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Washington State Teacher and Principal

Evaluation Project

Providing High-Quality Feedback for Continuous Professional Growth and Development

Revised January 2014

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Complete the 5-question school self-assessment about creating a culture of feedback and professional growth that is rooted in standards and criteria of effective practice.

The self-assessments are located at your table.

Keep it when you are done.

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

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

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This module provides An overview of the role of professional growth as a

key component of the educator evaluation system in Washington

An overview of how to provide feedback to teachers so that they continue to grow and improve in their practice

Ideas on how to engage faculty in rich and meaningful conversations about teaching practice

Strategies for connecting professional development planning with evaluation outcomes

Module Overview

Participants will know and be able to Understand how the Instructional or Leadership

Framework functions as a professional growth and evaluation tool

Know the WA TPEP evaluation and professional growth cycle

Determine the best ways for your district and your educators to integrate the TPEP core principles

Practice the types of conversation and feedback that promote educator growth and development

Engage in two kinds of conversation about teaching—one outside the evaluative context and one inside the evaluative context

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Intended Participant Outcomes for This Module

Connecting

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

current work

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Statements are posted around the room to prompt conversation.

Decide which statement attracts you the most and go stand under that statement.

Have a 7-minute stand-up conversation with others there about the statement and its meaning to you.

Connecting: Magnetic Statements

One person from the group reads aloud their statement and describes the gist of the group conversation.

What are the common themes across these conversations?

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Connecting Debrief

Learning I: A Shared Understanding of Promoting Professional Growth

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Understand how the Instructional or Leadership Framework functions as a professional growth and

evaluation tool

Know the WA TPEP evaluation and professional growth cycle

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In Washington…

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

G!RCW 28A.405.100

G!RCW 28A.405.100

G!RCW 28A.405.100

G!RCW 28A.405.100

Educator

Evaluation

WAC

RCW 28A.405.100

8 Criteria – Teachers

8 Criteria – Principals Instructional

and Leadership Frameworks

Student Growth Rubrics

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Core Principles 8 Criteria Professional Growth

Cycle Instructional and

Leadership Frameworks

Teacher and Principal Evaluation in Washington

G! RCW 28A.405.100

G!RCW 28A.405.100

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Using the Frameworks for Promoting Professional Growth

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A Culture ShiftAway from… Towards…

• General comments • Specific comments and questions

• Opinion-based conversation • Evidence-based conversation

• Dialogue based on inconsistently favored practices

• Dialogue based on commonly understood standards of practice

• Telling for improvement • Building capacity through reflection

• Culture of “nice” • Culture of “honesty”

• Every teacher receives the same (lots of conversation or no conversation)

• Feedback and conversation is differentiated

• A central focus on the teacher/teaching

• A central focus on the learners/learning

“Principals are culture-makers, intentionally or

not. ”     – McLaughlin and Talbert

2006

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Turn to an elbow partner at your table and discuss: Of these different shifts, which one may be the

easiest? Which one may be the most challenging? What are some of the tools needed to support

these shifts? What can both teachers and leaders do to engage

in these culture shifts and make them positive experiences?

Culture Shift Discussion

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Observing Instruction to Build Capacity Coaching Video

http://tpep-wa.org/2013/10/22/example-observation-conversations-with-the-framework-for-teaching/

Let’s Watch: A Conversation About Instructional Practice

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Shift From Teaching-Focused Conversation to Learning-Focused Conversation

From Learning-Focused Supervision: Navigating Difficult Conversations. Lipton and Wellman, 2009. Used with permission.

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Divide your table or team into 3s.

Each person receives a different excerpt to read.

Mark your text as you read:

Discuss the key idea(s) from each reading. What is common across all of them?

Leading for Instructional Improvement (CEL)

pages 125–131 Talking About

Teaching (Danielson) pages 45–

49, 54–56 Coaching Classroom

Instruction (Marzano) pages 3–11

Learning I Activity: Sudden Literature

! = the key idea(s)? = a question to pose to the group* = a point of confusion

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What do all of the framework authors have to say about the kinds of conversation that need to take place to really advance teaching practice?

How do the four roles/stances apply to what the evaluator needs to do before, during, and after these kinds of conversations?

What skills and knowledge do evaluators need to have?

Learning Activity I: Debrief

Learning II: The Power of Conversation and Feedback

Practice the types of conversation and feedback that promote educator growth and development

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Create a culture of inquiry and reflection Dig below the surface and examine underlying

assumptions See patterns and examine results Determine the need for/consequences

of different approaches Plan appropriate actions

The Power of Deep Conversation and Targeted Feedback Allows Us to…

“Learning to see, unlearning to judge”

– City, Elmore, and Colleagues Instructional

Rounds in Education (2009)

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http://vimeo.com/38247060

Austin’s Butterfly: Transformed by Models, Critique, and Descriptive Feedback

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What are the lessons we can learn from this video?

What parallels can we draw between the lessons learned in Austin’s Butterfly and conversations about professional growth and development?

How can we shift the way we have been conducting conversations about teaching practice to a new way of conducting conversations?

Video Discussion

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1. Coached teachers and principals generally practiced new strategies more frequently and developed greater skill in the actual moves of a new teaching strategy than did uncoached educators who had experienced identical initial training…

2. Coached teachers used their newly learned strategies more appropriately than uncoached teachers in terms of their own instructional objectives and the theories of specific models of teaching…

3. Coached teachers exhibited greater long-term retention of knowledge about and skill with strategies in which they had been coached and, as a group, increased the appropriateness of use of new teaching models over time…

Impact in the Classroom

Joyce and Showers, Student Achievement through Staff Development. 2002. (pages 86–87)

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4. Coached teachers were much more likely than uncoached teachers to explain new models of teaching to their students, ensuring that students understood the purpose of the strategy and the behaviors expected of them when using that strategy…

5. Coached teachers…exhibited clearer cognitions with regard to the purposes and uses of the new strategies as revealed through interviews, lesson plans, and classroom performance…

Impact in the Classroom, continuedg

Joyce and Showers, Student Achievement through Staff Development. 2002. (pages 86–87)

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All have the same goal: developing the capacity of teachers to provide best-practices instruction against standards of practice

Principal/Evaluator Instructional Coach Teacher Peer

Observer/Evaluator

Roles in Feedback and Professional Growth Conversations

Evaluator Coach

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No matter what the role, everyone in a conversation about instructional practice needs tools to support their skills.

Tool: Probing Questions Versus Clarifying Questions

How can a tool like this set of questions create better conversations between evaluators and teachers (and among everyone discussing enhancing teaching practice)?

Coaching With Probing Questions

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In a trio, choose 1 of the 5 scenarios from your handout packet. 1 partner plays the role

of the teacher 1 partner plays the role

of the evaluator 1 partner plays the

critical friend Use an Instructional

Framework to ground the conversation between the evaluator and teacher.

Evaluator’s task: Ask probing questions Provide targeted

feedback Teacher’s task:

Reflect on practice Critical friend’s task:

Observe/note the phrases and words used by the evaluator

Learning II Activity: Practice With Scenarios and Role Play

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What if the conversations you just had were like the example we saw in Austin’s Butterfly—where the feedback about practice was ongoing and constant until the outcome was closer to the target?

How did the conversations evolve with the probing questions? Was it a challenge to stay in a probing stance instead of a clarifying or recommending stance?

Learning II Activity: Debrief

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Learning III: Conducting Rigorous Conversations

Practice the types of conversation and feedback that promote educator growth and development

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Rigorous Discourse Is Evidence Based Rigorous Discourse Is Dialogic Rigorous Discourse Is Culturally Proficient Rigorous Discourse Is Reflective Rigorous Discourse Is Actionable

Promoting Rigorous Conversation

Macdonald, E. The Skillful Team Leader: A Resource for Overcoming Hurdles to Professional Learning for Student Achievement. 2013.

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Each table group will read and discuss 1 of the 4 dilemmas. Overview Identify the Hurdle Explore Possible Causes Respond

Create a table on chart paper to present to the other groups:

Learning Activity III: Rigorous Discourse Dilemmas

Hurdle

Causes

Response

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Gallery Walk Go around to each cluster and review the

posted chart paper sheets. How can you use the information about

rigorous discourse and apply it to the conversations about teaching practice as part of the evaluation process? What steps might be necessary to make sure everyone understands that this kind of conversation is essential?

Learning Activity III: Debrief

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Implementing I: Rigorous Conversations About Effective

Teaching PracticeConversations outside the evaluative context and

inside the evaluative context

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Professional Growth Conversations Inside and Outside the Evaluation Context

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Non-Evaluation-Based

Conversations

Evaluation-Based

Conversations

Professional Growth: 8 Criteria

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1. Making content explicit through explanation, modeling, representations, and examples

2. Leading a whole-class discussion 3. Eliciting and interpreting individual students’ thinking 4. Establishing norms and routines for classroom discourse

central to the subject-matter domain 6. Identifying and implementing an instructional response to

common patterns of student thinking 7. Teaching a lesson or segment of instruction 8. Implementing organizational routines, procedures, and

strategies to support a learning environment 9. Setting up and managing small group work10. Engaging in strategic relationship-building conversations

with students14. Selecting and using particular methods to check

understanding and monitor student learning16. Providing oral and written feedback to students on their

work

High-Leverage Teaching Practices (observable)

http://www.teachingworks.org/work-of-teaching/high-leverage-practices

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Current research on professional learning shows us that embedded professional development is essential (Jaquith, Mindich, Wei, & Darling-Hammond, 2010).

The protocols will empower teachers and principals to embed best practice regarding teacher and principal standards into daily evaluation practices that ultimately lead to increased student learning.

Protocols to Discuss Teaching

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Review the example protocol

Example: Conversation Protocol

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Camas videohttp://tpep-wa.org/trainingpd/camas-plc-video

Implementing Activity I: Using Conversation Protocols and Videos About Effective Teaching Practice

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Using eVAL

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Customize each protocol to your district’s Instructional Framework.

Look for extension activities in the protocols if you have more professional development time.

If you don’t have time, consider splitting up a protocol and running it in two sessions.

Make connections, where possible, between Common Core and TPEP.

Using the Protocols for Success

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Reflecting

Engages participants in providing feedback, reflecting on learning, and closing the session

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Take a few minutes and create at least three sticky notes for the Stop/Start/Continue chart on your way out. Stop: What didn’t work in this session? What

should not be included in the future? Start: What didn’t happen that should have in this

session? What should be planned for future sessions?

Continue: What worked well and should be continued in future sessions like this?

Debrief

Stop Start Continue

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Combining Multiple Measures Into a Summative Rating module

Homework options District: Plan for additional training of evaluators and teachers

on these types of conversations and how to focus feedback on supporting professional growth and learning—both in and out of the evaluation conversation—and the types of culture shifts necessary.

School or teams: Use the protocols in the eVAL system or other types of protocols to engage staff in reflective and rigorous discourse about instructional practice and how to support the types of culture shifts necessary.

Individual: Consider your role in shifting the culture of your school or district to have the kinds of conversations practiced today. Share the tools and strategies learned today.

The next module: Combining multiple measures into a summative rating module.

What’s Next?

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Jaquith, A., Mindich, D., Wei, R. C., & Darling-Hammond, L. (2010). Teacher professional learning in the United States: State policies and strategies technical report: Case studies of state policies and strategies. Oxford, OH: Learning Forward.

References

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Thank you!

Presenter Name

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