Continuous Improvement of Evaluation: Fifth Year With the Framework for Teaching

Laura Dancer, Assistant Superintendent for Human Resources ldancer@washoe.k12.nv.usVirginia Doran, Executive Director, Washoe Education Association vdoran@washoe.k12.nv.usLynn Sawyer, Director of Professional Development lsawyer@washoe.k12.nv.usNeil Schott, Principal, Rollan Melton Elementary School nschott@washoe.k12.nv.us

Washoe County School DistrictWashoe County School DistrictReno, NVReno, NV

About Washoe County Schools

• 88 schools K-12

• 3,750 teachers

• 58,909 students

• 138 site administrators

• Encompasses entire county (1 of 17)

• Average of 500 new teachers each year

Purposes of Performance Assessment

• Quality assurance

• Professional learning

• Continuous growth

• Fulfill the law

Where We Began

• System had been in place for at least a decade

• Bureaucratic checklist

• Just get through it, growth optional

• The “dog and pony” show

• System lent itself to “drive-by” observations

The Task Force

• WEA appointees (all three levels)• HR & Student Support Services• WCEAA admin appointees (all three levels)• Board of Trustees representative• Task force worked from 1997-2001

Task Force Consensus of Where We Were Going

• Self assessment and goal-setting

• Growth in specific areas

• Increased interaction between teacher and evaluator

• Inclusion of artifacts, “natural harvest”

Task Force Processes

• Surveyed entire district to confirm areas/issues regarding evaluation process

• Identified and scrutinized appraisal models from other districts

Teachers’ Perspective

• First years of teaching/effects of evaluation

• Self-directed professional growth

• Shared locus of control

• System only as good as the users

Four Domains of Teaching with 23 components and 68 Elements

Domain 1: Planning and Preparationa. Demonstrating Knowledge of Content and

Pedagogy

b. Demonstrating Knowledge of Students

c. Selecting Instructional Goals

d. Demonstrating Knowledge of Resources

e. Designing Coherent Instruction

f. Assessing Student Learning

Domain 3: Instructiona. Communicating Clearly and Accurately

b. Using Questioning and Discussion Techniques

c. Engaging Students in Learning

d. Providing Feedback to Students

e. Demonstrating Flexibility and Responsiveness

f. Using Student Assessment Data

Domain 2: The Classroom Environmenta. Creating an Environment of Respect and

Rapport

b. Establishing a Culture for Learning

c. Managing Classroom Procedures

d. Managing Student Behavior

e. Organizing Physical Space

Domain 4: Professional Responsibilitiesa. Reflecting on Teaching

b. Maintaining Accurate Records

c. Communicating with Families

d. Contributing to the School and District

e. Growing and Developing Professionally

f. Showing Professionalism

Key Features

• Used teacher performance standards

• Provided fairly detailed descriptions of actual performance criteria

• Complied with requirements of state law

Key Features, continued…

• Encompassed the effectiveness factors from existing system

• Comprehensive overview of the “knowledge base on teaching”

• Well researched• Correlated to other professional teaching

standards

Essential Factors

• Rubrics/specific expectations and feedback

• Self-assessment leads to growth

• Portfolios and artifacts

• Conversations about learning goals

Essential Factors, continued…• Fosters reflection on practice• Self-assessment & self-directed inquiry• Comprehensive and specific• Defensible definition of the “knowledge base on

teaching”• Instruments and procedures that provide evidence

of teaching and increased objectivity• Built upon end goal of student achievement• Foundation for improvement plan, if needed

Process Steps

• Teacher completes “self evaluation”• 30 minute year long goal setting with

evaluator, 2-3 goals per domain• Pre-observation meeting, observation, post-

observation meeting• Teacher/Admin discuss final appraisal

Professional Growth Options for Satisfactory Post-Probationary Teachers

• Action research • Mentoring a new teacher • Peer coaching• National Board Certification process• Self-directed professional growth• Lead teacher for student intern

Customizing and Maximizingthe Framework

• Over 100 teacher applicant interviews based on 4 domains

• UNR College of Ed using framework with student interns & admin candidates

• WCSD mentors/mentees

• Workshops on domains piloted

• Counselors, nurses, librarians, occupational and physical therapists

• Special education teachers being developed

• Principals being developed

Other Information Available

• www.washoe.k12.nv.us

• Framework for all licensed employee groups

• Procedures manual for administrators

• Professional development courses for each domain

• Continuing to refine content & process

Results• Increase in collegial conversation

• Improved staff development decisions

• Data in useable form

• Common, specific language about expectations

• Process done with teachers, not to them

• Improved performance

Continued Challenges

• Time

• Professional development– Administration– Teachers– Specialists

Field test findings

• Teachers reported feedback increased their awareness of areas for improvement

• Increased meaningful dialogue between the teacher and evaluator concerning teaching.

Continuous feedback

• Currently surveying all teachers and principals regarding perceptions and attitudes of evaluation system.

• Exit survey