Gathering EvidenceCharlene Allen & Todd Johnson

Learning Targets

• To understand what contributes to the development of evidence.

• To articulate ways to integrate multiple forms of evidence into educator evaluation to move beyond an observation-only evaluation system

Measures and Evidence

Measures

• Dimensions, quantity, or capacity as ascertained by comparison with a standard.

Evidence

• Observed practice, products, or results of a certified classroom teacher or certified principal’s work that demonstrates knowledge and skills of the educator with respect to the four-level rating system

District-Determined Measures

• The law provides a great deal of control over the classroom-, school-, and/or district-based tools used to measure and report student growth data.

• A student growth goal describes what students will know/be able to do at the end of an instructional period based on course- or grade-level content standards and district curriculum.

• Student growth data means relevant multiple measures using classroom-based, school-based, district-based, and state-based tools.

G!RCW 28A.405.100

Artifact or Evidence Protocol

• Walk Around Survey

• 5 Minutes – Read the “Artifacts vs. Evidence” article

• 10 Minutes- Find three People and get an example of Evidence of Impact?

• 3 Minutes – Reflect on What you Read and Heard

Multiple Measures

Key messages for multiple measures• Need a variety of evidence

• Not about collecting as much as you can; this is about quality, not quantity

• Evidence should be based on naturally occurring documents/materials

• Prioritize evidence collected based on goals and criteria.

Artifacts

Criteria and

Instructional

Frameworks

Multiple Measures

Alignment to

Teaching Standard

s

Evidence

Pieces of EvidenceTable Talk

3 Minutes - Place pieces of Multiple Measures on the Evidence in Teacher Evaluations sheet5 Minutes - Question – Table Talk

1. Which pieces would support evidence of Differentiation?2. What pieces indicate systems for maintaining information on

Student Progress?

Collecting Artifacts and EvidenceMy job? Your job? Our job?

5 Minutes- Who’s job is it?

Telling the story of Evidence: Artifacts of John Anderson

• Included are six artifacts that can be used as evidence1. What criterion (s) would these artifacts be appropriate for?

2. Describe why?

Set Artifacts Criterion?

Describe why that criterion?

A Student surveyCopies of student awards

B NotesClassroom layout

C Student behavior planRules and procedures document

Digging for Evidence Debrief

With your district team:

• Which artifacts “tell the story” of evidence?

• Do you think you need a specific quantity? Why or why not?

• What other pieces of evidence would you need ?