Implementing the new teacher and principal evaluation system requires all hands on deck. It carries implications for teachers, principals, central office and the school board. This presentation was for a board study to inform the school board of changes in evaluation systems and how those changes affect the district and their role as board members.
Confronting the Challenges of Teacher Evaluation, a Webinar with Dr. Harvey S...School Improvement Network
Read through the slides presented by Dr. Harvey Silver of Silver Strong & Associates during a webinar on January 23, 2012, hosted by School Improvement Network. Dr. Silver talked about the Thoughtful Classroom Teacher Effectiveness Framework, a tool used for effective classroom teacher observations and walkthroughs.
Rubric to assist schools in establishing the essential elements of collaborative team meetings. More resources, templates and related blog postings at www.jigsawlearningca.wordpress.com
2012 11 13 Classroom Management with CAF - Another StepHugo Caldeira
Another Step's presentation in the International Seminar about the work we are implementing in schools, after CAF, with the Pedagogical Development Framework. This helped to focus the improvement actions plan on Classroom activities (top management and teacher effort).
Confronting the Challenges of Teacher Evaluation, a Webinar with Dr. Harvey S...School Improvement Network
Read through the slides presented by Dr. Harvey Silver of Silver Strong & Associates during a webinar on January 23, 2012, hosted by School Improvement Network. Dr. Silver talked about the Thoughtful Classroom Teacher Effectiveness Framework, a tool used for effective classroom teacher observations and walkthroughs.
Rubric to assist schools in establishing the essential elements of collaborative team meetings. More resources, templates and related blog postings at www.jigsawlearningca.wordpress.com
2012 11 13 Classroom Management with CAF - Another StepHugo Caldeira
Another Step's presentation in the International Seminar about the work we are implementing in schools, after CAF, with the Pedagogical Development Framework. This helped to focus the improvement actions plan on Classroom activities (top management and teacher effort).
This revision presentation provides an overview of the core strategic topic of business mission, aims and objectives. The main focus of the presentation is to outline the theory of the use of mission, aims and objectives rather than provide examples of these in context.
Presentation given by Dr Kuldeep Agarwal, Director (Academics), National Institute of Open Schooling (NIOS) on July 15,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the School Education Track: FROM CONVENTIONAL ASSESSMENT PRACTICES TO CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE): A REVIEW OF BEST PRACTICES
Presentation given by Rachna Swarup, Project Manager,Teacher Training, NIIT Limited on July 15,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the School Education Track: FROM CONVENTIONAL ASSESSMENT PRACTICES TO CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE): A REVIEW OF BEST PRACTICES
Central Office Teacher and Principal Evaluation PresentationDr. Marci Shepard
Implementing the new teacher and principal evaluation system requires all hands on deck. It carries implications for all departments at the central office. This presentation informs central office staff of new changes in evaluation systems and facilitates considering implications for each department as well as discovering how success requires department interdependence and teamwork.
Purpose: Teaching with Effective Learning Targets and Success CriteriaDr. Marci Shepard
In this all-day session, we were developing a common understanding of Purpose, a dimension in our instructional framework (5 Dimensions of Teaching and Learning). We were learning that effective learning targets and success criteria are written for one lesson, linked to previous and future lessons, based on knowledge of standards and students, transferable and relevant beyond the lesson, accessible and understood by all students, embedded throughout instruction, measurable, aligned with the task and used for student self-assessment.
This revision presentation provides an overview of the core strategic topic of business mission, aims and objectives. The main focus of the presentation is to outline the theory of the use of mission, aims and objectives rather than provide examples of these in context.
Presentation given by Dr Kuldeep Agarwal, Director (Academics), National Institute of Open Schooling (NIOS) on July 15,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the School Education Track: FROM CONVENTIONAL ASSESSMENT PRACTICES TO CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE): A REVIEW OF BEST PRACTICES
Presentation given by Rachna Swarup, Project Manager,Teacher Training, NIIT Limited on July 15,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the School Education Track: FROM CONVENTIONAL ASSESSMENT PRACTICES TO CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE): A REVIEW OF BEST PRACTICES
Central Office Teacher and Principal Evaluation PresentationDr. Marci Shepard
Implementing the new teacher and principal evaluation system requires all hands on deck. It carries implications for all departments at the central office. This presentation informs central office staff of new changes in evaluation systems and facilitates considering implications for each department as well as discovering how success requires department interdependence and teamwork.
Purpose: Teaching with Effective Learning Targets and Success CriteriaDr. Marci Shepard
In this all-day session, we were developing a common understanding of Purpose, a dimension in our instructional framework (5 Dimensions of Teaching and Learning). We were learning that effective learning targets and success criteria are written for one lesson, linked to previous and future lessons, based on knowledge of standards and students, transferable and relevant beyond the lesson, accessible and understood by all students, embedded throughout instruction, measurable, aligned with the task and used for student self-assessment.
Empowering Early Childhood Leaders to Drive Instructional ChangeTeachstone
Early childhood leaders (center directors, principals, executive directors) have been systematically ignored in the quality improvement efforts that have occurred at the local, state, and national level. Professional learning has been provided to teachers and coaches, but little is available for school leaders. Strong early childhood leadership, grounded in an understanding of the drivers of quality evidenced-based teaching strategies are essential to improving instructional quality. The research around teacher-child interactions as documented in studies improving the Classroom Assessment Scoring System (CLASS) lies at the foundation of quality. This presentation will provide an overview of the CLASS framework for early childhood leaders and discuss strategies that can be used to improve instruction within their schools.
Evaluating the performance of teachers is one of the most important tool which can make a substantial difference & contribute to the overall quality & performance of the School.
Discover the Comprehensive CLASS System: Learning about, Measuring, and Impro...Teachstone
You’ve probably heard of the CLASS measure, but did you know that it’s part of the larger CLASS system? Join Teachstone experts to discover how organizations like yours are using the CLASS system to learn about, measure, and improve the effectiveness of teacher-child interactions. We’ll use videos, discussions, and activities to explore ways you can put the CLASS system to use in your work improving teaching and learning.
Teaching Competencies of Elementary Teachers in Northern Samar Basis for Acti...YogeshIJTSRD
In this research, the teaching competencies of elementary school teachers in the Northern Samar based on the National Competency Based Teacher Standards NCBTS . The competencies given by the NCBTS are social regard for learning, learning environment, diversity of learners, curriculum, planning, assessing, and reporting, community linkages, and personal growth and professional development. Findings showed that the school heads rated the teachers to have high competency in personal growth and professional development. They have reflected on the extent of the attainment of professional development goals. The competency of teachers on the curriculum aspect was evaluated by school heads to be satisfactory, different than the high competency evaluation of teachers themselves. The researcher proposed an action plan that may assist the teachers to sustain and enhance their strengths and make their weaknesses become their strengths. Argie L. TY | Felisa L. Sanico "Teaching Competencies of Elementary Teachers in Northern Samar: Basis for Action Plan Development" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38688.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/38688/teaching-competencies-of-elementary-teachers-in-northern-samar-basis-for-action-plan-development/argie-l-ty
Differentiated Supervision – Because Students Are Not the Only Ones with Diff...rdbks12
Presentation for Teachers and Administrators in the
New Canaan Public Schools, New Canaan, CT
PowerPoint orginally located on TeacherTube.com under the following URL - media2.teachertube.com/files/articles/4290.pptx
This presentation was created by other school districts and adapted to meet the needs of YPS. This is one tool being recommended for review prior to making a decision.
Teacher Induction Programs: A Strategy for Improving the Professional Experience of Beginning Career and Technical Education Teachers, activities and processes necessary to successfully induct a teacher into the profession. An effective induction program should include orientation, mentoring, staff development specific to protégé’s needs, observations of experienced teachers at work, and peer support group
For this professional development session our learning target is:
I can analyze critical areas of focus so I can apply them in my teaching.
Success Criteria:
•Examine Critical Areas of Focus for my grade level
•Connect standards to Critical Areas of Focus
•Unpack the standards
•Determine cognitive demand
•Link content standards with Standards for Mathematical Practices
•(Begin to) Align curriculum with standards
•Make connections to 5D
•Reflect to personalize the learning
In this professional development session our learning target is:
I can explore major shifts, math practices and content focus areas for my grade so I can use them in my teaching.
Success Criteria:
• Contrast major shifts in the CCSS-M to current practice
• Synthesize Standards for Math Practices
• Contrast major shifts in ways students demonstrate math proficiency (SBAC) to current practice
• Analyze Critical Areas of Focus
• Make connections to 5D
• Self-reflect to personalize the learning
Navigating the Math Common Core State Standards - "flipped lesson"Dr. Marci Shepard
This presentation is a “flipped lesson” for a session on Math Common Core. This presentation guides participants in identifying big ideas of the math Common Core State Standards and using the standards to locate information. To accomplish this, participants will define key terms related to CCSS-M, name the two main components of CCSS-M, identify connections across grade levels and major shifts and navigate the document to find information related to their grade level/course.
This presentation to the school board shares the following topics:
-OSD spring 2012 preliminary data
-School Report Card
-Tacoma News Tribune
-What are AMOs (the new AYP)?
-OSD AMO spring 2012 data
In this presentation, principals will engage in a process to make sense of assessment data then lead the process with their staffs.
Learning Target: I can lead analysis of data using a data-driven dialog protocol.
Success Criteria:
* Summarize best practices for data analysis
* Predict what we may see
* Make literal observations
* Draw inferences and ask questions
* Identify possible next steps
Learning Target: I can explain AMOs to my staff.
Success Criteria:
* Describe what AMOs are and how they are calculated
* Interpret AMO calculations
New Teacher Evaluation System. Admin Retreat 1-14-13. ShepardDr. Marci Shepard
This presentation was done with principals and central office administrators to facilitate preparation for implementation of the new teacher evaluation system using a Wizard of Oz theme.
OZ-some New Evaluation System: A Journey to our Vision
1. Vision of the new evaluation system (Somewhere over the rainbow)
2. Sharing evaluation practices and artifacts (Using our knowledge, heart and courage)
3. Observations and time in classrooms (Transparency, visibility and vulnerability)
4. Thinking and rethinking about time (“I can’t run anymore. I’m so tired” – Dorothy in the poppies)
5. Identifying and overcoming obstacles (Lions and tigers and bears, oh my!)
6. Transition planning (Follow the yellow brick road)
7. Reflections (There’s no place like home)
OSD district strategic plan and SIP plans introduction 12.6.12 ShepardDr. Marci Shepard
This presentation gives an overview of Orting School District's strategic plan including WHY we exist (our mission and vision) and HOW our "big 3" initiatives (PLCs, CCSS and 5D instructional framework) will help us realize our purpose. This presentation also illustrates systems alignment as it was used to set up presentation of School Improvement Plans to the school board.
eVAL is an electronic application to support the work of the new teacher and principal evaluation systems. This presentation describes what eVAL is and how teachers and principals can use it to support their growth and manage evaluation processes.
Once a mission and vision is developed, stakeholders need to develop a shared understanding of what it means and how it relates to their work in the system. At this administrator retreat, leaders unpacked the mission, vision and collective commitments. They also considered viewpoints and implications for various stakeholders in the system.
After learning about Purpose, planning for Purpose and teaching with Purpose (Purpose is a dimension of our instructional framework - 5 Dimensions of Teaching and Learning), teachers got together to share how planning for Purpose impacted their teaching and their students’ learning. Teachers shared lesson plans and described the planning process including using standards, learning goals, learning targets, success criteria, tasks and acceptable evidence of learning. They discussed teaching and learning using evidence including how planning for purpose impacted their teaching and their students’ learning. Finally, teaching teams self-assessed using the teacher evaluation rubrics for Purpose.
In this training, participants were learning more about planning with Purpose, a dimension of our instructional framework (5 Dimensions of Teaching and Learning). In this training, we were learning to plan for Purpose including standards, a unit/learning goal, learning targets, success criteria, task alignment with the targets, and identifying evidence for meeting the learning targets.
Learning Walks using the 5 Dimensions of Teaching and Learning Instructional ...Dr. Marci Shepard
This presentation was used to lead teachers and administrators on learning walks, or classroom visits. During this day of learning, we were developing a common understanding of the 5 Dimensions of Teaching and Learning (our instructional framework), we were focusing specifically on student engagement, and we were using our shared understanding of effective instruction to analyze classroom practice.
In this session, science teachers used the DRAFT of the Next Generation Science Standards (NGSS) to build awareness and gain familiarity with the NGSS through recognizing the structure of the Next Generation Science Standards (NGSS) and identifying the shifts represented in the NGSS.
Developing a mission, vision, values, and goals admin retreat 2010Dr. Marci Shepard
Developing a mission, vision, values and goals involves a variety of stakeholders. This presentation was used to begin to develop a common vision and gather data from district administrators.
In this session, participants will refine understanding of what a PLC is, unpack and share “checkpoints” on the journey, and teams will self-assess where they are on the journey and determine next steps.
Common Core State Standards and Smarter Balanced Assessments Dr. Marci Shepard
In this training, participants are developing awareness of CCSS, recognize the structure of the Common Core State Standards (CCSS) for literacy in the content areas and grasping assessment changes coming with CCSS.
In this math Common Core State Standards training, participants will learn to recognize the structure of the Common Core State Standards (CCSS) in Mathematics, identify the shifts represented in the CCSS and consider implications and implementation plans.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Instructions for Submissions thorugh G- Classroom.pptx
Teacher and Principal Evaluation School Board Study
1. Orting School District TPEP
Working Together as a System
Dr. Marci Shepard
January 3, 2013
2. Teamwork
This is the case with any team. If one cog of the
wheel doesn't work, the entire team grinds to a
halt. We should never discount the importance
of teamwork - people working together towards
a common goal - in assuring our ultimate
success.
The success of our students is our joint
responsibility, and when they succeed, it is to
our joint credit and cumulative
accomplishment.
Orting School District Teaching, Learning and Assessment M. Shepard January 2013
3. Principals Central
Office
School
Teachers
Board
TPEP
Orting School District Teaching, Learning and Assessment M. Shepard January 2013
1/31/2013 3
4. I can explain TPEP and describe how it impacts our district and my role.
School
Board
District
State
Orting School District Teaching, Learning and Assessment M. Shepard January 2013
5. Orting School District Teaching, Learning and Assessment M. Shepard January 2013
1/31/2013 5
6. Orting School District Teaching, Learning and Assessment M. Shepard January 2013
1/31/2013 6
7. I can explain TPEP and describe how it impacts our district and my role.
School
Board
District
State
Orting School District Teaching, Learning and Assessment M. Shepard January 2013
8. I can explain TPEP and describe how it impacts our district and my role.
Evaluation System Overview
State criteria, teacher evaluations and principal evaluations
Definitions
Implementation schedule
Scoring and student growth measures
RIG and eVAL
Reflection and feedback
Orting School District Teaching, Learning and Assessment M. Shepard January 2013
10. • Should teacher and principal
evaluations be for GROWTH
or ACCOUNTABILITY?
• 6696
• Race to the Top/ ESEA Waiver
• 5895
Orting School District Teaching, Learning and Assessment M. Shepard January 2013
11. Why measure educator effectiveness?
While there are many formative and summative
reasons to measure teacher and principal
effectiveness, we believe the ultimate goal of all
measurement should be…
to improve teaching and student learning.
Orting School District Teaching, Learning and Assessment M. Shepard January 2013
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12. Before and After – A Snapshot
Before Component After
Binary – Sat/Unsat
2 tiers Tiers 4 tiers-professional growth
and development system
Developed over 25 years ago Criteria Describes effective teaching
& leadership – developed by
stakeholders in 2010
legislative session
2 years (prior to ‘09-’10) Provisional Status 3 years
No existing requirement Educator
Educator Evaluation data must be
evaluation Data
Evaluation Data
evaluation submitted to OSPI,
beginning ‘10-’11, for all
employee groups
Orting School District Teaching, Learning and Assessment M. Shepard January 2013
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13. CEL 5D
Orting School District Teaching, Learning and Assessment M. Shepard January 2013
15. I can explain TPEP and describe how it impacts our district and my role.
Evaluation System Overview
State criteria, teacher evaluations and principal evaluations
Definitions
Implementation schedule
Scoring and student growth measures
RIG and eVAL
Reflection and feedback
Orting School District Teaching, Learning and Assessment M. Shepard January 2013
20. Principal Evaluation
Orting School District Teaching, Learning and Assessment M. Shepard January 2013
21. TPEP Criteria Themes
Themes:
Centering
instruction on Creating a
high culture
Exhibiting expectations Demonstrating
collaborative effective Closing the Ensuring
and collegial teaching gap school safety
practices pracitces
Communicating
Teacher Principal
with parents and Evaluation Individualizing Engaging Evaluation Planning with
shcool instruction communities data
community Criteria Criteria
Use student Managing Aligning
Subject matter
data to modify resources curriculum
knowledge
instruction
Fostering a safe, Improving
positive learning instruction
environment
Orting School District Teaching, Learning and Assessment M. Shepard January 2013
23. I can explain TPEP and describe how it impacts our district and my role.
Evaluation System Overview
State criteria, teacher evaluations and principal evaluations
Definitions
Implementation schedule
Scoring and student growth measures
RIG and eVAL
Reflection and feedback
Orting School District Teaching, Learning and Assessment M. Shepard January 2013
24. Definitions
Classroom teacher
Principal
Comprehensive evaluation
Focused evaluation
Orting School District Teaching, Learning and Assessment M. Shepard January 2013
25. “Certificated Classroom Teacher” Definition
• Designed for “classroom teachers”
• Teachers who provide academically-focused
instruction to students
• Districts determine best fit
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27. Comprehensive Evaluation for Teachers
• Assesses all 8 evaluation criteria
• All criteria contribute to the comprehensive evaluation rating
• Student growth rubrics embedded in Criterion 3, 6 and 8
• All provisional classroom teachers and any classroom teacher
not on level 3 or level 4 receive comprehensive evaluation
• All classroom teachers shall receive a comprehensive summative
evaluation at least once every four years
Orting School District Teaching, Learning and Assessment M. Shepard January 2013
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28. “Principal” Definition
• Designed for certificated principals and assistant
principals
• Districts determine best fit
Orting School District Teaching, Learning and Assessment M. Shepard January 2013
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29. Comprehensive Evaluation for Principals
• Assesses all 8 evaluation criteria
• All criteria contribute to the comprehensive evaluation rating
• Student growth rubrics embedded in Criterion 3, 5 and 8
“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.”
Orting School District Teaching, Learning and Assessment M. Shepard January 2013
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31. Focused Evaluation
• Includes an assessment of one of the 8 criteria
• Student growth rubrics from one of the 3 criterion
If a teacher chooses 3, 6 or 8, their accompanying student growth rubrics will
be used
If a teacher chooses criterion 1, 2, 4, 5, or 7, the accompanying student
growth rubrics from criterion 3 or 6 will be used
• Approved by the teacher or principal’s evaluator
• A focused evaluation must be performed in any year that a
comprehensive evaluation is not scheduled (both teachers and
principals)
Orting School District Teaching, Learning and Assessment M. Shepard January 2013
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33. I can explain TPEP and describe how it impacts our district and my role.
Department
District
State
Orting School District Teaching, Learning and Assessment M. Shepard January 2013
34. I can explain TPEP and describe how it impacts our district and my role.
Evaluation System Overview
State criteria, teacher evaluations and principal evaluations
Definitions
Implementation schedule
Scoring and student growth measures
RIG and eVAL
Reflection and feedback
Orting School District Teaching, Learning and Assessment M. Shepard January 2013
36. 5895 Timeline
2013-2014
Must begin
implementation
Teacher
evaluation Begin
rubrics implementation
All teachers must
have
comprehensive
evaluation
Instructional TPEP Pilot
framework 2015-2016
& TPEP info Orting School District Teaching, Learning and Assessment M. Shepard January 2013
1/31/2013 36
37. Orting School District
• 2010-2011
• Information sharing
• Instructional framework (5D)
• 2011-2012
• TPEP Team
• 4-year implementation plan
• Teacher evaluation rubrics
• Information sharing
• Instructional framework (5D)
• 2012-2013
• RIG District/RIG Team
• TPEP Pilot/TPEP Team
• Transition plan
• Principal evaluation rubrics
• Teacher evaluation rubrics
• Information sharing
• Instructional framework (5D)
• 2013-2014
• Implementation (2 likely models)
Orting School District Teaching, Learning and Assessment M. Shepard January 2013
38. Implementation Schedule
• Steering committee recommends all districts move to the new
evaluation criteria for all classroom teachers and principals in
2013-2014, with some classroom teachers on the focused and
some on the comprehensive.
• 5895 requires provisional or probationary teachers, and principals
with fewer than 3 years of experience, unsatisfactory performance,
or new to the district to be transitioned first. Nothing prevents
earlier transition.
• All districts must begin implementation in 2013-2014 school year
and by fully implemented by 2016.
Orting School District Teaching, Learning and Assessment M. Shepard January 2013
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39. OSD 3-Year Transition Plan DRAFT
1/31/2013 39
Orting School District Teaching, Learning and Assessment M. Shepard January 2013
40. I can explain TPEP and describe how it impacts our district and my role.
Evaluation System Overview
State criteria, teacher evaluations and principal evaluations
Definitions
Implementation schedule
Scoring and student growth measures
RIG and eVAL
Reflection and feedback
Orting School District Teaching, Learning and Assessment M. Shepard January 2013
41. 5895 and ESEA Waiver
SCORING EVALUATIONS
STUDENT GROWTH MEASURES
Orting School District Teaching, Learning and Assessment M. Shepard January 2013
42. Raw Score Model
Determined December 1st
Orting School District Teaching, Learning and Assessment M. Shepard January 2013 Preliminary
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43. Evaluation Summative Scoring Process
Orting School District Teaching, Learning and Assessment M. Shepard January 2013
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44. Defining Key Terms
• Student Achievement: The status of subject-matter
knowledge, understandings, and skills at one point in time.
• Student Growth (Learning): The growth in subject-matter
knowledge, understandings, and skill over time.
It is student growth, not student achievement, that is relevant in
demonstrating impacts teacher and principals have on students.
Orting School District Teaching, Learning and Assessment M. Shepard January 2013
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45. Student Growth Rubrics
• The TPEP steering committee organizations approved statewide
rubrics for student growth to ensure consistency in
implementation of the evaluation system across Washington
State.
• The rubrics for student growth describe both goal-setting and
outputs of student learning.
• OSPI has provided student growth rubrics for each of the three
criterion
Teachers – 3, 6 and 8
Principals – 3, 5 and 8
Note: 3/5 of the student growth rubrics for teachers are goal setting.
Orting School District Teaching, Learning and Assessment M. Shepard January 2013
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51. I can explain TPEP and describe how it impacts our district and my role.
Evaluation System Overview
State criteria, teacher evaluations and principal evaluations
Definitions
Implementation schedule
Scoring and student growth measures
RIG and eVAL
Reflection and feedback
Orting School District Teaching, Learning and Assessment M. Shepard January 2013
52. Support and Resources
REGIONAL IMPLEMENTATION GRANTS
EVAL MANAGEMENT SYSTEM
Orting School District Teaching, Learning and Assessment M. Shepard January 2013
56. Next Steps
1/31/2013 56
Orting School District Teaching, Learning and Assessment M. Shepard January 2013
57. QUESTIONS?
Orting School District Teaching, Learning and Assessment M. Shepard January 2013
1/31/2013 57
58. I can explain TPEP and describe how it impacts our district and my role.
Evaluation System Overview
State criteria, teacher evaluations and principal evaluations
Definitions
Implementation schedule
Scoring and student growth measures
RIG and eVAL
Reflection and feedback
Orting School District Teaching, Learning and Assessment M. Shepard January 2013
59. I can explain TPEP and describe how it impacts our district and my role.
School
Board
District
State
Orting School District Teaching, Learning and Assessment M. Shepard January 2013
60. Think: What are implications for the school board/your role?
Orting School District Teaching, Learning and Assessment M. Shepard January 2013
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61. I can explain TPEP and describe how it impacts our district and my role.
Orting School District Teaching, Learning and Assessment M. Shepard January 2013
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62. School
TPEP
Supt’s
Board
Teaching, Office
Learning,
Assessment
Teachers Special
Technology
Services Principals
HR
Business
Orting School District Teaching, Learning and Assessment M. Shepard January 2013
When systems align and work together,
real progress is made.
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63. Next steps?
…and feedback
Orting School District Teaching, Learning and Assessment M. Shepard January 2013
64. Orting School District TPEP
Working Together as a System
Dr. Marci Shepard
January 3, 2013