Staff edition. 9CharacteristicsofHighPerformingSchools State8CriteriaforEvaluationofTeachingandLearning. November2017 N=465 V10.2

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1 9CharacteristicsofHighPerformingSchools State8CriteriaforEvaluationofTeachingandLearning IncludesCertificatedvs. Comparison Staff edition V10.2 November2017 N=465

2 TheCenterforEducationalEffectiveness(CEE)isaservice,consulting,andresearchorganizationdedicatedtothemissionofpartneringwithK-12schoolstoimprovestudent learning. NOTICE TheCenterforEducationalEffectiveness,Inc.(CEE)makessubstantialefforttoensuretheaccuratescoring,analysis,andreportingoftheresultsoftheEducational EffectivenessSurvey.However,CEEmakesnowarrantyofanykindwithregardtothismaterial,including,butnotlimitedto,theimpliedwarrantiesofmerchantabilityand fitnessforaparticularpurpose.ceeshalnotbeliableforerrorscontainedhereinorforincidentalorconsequentialdamagesinconnectionwiththefurnishing,performance,or useofthismaterial. Nopartofthesematerialsmaybecopied,reproduced,republished,posted,modified,edited,transmitted,distributed,orusedtocreatederivativeworksinanyform orbyany meanswithoutthepriorwrittenconsentofcenterforeducationaleffectiveness,inc.thesematerialsarecopyrightprotectedunderu.s.andinternationalcopyrightlawsand treaties.violationoftheselawswilleadtoprosecution. Trademarknotice:CenterforEducationalEffectiveness andaffiliatedlogo,betterdata.betterdecisions.betterschools. andaffiliatedlogo,educationaleffectiveness Survey,EES-Leadership360 arealtrademarksofcenterforeducationaleffectiveness,inc.alothertrademarkscitedherearethepropertyoftheirrespectiveowners. Publishedby: CenterforEducationalEffectiveness,Inc CenterforEducationalEffectiveness,Inc.AlRightsReserved. PrintedintheU.S.A. ContactInformation: Phone: Fax:

3 Introduction EESStaff SurveyResearchFramework TheCenterforEducationalEffectivenessbringstogetherleadingresearchtocreatetheEducationalEffectivenessSurvey (EES) aformativeanddiagnostictooldesignedto stimulateandinform conversationsforimprovementwithinyourorganization.theresearchframeworkincludes: Effectiveorganizations Organizationaltrust Culturalyresponsiveteaching Districtsupportforimprovement Attributesofeffectiveinstructionalpractice StructureoftheEESStaff Report Thisresultsdocumentcontainsyourdataresultsfrom thesurveyyourecentlyadministered. ReadinessforChange ThisisthestartingpointforinterpretingyourEESStaff data.cee sresearchintoover200,000staff surveyresponseshasshowntheseitemsorattributestobefoundational toorganizationalchange.thissection,withyouruniquecharteddata,isthefirstsectioninthereport. 9CharacteristicsofHigh-PerformingSchools Whilethereisnosinglesolutionforalschools,researchoneffectiveschoolsidentifiedcommoncharacteristicsofhigh-performingschools.Successfulschoolsengagedin improvementactivitiesfocusonthesecharacteristicstocreateandimprovethesystem(s)thatultimatelyincreasestudentlearningandachievement. Comparisonbetweencertificatedstaff andnon-certificatedstaff Thissectionalowsthereadertounderstandthedifferenceinperceptionsbetweenthoseresponsibleattheclassroom level(certificated)forstudentlearningandthose responsibleforthesupportmechanismsoftheschool(non-certificated). State8CriteriaforEvaluationofTeachingandLearning Thedatainthisreportisameasureofthesystem ofsupportwithintheschoolanddistrictfordevelopmentofeffectiveinstructionalskils,asdefinedbythe State8 andthe district-selectedinstructionalframeworkmodelthatwilbemeasuredintheteacherevaluationprocess.datashownareexclusivelyfrom certificatedstaff responses. Page1

4 Page2 Demographics 0% 60% 80% 100% % 60% 80% 100% % 60% 80% 100% 122 0% 60% 80% 100% % 60% 80% 100% % 60% 80% 100% Gender Male Female Position CertificatedTeacher CerticatedSupportStaff ClassifiedSupportStaff Para-professional/InstrAid Administrator Level Elementary MSorJr.High HighSchool K-12 Other Department Math/Science Lang.Arts/SocStudies Electives Generalist Other School- YrsofService <1year 1to3years 4to7years 8to11years >11years Education- YrsofService <1year 1to3years 4to7years 8to11years >11years 0% 60% 80% 100% PercentageofQuestionsAnswered Avg.89% 0% 100% Respondents Theheightshowsthepercentageofitemsansweredby respondent. Thecolorshowshow positiveeach respondentwas.

5 CapacityforImprovement Page3

6 ReadinessforChange Thethreechartsbelow aredataaboutyourschoolstaff,whomustdefine,embrace,implement,andsustainchange.ifyourprofessionalstaff believesthereisaweaknessin theproblem-solvingabilityorintheabilitytoresolveconflictwithinthisbuilding,ordoesnotseetheurgencytoimprove,youmustaddressthoseissuestosuccessfuly navigateandsustainchange.thedatacontainedwithintheeeswilalow conversationsaboutthoseandotherissuestobeginbyusing thestaff voice. Youwilfindthesedataandtherestofthe readinessforchange datainthefolowingreportsection. Problem Solving Whenthereisaproblem inmyschool, wetalkabouthow tosolveit 32% 24% 4% 3% 26% 36% 30% 4% 36% 16% 3% Conflict Resolution Thereisawilingnesstoaddress conflictinthisschool 29% 31% 7% 3 ASenseof Urgencyto Improve Staff shareahighsenseofurgency aroundtheneedtoimprove 29% 27% 4% 26% 29% 34% 2 Page4

7 ReadinessforChange Ivs.TheyPerspectives Gapsover inelementaryandover2 insecondaryshouldbeinvestigated.whydostaff seedifferentattitudesintheir coleagues? How largeisthegapbetween Ivs.They? Wilingness toworkat Change Iam wilingtoworkat changingmyschoolforthe better Mycoleaguesarewilingto workatchangingthisschool forthebetter 7 17% 17% Certificated Staff Iam wilingtoworkat changingmyschoolforthe better Mycoleaguesarewilingto workatchangingthisschool forthebetter Iam wilingtoworkat changingmyschoolforthe better Mycoleaguesarewilingto workatchangingthisschool forthebetter 31% 49% 7 73% 47% 36% 2 14% 13% Opennessto New Ideas Iwelcomenew ideasand change Mycoleagueswelcomenew ideasandchange 52% 7% 46% 29% Certificated Staff Iwelcomenew ideasand change Mycoleagueswelcomenew ideasandchange 52% 9% 14% 42% 34% 8% 3 Iwelcomenew ideasand change Mycoleagueswelcomenew ideasandchange 26% 53% 52% 21% 16% Page5

8 ReadinessforChange Ivs.TheyPerspectives Gapsover inelementaryandover2 insecondaryshouldbeinvestigated.whydostaff seedifferentattitudesintheir coleagues? How largeisthegapbetween Ivs.They? Wilingnessto beheld Accountable Iam wilingtobeheld accountableforstudentlearning 50% 9% 1 Mycoleaguesarewilingtobe heldaccountableforstudent learning 29% 46% Iam wilingtobeheld accountableforstudentlearning 44% 8% Mycoleaguesarewilingtobe heldaccountableforstudent learning 2 2 Iam wilingtobeheld accountableforstudentlearning 54% 34% 11% 1% Mycoleaguesarewilingtobe heldaccountableforstudent learning 3 51% 11% Page6

9 Page7 OrganizationalTrust Trust-Benevolence/Caring Trust-Competence Trust-Integrity Trust-Openness Trust-Reliability 17% % 4% 16% 44% 46% 33% 29% 3% 4% 21% 17% 33% 29% 2% 4% 3% 21% 33% 30% 2% 3% 4% 3% % 4% 4% 3%

10 Page8 9CharacteristicsofHigh-PerformingSchools EffectiveLeadership Clear&SharedFocus SupportiveLearning Environment Curriculum,Instruction& Assessment Colaboration& Communication MonitoringofTeaching& Learning Parent&Community Involvement HighStandards&Expectations FocusedProfessional Development 1 16% 14% 34% 47% 4% 2% 4% 3% % 4 47% 34% 42% 3% 16% 14% 3 46% 3% 17% 1 50% 44% 31% 3% 21% 24% 16% 32% 2% 4% 3% 21% 32% 31% 34% 2% 3% 4% 4% 24% 42% 30% 2 2% 3% 2 42% 24% 36% 2% 3% 6% 4% 10% 27% 24% 24% 31% 3% 4% 8% 4%

11 Comparison-MeanScores How doesyourschoolcompareto: MeanScore Characteristics C Colaboration&Communication CSF Clear&SharedFocus HSE HighStandards&Expectations EL EffectiveLeadership SLE SupportiveLearningEnvironment PCI Parent&CommunityInvolvement CIA Curriculum,Instruction&Assessment MTL MonitoringofTeaching&Learning FPD FocusedProfessionalDevelopment CLTR CulturalResponsiveness D DistrictSupportforImprovement C CSF HSE EL SLE PCI CIA MTL FPD CLTR D Page9

12 Comparison-PercentPositiveScores 100% 9 How doesyourschoolcompareto: 90% 8 80% 7 70% CombinedPositive 6 60% 5 50% % 2 C CSF HSE EL SLE PCI CIA MTL FPD CLTR D Characteristics C Colaboration&Communication CSF Clear&SharedFocus HSE HighStandards&Expectations EL EffectiveLeadership SLE SupportiveLearningEnvironment PCI Parent&CommunityInvolvement CIA Curriculum,Instruction&Assessment MTL MonitoringofTeaching&Learning FPD FocusedProfessionalDevelopment CLTR CulturalResponsiveness D DistrictSupportforImprovement Page10

13 HighLevelsofColaborationandCommunication % Answered 50% 100% Classified/ 83% Staff inourschooldonotmanipulateotherstoachieve theirgoals 3 13% N=245 N=133 98% Staff atthisschoolcolaboratetoimprovestudent learning 46% 12% N=282 N=165 92% Staff inourschoolareconsistentlytruthful 36% 13% N=267 N=153 98% Ourstaff sharesnew ideasandstrategieswithone another 30% 4 N=283 N=167 82% Ourschoolmeetsregularlytomonitorimplementationof ourschoolimprovementplan 30% N=256 N= % Whenthereisaproblem inmyschool,wetalkabouthow tosolveit 32% 24% N=282 N=174 98% Thereisawilingnesstoaddressconflictinthisschool 29% N=281 N=167 82% Teacherscolaborativelyplanlessons 27% 36% 27% 7% N=257 N=117 86% Parentsandcommunityunderstandtheexpectations andstandardsofthisschool 16% 33% 7% N=253 N=140 0% 60% 80% MissingCertsorOtherbarmeanstheN<10 Page11

14 ClearandSharedFocus % Answered 50% 100% Classified/ N=281 98% Iknow andunderstandthegoalsofthisschool 47% 9% N=170 88% Myperformancegoalsaresetbasedonthegoalsofthis school 42% 12% N=264 N=141 N=281 97% Staff Iworkwithdemonstratecommitmenttoschool goals 36% 13% N=166 N=257 97% Importantdecisionsherearebasedonthegoalsofthis school 34% 16% N=124 N=281 83% Thisschoolhasadata-drivenimprovementplanwith measureablegoals 16% N=162 N=266 90% Staff shareahighsenseofurgencyaroundtheneedto improve 29% 27% N=146 0% 60% 80% 100% CombinedPositive MissingCertsorOtherbarmeanstheN<10 Page12

15 HighStandardsandExpectations % Answered 50% 100% Classified/ 100% Inourschoolweexpectalstaff toperform responsibilitieswithahighlevelofexcelence 10% N=283 N=173 86% Weholdoneanotheraccountableforbehaviorthatis respectfulofdiversity N=256 N=140 98% Studentsunderstandtheexpectationsandstandardsof thisschool 44% N=283 N=165 N=255 83% Weholdoneanotheraccountableforstudentlearning 24% 8% N=124 83% Ourstaff believesthatalstudentscanmeetstate standards 44% 30% 7% N=253 N=129 8 Thisdistrictplacesemphasisonsocialemotional learninginadditiontocoreacademiclearning 31% 7% N=254 N=134 N=266 90% Ibelievethatalstudentscanmeetstatestandards 2 7% 6% N=146 0% 60% 80% 100% CombinedPositive MissingCertsorOtherbarmeanstheN<10 Page13

16 EffectiveLeadership % Answered 50% 100% Classified/ 98% Myprincipaliscommittedtoqualityeducation 7 N=281 N=168 92% Myprincipalcaresaboutmeasaperson 70% 7% N=267 N=154 9 Iactivelyparticipateintheprocessofmyperformanceevaluation 54% 8% N=279 N=156 88% Myprincipalcolaborateswithpeopleandorganizationsoutsidethis schooltosupportteachersandstudents 50% 10% N=253 N=151 8 Theschoolleadershipteam iscomfortablepresentingnew ideasto thestaff 46% 9% N=254 N=136 87% Theschoolleadershipteam demonstratesasharedcommitmentto ourimprovementplan 12% N=256 N=143 91% Myprincipalfacilitatessystems/processestosupportschool improvement 46% 11% N=266 N=152 81% Theschoolleadershipteam listenstomyideasandconcerns 17% N=245 N=126 97% Staff atallevelsaretreatedfairlyhere 17% N=277 N=170 78% Theleadershipteam demonstratesthechangedbehaviorandpractice necessarytoachieveourschoolimprovementplangoals 31% 4 N=237 N=119 9 Iam comfortablepresentingnew ideastomyschoolleadershipteam 36% 36% N=280 N=157 81% Staff areheldaccountableforthenew behaviorsandpractices neededtoachieveourschoolimprovementplangoals 27% 42% 24% N=249 N=121 94% Myprincipal(orsupervisor)regularlytalkstomeaboutmy instructionalimprovement(orprofessionalgrowth) 36% 8% N=276 N=156 81% Theleadershipteam clearlycommunicateshow behaviorandpractice wilbedifferentwhenweachieveourschoolimprovementplangoals 21% 26% 8% N=245 N=125 84% Iregularlytalkwithmyprincipal/supervisoraboutprogresson instructionalimprovementgoals 34% 26% 10% 7% N=262 N=123 0% 60% 80% 100% CombinedPositive MissingCertsorOtherbarmeanstheN<10 Page14

17 SupportiveLearningEnvironment % Answered 50% 100% Classified/ 91% Wehonoragreementsmadewitheachother 56% 34% 8% N=264 N=154 89% Thedevelopmentofstudents'socialemotionallearning enhancesthelearningenvironmentinourclassrooms 54% 32% 12% N=260 N=147 91% Staff enforcethebulying/harassmentpolicyofthis school 51% 10% N=265 N= % Ourstaff cancountononeanotherforhelpwhenneeded 51% 10% N=284 N=172 98% Staff atthisschoolvalueandrespectalstudents 4 11% N=284 N=167 97% Studentsbelievetheadultsinthisschoolgenuinelycare aboutthem 14% N=280 N=167 98% Studentsbelievethisschoolisasafeplace 3 14% N=280 N=168 99% Thisschoolisorderlyandsupportslearning 17% N=283 N=171 91% Wehaveasystem forcelebratingstudentsuccess N=269 N=148 92% Studentsinthisschoolareengagedinlearning 21% 49% N=271 N=153 83% Thisschoolproactivelyaddressesissuesofdiversity (race,ethnicity,culture,gender,andsexualorientation. 6% N=245 N=135 90% Staff membersenforceconsistentbehaviorexpectations andconsequencesintheirclassrooms 6% N=254 N=137 8 Wecelebrateprogresstowardimprovementplangoals 27% 7% N=265 N=146 0% 60% 80% 100% CombinedPositive MissingCertsorOtherbarmeanstheN<10 Page15

18 ParentandCommunityInvolvement % Answered 50% 100% Classified/ 97% Thisschoolencouragesparentinvolvementintheir child'slearning 17% N=281 N=163 91% Teachersregularlyandeffectivelycommunicatestudent progresstoparents 33% 4 N=273 N=142 89% Thisschoolcommunicateseffectivelywithfamiliesofal cultures 33% 42% 17% 6% N=261 N=145 N=278 9 Thisschoolhasactivitiestocelebratethediversityof thiscommunity 27% N=159 84% Withimportantdecisionsweseekinputfrom parents andthecommunity 2 27% 6% N=254 N=130 84% Thecurriculum weteachreflectsthediversityofthe communityweserve 21% 30% 4% N=256 N=127 0% 60% 80% 100% CombinedPositive MissingCertsorOtherbarmeanstheN<10 Page16

19 HighQualityCurriculum,Instruction,andAssessment % Answered 50% 100% Classified/ 92% Lessonsaredesignedtosupportinstructionaloutcomes 50% 11% N=278 N=144 8 Teacherscommunicatetheexpectationthatalstudents wilparticipate 50% 10% N=259 N=130 86% Regularformativeassessmentsareusedtomonitor studentprogresstowardstandards 46% 13% N=266 N=126 83% Thisschoolusesassessmentsalignedtostandardsand instruction 3 50% 13% N=262 N=119 84% Thecurriculaweteacharealignedwithstatelearning standards 3 49% 1 N=266 N=120 83% Lessonpurposeisclearlycommunicatedtostudents 29% 5 14% N=266 N=129 86% Ourstaff demonstratesathoroughunderstandingofthe statelearningstandards 32% 49% N=264 N=118 93% Thisschoolprovidescurriculum thatisrelevantand meaningful 31% N=277 N=148 84% Studentsareprovidedtasksthatrequirehigher-level thinkingskils 26% 53% N=261 N=125 86% Commonbenchmarkassessmentsareusedtoinform instruction 32% 42% N=276 N=119 84% Iunderstandinstructionalstrategiestosupportsocial emotionallearningobjectives 27% 46% 6% N=257 N=128 9 Instructionispersonalizedtomeettheneedsofeach student 4 27% N=282 N=153 71% Ourdistricthasasocialemotionalframework (standards) 24% 11% 6% N=207 N=116 0% 60% 80% 100% CombinedPositive MissingCertsorOtherbarmeanstheN<10 Page17

20 FrequentMonitoringofTeachingandLearning % Answered 50% 100% Classified/ 89% Iparticipateinaprofessionallearningcommunity focusedonimprovingstudentlearning,e.g.,analysisof studentwork,formativeassessment 44% 13% N=279 N=128 89% Assessmentdataareusedtoidentifystudentneedsand appropriateinstructionalintervention 42% 13% N=272 N=135 90% Iincorporatesocialemotionalinstructionintomydaily instructionaldelivery 4 32% N=273 N=138 8 Teachersprovideregularfeedbacktostudentsabout theirlearning 33% 50% 1 N=262 N=127 83% Wemonitortheeffectivenessofinstructional interventions 32% 44% N=257 N=125 88% Feedbackfrom classroom observationsleadsto meaningfulchangeininstructionalpractice 30% 24% N=273 N=128 82% Wereflectuponinstructionalpracticetoinform our conversationsaboutimprovement 24% N=260 N=115 83% Studentsareencouragedtoself-reflectandtrack progresstowardgoals 2 N=256 N=125 89% Strugglingstudentsreceiveearlyinterventionand remediationtoacquireskils 27% 29% N=261 N=144 82% Peerobservation/coachingandfeedbackisatoolweuse toimproveinstruction 17% 30% 14% 11% N=257 N=117 0% 60% 80% 100% CombinedPositive MissingCertsorOtherbarmeanstheN<10 Page18

21 FocusedProfessionalDevelopment % Answered 50% 100% Classified/ 8 Ourteachersengageinprofessionaldevelopment activitiestolearnandapplynew skilsandstrategies 31% 16% N=261 N=127 90% Appropriatedataareusedtoguideschool-directed professionaldevelopment 30% 4 16% 6% N=276 N=138 8 Wehaveopportunitiestolearneffectiveteaching strategiesforthediversityrepresentedinourschool 3 36% 7% N=265 N=123 N=266 88% Wereceivetrainingoninstructiontosupportsocial emotionallearning 3 10% N=137 83% Ourteachersengageinclassroom-basedprofessional developmentactivities(e.g.peercoaching)thatfocuson improvinginstruction 3 30% 11% 4% N=262 N=120 86% Weareprovidedtrainingtomeettheneedsofadiverse studentpopulationinourschool 31% 34% 12% N=260 N=134 0% 60% 80% 100% CombinedPositive MissingCertsorOtherbarmeanstheN<10 Page19

22 CulturalResponsiveness % Answered 50% 100% Classified/ 9 Thisschoolhasactivitiestocelebratethediversityof thiscommunity 27% N=278 N=159 N=284 98% Staff atthisschoolvalueandrespectalstudents 4 11% N=167 8 Wehaveopportunitiestolearneffectiveteaching strategiesforthediversityrepresentedinourschool 3 36% 7% N=265 N=123 89% Thisschoolcommunicateseffectivelywithfamiliesofal cultures 33% 42% 17% 6% N=261 N=145 84% Thecurriculum weteachreflectsthediversityofthe communityweserve 21% 30% 4% N=256 N=127 83% Thisschoolproactivelyaddressesissuesofdiversity (race,ethnicity,culture,gender,andsexualorientation) inatimelymanner 6% N=245 N=135 86% Weholdoneanotheraccountableforbehaviorthatis respectfulofdiversity N=256 N=140 86% Weareprovidedtrainingtomeettheneedsofadiverse studentpopulationinourschool 31% 34% 12% N=260 N=134 0% 60% 80% 100% CombinedPositive MissingCertsorOtherbarmeanstheN<10 Page20

23 DistrictSupportforImprovement % Answered 50% 100% Classified/ 88% Thisdistrictencouragesandwelcomescommunityand parentinvolvement 17% N=258 N=145 88% Districtadministratorsdemonstratecommitmentto improvedstudentlearning 34% N=263 N=140 87% Thereisaconsistentvisionofschoolimprovement throughoutthisdistrict 33% N=263 N=135 80% Thisdistrictfacilitatesthealignmentofcurriculum acrossgradesandschools 29% 6% N=257 N=109 80% Thisdistrictactivelycultivatespartnershipstoenhance studentlearning N=240 N=128 8 Districtadministratorscommunicateaclearvisionof goodinstructionandessentialcurriculum 26% 26% 7% N=264 N=124 88% Thisdistrictfacilitatessystemsandprogramstosupport schoolimprovement 24% 26% 6% N=267 N=136 92% Colaborationbetweendistrictandschoolsisbasedupon trustandrespect 42% 26% 6% 4% N=271 N=150 84% Districtleadershipcommunicateseffectivelywithmy school 29% 9% N=254 N=132 0% 60% 80% 100% CombinedPositive MissingCertsorOtherbarmeanstheN<10 Page21

24 Page22 State8CriteriaforEvaluationofTeachingandLearning September2010 July2011 BetweenAugust2010andJune2011,theTPEPdistrictsdefinedthenew teacherevaluationcriteria(rcw28a (b).thisworkwas publishedinthejuly2011tpeplegislativereport( TheTPEPdistrictscontinuedtobuildtheirmodelsbymappingtheirchoseninstructionalframeworkbacktothe8WashingtonStateCriteria.Thisalignmentofeachframework backtothe State8 wasdonewiththeinputoftheinstructionalframeworkauthorsandtpepdistricts involvement. TheEESmeasuresthepresenceofskilsorsystemsinthe organization asreportedbytheindividualswithintheorganization.assuch,thedatacontainedwithinthisreportis notapartoftheevaluationofindividualteachers.thedatainthisreportisameasureofthesystem ofsupportwithintheschoolanddistrictfordevelopmentofeffective instructionalskils,asdefinedbythe State8 andthedistrict-selectedinstructionalframeworkmodelthatwilbemeasuredintheteacherevaluationprocess. 1.Centeringinstructiononhighexpectations forstudentachievement. EXPECTATIONS Theteachercommunicateshighexpectationsforstudentlearning. 2.Demonstratingeffectiveteachingpractices.INSTRUCTION Theteacherusesresearch-basedinstructionalpracticestomeettheneedsofalstudents. 3.Recognizingindividualstudentlearning needsanddevelopingstrategiestoaddress thoseneeds. DIFFERENTIATION Theteacheracquiresandusesspecificknowledgeaboutstudents?cultural,individualintelectualandsocialdevelopmentand usesthatknowledgetoadjusttheirpracticebyemployingstrategiesthatadvancestudentlearning. 4.Providingclearandintentionalfocuson subjectmattercontentandcurriculum. CONTENTKNOWLEDGE Theteacherusescontentareaknowledge,learningstandards,appropriatepedagogyandresourcestodesignanddeliver curriculaandinstructiontoimpactstudentlearning. 5.Fosteringandmanagingasafe,positive learningenvironment. LEARNINGENVIRONMENT Theteacherfostersandmanagesasafeandinclusivelearningenvironmentthattakesintoaccount:physical,emotional,and intelectualwel-being. 6.Usingmultiplestudentdataelementsto modifyinstructionandimprovestudent learning. ASSESSMENT Theteacherusesmultipledataelements(bothformativeandsummative)toplan,inform,andadjustinstructionandevaluate studentlearning. 7.Communicatingandcolaboratingwith parentsandschoolcommunity. FAMILIESANDCOMMUNITY Theteachercommunicatesandcolaborateswithstudents,families,andaleducationalstakeholdersinanethicaland professionalmannertopromotestudentlearning. 8.Exhibitingcolaborativeandcolegial practicesfocusedonimprovinginstructional practiceandstudentlearning. PROFESSIONALPRACTICE Theteacherparticipatescolaborativelyintheeducationalcommunitytoimproveinstruction,advancetheknowledgeand practiceofteachingasaprofession,andultimatelyimpactstudentlearning. WashingtonStateTeacherCriteria (RCW 28A (b) WashingtonStateTeacherCriteriaDefinitions

25 Page23 Expectations Teacherscommunicatethe expectationthatalstudentswil participate Thecurriculaweteacharealigned withstatelearningstandards Lessonpurposeisclearly communicatedtostudents Wehaveasystem forcelebrating studentsuccess Studentsareprovidedtasksthat requirehigher-levelthinkingskils Studentsareencouragedto self-reflectandtrackprogress towardgoals Studentsunderstandthe expectationsandstandardsofthis school Ourstaff believesthatalstudents canmeetstatestandards Ibelievethatalstudentscanmeet statestandards 10% 1 14% 2 30% 2 50% 49% 5 53% 44% 44% 3 29% 26% 6% 7% 7% Framework 5D+CEL Danielson Marzano STUDENTENGAGEMENT: Ownershipoflearning Workofhighcognitivedemand Substanceofstudenttalk PURPOSE: Connectiontostandardsandbroaderpurpose Communicationofstandardsandlearningtarget CLASSROOM ENVIRONMENT: 2b:Establishingacultureforlearning INSTRUCTION: 3a:CommunicatingwithStudents 3c:Engagingstudentsinlearning 1.1:Theteacherdevelops,aligns,andcommunicatesclearlearning targets(daily)andgoalswithscales(longterm)thatcommunicate highexpectationsforlearning. 1.2:Theteacherprovidesopportunitiesforstudentstoself-reflect andtrackprogresstowardlearninggoals. 1.3:Theteachercelebratesstudentsuccess. ResponsesOnly Criterion1:Centeringinstructiononhighexpectationsforstudentachievement.

26 Instruction Criterion2:Demonstratingeffectiveteachingpractices. Framework 5D+CEL STUDENTENGAGEMENT: Qualityofquestioning Participationandmeaningmaking Accesstoqualitytalk Iactivelyparticipateinthe processofmyperformance evaluation 54% 8% CURRICULUM ANDPEDAGOGY: Disciplinespecifichabitsofthinkingandcommunication Wereflectuponinstructional practicetoinform our conversationsabout improvement 24% Danielson INSTRUCTION: 3b:Usingquestioning/promptsanddiscussion PROFESSIONALRESPONSIBILITIES: 4a:Reflectingonteaching Studentsinthisschoolare engagedinlearning 21% 49% Marzano 2.1:Theteacherhelpsstudentsinteractwithnew knowledge. 2.2:Theteacherhelpsstudentspracticeanddeepentheirunderstandingofnew knowledge. 2.3:Theteacherhelpsstudentsexperimentwithandtestnew knowledge. 2.4:Theteacherasksquestionsofalstudentswiththesamefrequencyanddepth. 2.5:Theteacherprobesincorrectanswersofalstudentsinthesamemanner. 2.6:Theteacherusesvariousmethodstoengagestudents. 2.7:Theteacheridentifiesappropriateacademicvocabularyalignedtothelearningtargetand usesvariousstrategiesforstudentacquisition. 2.8:Theteacherreflectsandevaluatestheeffectivenessofinstructionalperformance. Ourteachersengagein classroom-basedprofessional developmentactivities(e.g. peercoaching)thatfocuson improvinginstruction 3 30% 11% ResponsesOnly Page24

27 Page25 Differentiation Framework 5D+CEL Danielson Marzano STUDENTENGAGEMENT: Useofstudentbackgroundtoplanlessonsandunits PURPOSE: Useofdifferentiatedinstructionalapproaches CURRICULUM ANDPEDAGOGY: Scaffoldsforindividualandgrouplearningneeds PLANNINGANDPREPARATION: 1b:Demonstratingknowledgeofstudents INSTRUCTION: 3e:Demonstratingflexibilityandresponsiveness 3.1:Theteacherusesknowledgeofindividualstudentlearningneeds todesigninstruction. 3.2:Theteachermeetsindividualstudentlearningneeds. Thisschoolhasactivitiesto celebratethediversityofthis community Instructionispersonalizedtomeet theneedsofeachstudent Strugglingstudentsreceiveearly interventionandremediationto acquireskils Thecurriculum weteachreflects thediversityofthecommunitywe serve Wehaveopportunitiestolearn effectiveteachingstrategiesfor thediversityrepresentedinour school Weareprovidedtrainingtomeet theneedsofadiversestudent populationinourschool 12% 27% 29% 30% 36% 34% % 27% 27% 21% 7% ResponsesOnly Criterion3:Recognizingindividualstudentlearningneedsanddevelopingstrategiestoaddressthoseneeds.

28 Page26 ContentKnowledge Lessonsaredesignedtosupport instructionaloutcomes Teachersprovideregular feedbacktostudentsabouttheir learning Ourstaff demonstratesa thoroughunderstandingofthe statelearningstandards Thisschoolprovidescurriculum thatisrelevantandmeaningful 11% 1 50% 50% 49% 33% 32% 31% Framework 5D+CEL Danielson Marzano PLANNINGANDPREPARATION: 1a:DemonstratingKnowledgeofContentandPedagogy 1e:DesigningCoherentInstruction 1d:DemonstratingKnowledgeofResource CURRICULUM ANDPEDAGOGY: Planningreflectsdisciplinehabitsofthinking Planningforstudentlearningandindependence PURPOSE: Designoflearningtargets CLASSROOM ENVIRONMENTANDCULTURE: Relevanceofdisplayedmaterials 4.1:Theteacherhasacomprehensiveunderstandingofthe subjects(s)taught. 4.2:Theteacherskilfulyusestheadoptedcurriculum. 4.3:Theteacherhasacomprehensiveunderstandingofthe standards. 4.4:Theteacherplansandpreparesforuseoftraditional instructionalmaterialsandtechnology. ResponsesOnly Criterion4:Providingclearandintentionalfocusonsubjectmattercontentandcurriculum.

29 LearningEnvironment Criterion5:Fosteringandmanagingasafe,positivelearningenvironment. Framework 5D+CEL Routinesforaccountability Routinesforeffectivetransitions Accessibilityofclassroom materials Routinesfordiscussionandcolaboration Routinesforuseoflearningtime Routinesformanagingstudentmisbehavior Classroom norms StudentStatus Concernforstudentemotionalandphysicalwelbeing Approachabletowardsalstudents Physicalarrangementofclassroom. Staff atthisschoolvalueandrespect alstudents Studentsbelievetheadultsinthis schoolgenuinelycareaboutthem Studentsbelievethisschoolisasafe place % 14% 14% Danielson CLASSROOM ENVIRONMENT: 2c:Managingclassroom procedures 2d.ManagingStudentBehavior 2a:Creatinganenvironmentofrespectandrapport 2e:Organizingphysicalspace Thisschoolisorderlyandsupports learning 17% Weholdoneanotheraccountablefor behaviorthatisrespectfulof diversity Marzano 1.1:Theteacherdevelops,aligns,andcommunicatesclear learningtargets(daily)andgoalswithscales(longterm) thatcommunicatehighexpectationsforlearning. 1.2:Theteacherprovidesopportunitiesforstudentsto self-reflectandtrackprogresstowardlearninggoals. 1.3:Theteachercelebratesstudentsuccess. Thisschoolproactivelyaddresses issuesofdiversity(race,ethnicity, culture,gender,andsexual orientation)inatimelymanner Staff membersenforceconsistent behaviorexpectationsand consequencesintheirclassrooms 6% 6% ResponsesOnly Page27

30 Page28 Assessment Regularformativeassessmentsare usedtomonitorstudentprogress towardstandards Assessmentdataareusedtoidentify studentneedsandappropriate instructionalintervention Thisschoolusesassessmentsaligned tostandardsandinstruction Wemonitortheeffectivenessof instructionalinterventions Commonbenchmarkassessmentsare usedtoinform instruction Feedbackfrom classroom observationsleadstomeaningful changeininstructionalpractice 13% 13% 13% 24% 46% 42% 50% 44% 42% 3 32% 32% 30% Framework 5D+CEL Danielson Marzano PURPOSE: Self-assessmentoflearning ASSESSMENTFORSTUDENTLEARNING: Demonstrationoflearning Creationanduseofsummativeassessmentinformation Formativeassessmentopportunities Useofformativeassessmentinformation Colectionofformativeassessmentdata INSTRUCTION: 3d:UsingAssessmentinInstruction PLANNINGANDPREPARATION: 1f:DesigningStudentAssessments PROFESSIONALRESPONSIBILITIES: 4b:MaintainingAccurateRecords 6.1:Theteacherusesmultipledataelementstomodify instruction. 6.2:Theteacherusesmultipledataelementstodesignand modifyappropriatestudentassessments. 6.3:Theteachercanshow thatthestudentsinhis/her classroom havemadegrowthand/ormetcourseor grade-levelstandardsusingmultiplemeasures. ResponsesOnly Criterion6:Usingmultiplestudentdataelementstomodifyinstructionandimprovestudentlearning.

31 Page29 FamiliesandCommunity Thisschoolencouragesparent involvementintheirchild's learning Teachersregularlyandeffectively communicatestudentprogressto parents Thisschoolcommunicates effectivelywithfamiliesofal cultures Withimportantdecisionsweseek inputfrom parentsandthe community Parentsandcommunity understandtheexpectationsand standardsofthisschool 17% 17% 27% 33% 4 42% 33% 33% 2 16% 6% 7% Framework 5D+CEL Danielson Marzano PROFESSIONALRESPONSIBILITIES: 4c:Communicatingwithfamilies COMMUNICATINGANDCOLLABORATING: Communicationaboutstudentprogresswithparentsandcaretakers Culturalyrelevantcommunicationwithparentsandcaretakers Goalsofinstructionarecommunicatedtoparentsandcaretakers Communicationaboutinstructionalprogramswithcommunity Communicationwithintheschoolcommunityaboutstudentprogress 7.1:Theteachercommunicatesandcolaborateswith parents/guardians/school/communityinatimelyandprofessional mannerregardingcourses,programs,schoolevents,andgradelevel expectations. 7.2:Theteachercommunicatesindividualstudentprogressto parents/guardiansinatimelyandprofessionalmannerand colaborateswithparentsinsupportofstudentlearning. 7.3:Theteachercolaborateswithfamiliesandschool/communityto supportstudentlearning ResponsesOnly Criterion7:Communicatingandcolaboratingwithparentsandschoolcommunity.

32 ProfessionalPractice Criterion8:Exhibitingcolaborativeandcolegialpracticesfocusedonimprovinginstructionalpracticeandstudentlearning. Framework Iam wilingtoworkatchangingmyschoolforthebetter 7 5D+CEL COLLABORATIVEANDCOLLEGIALPRACTICES: Colaborationwithpeerstoimprovestudent learning Colaborationwithpeerstoimproveinstructional practice Professionalandcolegialrelationships Supportsschool,district,orstateinitiatives Iam wilingtobeheldaccountableforstudentlearning Staff enforcethebulying/harassmentpolicyofthisschool Ourstaff cancountononeanotherforhelpwhenneeded Inourschoolweexpectalstaff toperform responsibilitieswitha highlevelofexcelence 50% 51% 51% 9% 10% Staff atthisschoolcolaboratetoimprovestudentlearning 46% 12% Danielson PROFESSIONALRESPONSIBILITIES: 4d:Participatinginaprofessionalcommunity 4e:Growinganddevelopingprofessionaly 4f:Showingprofessionalism Iparticipateinaprofessionallearningcommunityfocusedon improvingstudentlearning,e.g.,analysisofstudentwork,formativ. Staff Iworkwithdemonstratecommitmenttoschoolgoals Mycoleaguesarewilingtoworkatchangingthisschoolforthe better 44% 36% 13% 13% 17% Ourteachersengageinprofessionaldevelopmentactivitiestolearn andapplynew skilsandstrategies 31% 16% Marzano 8.1:Theteachercolaborateswithcoleaguesabout studentlearningandinstructionalpractices. 8.2:Theteacherdisplaysdependabilitythrough activeparticipation. 8.3:Theteacheradherestodistrictandschoolrules andprocedures. 8.4:Theteacherparticipatesindistrictandschool initiatives. 8.5:Theteacherpursuesprofessionaldevelopment. 8.6:Theteachermeetsgrowthtargetsasidentified inannualprofessionalgoals. Ourstaff sharesnew ideasandstrategieswithoneanother Mycoleaguesarewilingtobeheldaccountableforstudentlearning Weholdoneanotheraccountableforstudentlearning Teacherscolaborativelyplanlessons Peerobservation/coachingandfeedbackisatoolweusetoimprove instruction 30% 4 29% 46% 24% 8% 27% 36% 27% 17% 30% 14% 11% ResponsesOnly Page30