ICFFS’s from each of the three frameworks have put together video samples of both pre and post observation conversations.
Washington has invested in assuring that supervisors deeply understand the instructional or leadership framework they use to assess the performance of educators. That knowledge is critical but not sufficient. Skillful evaluators must be able to move effectively among the stances of coaching, collaborating, consulting, and calibrating with those they are evaluating. For supervisors, the ability to structure and facilitate powerful growth-oriented conversations lies at the heart of both one-to-one and collective work with those they evaluate.
Washington intends to establish a cadre of administrators excited to learn the dialogue skills of Learning-Focused Supervision and learn how to teach those skills to colleagues.
OSPI is recruiting up to sixty educators to participate in Phase 1 – the Foundations for Learning-Focused Supervision in Yakima June 26-27 and July 28-29 (location TBD). During the fall of 2014, participants will decide whether to apply for Phase 2 – Deepening Skills for Learning-Focused Supervision. OSPI intends to select up to thirty participants for Phase 2, which will take place March 6-7, 2015. Those who successfully complete Phase 2 and meet established performance standards will have completed the first steps in the endorsement process to work with MiraVia as independent contractors to teach workshops and share their LFS expertise with districts.
Qualified candidates will have:
- Current or prior position as a supervisor/evaluator, i.e., responsibility for observing, collecting, analyzing and scoring data using rubric-driven standards, as well as responsibility for discussing the rating with staff and providing feedback for improvement.
- Experience teaching adults as a professional developer
- Availability to fully participate in training dates.
NOTE: We invite applications from partnerships forged from individuals with different strength/ experiences. For example, someone with coaching experience paired with a building administrator.
Expectations – Phase 1 Foundations
- Participate in all training sessions (Yakima, June 26-27, 2014 and July 28-29, 2014 – location TBD).
- Submit planning and reflecting conversation videotapes, with transcriptions and rubric-based self-assessment (following summer training sessions, to be completed by December 15, 2014.)
- Participate in face-to-face or virtual goal-setting and feedback sessions with personal coach
- Complete written assessment
- Demonstrate growth in knowledge and skill; commitment to project
Expectations – Phase 2 Deepening Skills
- Successful completion of Phase I
- Participate in training of trainers session and skill deepening session March 6-7, 2015
- Continue with learning-focused feedback and coaching sessions, including additional videotape
There is no fee for attending the training. Conference meals, materials, and hotel accommodations June 26-27 and July 28-29 will be provided. All other expenses will be the responsibility of the participant.
The online application can be found here or by copying and pasting http://www.surveygizmo.com/s3/1558813/TPEP-Learning-Focused-Supervision-Expert-Application into your browser.
Applications are due by April 4, 2014.
- You will need a personal statement that should not exceed more than two pages (single spaced)
- You will need two letters of recommendation
- You are able to save your application to continue working on it a later point.
Send any questions via email to email@example.com. You can also contact Jeanne Harmon at (360) 725-6116. The OSPI TTY number is (360) 664-3631.
Updated March 18, 2014
The TPEP Implementation Survey is now closed. Thank you to all educators that took the time participate.
February 3, 2014
Washington educators and school board members are encouraged to share their perspective about implementation of the Teacher and Principal Evaluation system and new content standards.
The survey only takes a few minutes to complete and the information will be used to inform statewide policy direction. The survey includes questions about educator evaluation and the Common Core State Standards. Please help us understand what you see as successes and challenges as well as the resources and supports that districts and educators need as these new requirements are implemented.
You can access the survey by clicking here or copying and pasting http://survey.airprojects.org/WATPEPStatewide2/District.aspx into your browser.
Please complete the survey no later than February 28, 2014.
Questions can be directed to OSPI_statesurvey@air.org or 312-288-7623.
Updated March 18, 2014
The teacher training fund application is now closed. Districts should continue to spend their awarded funds and make claims in a timely manner. Please see ‘Claiming Process’ for more information on what is required with each claim.
January 21, 2014
The Teacher Training Fund application has been open for just over three months and almost all districts have started their application. Here is a breakdown of the application status as of the end of December, as well as some interesting facts and figures we’ve found from the applications so far. View the TTF data sheet (PDF). All applications are due by March 1st.
The Marzano Leadership Stage 2 Trainings are quickly approaching. Please see the following information which contains dates and locations of our East and West Trainings:
- Tuesday, January 28, 2014 in Wenatchee (Eastern Regional Training)
- Thursday, January 29, 2014 in Seattle (Western Regional Training)
Wenatchee School District, District Office
235 Sunset Avenue
Wenatchee, WA 98801
p: 509-663-8161 / f:509-663-3082
Silver Cloud Hotel – Broadway
Seattle, WA 98122
p: 206-325*1400 / f: 206-324*1995
To register for this event – please email Brandi Campisano at firstname.lastname@example.org with “Marzano Leadership Stage 2 Training” in the subject line for more information.
OSPI Memo 002-14M Memo 002-14M (PDF) has just been released, which provides information regarding the application process for ‘Second Evaluators’
The Educational Service Districts (ESDs) are charged by law with responsibility to create a list of evaluation specialists who can become part of the probationary process under certain circumstances. Applications are being accepted for experienced certificated employee evaluators for the purpose of evaluating probationary employees.
District leaders are encouraged to promote this opportunity among qualified administrators, especially those who work part-time or are recently retired and have experience evaluating teachers using one of the adopted instructional frameworks. These evaluation specialists will be paid a daily rate of $750 for second evaluator work performed.
The application deadline is January 24, 2014. The application and more information can be found on the ESD 101 website.
The 2013 Legislature asked the Office of Superintendent of Public Instruction (OSPI) how districts should use the revised evaluation when making human resource decisions. OSPI and American Institutes for Research (AIR) looked at national trends, asked Washington educators’ opinions and summarized what they learned. Read the report.
We are thankful for all of the great teachers, principals, and district office staff who work hard every day for the students in our state. We’re also thankful for Auburn School District’s guide to Thanksgiving.
Guide To A Highly Effective Thanksgiving
Unsatisfactory: You don’t know how to cook a turkey. You serve a chicken instead. Half your family doesn’t show because they are unmotivated by your invitation, which was issued at the last minute via Facebook. The other half turn on the football game and fall asleep. Your aunt tells your uncle where to stick the drumstick and a brawl erupts. Food is served on paper plates in front of the TV. You watch the game, and root for the Redskins.
Basic: You set the alarm, but don’t get up and the turkey is undercooked. 3 children are laughing while you say grace. 4 of your nephews refuse to watch the game with the rest of the family because you have failed to offer differentiated game choices. Conversation during dinner is marked by family members mumbling under their breath at your Aunt Rose, who confuses the Mayflower with the Titanic after her third Martini. Only the drunk guests thank you on the way out. Your team loses the game.
Proficient: The turkey is heated to the right temperature. All the guests, whom you have invited by formal written correspondence, arrive on time with their assigned dish to pass. Your nephew sneaks near the dessert dish, but quickly walks away when you mention that it is being saved until after dinner. You share a meal in which all family members speak respectfully in turn as they share their thoughts on the meaning of Thanksgiving. All foods served at the table can be traced historically to the time of the Pilgrims. You watch the game as a family, cheer in unison for your team. They win.
Distinguished: The turkey, which has been growing free range in your back yard, comes in your house and jumps in the oven. The guests, who wrote to ask you please be invited to your house, show early with foods to fit all dietary and cultural needs. You watch the game on tape, but only as an video prompt for your family discussion of man’s inhumanity to man. Your family plays six degrees of Sir Francis Bacon and is thus able to resolve, once and for all, the issue of whether Oswald acted alone.
The Teacher Training Fund application has been open for a little over a month and we’ve seen lots of applications roll in. Here is a breakdown of the application status to date, as well as some interesting facts and figures we’ve found from the applications so far. View the TTF data sheet (PDF).
We know for a lot of districts, the new evaluation system is a double-edged sword. Teachers and principals across the state are excited to have more meaningful conversations about teaching and leadership, receiving better feedback about the great things they’re doing, and finding areas where they can grow. Despite the great changes the new evaluation system brings, implementing any new system takes time, money, and effort. Communicating the impacts of TPEP and its implementation can be a difficult task, so we’d like to highlight great examples and creative ways districts are communicating with their communities about our TPEP Core Principles, the successes and positive changes TPEP will bring, and the challenges of implementing a new system.
Here’s a great example from Edmonds School District Superintendent Nick Brossoit. If you have an example from your district that you’d like to highlight, get in touch with us at email@example.com. We’d love to hear about and share how districts are spreading the message. For more resources around best practices, be sure to check out our Learning Point series and Communications Guide.
Dear Parents/Guardians and Community Members,
I hope this letter finds you well as we approach the start of the 2013-14 school year. As you know, the first day of school is fast approaching and we are excited to welcome each student, new staff members, and all of our returning staff back to school.
The purpose of this letter is to share some information with you about a change that is happening in all schools in the State of Washington. You may have heard something last year about a new teacher evaluation system in our State; well it starts officially for everyone this year. I would like to provide you some information about this; what we have done to best support teachers and principals with this work; and to let you know that the principal’s already challenging job, just got more challenging in our State.
The State of Washington passed a law to create a new evaluation system that requires a much more specific set of standards and expectations for teacher performance; it requires hours of observation and meeting time for principals with teachers; it includes the use of student growth data; and it results in teachers being rated on a four level scale. In most cases, this is a significant increase of the amount of time that principals and teachers are now required to spend in the evaluation process.
We have worked collaboratively with our teacher, principal, and district leaders to develop the details of this new system. Teachers and principals have spent a great deal of time learning this new system. We have increased the time available to support teachers participating in their own evaluation process, and we have added staff to better support principals with some of the more routine, but still important work that they have been doing in the past. In fact, as a district and with the support of our Board of Directors, we may be one of the better prepared districts due to how we have embraced this new evaluation system as a way to deepen our conversations about quality teaching and learning and to further promote growth for student learning. At the same time, in order for a principal to legally and effectively do this work, he or she will need to be in the classrooms and meeting with teachers for more of their time than in the past. This is a good thing; still, as a result a principal might not be as available to handle some of the more routine things that they could do in the past. Each principal has identified and is working with new and existing support staff in their school to help address the need for safe and orderly schools; this commitment is the same! However, we want you to know that this change is happening and as the principals’ roles shift and their availability is diminished we ask you to work with your school in this process.
If you have questions about the new teacher evaluation system, here are two links you can research: http://tpep-wa.org/about-tpep/faqs/#background and http://tpep-wa.org/the-model. If you are curious about how the new teacher evaluation system is going at your student’s school, feel free to attend a parent meeting at your school with your principal and teacher leaders and please feel comfortable asking them. These are your public schools; your students, and we sincerely want to make this new evaluation system work for everyone, and see it support and enhance quality teaching and learning.
Making sure all students are learning and that we have the best instructional practices happening in each and every classroom in all of our schools is so important. This new evaluation system can help us keep moving forward. It will be a change and we may all need to make some adjustments. Thank you again for your support, assistance, and communication in this process.
Nick J. Brossoit, Ed.D.