Classroom Teacher Evaluation Pilot. Overview and Progress Report

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Agatha Booth
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What is the new classroom teacher evaluation system?
What is the name of the five part report?
What does the Instructional Framework criteria include?

1 Shelton School District Classroom Teacher Evaluation Pilot Overview and Progress Report (Report #1 of a five-part report series.) November, 2012 Slide #1

2 COMMUNICATIONS PLAN Keeping You In The Loop This first report is a brief, overall summary of the new classroom teacher evaluation system. There will be 4 more reports to you as follows: December: January: Feb/Mar.: May/June: A Closer Look At the Instructional Framework criteria, components, student growth rubrics. Student Growth Rubrics who, what, how, when. Evaluation Form(s) and Process Comprehensive Evaluation (long form); Focused Evaluation (short form); Certificated Support Staff Evaluation (short and long forms). Next year s implementation phase in of classroom teachers. Slide #2

: May/June: A Closer Look At the Instructional Framework criteria, components, student growth rubrics. Student Growth Rubrics who, what, how, when.

3 Background and Misc. Information The new evaluation system was signed into law on June 7, 2012 (ESSB 5895). The classroom teacher evaluation system will go from a two-tiered system of satisfactory/unsatisfactory to a four-tiered evaluation system of unsatisfactory, basic, proficient, distinguished. The legislation also created eight new criteria for classroom teachers and principals to be evaluated upon, with common themes tying the criteria for teachers and principals together. Districts are required to select one of three State-approved instructional frameworks. Last Spring, a District committee selected the Marzano instructional framework. Slide #3

4 Background and Misc. Information (cont.) Beginning in , all districts are required to adopt and implement the new evaluation system for classroom teachers and principals. Shelton School District is piloting the new system this year. Each administrator will evaluate 3 classroom teachers using the new evaluation system. Other staff members will be evaluated this school year using the current system. We have 3 years to fully phase classroom teachers into the new system. All classroom teachers will be fully phased in by the school year. Slide #4

Shelton School District is piloting the new system this year.

5 Background and Misc. Information (cont.) By this spring, the District s Evaluation Steering Committee will develop a phase-in schedule for classroom teachers showing who gets evaluated with all 8 criteria (comprehensive evaluation, formerly known as the long form ) and who gets evaluated on only one of the 8 new criteria, which includes a student growth component (focused evaluation, formerly known as the short form ). Classroom teachers are defined as, Staff who provide academically-focused instruction to students. This includes: content area, special education, music, P.E., and art. It may also include teacher-librarians and instructional coaches (if they provide academically-focused instruction to students). Slide #5

evaluation, formerly known as the long form ) and who gets evaluated on only one of the 8 new criteria, which includes a student growth component (focused evaluation, formerly known

6 Background and Misc. Information (cont.) Non-classroom teachers (Certificated Support Staff) will NOT be evaluated using the new evaluation system. The minimum evaluation criteria for Certificated Support Staff remains the same and, at this time, there is no plan to use a four-tiered rating system for the Certificated Support Staff. The evaluation criteria for support staff includes: 1: Knowledge and scholarship in special field. 2. Specialized skills. 3. Management of special and technical environment. 4. The support person as a professional. 5. Involvement in assisting pupils, parents and educational personnel. Non-classroom teachers include: school counselors, SLPs, OTs, PTs, school nurses, and any other certificated staff member who does not provide academically-focused instruction to students. Slide #6

The evaluation criteria for support staff includes: 1: Knowledge and scholarship in special field. 2. Specialized skills. 3. Management of special and technical environment. 4.

7 Classroom Teacher Evaluations Old System vs. New System Old System New System Number of evaluation tiers: 2 Satisfactory and Unsatisfactory 4 Unsatisfactory, Basic, Proficient, Distinguished. Reflects a professional growth and development system. Criteria: Developed 25 years ago. Describes effective teaching and leadership. Provisional Status: 2 years (prior to ) 3 years. Evaluation Data: No existing requirement. Evaluation data must be submitted to OSPI beginning for all employee groups. (Districts now report information such as type of evaluation system used, number of employees evaluated, unsatisfactory evaluations, number of provisional employees, etc.) Slide #7

Reflects a professional growth and development system. Criteria: Developed 25 years ago. Describes effective teaching and leadership.

8 Classroom Teacher Evaluation Criteria Old Criteria New Criteria 1. Instructional skill. 1. Centering instruction on high expectations for student achievement. 2. Classroom management. 2. Demonstrating effective teaching practices. 3. Professional preparation and scholarship. 4. Effort toward improvement when needed. 3. Recognizing individual student learning needs and developing strategies to address those needs. 4. Providing clear and intentional focus on subject matter content and curriculum. 5. Handling of student discipline and attendant problems. 5. Fostering and managing a safe, positive learning environment. 6. Interest in teaching pupils. 6. Using multiple student data elements to modify instruction and improve student learning. 7. Knowledge of subject matter. 7. Communicating with parents and school community. 8. Exhibiting collaborative and collegial practices focus on improving instructional practice and student learning. Slide #8

4. Providing clear and intentional focus on subject matter content and curriculum. 5. Handling of student discipline and attendant problems. 5. Fostering and managing a safe, positive learning environment.

9 Evaluation Process and Suggested Timeline for Classroom Teachers Beginning with the School Year September: October: November: January: February: April: May: Self-Assessment Goal Setting -Professional -Student growth First Formal Evidence Gathering Student Growth Check-In Second Formal Evidence Gathering Student Growth Check-In Summative Evaluation (includes criteria and student growth) Slide #9

-Professional -Student growth First Formal Evidence Gathering Student Growth Check-In Second Formal

10 Self-Assessment and Goal-Setting Even though only 3 people per administrator will be evaluated using the new system this year, all certificated staff members should engage in a self-assessment activity and participate in goal-setting. Self-Assessment: Some sort of self-assessment process is currently being practiced throughout the district in formal and informal ways, and usually through the pre-observation meeting. A more consistent and formal process will be developed over the year so that all staff members are self-assessing in a similar way and aligned to the new evaluation system. There is currently a self-assessment worksheet on the District s Teaching and Learning site. This worksheet can be used to encourage teachers to become familiar with the framework. Click on T-PEP on the left-hand side of the Teaching and Learning site. Slide #10

Self-Assessment: Some sort of self-assessment process is currently being practiced throughout the district in formal and informal ways, and usually through the pre-observation meeting.

11 Self-Assessment and Goal-Setting (cont.) Goal-Setting: The goal setting process for classroom teachers will include two components: professional goals and student growth goals. A sample, abbreviated goal-setting form, specific to the new evaluation system, was recently developed for the pilot teachers. It includes goal-setting for only one of the eight criteria, as well as for the three student growth rubrics. This sample form was also sent to other certificated staff members to show how goal-setting will include setting instructional practice goals and setting student growth goals. While certificated staff are not required to use this sample goal-setting form, all certificated staff should be goal-setting with their administrator and should consider setting goals that align with the criteria and, for classroom teachers, the student growth components. Slide #11

It includes goal-setting for only one of the eight criteria, as well as for the three student growth rubrics.

12 Useful Sites and Tools T-PEP Site: Includes the Marzano framework, eval: This is a voluntary, web-based tool designed to manage the evaluation process and documentation. OSPI: Draft rules (WAC) for the Teacher-Principal Evaluation Program: District Website: includes various forms, framework, etc. Click on the Teaching and Learning link, and then on the T-PEP link. Slide #12

OSPI: http://www.k12.wa.us Draft rules (WAC) for the Teacher-Principal Evaluation Program: http://tpep-wa.

Examination of the School Employee Evaluation Survey 1

Examination of the School Employee Evaluation Survey Date: June 22, 2016 To: From: Sue Anderson, Office of Superintendent of Public Instruction (OSPI) Gretchen Weber, Ben West, Re: Analysis of OSPI School

Classroom Teacher Evaluation Pilot. Overview and Progress Report

What is the new classroom teacher evaluation system?

What is the name of the five part report?

What does the Instructional Framework criteria include?