SB 6696

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SB 6696

  1. 1. An Introduction to E2SSB 6696<br />Gary Kipp<br />Association of Washington School Principals<br />
  2. 2. Parts of 6696<br />Part 1 – Accountability<br />Part 2 – Teacher and Principal Evaluation<br />Part 3 – Seattle principal tenure provision<br />Part 4 – Prep programs “free-for-all”<br />Part 5 – Requires public colleges to offer alt routes<br />Part 6 – Requires teacher prep programs to administer assessment to pre-service candidates<br />Part 7 – Authorizes OSPI to provisionally adopt Common Core Standards<br />
  3. 3. Parts of 6696<br />Part 1 – Accountability<br />Part 2 – Teacher and Principal Evaluation<br />Part 3 – Seattle principal tenure provision<br />Part 4 – Prep programs “free-for-all”<br />Part 5 – Requires public colleges to offer alt routes<br />Part 6 – Requires teacher prep programs to administer assessment to pre-service candidates<br />Part 7 – Authorizes OSPI to provisionally adopt Common Core Standards<br />
  4. 4. TEACHER<br />EVALUATION<br />CRITERIA<br />
  5. 5. Student achievement<br />connected to evaluations<br />Provisional status<br />extended to 3 years<br />TEACHER<br />EVALUATION<br />CRITERIA<br />Four-level<br />rating system<br />Professional growth option<br />linked to criteria<br />
  6. 6. Association of Washington School Principals Statement of Accountability<br />Student achievement in a performance-based school is a shared responsibility involving the student, family, educators and the community. The principal’s leadership is essential. As leader, the principal is accountable for the continuous growth of individual students and increased school performance as measured over time by state standards and locally determined indicators.<br />
  7. 7. The Cycle<br />
  8. 8. A Cycle<br />
  9. 9. THE Cycle<br />
  10. 10. Teachers<br />Union<br />Vision<br />Crisis Point!<br />Supt.<br />Principal<br />
  11. 11. Teachers<br />Union<br />Vision<br />Supt.<br />Principal<br />Crisis Point!<br />
  12. 12. Expectations<br />Strategies<br />Supt.<br />Principal<br />Consequences<br />Responses<br />
  13. 13. PRINCIPAL<br />EVALUATION<br />CRITERIA<br />
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  15. 15. Responsibility 1<br />Creating and sustaining a culture of learning<br />
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  18. 18. Responsibility 2<br />Lead the development and annual update of a comprehensive safe schools plan<br />
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  21. 21. Responsibility 3<br />Lead the development of a data-driven plan.<br />
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  24. 24. Responsibility 4<br />Assist teachers in aligning curriculum, instruction and assessments with standards.<br />
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  27. 27. Responsibility 5<br />Monitor, assist and evaluate teachers to improve instruction.<br />
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  30. 30. Responsibility 6<br />Manage human and fiscal resources to improve achievement<br />
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  33. 33. Responsibility 7<br />Partnering with the school community to promote student learning.<br />
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  37. 37. Creating <br />A Culture<br />Ensuring<br />Safety<br />Planning<br />With Data<br />Aligning<br />Curriculum<br />Improving<br />Instruction<br />NASSP 21st Century Skills<br />Setting Instructional Direction<br />Teamwork<br />Sensitivity<br />Judgment<br />Results Orientation<br />Organizational Ability<br />Oral Communication<br />Written Communication<br />Developing Others<br />Understanding Own Strengths <br /> and Weaknesses<br />
  38. 38. Richard Elmore states that “Elected officials…generate electoral credit by initiating new ideas, not by making the kind of steady investments in people that are required to make the educator sector more effective.<br />Do you believe that this is another example of that? Why or why not?<br />
  39. 39. I now care much less about what people say they believe, and much more about what I observe them to be doing and their willingness to engage in practices that are deeply unfamiliar to them.<br /> Richard Elmore<br />How can a superintendent support principals who are nudging their teachers into the uncomfortable world that is “deeply unfamiliar to them?”<br />

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