Gathering EvidenceCharlene Allen & Todd Johnson
Learning Targets
• To understand what contributes to the development of evidence.
• To articulate ways to integrate multiple forms of evidence into educator evaluation to move beyond an observation-only evaluation system
Measures and Evidence
Measures
• Dimensions, quantity, or capacity as ascertained by comparison with a standard.
Evidence
• Observed practice, products, or results of a certified classroom teacher or certified principal’s work that demonstrates knowledge and skills of the educator with respect to the four-level rating system
District-Determined Measures
• The law provides a great deal of control over the classroom-, school-, and/or district-based tools used to measure and report student growth data.
• A student growth goal describes what students will know/be able to do at the end of an instructional period based on course- or grade-level content standards and district curriculum.
• Student growth data means relevant multiple measures using classroom-based, school-based, district-based, and state-based tools.
G!RCW 28A.405.100
Artifact or Evidence Protocol
• Walk Around Survey
• 5 Minutes – Read the “Artifacts vs. Evidence” article
• 10 Minutes- Find three People and get an example of Evidence of Impact?
• 3 Minutes – Reflect on What you Read and Heard
Multiple Measures
Key messages for multiple measures• Need a variety of evidence
• Not about collecting as much as you can; this is about quality, not quantity
• Evidence should be based on naturally occurring documents/materials
• Prioritize evidence collected based on goals and criteria.
Artifacts
Criteria and
Instructional
Frameworks
Multiple Measures
Alignment to
Teaching Standard
s
Evidence
Pieces of EvidenceTable Talk
3 Minutes - Place pieces of Multiple Measures on the Evidence in Teacher Evaluations sheet5 Minutes - Question – Table Talk
1. Which pieces would support evidence of Differentiation?2. What pieces indicate systems for maintaining information on
Student Progress?
Collecting Artifacts and EvidenceMy job? Your job? Our job?
5 Minutes- Who’s job is it?
Telling the story of Evidence: Artifacts of John Anderson
• Included are six artifacts that can be used as evidence1. What criterion (s) would these artifacts be appropriate for?
2. Describe why?
Set Artifacts Criterion?
Describe why that criterion?
A Student surveyCopies of student awards
B NotesClassroom layout
C Student behavior planRules and procedures document
Digging for Evidence Debrief
With your district team:
• Which artifacts “tell the story” of evidence?
• Do you think you need a specific quantity? Why or why not?
• What other pieces of evidence would you need ?