ESD 112: Teacher and Principal Evaluation Project Background TPEP Regional Implementation Grant Eight public school districts in Educational Service District 112 (ESD 112)—Camas, Castle Rock, Evergreen, Hockinson, Kelso, Ridgefield, Stevenson-Carson, and White Salmon—were selected to participate as a TPEP Regional Implementation Grant (RIG) districts for 2011-2012 & 2012-2013. The districts have worked to further explore and implement the state's new evaluation system. All of the RIG I & RIG II teams will follow the same guidelines so that the new system can be implemented in all school districts by the 2013-2014 school year. Washington's Teacher-Principal Evaluation Pilot E2SSB 6696 requires OSPI, in collaboration with WEA, WASA, AWSP, and WSPTA, to improve principal and teacher evaluation by: The results from the work of the pilots in the 2010-2011 school year, along with the recommendations from the Superintendent of Public Instruction can be found in the July, 2011 Report to the Legislature.
Secret Teacher: schools have got lesson observations all wrong | Teacher Network | Guardian Professional I loathe observations. I hate other people sitting in my room, po-faced and unsmiling, scribbling on their stupid clipboards every time I breathe. I hate watching other people for performance management – the visible strain, the change in atmosphere, the slightly awkward relationship between the observed and observer. It's difficult to behave and speak in an observation as you would at any other time. From my perspective, it was crushing and hilarious all at the same time. I also find it irritating that so much stock is placed on a single observation. • Always do group work and never ever have the students writing for any length of time as this is boring and therefore 'inadequate'. • If the teacher talks for more than five minutes at a time, this is boring and therefore 'inadequate'. • You must demonstrate progress every 10 or so minutes through some sort of questioning or feedback. I have issues with all of these. Plus, teacher talk – properly utilised – can be fantastic.
Research on the Framework for Teaching For the Press Release: Measures of Effective Teaching Project Releases Final Research Report Ensuring Fair and Reliable Measures of Effective Teaching: Culminating Findings from the MET Project's Three-Year Study "In January 2013, the MET project released its third and final set of findings, which sought to answer three questions from practitioners and policy-makers: Can measures of effective teaching identify teachers who better help students learn? Along with a brief summarizing all of the findings, and the three research papers detailing the technical methods, in January 2013 the MET project a released set principles for effective evaluation systems based on lessons learned over the three years of the study." Measures of Effective Teaching Project The MET project is a partnership between 3,000 teacher volunteers and dozens of independent research teams. Research shows that a teachers' contribution matters more than anything else within a school. Download the preliminary findings here.
End of Year Reports: An Essential Part of Coaching - The Art of Coaching Teachers My understanding of coaching deepens with every year I coach. After this last year, I'm firming up my conviction that strategic planning is a key activity for a coach to be successful. By strategic planning I mean how we design the coaching work that we'll do with a coachee--the work plan that we create, the goals within it, and the identification of the activities we'll engage in in order to help our coachee meet her goals. That's part one. Part two is how we monitor that work plan throughout the year. Monthly written reflections are extremely useful in assessing our progress on a plan and making necessary adjustments. This year (2012-13) I led a team of instructional and leadership coaches who worked with some of Oakland's most struggling middle schools. Below are a few excerpts from a report written by Anna Martin, an ELA coach on my team. The first part of the report asks for a narrative description of the change. See all those specific examples? Anna's reports are exemplary.
Washington's Teacher/Principal Evaluation Pilot Express 8.19 - Supporting Teacher Growth with Instructional Rounds Supporting Teacher Growth with Instructional Rounds Robert J. Marzano and Michael D. Toth In Teacher Evaluation That Makes a Difference, our recommendations for best practices are based on the assumption that teacher evaluation should have two purposes—development and measurement—but that development should be the more important of the two. Our recommendations are derived from three primary sources: Effective Supervision, Becoming a Reflective Teacher, and Coaching Classroom Instruction. Begin with a teacher self-audit. Here, we will take a closer look at how to use instructional rounds to support teacher growth. Focusing on Problems of Practice Instructional rounds are among the most valuable tools a school or district can employ to help teachers develop their pedagogical skills and cultivate a culture of collaboration. We recommend that teachers participate in instructional rounds at least once per semester. Under no condition should a teacher be forced to be the subject of rounds.
Toolkit « Washington's Teacher/Principal Evaluation Pilot Intro Video (1h 14m) Kick-Off Conference Introduction, Welcome and Introductions, E2SSB Framework for Evaluation and Workshop Goals, History of E2SSB 6696, Steering Committee Introductions, and Guest Practitioner Speakers (right click to download) Danielson Video: Assessing Effective Teaching Practices (1h 46m) Watch nationally renowned teacher evaluation expert Charlotte Danielson discuss the importance and challenges of assessing effective teacher practices. Charlotte Danielson Video: Designing Standards & Rubrics (21m) Following Charlotte’s first presentation on assessing effective teaching practices, this one covers designing effective standards and rubrics for teacher performance. AWSP’s Evaluating Principal Leadership in a Performance-Based School (PDF) (updated with rubrics 3/8/12) This AWSP document outlines the details of each of the eight E2SSB 6696 criteria which future principal evaluation models will be based on. New vs. Implications (PDF) Glossary (PDF) Kick-Off Workbook (PDF)
Response: Ways To Observe Teachers Without Demoralizing Them - Classroom Q&A With Larry Ferlazzo UserID: iCustID: IsLogged: false IsSiteLicense: false UserType: anonymous DisplayName: TrialsLeft: 0 Trials: Tier Preview Log: Exception pages ( /teachers/classroom_qa_with_larry_ferlazzo/2013/04/response_ways_to_observe_teachers_without_demoralizing_them.html ) = NO Internal request ( 18.104.22.168 ) = NO Open House ( 2014-04-21 06:42:27 ) = NO Site Licence : ( 22.214.171.124 ) = NO ACL Free A vs U ( 2100 vs 0 ) = NO Token Free (NO TOKEN FOUND) = NO Blog authoring preview = NO Search Robot ( Firefox ) = NO Purchased ( 0 ) = NO Monthly ( 6dc891d8-dd62-0a3d-df53-5b820e76b27f : 3 / 3 ) = NO 0: /edweek/finding_common_ground/2011/12/meeting_the_needs_of_all_learners_implementing_action_research.html 1: /ew/articles/1998/04/08/30music.h17.html