Growth and Development: Teacher, Principal and Central Office Evaluation Systems & Tools

TPEP and CENTRAL OFFICE EVALUATION PROCESSES and RESOURCES

 

 

 

 

 

 

Our moral purpose is that ALL students learn at high levels, maximize growth and achieve. In order for that to happen, we need quality instruction in every classroom every day for every student. In order for that to happen, we need excellent instructional leaders in every schoolhouse. In order for that to happen, the central office must partner with schools around teaching and learning and broker resources accordingly. If we really mean it that we want ALL students to achieve, then it will take all of us to make it happen. We must be learning systems that engage in continuous improvement. Using an inquiry cycle is a way to facilitate that.

Inquiry Cycle (CEL UW)

UW’s Center for Educational Leadership created an inquiry cycle for teachers. But since responsibility for student learning belongs to all of us, I’ve revised it for principals and central office administrators.

Additionally, I’ve shared tools for each step of the inquiry process for teachers, principals and central office leaders. #ReciprocalAccountability

 

 

(Scroll for resources for teacher, principal and central office inquiry cycles!)

TEACHER GROWTH AND EVALUATION RESOURCES

Resources

CEL Teacher Inquiry Cycle (link)

1. TEACHER SELF-ASSESS

  • Teacher self-assesses to identify an area of focus.
  • Examine student work, classroom-based assessment data, feedback from          students, etc. What are the learning strengths and learning challenges of your students?
  • Consider building and district learning goals and instructional initiatives. How do these support the learning challenges of your students?
  • Assess your instructional practice using the 5D framework and the 5D+ rubric, citing evidence from your data-to-day classroom practice to support your assessment for each rubric indicator. Observe/collect data. Which indicators are strengths for you? Which are learning opportunities?

TEACHER SELF-ASSESS TOOL

2. TEACHER DETERMINE A FOCUS CONFERENCE

  • Teacher and principal engage in a pre-inquiry conference. Based on the responses in the self-assessment and feedback, what is your area of focus? What kind of evidence will you collect?
  • Ensure alignment to building and district learning goals and instructional initiatives.
  • Set instructional practice goals and evidence that will demonstrate meeting the goals.
  • Set student learning goals and evidence that will demonstrate meeting the goals.

TEACHER DETERMINE A FOCUS CONFERENCE AND STUDENT GROWTH TOOLS

3. TEACHER IMPLEMENTATION & SUPPORT

  • Teacher and principal engage in study and learning around area of focus.
  • Feedback Visits: Cycles of observation and feedback.
  • Professional collaboration (PLCs, study groups, CFGs, team planning).
  •  Professional development (team, building, district, individual).

 TEACHER IMPLEMENTATION & SUPPORT TOOLS

  • After principals observe instruction, they think through what they noticed, wonder about, and trends they see so they can give targeted feedback. Here is a chart that describes what each of those pieces mean to us. ANNOTATED Notice, Wonder, Analyze and Feedback chart (link)

4. TEACHER ANALYZE IMPACT CONFERENCE:

  • Teacher and principal engage in a post-inquiry conference. Based on your inquiry, what did you learn about your practice as it impacts student learning?
  •  Examine student and teacher data.
  •  Analyze the impact of the data.
  •  Formatively discuss teacher growth using the 5D+ rubric.
  •  Decide whether to continue the same inquiry or identify a new area of focus.

 TEACHER ANALYZE IMPACT CONFERENCE TOOL

Teacher Summative Scoring Tools:

Resources: State of Washington: http://tpep-wa.org/

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PRINCIPAL GROWTH AND EVALUATION RESOURCES

Resources

1. PRINCIPAL SELF-ASSESS

  • Principal self-assesses to identify an area of focus.
  • Examine student work and instructional practice, classroom-based assessment data, feedback from stakeholders, etc. What are the learning strengths and learning challenges of your school?
  • Consider building and district learning goals and instructional initiatives. How do these support the learning challenges of your school?
  • Assess your leadership practice using the AWSP rubric, citing evidence from your data-to-day classroom practice to support your assessment for each rubric indicator. Observe/collect data. Which indicators are strengths for you? Which are learning opportunities?

PRINCIPAL SELF-ASSESS TOOL

2. PRINCIPAL DETERMINE A FOCUS CONFERENCE

  • Teacher and principal engage in a pre-inquiry conference. Based on the responses in the self-assessment and feedback, what is your area of focus? What kind of evidence will you collect?
  • Ensure alignment to building and district learning goals and instructional initiatives.
  • Set instructional practice goals and evidence that will demonstrate meeting the goals.
  • Set student learning goals and evidence that will demonstrate meeting the goals.

PRINCIPAL DETERMINE A FOCUS CONFERENCE TOOL

3. PRINCIPAL IMPLEMENTATION & SUPPORT

  • Principal and supervisor engage in study and learning around area of focus.
  • Feedback Visits: Cycles of observation and feedback.
  • Professional collaboration (PLCs, Leadership Team, CFGs, team planning).
  • Professional development (building, district, individual).

PRINCPIAL IMPLEMENTATION & SUPPORT TOOL

4. PRINCIPAL ANALYZE IMPACT CONFERENCE:

  • Principal and supervisor engage in a post-inquiry conference. Based on your inquiry, what did you learn about your practice as it impacts instruction and student learning?
  • Examine instructional practices, student and teacher data.
  • Analyze the impact of the data.
  • Formatively discuss principal growth using the AWSP rubric.
  • Decide whether to continue the same inquiry or identify a new area of focus.

PRINCIPAL ANALYZE IMAPCT CONFERENCE TOOL

Principal Summative Scoring Tools:

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CENTRAL OFFICE GROWTH AND EVALUATION RESOURCES

Resources

1. CENTRAL OFFICE SELF-ASSESS

  • Administrator self-assesses to identify an area of focus.
  • Examine data, school improvement plans, principal areas of focus, feedback from stakeholders, etc. What are the learning strengths and learning challenges of your department?
  • Consider building and district goals and initiatives. How do these support the learning challenges of your department?
  • Assess your practice using the Central Office Leadership Framework rubric, citing evidence from your data-to-day classroom practice to support your assessment for each rubric indicator. Observe/collect data. Which indicators are strengths for you? Which are learning opportunities?

CENTRAL OFFICE SELF-ASSESS TOOL

2. CENTRAL OFFICE DETERMINE A FOCUS CONFERENCE

  • Administrator and supervisor engage in a pre-inquiry conference. Based on the responses in the self-assessment and feedback, what is your area of focus? What kind of evidence will you collect?
  • Ensure alignment.
  • Set goals and evidence that will demonstrate meeting the goals.
  • Set department goals and evidence that will demonstrate meeting the goals.

CENTRAL OFFICE DETERMINE A FOCUS CONFERENCE TOOL

3. CENTRAL OFFICE IMPLEMENTATION & SUPPORT

  • Administrator and supervisor engage in study and learning around area of focus.
  • Feedback Visits: Cycles of observation and feedback.
  • Professional collaboration.
  • Professional development.

CENTRAL OFFICE IMPLEMENTATION & SUPPORT TOOL

4. CENTRAL OFFICE ANALYZE IMPACT CONFERENCE:

  • Administrator and supervisor engage in a post-inquiry conference. Based on your inquiry, what did you learn about your practice as it impacts continuous improvement?
  • Examine data.
  • Analyze the impact of the data.
  • Formatively discuss principal growth using the Central Office Leadership Framework.
  • Decide whether to continue the same inquiry or identify a new area of focus.

CENTRAL OFFICE ANALYZE IMPACT CONFERENCE TOOL

 

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