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Washington State Teacher and Principal

Evaluation Project

Preparing and Applying Formative Multiple Measures of Performance

Conducting High-Quality Self-Assessments

June 2013

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As you enter, please have a brief discussion with your district team to answer to the following question:

What statement best describes your district’s position on self-assessment:1. As a tool for educators only to reflect upon and determine

their areas of strength and growth for goal-setting2. As a conversation starter between the evaluator and the

educator for goal-setting3. As a measure of educator growth – the self-assessment

becomes the starting point and the final evaluation the ending point

4. Undecided Write your district’s name on a sticky note and place

your response on the appropriate chart paper.

Entry Task

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Introductions Logistics Agenda

Agenda Connecting Learning Implementing Reflecting Wrap-Up

Welcome!

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Introduction to Educator Evaluation in Washington Using Instructional and Leadership Frameworks in

Educator Evaluation Preparing and Applying Formative Multiple Measures

of Performance: An Introduction to Self-Assessment, Goal Setting, and Criterion Scoring

Including Student Growth in Educator Evaluation Conducting High-Quality Observations and

Maximizing Rater Agreement Providing High-Quality Feedback for Continuous

Professional Growth and Development Combining Multiple Measures into a Summative

Rating

Modules

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The Evaluation System Components

Pausing Paraphrasing Posing Questions Putting Ideas on the Table Providing Data Paying Attention to Self and Others Presuming Positive Intentions

What Else?

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Session Norms

Connecting

Builds community, prepares the team for learning, and links to prior knowledge, other modules, and

current work

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Participants will know and be able to: Determine specific measures to support

implementation of evaluation in their districts Support effective self-assessment to support

evaluation in alignment with the Washington State Criteria

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Overview of Intended Participant Outcomes for Part B

The Module described how using multiple measures strengthens a teacher evaluation system

Teacher self-assessment is one source of evidence that can be used to measure teacher performance as part of a comprehensive teacher evaluation system

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Self-Assessment as One Piece of the Puzzle

Work with your district team to describe the processes, practices, and structures already in place in your district that support: Teacher and principal analysis of student data Teacher and principal reflection

Are their times during the school year when analysis and reflection occur?

Choose a recorder and have that person write your responses on the “Building on Current Practices” worksheet in your handout packet.

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Building on Current Practices

Learning

Understand best practices in self-assessment

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The self-assessment process supports good teaching and leading practices of: Analyzing student data Focus on student learning Reflection on practice

The self-assessment process also prepares teachers and principals for goal-setting (examined in the next session)

Why Use Self-Assessment in Educator Evaluation?

Self-assessment is a process for reflecting on an educator’s instructional, leadership, and professional practice strengths and weaknesses in light of the needs of the students he or she serves.

Requires Asking: What do my students need? What do I need to meet all my students’ needs?

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Defining Self-Assessment

Step 1: Student data analysis Teachers and principals analyze data on incoming

students and identify areas of growth and strength

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Best Practices in Self-Assessment

A capital “G!” indicates that the guidance represents Washington state law (RCW) or rules (WAC).

A lower-case “g” indicates that the guidance represents research-based best practice but is not mandated by law or rules.

gG!RCW 28A.405.100

G!RCW 28A.405.100

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Step 2: Professional practice rating Teachers use the instructional framework to rate

their current level of practice and identify areas of growth and strength

Principals use the leadership framework to rate their current level of practice and identify areas of growth and strength

Best Practices in Self-Assessment g

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Self-Assessment Form

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Preparing Educators for Goal Setting

Self-Assessment

Step

Step 1: Student Data Analysis

Step 2: Professional

Practice Rating

Goal Type

Student Learning Goal

Professional Practice Goal

g

G!RCW 28A.405.100

John Anderson: Fourth grade teacher 11 years of teaching experience

His school: Elementary level with 400 students

His class: 25 students 5 students have behavioral issues noted by

previous teachers.

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Meet John Anderson

Patti Davis: High School Principal 4 years of administrative experience

Her students: Urban high school level with 500 students 23 percent of students are economically

disadvantaged. About half the students were proficient in Math

last year. About two-thirds of the students were proficient in

ELA last year. Her staff

Supervises 153 full-time teachers and 3 assistant principals

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Meet Patti Davis

With a partner: Review “John Anderson’s Self-Assessment”

form on page 5 of your handout packet.OR Review “Patti Davis’ Self-Assessment” form on

page 6 of your handout packet.

Answer the “Self-Assessment Reflection Questions” on page 6 of your handout packet.

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Characteristics of a High-Quality Self-Assessment

Choose another pair to work with Each group will have about one minute to

answer the following question: What topic areas did you identify for John

Anderson/Patti Davis to focus on? Why?

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Learning Debrief

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Implementing

Articulate the ways an instructional and leadership framework can operationalize the revised

evaluation system to improve teaching and learning

Analyze the instructional frameworks to support district decision-making in selecting an instructional

framework and a leadership framework

Work with your district team complete the “Leading a High-Quality Self-Assessment” worksheet Create a plan for preparing teachers to conduct

self-assessments

If your district stated it was “undecided” in how self-assessments should be used in the connecting activity, begin by determining how self-assessment will be used as part of teacher evaluation

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Leading a High-Quality Self-Assessment

Each team share two things to debrief our implementing tasks:1. One key message about self-assessment you will

share with teachers2. One area where you anticipate teacher confusion

—and how you plan to address that confusion

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Implementing Activities Debrief

Reflecting

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Share with your team the most important thing you learned today

Take a few minutes and create at least two sticky notes for the Plus/Delta Chart on your way out.

Plus: What was a real “plus” of today’s session? What went well and should be repeated?

Delta: Where is there room for improvement and change?

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Reflecting

Session: Goal Setting in Educator Evaluation Homework Options

District: Define the forms and processes the district will use for teacher self-assessment.

School or Teams: Create a presentation that describes how self-assessment connects with current school practices.

Individual: Conduct your own self-assessment based on the instructional framework for your role to practice the self-assessment process.

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What’s Next?

Thank you!

INSERT PRESENTER’S NAME AND E-MAIL ADDRESS

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