100

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• In a practical sense, we want growth goals to not be too large, not be too small, but just right (think Goldilocks and the three bears). Not too broad, not too narrow, but just right.

• Another way to think of the three student growth criteria is analogous to ‘nesting dolls,’ moving from large to small (8 to 6 to 3) or small to large (3 to 6 to 8)

Using the Rubrics

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How do you establish student growth goals (inputs?)

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3.1 Establish Student Growth Goals (individual or subgroups of students)

Between September and May, all ELL Students will improve their ability to provide text-based evidence to support prediction, inference, and opinion. They will use supports such as differentiated text, a scaffold frame, or an oral reader and uses texts appropriate to their reading level. At least 80% of the students will improve at least one level in two of the three skills, as measured by a four-point rubric.

6.1 Establish Student Growth Goals Using Multiple Student Data Elements (whole class based on grade-level standards and aligned to school and district goals)

Between September and May, students will improve their ability to provide text-based evidence to support prediction, inference, and opinion. At least 90% of the students will improve at least one level in each of the three skills, as measured by a four-point rubric.

8.1 Establish Team Student Growth Goals (teacher as part of a grade-level, content area, or other school/district team)

Between September and May, all 8thgrade students will improve their ability to provide text-based evidence to support prediction, inference, and opinion as measured bye a four-point rubric. At least 70% of the students will improve at least one level in each of the three skills, as measured bye a four-point rubric. The 8th grade team will meet every six weeks through the year to examine student work and calibrate expectations.

Example of “Nested” Goals

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Once you’ve developed your goals (input) how do you measure those goals (output?)

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Student Growth Data Means…

Formal Tests in

Core Subjects Only

Knowledge and Learning That Can Be

Measured

All Classroom Learning

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Multiple Measurement Tools This chart represents data collected from TPEP districts and a sample of the strengths and limitations of implementing measures.

Measure % of teachers= assessment*

Examples Strengths Limitations

Classroom-Based Tools

100% Student work Graphic organizers Performance tasks Unit assessments Art/PE performance

assessments

Capture authentic student work and learning

Relevant to teachers to inform practice in a timely way

Difficult to compare across classrooms

May lack validity More time involved to

assess students

School-Based Tools

79% Common formative

assessments 7th grade writing

samples Kindergarten readiness

Encourage team goal setting

Relevant to both teacher/principal evaluations

May not be comparable between districts

Training for principals key to implementation

District-Based Tools

30.8% District-developed

benchmark exams MAP assessments DIBELS (literacy)

Can compare across schools/districts

Useful in district-wide PLC and vertical teaming

May not have district capacity to support timely use of data

May lack reliability in administration of assessments

State-Based Tools

16.2%

MSP HSPE SAT ACT AP exams

Higher likelihood of validity for assessing student performance

Widely available and public

Only relevant to a small percentage of teachers

Data is not quickly accessible to quickly inform teaching practice

Available Student Growth Measures

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A Data Pyramid for Washington Educators

End of course exam (EOC), MSP, ACT, SAT, ASVAB, PSAT,

IB tests, AP tests, WELPA (ELL), district finals

Benchmark assessments, MAP (Measure of Academic Process),

DIBELS, music performances,) finals/mid-terms, common

assessments, RBA (ELA), fit-n-fun day

Unit test, project/exam = summative demonstration, practice MSP portfolio, grade-level common

assessments, oral exams, skills performance test, collaborative with classroom teachers - 6 trait writing:

transferable learning, PB exams, RCBM, Performance tasks

Unit test/project, common formative assessment, essays (all content areas), literature circles, writing groups presentation and

projects with rubric criteria, peer assessments, quizzes, writing samples, student self assessment, timed writing probes, weekly math-fact fluency,

writers workshop writing samples, AIMS (reading/math assessment), running records

Entry/exit slips, quiz, homework, quick checks, focus task, summary task, think-pair-share, student reflection, note check, student dialogue/discourse/demonstration, student white boards, conferring with students, diagram labeled with words (ELL), student interviews,

hand votes, written responses, science lab, math practice

Annually

2-4 times a year

Quarterly or end of unit

1-4 times a month

Daily/ weekly

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Creating Your Own Data Pyramid for Your District

Annually

2-4 times a year

Quarterly or end of unit

1-4 times a month

Daily/ weekly

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Establishing a focus for the student growth goal(s) is a critical first step. This can be done in an instructional team, in a conference between teacher and principal, or individually.

What is a student growth goal?

A description of what students will know/be able to do at the end of an instructional period based on course- or grade-level content standards and curriculum.

Step 1: Establishing the Focus for Student Growth (Input)

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• Assessments should be standards-based, of high quality, and designed to best measure the knowledge and skills found in the learning goal. The assessment should be accompanied by clear criteria or rubrics to describe what students have learned.

Documenting Assessments and Scoring (Output)

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Student Growth Goal Forms

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What are my next steps?

• Complete the professional goal

• Further develop your student growth goals-Discuss with your principal and colleagues as appropriate

• Your principal will schedule a meeting with you to discuss your profession

• Consider the Danielson FFT as you design your teaching and learning

• Ask for help from your principal, other teachers

• Ask for help from Amii or Peter

• Next training will be December 4th

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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?

• pbangknudsen@bisd303.org

• apratt@bisd303.org

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