Principals put the PEPin TPEP

Thank you RIG districts for getting on board

early.

Sometimes it is an

advantage!

EDUCATION HISTORY

Teacher:

Decide what to teachDecide what to assignDecide how to assessDecide how to gradeIn the end, convey how the kids did compared to each other.

Principal:

Keep orderHire teachersEvaluate teacher behaviorSupervise athleticsBalance the budgetIn the end, hand out diplomas to kidswho made it.

Teacher:

Decide what to teachDecide what to assignDecide how to assessDecide how to gradeIn the end, convey how the kids did compared to each other.

Principal:

Keep orderHire teachersEvaluate teacher behaviorSupervise athleticsBalance the budgetIn the end, hand out diplomas to kidswho made it.

State StandardsState AssessmentsNew Expectations

New Accountability

Teacher:

Decide what to teachDecide what to assignDecide how to assessDecide how to gradeIn the end, convey how the kids did compared to each other.

Principal:

Keep orderHire teachersEvaluate teacher behaviorSupervise athleticsBalance the budgetIn the end, hand out diplomas to kidswho made it.

Get all kids to standard

Picture of a teacher teaching

Picture of a principal being a principal

Teacher

NOUN VERB

Teach

Principala verb-less profession

A principal’s job is not moredifficult than a teacher’s.

A principal’s job is not morecomplex than a teacher’s.

A principal’s job is moreambiguous than a teacher’s.

NEWCRITERIA

Talk About Teaching Charlotte Danielson

Of all the approaches available to educators to promote teacher learning, the most powerful (and imbedded in virtually all others) is that of professional conversation. Reflective conversations about practice require teachers to understand and analyze events in the classroom. In these conversations, teachers must consider the instructional decisions they have made and examine student learning in light of those decisions.

Talk About Teaching Charlotte Danielson

Of all the approaches available to educators to promote teacher [principal] learning, the most powerful (and imbedded in virtually all others) is that of professional conversation. Reflective conversations about practice require teachers [principals] to understand and analyze events in the classroom [school]. In these conversations, teachers [principals] must consider the instructional [leadership] decisions they have made and examine student learning in light of those decisions.

Talk About Teaching Charlotte Danielson

Of all the approaches available to educators to promote teacher [principal] learning, the most powerful (and imbedded in virtually all others) is that of professional conversation. Reflective conversations about practice require teachers [principals] to understand and analyze events in the classroom [school]. In these conversations, teachers [principals] must consider the instructional [leadership] decisions they have made and examine student learning in light of those decisions.

The Criteria

How do the newteacher and principal

criteria connect to each other?

TEACHEREVALUATION

CRITERIA

PRINCIPALEVALUATION

CRITERIA

TeacherEvaluation

Criteria

PrincipalEvaluation

Criteria

Creating a CULTURE of learning

Teachers Principals“creating a school culture that promotes the ongoing improvement of learning and teaching for students and staff.”“providing for school safety.”

“fostering and managing a safe, positive learning environment.”“collaborative and collegial practices focused on improving instructional practice and student learning.”

Using DATA to make decisions

Teachers Principals“using multiple student data elements to modify

instruction and improve student learning.”

“development, implementation, and evaluation of a data-driven plan

for increasing student achievement, including the use of multiple student data elements.”

Linking CONTENT to standards

Teachers Principals“assisting instructional staff with alignment of curriculum,

instruction, and assessment with state and local

district learning goals.”

“providing clear and intentional focus on subject matter

content and curriculum.”

Increasing TEACHING effectiveness

Teachers Principals

Implementing the instructional framework

“monitoring, assisting, and evaluating effective instruction and

assessment practices.”

Linking the school to the COMMUNITY

Teachers Principals

“communicating and collaboratingwith parents

and school community.”

“partnering with the school community to promote

learning.”

FOUR-TIERSYSTEM

Cut on dotted line

Am I good enough?

Cut on dotted line

How do I grow?

Talk About Teaching Charlotte Danielson

Of all the approaches available to educators to promote teacher [principal] learning, the most powerful (and imbedded in virtually all others) is that of professional conversation. Reflective conversations about practice require teachers [principals] to understand and analyze events in the classroom [school]. In these conversations, teachers [principals] must consider the instructional [leadership] decisions they have made and examine student learning in light of those decisions.

Cut on dotted line

A 4-Tiered System

How does using a four-tier system change people’s thinking?

Satisfactory

Unsatisfactory

Unsatisfactory

Basic

Proficient

Distinguished

Wary/Welcome Activity

Why might teachers and principals be wary of a 4-tier evaluation system? Why might they welcome it?

Satisfactory

Unsatisfactory

Evidence Gathering

Unsatisfactory

Basic

Proficient

Distinguished

?

?

Satisfactory,That is not enough as to say one is

average, or adequate or moderate. I want to be loved for who I am.

Responsibilities Qualities

• Create and support a learning culture

• Develop and monitor a Safe Schools Plan

• Analyze and use data to improve student learning

• Assist teachers in aligning curriculum to instruction and assessment

• Develop and evaluate teaching and support staff

• Manage Resources• Engage the community in

students’ learning

• Speak and write with clarity• Act in an ethical manner• Be organized and forward

thinking• Build relationships with

staff and students• Follow through• Judgment• Sensitivity• Teamwork• Understanding own

strengths and weaknesses• Situational Awareness

Criterion

SourceFor

Rubrics

Evidenceto assist

placementon therubrics

Context

Next Steps

What are the implications of

SSB 5895?

SSB 5895 Timeline

Sept. 1, 2012Supt. Dorn shall identify up to 3 preferred instructional and leadership frameworks that districts must use.

Dec. 1, 2012Supt. Dorn must adopt rules for calculating the summative rating for each framework to maximize rater agreement among frameworks.

Dec. 1, 2013The Steering Committee shall report best practices regarding various aspects of teacher and principal evaluation in our state and others.

2015-16Evaluation results must be used for human resource decisions, including assignment and reduction in force

E2SSB 6696When available, student growth data that is referenced in the evaluation process must be based on multiple measures that can include classroom-based, school-based, district-based, and state-based tools. As used in this subsection, “student growth” means the change in student achievement between two points in time.

3PrincipalCriteria

3TeacherCriteria

?

Resources

Gallupstudentpoll.com

Track your students’ engagement, hope and well being

Success at the Core

http://successatthecore.com

Videos and facilitators’ guides designed to develop schools’ leadership teams and individual teachers’ skills in the classroom.

AWSP’s Online GPS(Great Principals’ Strategies)

Presentation After Lunch

In Class At Work In Bed Actually Trying to Sleep

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20

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60

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When Falling Asleep Feels The Easiest