Washington State Teacher and Principal
Evaluation Project
Preparing and Applying Formative Multiple Measures of
Performance
Part D: Gathering Evidence
June 2013
These handouts are intended to support the facilitated training provided in the Gathering
Evidence to create Criterion Scores module as part of the Washington Teacher and
Principal Evaluation Project (TPEP).
Office of Superintendent of Public Instruction
Old Capitol Building, P.O. Box 47200
600 Washington St. S.E.
Olympia, WA 98504-7200
360-725-6000 | TTY 360-664-3631
www.k12.wa.us
1269_06/13
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Norms of Collaboration
Annotated
1. Pausing
Pausing before responding or asking a question allows time for thinking and enhances
dialogue, discussion, and decision-making.
2. Paraphrasing
Using a paraphrase starter that is comfortable for you (“So…” or “As you are…” or “You’re
thinking…”) and following the starter with an efficient paraphrase assists members of the
group in hearing and understanding one another as they converse and make decisions.
3. Posing Questions
Two intentions of posing questions are to explore and to specify thinking. Questions may be
posed to explore perceptions, assumptions, and interpretations, and to invite others to inquire
into their thinking. For example, “What might be some conjectures you are exploring?” Use
focusing questions such as, “Which students, specifically?” or “What might be an example of
that?” to increase the clarity and precision of group members’ thinking. Inquire into others’
ideas before advocating one’s own.
4. Putting Ideas on the Table
Ideas are the heart of meaningful dialogue and discussion. Label the intention of your
comments. For example: “Here is one idea…” or “One thought I have is…” or “Here is a
possible approach…” or “Another consideration might be…”.
5. Providing Data
Providing data, both qualitative and quantitative, in a variety of forms supports group
members in constructing shared understanding from their work. Data have no meaning
beyond that which we make of them; shared meaning develops from collaboratively
exploring, analyzing, and interpreting data.
6. Paying Attention to Self and Others
Meaningful dialogue and discussion are facilitated when each group member is conscious of
self and of others, and is aware of what (s)he is saying and how it is said as well as how
others are responding. This includes paying attention to learning styles when planning,
facilitating, and participating in group meetings and conversations.
7. Presuming Positive Intentions
Assuming that others’ intentions are positive promotes and facilitates meaningful dialogue
and discussion, and prevents unintentional put-downs. Using positive intentions in speech is
one manifestation of this norm.
 Center for Adaptive Schools
Participant Handouts: Gathering Evidence
www.adaptiveschools.com
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Participant Handouts: Gathering Evidence
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Handout 2: Evidence Cover Page
Teacher: ________________
Evaluator:
_______________________
Step 1: Collect
What day was the
piece of evidence
collected.
Artifact Title/Name: __________________________
Submission Date: _______________________________
Evidence Statements
Aligned Criteria
Step 2: Sort and
Align
Create evidence
statements from
the piece of
evidence and align
them with a
criterion or
component from
your district’s
instructional
framework –
typically the
teacher would
complete this step
and the evaluator
would check it.
Additional questions for the teacher:
Step 4: Draw Conclusions
After all pieces of evidence were collected and
any questions clarified, the evaluator will use
evidence from all of the evidence collected and all
data collected from other measures to come to a
summative score for all of the Washington State
Criteria following the process identified by the
district.
Participant Handouts: Gathering Evidence
Step 3: Interpret
and Clarify
What questions
would you want to
make sure to ask
this teacher, after
reviewing this
piece of
evidence?
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Handout 3: Evidence Collection Form
Teacher: ____________________________
Evaluator: ____________________________
Date
Artifact Name
Criteria
Participant Handouts: Gathering Evidence
Evidence Statement
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Participant Handouts: Gathering Evidence
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Handout 4: John Anderson’s Self-Assessment
Teacher: John Anderson
School: Thomas Jefferson Elementary
Evaluator: Karen Woods
Grade/Subject: 4th Grade
Step 1: Student Data Analysis

What strengths and weaknesses do your current students have?
Strengths: In order to assess the strengths, I used two forms of data. First, I reviewed school-collected
data on students, which includes the number of demerits, detentions, and suspensions (both in-and out-of
school) that students in the 3rd grade received. Last year, only 5% of students got in school-suspensions
(out of 90 kids), and 20% of students received detentions, with only 12% of those students receiving more
than one. For my second piece of data, I collected the anecdotal records from the 3 rd grade teachers on
the students who were children of concern. Of the students that are in my class this year, only 5 (out of
27) had anecdotal records taken on them for behavioral issues. Thus, it appears that these students, as a
whole, are a pretty well behaved grade.
Weaknesses: I also used two forms of data to determine student weaknesses, First, I referenced the
anecdotal notes of the 5 students that had behavioral issues. Last year, the teacher provided students
with individual rewards throughout the day in order for them to behave. However, I do not want my
students to become dependent upon small rewards throughout the day. Thus, I think they need to learn
how to regulate their own behavior throughout the day. Second, I used data from my students over the
last two years. In the middle of the year, I had my students take a survey about how well they got along
with their peers. Only 45% and 50% respectively of students each year said that they agreed that they got
along with their peers most of the time. I am going to use this same survey with my students at the
beginning of the year this year. But, based on data from the last two years, it appears that 3 rd grade
students need to learn how to work with their peers.
Step 2: Professional Practice Rating
Begin this step by rating yourself on the instructional framework your district is using as part of teacher
evaluation.
 How does your current practice measure against the instructional framework?
 What are areas that need improvement?
 What knowledge and skills will you need to meet your students’ needs?
Strengths: I used two pieces of evidence to determine my professional practice strengths. First, I used
my observation scores from last year. My principal gave me a rating of 3 for Criterion 5. While I received a
rating of 3, there was 1 dimension in the Danielson framework that I scored a 4. Second, I used my
student’s survey data from the middle of the year. I asked my students “how comfortable do you feel
asking for help?” 75% of students agreed or strongly agreed with this statement. Based on results from
my principal and my students, it appears that I am doing a good job creating a positive environment.
Weaknesses: I used one piece of evidence to assess my weakness. Last year, I did not provide my
students’ any service-learning experiences, which I have done the 2 years prior to that. When my
students performed service-learning, they were more engaged in the classroom and excited to help out
their community; however, I encountered significant challenges recruiting a wide enough range of servicelearning experiences from community organizations that were willing to partner with my students in a
really effective way. Thus, I want to make sure that I can implement a service-learning project again this
year so my students get that amazing experience and builds connection amongst the students, but I need
to find more effective strategies for building partnerships and assessing the quality of the service-learning
organizations that I select.
Participant Handouts: Gathering Evidence
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Handout 5: Set A, Evidence 1 Cover Page
Evidence Cover Page
Teacher: __John Anderson, 4th grade______________
Evaluator:
_ Karen Woods ___________________
Artifact Title/Name: _Student Survey__________________
Submission Date: _ December 2, 2012______________________
Evidence Statements
Aligned Criteria
Additional questions for the teacher
Participant Handouts: Gathering Evidence
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Student Survey Results
Never
Sometimes
Most of
the time
All the
time
1. I can ask my teacher for help.
5%
10%
15%
60%
2. I think my teacher does a good job
helping me learn.
10%
40%
35%
15%
3. My teacher knows when I need
help.
16%
20%
32%
32%
4. My teacher gives me work that
makes me think.
13%
23%
42%
22%
5. My teacher makes learning fun.
4%
24%
36%
36%
6. My teachers give me work that is
interesting.
12%
26%
26%
36%
7. My teacher really cares about me.
16%
18%
42%
24%
8. I get along with my classmates.
9%
30%
30%
31%
9. My classmates help me learn.
14%
39%
20%
27%
10. My classmates really care about
me.
6%
36%
15%
43%
Question
Participant Handouts: Gathering Evidence
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Handout 6: Set A, Evidence 2 Cover Page
Evidence Cover Page
Teacher: __John Anderson, 4th grade______________
Evaluator:
_ Karen Woods ___________________
Artifact Title/Name: __Student Awards________________________
Submission Date:
___1/21/13____________________________
Evidence Statements
Aligned Criteria
Additional questions for the teacher
Participant Handouts: Gathering Evidence
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I present this award to ___Sally__________________
For achieving excellence and having the
ability to go far in life. Thank you for
helping your neighbor with his classwork when
he had a hard time!
I present this award to
____Frank________________
For achieving excellence and having the
ability to go far in life. Thank you for
helping Ms. Jones pick up her papers in the
hallway. You were extremely polite and helped
keep the school clean.
I present this award to __Sam___________________
For achieving excellence and having the
ability to go far in life. Thank you for
starting a cheer for your classmate when he
finished his project.
Participant Handouts: Gathering Evidence
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Handout 7: Set B, Evidence 1 Cover Page
Evidence Cover Page
Teacher: __John Anderson, 4th grade______________
Evaluator:
_ Karen Woods ___________________
Artifact Title/Name: _Observation notes________________________
Submission Date:
___11-31-12____________________________
Evidence Statements
Aligned Criteria
Additional questions for the teacher
Participant Handouts: Gathering Evidence
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Observation Notes, with a focus on classroom environment


T “We’ll do this with respect. If you disagree be prepared to tell why”


T “I think Thomas ‘group was finished first. Let’s begin with them.

Students started in whole group with desks arranged in small groups. Later moved to rug
on floor.

T “I’m going to call you over by group. Bring your dry erase board and eraser and come to
your spot on the rug.” (Students moved to the rug and brought their materials as the
teacher had directed. They walked and did not push.)

T, “Miranda’s Group push your chair in and come to the group. (Students moved to rug as
asked.)

Students raised their hands when teacher asked questions and waited to be called on
before they answered.

Students organized their white boards, without the teachers’ direction, to include 3
sections: Moral of story, Problem, Character Trait.

Teacher counted, “5-4-3-2-1 everybody face me. Excellent work.” Students stopped
talking and turned to look at her.

Teacher did a clapping patter and the students clapped the same pattern. They stopped
talking after the clapping stopped.

T “Please crisscross applesauce.” (Students crossed their legs.)



There were no incidents of student misbehavior.


Classroom had charts posted regarding reading, math and language arts content.




Objective written on a white board easel near the rug where students were seated
T ”Excellent, excellent work my journalist trainees. I heard some great conversation.
Good work”
S “I have a way to shorten it up (the answer about morale of the story). Another S “Yes I
can shorten it up too. The shoemaker lost all of his friends. “ Students smiled at each
other and decided to write the 2nd student’s idea. Teacher, “Very Good.”
Observed students did not interrupt other students when they were talking.
Students followed teacher directions and did not interrupt when she was reading or giving
directions.
Desks were arranged in small groups on one side of the room and a rug with squares for
each child was next to the desks.
Sets of books arranged in small baskets on shelves in the room
Caddies on tables that contain scissors, crayons, pencils.
KWL charts with post-it notes in the columns displayed on the wall.
Participant Handouts: Gathering Evidence
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Handout 8: Set B, Evidence 2 Cover Page
Evidence Cover Page
Teacher: __John Anderson, 4th grade______________
Evaluator:
_ Karen Woods ___________________
Artifact Title/Name: __Classroom Layout_______________________
Submission Date:
___11-31-12____________________________
Evidence Statements
Aligned Criteria
Additional questions for the teacher
Participant Handouts: Gathering Evidence
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Description of Physical Layout: I have 29 students in my 4th grade classroom, so I had
to position my desks in such a way that I would have 5 groups, as I did not want to have
groups larger than 6. Furthermore, I wanted the sharing rug to be center in the
classroom so students new that sharing and discussions were going to be common in
the classroom. I wanted them to know we would have a space where we would come
together as a class. Along with my table groupings, I needed to make sure I had space
for a guided reading group table, which I placed near my desk. My desk was facing the
wall in order to conserve space, and I rarely sit at my desk. I also have a library in the
corner, with pillows and rugs for students to sit on, so they would have a comfortable
space for reading during independent reading time or during centers. Finally, I had my
time out corner in the back of the room. This is not for negative behavior, but just so
students have a space to calm down if they are getting frustrated or want to journal.
Participant Handouts: Gathering Evidence
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Handout 9: Set C, Evidence 1 Cover Page
Evidence Cover Page
Teacher: __John Anderson, 4th grade______________
Evaluator:
_ Karen Woods ___________________
Artifact Title/Name: ___Behavior Contract_______________________
Submission Date:
____12-1-12___________________________
Evidence Statements
Aligned Criteria
Additional questions for the teacher
Participant Handouts: Gathering Evidence
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Behavior Contract
This behavior contract is created in order to help the student achieve high
academic success. In order to have high academic success, the student
needs some assistance in controlling his behavior. Thus, the teacher and
student have sat down and talked about the times when the student
becomes disruptive and needs redirection. The steps to correct this
behavior are outlined below.
Student: _Jackson Smith________ Teacher: ___John Anderson______________
Grade/room: __4th grade________ Date: ___11/30/12_____________________
Behaviors That Need Improvement:
Why These Behaviors Occur:
Talking out of turn.
I get frustrated that students take a
long time.
I get bored.
Pushing students in line.
Taking materials when they are not
needed.
Things To Do Instead (student):
Things To Do (teacher):
Write what I need to say.
Remind you of what you should be
doing.
Let you know it is okay to make a
mistake and remind you to keep
trying.
Give you more responsibility in the
class.
Help other students get in line more
quickly.
Ask what materials I will need for
the day.
Rewards For Improving Behavior
1. You get to be the last to put your materials away so you can use them
longer (8 stickers per week)
2. Picking your classroom job for the following week (need 10 stickers per
week)
Participant Handouts: Gathering Evidence
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Student signature: ______________________________
Teacher signature: ___________________
Parent signature: _______________________________
Sticker for stopping following behaviors
Week 1
Monday

Tuesday

Wednesday
Thursday
Friday




Week 2
Monday


Tuesday


Wednesday
Thursday
Friday




Monday


Tuesday


Wednesday


Thursday


Friday
Week 4
Monday



Tuesday


Wednesday


Thursday


Friday



Week 3
Participant Handouts: Gathering Evidence
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
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Participant Handouts: Gathering Evidence
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Handout 10: Set C, Evidence 2 Cover Page
Evidence Cover Page
Teacher: __John Anderson, 4th grade______________
Evaluator:
_ Karen Woods ___________________
Artifact Title/Name: __________________________
Submission Date: _______________________________
Evidence Statements
Aligned Criteria
Additional questions for the teacher
Participant Handouts: Gathering Evidence
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Rules and Procedures for the Scholars in Room 109
The Scholars’ Rules
We will…
1. Respect others in our class (belongings, feelings, thoughts and personal space).
2. Follow directions first time they are given.
3. Keep hands, feet, and objects to ourselves.
4. Be responsible for your own learning.
5. We fix our mistakes
The Scholars’ Consequences
If I CHOOSE to break the rules…
 Green - Warning
 Yellow – Time Out Journal
 Red - Contact home
Purple – Super scholar students of the day – get first choice for choice time
Severe disruptions/violence – sent out of room, and will be given a detention.
The Scholars’ Rewards
If I CHOOSE to follow the rules  …
 Verbal praise
 Praise call home to parents
 Raffles
 Computer time
 Class surprises
 Stars and stickers
Morning Routine
 Walk into the classroom and get out all necessary materials.
 Move their close pin, “Here, Ready to learn!” while other group quietly hangs up
their coats and book bags.
 Put homework in homework basket.
 Begin Morning Warm-Up work
Movement in the Classroom (trash can and pencil sharpener)
 You may not get out of your seats without permission or during instructional time.
 You may move in the classroom if we are working independently – I will give you
the signal.
Bathroom/water fountain
 Twice a day as a class or extreme emergency
 If you have a medical condition, I will need a note from your doctor.
Participant Handouts: Gathering Evidence
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Lining up and Hallway Procedure
 We will line up in a boys and girls line – in alphabetical order by first name.
 Quietest line up first
 Stand up and push in your chairs
 Face forwards with hands to your side or crossed, shoulders square with person
in front.
 Quiet in the hallway at all times.
 Line leaders will be in be models of how to walk.
 Line Caboose will be in charge of making sure people are lined up correctly.
 If someone talks or complains about cutting, you cannot be line leader.
Behavior during interruptions/school announcements
 For a school wide announcement, you stay seated and listen to the
announcement.
 Someone comes to speak with me, you stay seated, quiet and continue doing
work.
Getting Your Attention
 There will be a couple of different ways that I will get your attention
o Claps
o Give Me Five
 By the time I count to give you should have: 1) Eyes on Speaker, 2)
Quiet, 3) Be still, 4) Hands free (put things down) and 5) Listen
o Toss a bean bag to those that are "ready" and close the lesson with what
they just learned.
o Eye spy a rhyming word that rhymes with mouth-the first person sitting
quietly can find one-south!
o Simon Says-I will say "Mr. Yoder says put your hands on your nose-eyesall those that are ready-mouth!
o Sing to the tune of "if you're happy and you know it clap your hands-"if
you're ready and you know it sit up straight..."
Speaking in Class/Voices used in class.
 Six inch voices: You should be using your six inch voices during group work and
during instructional time, which means I expect you to be speaking at a volume
that cannot be heard 6 inches away from your face.
 Cafeteria voices: When we are having class discussions and oral presentations, I
expect you to use your cafeteria voices – voices that someone will be able to
hear you in the cafeteria when communicating with the person at the other end of
the table.
Where Do You Put Your Work
 Put work in the class work basket or in your class work folder.
Participant Handouts: Gathering Evidence
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***Finish Work Early
 Study vocabulary or spelling words.
 Read a book from Book Box
 Picture Box
 File Folder Games
 Unfinished projects/centers
 Fun Time Packet
What You Should Be Doing When You Are Listening
 Looking at the speaker
 Mouth closed
 Hands still
 Stop what you are doing
Materials
 Each group will be given an area for materials, pencils, pencil sharpener, paper,
manipulatives, etc.
 One person will be given the job in each group to get their materials.
 Each group that is able to keep all pencils, materials organized, and work
together nicely will be rewarded different prizes and privileges each week.
 Trash Boxes – cut up a box and allow students from each group to decorate it.
They will put their trash in their during the day and one student will be asked to
dispose of it at the end of the day.
Jobs






Pencil Sharpener and supplies
 Line leaders (2)
Floor
 Line Caboose (2)
Checks in uniform – hands out sticker
 Passes out paper (2)
Door and lights
 Plant Manager
Collection Officer – gather previous days homework assignment. If a student
neglected to do his homework, The Collection Officer has the student sign a
dated card.
Directions Director – One student will be assigned to listen carefully for all
directions. If other students have questions, they will ask him/her first.
End of Day Routine
 We will have choice time for 10 minutes at 2:20 every day.
 After choice time, we will go back to our seats.
 I will have different groups go gather their belongings and their homework, and
put all their stuff on their chair, while others fill in their Stoplight calendar.
 Once everyone has gotten their stuff, we will line up.
 After everyone is quiet, we will leave for the day.
** Procedures may be modified or changed in order to maximize efficiency and class
learning.
Participant Handouts: Gathering Evidence
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Reflection on how well the classroom rules and procedures are going:
Overall, the classroom rules and procedures are going according to plan. We did modify
the classroom rules a bit as a class in order for students to have a voice in the rules.
Students did not like “follow directions first time they are given” because they felt
sometimes they might not hear me if they are working in groups, and they didn’t want to
get punished if they were doing work. Thus, they changed it, “follow directions so we
can work hard” which I thought was pretty great. Additionally, they wanted some more
rewards – they didn’t like how generic “class surprises” were. This class is pretty great
in that they wanted to be able to vote on class rewards, so we switched it up to be a bit
more democratic. One area of concern is the classroom jobs. They get upset when they
do not get a job for the week, so I am trying to think of more jobs that I can have
students do, or figure out ways students can assist each other on their jobs.
Additionally, they had a hard time with the “movement in the classroom” rules. I was
forgetting to give them the signal to be able to move around the classroom during
independent work. So, actually, I could probably use that as another job  Overall,
though, I think we are moving along quite nicely.
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5: Safe learning environment
Planning
Classroom
Observation
SelfAssessment &
Reflection
Perception
Survey Data
Peer
Evaluation
Portfolio
Assessment
Student
Achievement
Data
Student Work
Samples
Classroom
Observation
SelfAssessment &
Reflection
Perception
Survey Data
Peer
Evaluation
Portfolio
Assessment
Student
Achievement
Data
Student Work
Samples
Danielson Dimensions
Planning
Criterion/
Components
5: Safe learning Criterion/
environment Components
Handout 11: Measures Aligned to Instructional Frameworks for Criterion 5
2a: Respect and rapport
2c: Classroom procedures
2d: Student behavior
2e: Physical space
CEL Components
CEC1: Arrangement of
classroom
CEC2: Accessibility and use
of materials
CEC4: Use of learning time
CEC5: Managing student
behavior
CEC6: Student status
CEC7: Norms for learning
Participant Handouts: Gathering Evidence
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Student Work
Samples
Student
Achievement
Data
Portfolio
Assessment
Peer
Evaluation
Perception
Survey Data
SelfAssessment &
Reflection
Classroom
Observation
Planning
Criterion/
Components
5: Safe learning environment
Marzano Components
5.1 Organize physical layout
5.2 Review expectations to
rules/procedures
5.3 Demonstrate "withitness"
5.4 Apply consequences
5.5 Acknowledge adherence
to rules/procedures
5.6 Display objectivity and
control
Participant Handouts: Gathering Evidence
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Unsatisfactory
Basic
Proficient
Distinguished
Score
Basic
Proficient
Distinguished
Score
CEL Components
Unsatisfactory
Handout 12: Criterion Scoring Aligned to Instructional Frameworks for Criterion
5
CEC1: Arrangement of classroom
CEC2: Accessibility and use of materials
CEC4: Use of learning time
CEC5: Managing student behavior
CEC6: Student status
CEC7: Norms for learning
Marzano Components
5.1 Organize physical layout
5.2 Review expectations to rules/procedures
5.3 Demonstrate "withitness"
5.4 Apply consequences
5.5 Acknowledge adherence to rules/procedures
5.6 Display objectivity and control
Participant Handouts: Gathering Evidence
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Score
Distinguished
Proficient
Basic
Unsatisfactory
Danielson Dimensions
2a: Respect and rapport
2c: Classroom procedures
2d: Student behavior
2e: Physical space
Participant Handouts: Gathering Evidence
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Handout 13
Implementation Planning – Three Steps
Step 1: Increase Feasibility and Clarity
Complete the Evidence Collection Form for your selected instructional framework table. You should have started this process in
Part A. If more information is needed, identify the people responsible for gathering the information and making the decision.
Participant Handouts: Gathering Evidence
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Handout 13.A: Evidence Collection Form: CEL
2: Demonstrate
effective teaching
1: High expectations
for achievement
Student Work
Samples
Student
Achievement
Data
Portfolio
Assessment
Peer
Evaluation
Perception
Survey Data
SelfAssessment &
Reflection
Classroom
Observation
CEL Components
Planning
Criterion/
Components
Directions: Review the teacher evaluation criteria below with your team. Take one criterion at a time and discuss with your team
the best ways to collect data to measure teacher effectiveness. Place an “X” in the box that best represents the methodology(ies)
decided upon by your team. Use the “Multiple Ways to Measures Teacher Effectiveness” document as a reference. It’s not
expected that all measures be used and some measures may be included more than once. This is a conversation starter and
should not be considered all inclusive.
Notes
P1: Connect to standards; broader
purpose
P4: Communicate learning targets
P5: Success criteria and performance
tasks
SE3: Work of high cognitive demand
CEC3: Discussion, collaboration,
accountable
SE1: Quality of questioning
SE5: Participation and meaning making
SE6: Substance of student talk
CP6: Scaffolds the task
CP7: Gradual release of responsibility
Participant Handouts: Gathering Evidence
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Student Work
Samples
Student
Achievement
Data
Portfolio
Assessment
Peer
Evaluation
Perception
Survey Data
SelfAssessment &
Reflection
Classroom
Observation
Planning
3: Addresses individual Criterion/
student needs
Components
4: Content and
curriculum
CEL Components
Notes
P3: Teaching based on students' learning
needs
SE2: Ownership of learning
SE4: Strategies capitalize learning needs
CP5: Differentiated instruction
A6: Teaching use formative assessment
data
P2: Connection to previous and future
lessons
CP1: Alignment of instruct materials and
tasks
CP2: Discipline-specific conceptual
understanding
CP3: Pedagogical content knowledge
CP4: Teacher knowledge of content
5: Safe learning
environment
CEC1: Arrangement of classroom
CEC2: Accessibility and use of materials
CEC4: Use of learning time
CEC5: Managing student behavior
CEC6: Student status
CEC7: Norms for learning
Participant Handouts: Gathering Evidence
33
Student Work
Samples
Student
Achievement
Data
Portfolio
Assessment
Peer
Evaluation
Perception
Survey Data
SelfAssessment &
Reflection
Classroom
Observation
Planning
Criterion/
Components
CEL Components
Notes
7: Families
and
community
6: Use of
student data
A1: Self-assessment of learning
A2: Demonstration of learning
A3: Formative assessment opportunities
A4: Collection systems for formative
assessment data
A5: Student use of assessment data
PCC3: Parents and guardians
PCC4: Communication within school
community
Participant Handouts: Gathering Evidence
34
Student Work
Samples
Student
Achievement
Data
Portfolio
Assessment
Peer
Evaluation
Perception
Survey Data
SelfAssessment &
Reflection
Classroom
Observation
Planning
Criterion/
Components
8: Collaboration
with colleagues
CEL Components
Notes
PCC1: Collaborate with peers and
administration
PCC2: Professional and collegial
relationships
PCC5: Supports school, district, and state
curricula
PCC6: Ethics and advocacy
Based on the evidence collection form, which artifacts need to be collected?
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Handout 13.B: Evidence Collection Form: Danielson
4: Content and
curriculum
Student
Achievement
Data
Student Work
Samples
Portfolio
Assessment
Peer
Evaluation
Perception
Survey Data
SelfAssessment &
Reflection
Classroom
Observation
Danielson Dimensions
Planning
3:
2:
1: High
Criterion/
Addresses Demonstrate expectations
individual
effective
for
Components
student needs
teaching
achievement
Directions: Review the teacher evaluation criteria below with your team. Take one criterion at a time and discuss with your team
the best ways to collect data to measure teacher effectiveness. Place an “X” in the box that best represents the methodology(ies)
decided upon by your team. Use the “Multiple Ways to Measures Teacher Effectiveness” document as a reference. It’s not
expected that all measures be used and some measures may be included more than once. This is a conversation starter and
should not be considered all inclusive.
Notes
2b: Establish culture
3a: Communication with students
3c: Engage students in learning
3b: Quest and discussion techniques
4a: Reflecting
1b: Knowledge of student
3e: Flexibility and responsive
1a: Content pedagogy
1c: Instructional outcomes
1d: Resources
1e: Designing coherent instruction
Participant Handouts: Gathering Evidence
37
Student Work
Samples
Student
Achievement
Data
Portfolio
Assessment
Peer
Evaluation
Perception
Survey Data
SelfAssessment &
Reflection
Classroom
Observation
Planning
Criterion/
Components
5: Safe learning
environment
1f: Student assessments
7: Families
8: Collaboration
and
with colleagues community
2a: Respect and rapport
6: Use of
student data
Danielson Dimensions
Notes
2c: Classroom procedures
2d: Student behavior
2e: Physical space
3d: Using student assessments
4b: Accurate records
4c: Communicating with families
4d: Professional community
4e: Grow professionally
4f: Show professionally
Participant Handouts: Gathering Evidence
38
Based on the evidence collection form, which artifacts need to be collected?
Participant Handouts: Gathering Evidence
39
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Handout 13.C: Evidence Collection Form: Marzano
2: Demonstrate effective teaching
Student Work
Samples
Student
Achievement
Data
Portfolio
Assessment
Peer
Evaluation
Perception
Survey Data
SelfAssessment &
Reflection
Classroom
Observation
Marzano Components
Planning
1: High
Criterion/
expectations for
Components
achievement
Directions: Review the teacher evaluation criteria below with your team. Take one criterion at a time and discuss with your team
the best ways to collect data to measure teacher effectiveness. Place an “X” in the box that best represents the methodology(ies)
decided upon by your team. Use the “Multiple Ways to Measures Teacher Effectiveness” document as a reference. It’s not
expected that all measures be used and some measures may be included more than once. This is a conversation starter and
should not be considered all inclusive.
Notes
1.1 Clear learning goals
1.2 Celebrating success
1.3 Students' interests/backgrounds
1.4 Demonstrate value and respect
2.1 Interact with new knowledge
2.2 Organize to practice and deepen
knowledge
2.3 Organize cognitive complex tasks
2.4 Ask questions
2.5 Probe incorrect answers
2.6 Notice students not engaged
2.7 Use/apply academic vocabulary
2.8 Evaluate effectiveness of lessons and
units
Participant Handouts: Gathering Evidence
41
Student Work
Samples
Student
Achievement
Data
Portfolio
Assessment
Peer
Evaluation
Perception
Survey Data
SelfAssessment &
Reflection
Classroom
Observation
Planning
Criterion/
Components
3:
4:
Addresses
Content and
individual student
curriculum
needs
Marzano Components
Notes
3.1 Effective scaffolding of information
3.2 Planning and preparing for needs of all
students
4.1 Attention to est. content standards
4.2 Use available resources and
technology
5: Safe
learning environment
5.1 Organize physical layout
5.2 Review expectations to
rules/procedures
5.3 Demonstrate "withitness"
5.4 Apply consequences
5.5 Acknowledge adherence to
rules/procedures
6: Use of
student data
5.6 Display objectivity and control
6.1 Design instruction aligned to
assessment
6.2 Use multiple data elements
6.3 Track student progress
Participant Handouts: Gathering Evidence
42
Student Work
Samples
Student
Achievement
Data
Portfolio
Assessment
Peer
Evaluation
Perception
Survey Data
SelfAssessment &
Reflection
Classroom
Observation
Planning
Criteria/
Component
7: Families
and
community
8: Collaboration
with colleagues
Marzano Components
Notes
7.1 Positive interactions about students and
parents —courses, programs, events
7.2 Positive interactions about students and
parents —timeliness and professionalism
8.1 Seeking mentorship for NOI areas
8.2 Positive interactions with colleagues
8.3 Participate in district and school initiatives
8.4 Monitor progress towards professional
growth
Based on the evidence collection form, which artifacts need to be collected?
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Handout 14: Step 2: Increase Feasibility and Clarity
Describe the entire evaluation process in detail, describing roles of teachers and evaluators—
consider the following questions:
What are the teacher's roles?
What are the evaluator's roles?
How will teacher self-assessment fit in?
How can meetings for discussing evidence be combined with pre- or postobservation meetings, to minimize the number of required meetings?
Participant Handouts: Gathering Evidence
45
How will these various pieces of evidence, interviews, student
surveys, etc. be integrated into the evaluation system?
How will these other measures be scored?
How will you weight the different measures?
How can teacher leaders and professional learning communities be
used in the evaluation process?
How will evaluators combine data and calculate a summative
rating?
Participant Handouts: Gathering Evidence
46
Handout 15:Step 3: Plan for Implementing Evidence
Review
Planning
Identify which criteria teachers
are going to be asked to
collect evidence to support.
Identify how evidence that are
already collected will be
leveraged.
Identify common evidence
that all or most teachers could
collect for each of these
criteria.
System Design and Organization
Identify tools for collecting and
organizing evidence (forms,
the role of e-mail and other
technology).
Articulate the district process
for collecting and submitting
evidence.
Create a timeline for the
evidence review process that
includes the other
components of teacher
evaluation.
Implementation/Evaluation/Feedback
Identify ways to train teachers
how to select and self-assess
quality evidence of practice.
Create a process to train
evaluators on how to evaluate
evidence in relation to
instructional frameworks.
Determine how evidence can
be used for professional
growth.
Communicate Expectations
Communicate schoolwide
expectations to all educators:
what, how and when to share
evidence (faculty meeting, email, calendar reminders, etc.)
Participant Handouts: Gathering Evidence
47