Washington State Teacher and Principal Evaluation Project · employees at least once for a total observation time of thirty minutes during the first ninety calendar days of the new

Office of Superintendent of Public Instruction Old Capitol Building, P.O. Box 47200 600 Washington St. S.E. Olympia, WA 98504-7200 360-725-6000 | TTY 360-664-3631 www.k12.wa.us

1269_06/13

Washington State Teacher and Principal Evaluation Project

Conducting High Quality Observations

Participant Handouts

June 2013

These handouts are intended to support the facilitated training provided in the Conducting High Quality Observations module of the Washington Teacher and Principal Evaluation Project (TPEP).

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Participant Handouts: Conducting High Quality Observations 1

Norms of Collaboration

Annotated 1. Pausing Pausing before responding or asking a question allows time for thinking and enhances dialogue, discussion, and decision-making.

2. Paraphrasing Using a paraphrase starter that is comfortable for you (“So…” or “As you are…” or “You’re thinking…”) and following the starter with an efficient paraphrase assists members of the group in hearing and understanding one another as they converse and make decisions.

3. Posing Questions Two intentions of posing questions are to explore and to specify thinking. Questions may be posed to explore perceptions, assumptions, and interpretations, and to invite others to inquire into their thinking. For example, “What might be some conjectures you are exploring?” Use focusing questions such as, “Which students, specifically?” or “What might be an example of that?” to increase the clarity and precision of group members’ thinking. Inquire into others’ ideas before advocating one’s own.

4. Putting Ideas on the Table Ideas are the heart of meaningful dialogue and discussion. Label the intention of your comments. For example: “Here is one idea…” or “One thought I have is…” or “Here is a possible approach…” or “Another consideration might be…”.

5. Providing Data Providing data, both qualitative and quantitative, in a variety of forms supports group members in constructing shared understanding from their work. Data have no meaning beyond that which we make of them; shared meaning develops from collaboratively exploring, analyzing, and interpreting data.

6. Paying Attention to Self and Others Meaningful dialogue and discussion are facilitated when each group member is conscious of self and of others, and is aware of what (s)he is saying and how it is said as well as how others are responding. This includes paying attention to learning styles when planning, facilitating, and participating in group meetings and conversations.

7. Presuming Positive Intentions Assuming that others’ intentions are positive promotes and facilitates meaningful dialogue and discussion, and prevents unintentional put-downs. Using positive intentions in speech is one manifestation of this norm.

© Center for Adaptive Schools www.adaptiveschools.com




Handout #1 Entry Task: Confidence Conversation As a team, read the following statements and discuss how confident you feel that they are true for your district. After discussing each statement, use this sheet to select a point on the “confidence scale” (0 to 10) that best represents your team’s level of confidence in affirming the statement. For example, if everyone on your team feels very confident that statement #1 is true in your district, you would select between 8 and 10; however, if some people feel very confident while others feel the statement is only partially true for your district, you might select a point between 4 and 6.

“How confident are you that…”

1. Our evaluators know how to minimize bias when collecting observation data.

2. Our evaluators know how to capture observation evidence using a running record approach to note-taking.

3. Our teachers trust our observers to capture accurate evidence that will provide them with useful feedback for professional growth.

After selecting a point on the confidence scale for each question, write your district’s name on four sticky notes. Use these sticky notes to record your team’s location on the Confidence Conversation scales for each statement posted [INSERT LOCATION (e.g., at the front of the room, on the left wall, etc.].

0 10

Not Confident At All

2 4 6 8

Totally Confident

0 10


2 4 6 8

Totally Confident

0 10


2 4 6 8

Totally Confident




Handout #2 Studies Link Classroom Observation to Student Achievement (http://blogs.edweek.org/edweek/teacherbeat/2011/04/studies_link_classroom_observa.html)




Handout #3 : Feedback for Better Teaching

http://www.metproject.org/downloads/MET_Feedback%20for%20Better%20Teaching_Principles%20Paper.pdf













Handout #4: Observation Evidence Collection Form Educator—Name/Title: Evaluator—Name/Title: School(s): Evaluation: Focused (Criterion_______) Comprehensive Observation #: Observation Date: Intended Observation Focus: Higher-order thinking (school focus on rigor) Observation Evidence What did the educator and students say and do? Vocabulary-rich lesson (autotrophs, heterotrophs, producers, consumers, decomposers, predator, prey)—aligned to standards (on board). Your facilitation is very well balanced in terms of your guidance versus student driven. Application, analysis, synthesis, evaluation = yes!—yay! “What evidence do you have?” Yes—this is what we were talking about in terms of getting them deep! Use of Spanish to support ELLs in the class—used to translate vocabulary (producers and consumers), clarify directions, and make connections to cognates (“primary is like primero”). Harris J, Valerie J, Gerry! à Big improvement! These guys are way ahead of last year, huh? Choral responses are used to get quick feedback from the class (1:33, 1:34; 1:38). Student disagreement in choral response (showing a lack of understanding around 1:38)—Teacher reviewed the concept of heterotrophs versus autotrophs. Material is interesting and expectations clear—the worst anyone is behaving is pretty compliant. Feedback to the Educator Do you script your questions? It might be interesting to show them the article from today’s paper about cougars returning to the local area. Targeted use of Spanish for your ELLs seemed to keep them on pace with the lesson. Nice job. How will you assess their overall understanding at the conclusion? Good use of class choral responses to check student understanding. Students were asked to do higher-order thinking in today’s activity—how will you assess student understanding at the end of the unit? How are you planning to bring this focus on analysis and higher-order thinking into subsequent lessons?

P. Randolph, principal

George Washington Middle School

9/29/11

T. Wilson, sixth-grade science teacher

1


Print the following page (Handout #5) separately and do not include in the Participants Handouts Packet you

distribute to participants.


Handout #5: Meet the New Rules “Cheat Sheet”

1. In the 2012–2013 school year, Mr. Davis was in his eighth year of teaching at your school. He has continuing contract status and was rated “satisfactory” in his last four evaluations. True or False: Mr. Davis is eligible for focused evaluation in 2013–2014. Answer: True Facilitator’s explanation: RCW 28A.405.100 (12)(b)(iv)(c)(i) In the years when a comprehensive summative evaluation is not required, classroom teachers and principals who received a comprehensive summative evaluation performance rating of level 3 or above in the previous school year are required to complete a focused evaluation. A focused evaluation includes an assessment of one of the eight criteria selected for a performance rating plus professional growth activities specifically linked to the selected criteria.

2. Fill in the blank: Mr. Garvey has been a principal in North Thurston for the past five years. He is starting his first year as a principal in your district in September. Mr. Garvey should have a ___________ evaluation (focused or comprehensive) this year. Answer: comprehensive Explanation: All classroom teachers and principals must have a comprehensive evaluation a minimum of once every four years; however, certain categories of staff MUST have a comprehensive annual evaluation: RCW 28A.405.100 (12)(b) The following categories of classroom teachers and principals shall receive an annual comprehensive summative evaluation: (i) Classroom teachers who are provisional employees under RCW 28A.405.220; (ii) Principals in the first three consecutive school years of employment as a principal; (iii) Principals previously employed as a principal by another school district in the state of Washington for three or more consecutive school years and in the first full year as a principal in the school district; and (iv) Any classroom teacher or principal who received a comprehensive summative evaluation performance rating of level 1 or level 2 in the previous school year.


3. Mr. Burke has taught for ten years in your district and has continuing contract status. He is currently on a comprehensive evaluation cycle. Mr. Burke must be observed ____ times this year for no less than _____ minutes total. Answer: 2 and 60 Explain: (1) School districts must observe all classroom teachers for the purposes of a comprehensive evaluation at least twice each school year in the performance of their assigned duties. School districts must observe all employees who are subject to a comprehensive evaluation for a period of no less than sixty minutes during each school year. (WAC 392-191A-070)

4. Mrs. Wright is a 20-year veteran teacher but just started teaching at your school this year. As a new employee, Mrs. Wright must be observed once for ______ minutes during the first ________ calendar days of the employee period. Answer: 30 and 90 Explanation: WAC 392-191A-070 (2) School districts must observe new employees at least once for a total observation time of thirty minutes during the first ninety calendar days of the new employee's employment period.

5. Mr. Jones is starting his third year in teaching and is a provisional teacher. This year, he must be observed:

a) At least two times for a total of 120 minutes b) At least three times for a total of 90 minutes c) At least four times for a total of 150 minutes

Answer: b Explanation: WAC 392-191A-070 (3) School districts must observe employees in the third year of provisional status at least three times in the performance of the employee. The total observation time for the school year must not be less than ninety minutes for such employees.

6. Ms. Thomas has been on a focused evaluation for the past two years. In both years, she was rated as proficient. This year:

a) She must have a comprehensive evaluation. b) She and her supervisor can decide whether to continue with a focused

evaluation or switch to a comprehensive evaluation. c) She must have a focused evaluation.


Answer: b Explain: All teachers must receive a comprehensive evaluation at least once every four years; in years where a comprehensive evaluation is not required, the teacher must be on a focused evaluation unless the teacher or evaluator request that she be transferred to a comprehensive evaluation. (WAC 392-191A-070(12)(c)(iv)). HOWEVER Due to the importance of instructional leadership and assuring rater agreement among evaluators, particularly those evaluating teacher performance, school districts are encouraged to conduct comprehensive summative evaluations of principal performance on an annual basis (WAC 392-191A-070(12)(c)(v)).

7. Mr. Tucker had a comprehensive evaluation last year and was rated as “proficient”; however, he and his evaluator identified Criterion 4 as an area that needed improvement. True or False: Mr. Tucker is required to use Criterion 4 for his focused evaluation next year. Answer: False. Explanation: The criteria selected for focused evaluation must be approved by the teacher’s evaluator and MAY have been identified in a previous comprehensive evaluation as benefitting from additional attention. (WAC 392-191A-120(2)).

8. Mr. Tanyu is a continuing contract status teacher on a focused evaluation cycle. He selected Criterion 7: “Communicating and collaborating with parents and school community” as his focus for the year. You notice that Criterion 7 does not really need to be assessed through observation; other methods, such as artifact review, may be more appropriate. Mr. Tanyu:

a) Does not need to be observed this year. b) Must be observed this year. c) Districts can decide whether or not to require observation in this situation.

Answer: c Explain: Minimum procedural standards—Frequency of observation for focused evaluation. If the evaluation of the certificated classroom teacher includes an assessment of a criterion that requires observation the following shall apply: School districts must observe all classroom teachers for the purposes of focused evaluation at least twice each school year in the performance of their


assigned duties. School districts must observe all employees who are subject to a focused evaluation for a period of no less than sixty minutes during each school year. (WAC 392-191A-110)

9. Part I. Principal Smith completed an observation of Ms. Williams on Tuesday and promptly wrote up the results of the observation later that day. Principal Smith must give a copy of the report to Ms. Williams within:

a) Four days. b) No more than one week. c) Three days.

Part II. Principal Smith and Ms. Williams must hold a minimum of ____ confidential conferences during each year. Answer: c and 2 Explain: (1) Following each observation, or series of observations, the principal or his/her designee must:

(a) Promptly document the results of the observation in writing; (b) Provide the employee with a copy of the written observation report within

three days after such report is prepared. (2) Each classroom teacher will have the opportunity for a minimum of two confidential conferences during each school year with his/her principal or principal’s designee either:

(a) Following receipt of the written evaluation results; or (b) At a time mutually satisfactory to the participant

(WAC 392-191A-130)

10. True or False? The purpose of observation is to (a) collect accurate, relevant evidence to evaluate against instructional and/or leadership frameworks and (b) to provide educators with quality feedback.

Documents

Washington State Teacher and Principal Evaluation Project · employees at least once for a total observation time of thirty minutes during the first ninety calendar days of the new