Washington State Teacher and Principal
Evaluation Project
Preparing and Applying Formative Multiple Measures
of Performance
Part B: Conducting High-Quality Self-Assessments
Facilitator Guide
June 2013
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
Contents
Overview of the Training Module Series............................................................................. 1
Audience......................................................................................................................... 1
Timing and Structure ...................................................................................................... 1
List of Training Modules.................................................................................................. 2
Preparing for the Conducting High-Quality Self-Assessments Module ............................. 4
Module Overview ............................................................................................................ 4
Context ........................................................................................................................... 4
Intended Outcomes ........................................................................................................ 4
Agenda for for the Conducting High-Quality Self-Assessments Module ......................... 5
Equipment and Materials ................................................................................................ 6
Materials to Prepare .................................................................................................... 6
Materials to Bring ........................................................................................................ 6
Facilitator Guide ................................................................................................................. 7
Welcome......................................................................................................................... 7
Connecting ..................................................................................................................... 9
Connecting Content .................................................................................................... 9
Connecting Activity: Building on Current Practices ................................................... 10
Connecting Wrap Up ................................................................................................. 10
Learning........................................................................................................................ 11
Learning Content: Best Practices in Self-Assessment .............................................. 11
Learning Activity: Characteristics of a High-Quality Self-Assessment ....................... 14
Learning Debrief........................................................................................................ 15
Implementing ................................................................................................................ 16
Implementing Activity ................................................................................................ 16
Implementing Debrief ................................................................................................ 16
Reflecting...................................................................................................................... 17
Wrap Up ....................................................................................................................... 18
Overview of the Training Module Series
This series of seven training modules is designed to prepare school leadership teams
for the implementation of new educator evaluation systems through the following
intended outcomes:

Make the components of educator evaluation concrete and actionable for
educators and their evaluators.

Support district and school leadership teams in developing a common
understanding of the new educator evaluation legislation, criteria, and
frameworks, and the opportunities for professional growth and development.

Provide participants with implementation tips and strategies to help schools make
educator evaluation meaningful and doable.
The training module series will accomplish these goals through the use of consistent,
standardized training materials, detailed facilitator guides, and participant handouts.
Audience
The audience for each module is district-level leadership teams of four to six people.
Districts may bring some or all school leadership teams together for a single training
session, or training sessions may consist of teams from several districts within a region.
These modules can also be used individually or with small groups of educators.
The Office of Superintendent of Public Instruction (OSPI) recommends that each district
leadership team include the district administrators, principals, and two to three current
classroom teachers representing a variety of subject areas, grade levels, and/or student
needs. The modules are designed so that school leadership teams can facilitate
abbreviated or complete versions of each module to other school staff (see the Timing
and Structure section for more details). For districts that are interested in bringing these
trainings back to their school sites, team members should be comfortable presenting
information to a group of adult learners.
Timing and Structure
This module, Preparing and Applying Formative Multiple Measures of Performance: An
Introduction to Self-Assessment, Goal Setting, and Criterion Scoring is divided into four
sessions designed to last two hours each. Sessions include interactive learning
activities, with some activities being optional depending on the length of time allotted.
Suggested homework assignments described at the conclusion of each module are
intended to help participants extend and apply their learning, and are designed to take
about an hour.
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Each session in this module is organized into a four-part structure to help facilitators
and participants pace the content appropriately. The four segments of each session are
as follows:

Connecting—Builds community, prepares the team for learning, and links to
prior knowledge, other modules, and current work

Learning—Describes key concepts and highlights various implementation
scenarios; supports teams in applying knowledge and sharing ideas

Implementing—Supports teams in problem-solving and planning next steps for
schools and districts

Reflecting—Engages participants in providing feedback, reflecting on learning,
and closing the session
List of Training Modules
Introduction to Educator Evaluation in Washington. The basics of educator
evaluation reforms, the evaluation criteria for teachers and principals, the four-level
rating system, state and local decision matrix and a preview of the remaining modules.
Using Instructional and Leadership Frameworks in Educator Evaluation. An
orientation to the components of instructional and leadership frameworks, how they are
different from previous evaluation tools, and how they support identification of practice
across a continuum. This module will provide a “jumpstart” into the three instructional
and two leadership frameworks.
Preparing and Applying Formative Multiple Measures of Performance: An
Introduction to Self-Assessment, Goal Setting, and Criterion Scoring. An overview
of the types of measures required and supported by RCW 28A.405.100 and WAC 392191A, the differences between measures and evidence, how to move beyond an
observation-only evaluation system, and the benefits to the types of measures used in
educator evaluation. This module includes criterion scoring guidance that has been
informed by the instructional and leadership framework authors.
Including Student Growth in Educator Evaluation. An overview of goal setting for
student growth, selecting classroom-based, school-based, district-based, and statebased tools, and using student learning data in educator evaluation. This module will
offer a process for establishing student growth goals, examples of student growth goals,
and a process for determining the change in student achievement between two points in
time.
Conducting High-Quality Observations and Maximizing Rater Agreement. An
overview of high-quality observation practices with special emphasis on collecting
evidence, strategies for maximizing rater agreement, and strategies for districts and
school administrators to learn about and plan for maximizing rater agreement.
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Providing High-Quality Feedback for Continuous Professional Growth and
Development. An overview of examples of, and protocols for, how to provide feedback
to teachers and leaders so that they continue to grow and improve in their practice; how
to engage faculty in these conversations; and strategies for connecting professional
development planning with evaluation outcomes.
Combining Multiple Measures into a Summative Rating. While an evaluation rating
is often viewed as a measure of a single point in time, it is actually the culmination of a
comprehensive process of self-assessment, goal-setting, plan implementation,
dialogue, and reflection that unfolds over months. This module provides an
understanding of how to assess practice using multiple types of evidence and
performance rubrics in a thoughtful, comprehensive, reliable manner and follow the
process from OSPI to create an overall performance rating.
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Preparing for the Conducting High-Quality
Self-Assessments Module
Module Overview
This module is designed to provide an overview of using measures and evidence in a
comprehensive evaluation system for teachers and leaders. This module provides an
orientation to the basic concepts of different types of measures, how to gather
evidence, and how to use each in alignment with the Washington state evaluation
criteria and for ongoing reflection about teaching and leadership practice. This module
supports the notion that districts have flexibility to determine which types of measures
(beyond observations and student growth) will best suit their context and that there is
not one uniform way to create a multiple measures evaluation system. This module
does not go into great depth about evidence in relationship to any of the specific
instructional or leadership frameworks and instead leaves it up to the districts. This
module has been informed by the ongoing collaboration with the framework authors.
The training provided by the ICFFs and LCFFs offer examples of evidence related to the
rubrics and guides evaluators to be intentional and thoughtful about the mulitiple
measures of teacher or principal performance. This module does not address student
growth as one of the measures because a separate module, Including Student Growth
in Educator Evaluation, is designed to address student growth measures. This module
is broken into four sessions with each session being 2 hours in length.
Context
Participants will have varying levels of knowledge about the use of multiple measures in an
evaluation system. Many participants may be familiar with observations as the main
measure of teacher performance; participants may have also begun learning about the
need for additional measures to address all of the criteria. Some may have attended
meetings, participated in other training sessions, talked to neighboring districts, or watched
recorded webinars, while others may have only a passing knowledge of multiple measures
of performance and what is involved in a more comprehensive evaluation system.
This module has been created so that a facilitator can deliver the content in a variety of
ways. Since the module is broken into four sessions, each lasting two hours, a facilitator
can choose to conduct four two-hour sessions or two four-hour sessions, or may
arrange the learning and implementing components into another configuration of time
that works for the participants.
Intended Outcomes
At the end of this session, participants will be able to:

Determine specific measures to support implementation of evaluation in their
districts
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
Support effective self-assessment to support evaluation in alignment with the
Washington State Criteria
Agenda for the Conducting High-Quality Self-Assessments Module
1. Entry Task and Welcome (5 minutes)
a. Entry task (2 minutes)
b. Welcome, Introductions, and Norms (3 minutes)
2. Connecting (15 minutes)
a. Connecting Content: Self-Assessment as One Piece of the Puzzle (2
minutes)
b. Connecting Activity: Building on Current Practices (10 minutes)
c. Connecting Wrap Up/Debrief (3 minutes)
3. Learning (35 minutes)
a. Learning Content: Best Practices in Self-Assessment (8 minutes)
b. Learning Activity: Characteristics of a High-Quality Self-Assessment (18
minutes)
c. Learning Wrap Up/Debrief (4 minutes)
4. Implementing (60 minutes)
a. Implementing Content (5 minutes)
b. Implementing Activities: Leading a High-Quality Self-Assessment (45
minutes)
c. Implementing Wrap Up/Debrief (10 minutes)
5. Reflecting (5 minutes)
a. What’s Next and Homework Options
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Equipment and Materials
Equipment: Laptop computer, projector
Materials to Prepare:

Make a copy of the Participant Handout packet for each participant.

Prior to the session starting, put four pieces of chart paper on the wall with the
following labels:
1. As a tool for educators only to reflect upon and determine their areas of
strength and growth for goal-setting
2. As a conversation starter between the evaluator and the educator for goalsetting
3. As a measure of educator growth – the self-assessment becomes the starting
point and the final evaluation the ending point
4. Undecided

Create a chart paper list with the session norms on it and post where everyone
can see it.

Label two pieces of chart paper for you to record participant responses during the
Connecting Debrief:


Educator analysis of student data

Educator reflection
Prepare Plus/Delta Chart for use at the conclusion of the session.
Materials to Bring:
Put the following materials on each table:

Markers (several per table)

Standard-size sticky notes (at least one pad per table)
Bring the following materials for use by you:

Chime/bell or some predetermined signal (clapping three times) that will be used
at several points during the meeting to get participant attention

Chart paper, easel, and markers
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Facilitator Guide
Welcome
Slide 2 is the entry task slide.
During this slide, remind participants to complete
the instructions on the slide. Ensure all district
teams complete this task as it will lead off the
implementing section and ensure districts engage in
the right activities.
Slide 2
Welcome participants, introduce yourself, and ask
participants to briefly do the same with their first
name and role. If the group is large, ask for a quick
identification of district teams by district.
Explain the logistics for today’s sessions
(restrooms, food/beverages, etc.)
This slide lists the agenda for the session.
Explain: Like previous modules, the agenda for this
session is divided into four main sections. We will
begin with some connecting activities to help build
community, prepare everyone for learning, and link
to prior knowledge, other modules, and your current
work. Then we will transition to the learning
segment, where the key concepts for this module
are explained. The implementing portion of the day
focuses on what you’ll need to do to implement the
content from this module session after leaving here
today. We’ll end with reflection time so that you can
provide feedback and reflect on your learning, and
then we’ll close the session.
Facilitator Guide: Conducting High-Quality Self-Assessments
Slide 3
7
Explain: This module is part of a series of modules
that OSPI has packaged together to support
statewide implementation of new educator evaluation
systems. Section 5 of Senate Bill 5895 states that
“the Office of the Superintendent of Public Instruction
must develop and make available a professional
development program to support the implementation
of the evaluation systems required by RCW
28A.405.100. The program components may be
organized into professional development modules for
principals, administrators, and teachers.” These
modules aren’t intended to be the only training that
you receive, but are meant to build awareness and a
common foundation across the state.
Slide 4
This module is divided into four, two-hour-long
sessions. This session focuses on conducting highquality self-assessments.
Explain: These modules are intended to support
the evaluation system model components as
outlined here on this table from the TPEP website.
These components are intended to fit together to
create and support a system of professional growth
for educators in our state.
Slide 5
Explain: Let’s have a brief review of the norms for
today’s sessions. These are the same norms as our
previous sessions. [Read the norms on the slide
and reference the chart paper posted on the wall
with the norms listed.] You also have a copy of
these in your participant packet to refer to
throughout the session.
Any comments about these norms? Any to add?
Now, with these norms in mind, we can get started
with the module content.
Facilitator Guide: Conducting High-Quality Self-Assessments
Slide 6
8
Connecting
Slide 7 is the transition slide to the Connecting
segment of the module.
Remind the group of the purposes of the
Connecting segment (listed on the slide).
Slide 7
Connecting Content
Explain: The outcomes for today’s session are as
follows: [read slide].
Slide 8
Explain: This module builds on the information you
learned in the first session on using multiple
measures in teacher and principal evaluation.
Educator self-assessment is one strong measure
that can be used as part of a teacher and principal
evaluation system.
One reason to include self-assessment in
evaluation is that it builds on what we know best
practices are around teaching and leading, including
analyzing student data and regular reflection on
practice.
Slide 9
Some districts find that the elements of selfassessment are already district expectations – and
that adding this measure into teacher and principal
evaluation builds on practices in which the district is
already engaged.
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Connecting Activity: Building on Current
Practices
Explain: Today we are going to learn about the
components of a high-quality self-assessment. But
we don’t want to forget that many components of
self-assessment are probably already going on in
your district. You will want to build on these existing
practices if and when you choose to use selfassessment as part of teacher and principal
evaluation.
Slide 10
Work with your district team to describe any
processes, practices, and structures already in
place that support teacher and principal analysis of
student data and reflection on teaching and leading
practice. If some of these practices are school-site
specific, record them as well.
Choose a recorder to write your district’s answers
on the “Building on Current Practices” worksheet in
your handout packet.
Give participants about 10 minutes to record their
current practices.
Call the group back together for the Connecting
Wrap Up.
Connecting Wrap-Up
Ask for two or three groups to volunteer to share
what they are doing around each topic:

Teacher and principal analysis of student
data

Teacher and principal reflection
Record their responses on the pieces of chart paper
you labeled before the session.
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Learning
Slide 11 is the transition slide to the Learning
segment of the session.
Remind participants about the purposes of the
Learning segment and the specific outcomes
aligned to this part of the session.
Explain: Now we transition to the Learning segment
of the session, where we will cover the main content
and objectives for this module.
Slide 11
Learning Content: Best Practices in SelfAssessment
Explain: As mentioned before, the self-assessment
process supports good teaching and leading
practices, including analysis of student data,
focusing on student learning, and encouraging
teacher and principal reflection based on
frameworks.
The self-assessment process also prepares
teachers for goal-setting, which we will discuss in
greater detail in the next session.
Slide 12
Before we explore the self-assessment process,
let’s begin by defining what we mean “selfassessment.”
Can anyone offer a definition? What do you think of
when you hear “self-assessment”?
Participants will likely offer suggestions with
common understandings, such as reflecting on
one’s own practices against the instructional or
leadership framework.
Affirm these suggestions and then move to Slide 13.
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Explain: In our discussion today, we are going to
be using a more expanded definition of selfassessment. Specifically, this module focuses on
self-assessment as a process for reflecting on an
educator’s professional practice strengths and
weaknesses in light of the needs of the students
he or she serves. Self-assessment is not limited to
reflecting on one’s abilities relative to the
instructional or leadership framework—instead this
process requires educators to reflect explicitly within
the context of their own classrooms and schools.
Slide 13
The ultimate purpose for self-assessing is not
professional growth for it’s own sake, but
professional growth that supports educators in
supporting the students they serve. This requires
educators to start by asking first, what do my
students need, and then, what do I need to meet all
my students needs?
Self-assessment is not a required component of the
new evaluation system through either the WAC or
RCW, however it is a preferred method of beginning
the evaluation cycle and is endorsed and supported
by both research-based practice and the framework
authors.
Explain: The self-assessment process
has two steps.
RCW 28A.405.100
The first step is student data analysis.
During this step, teachers and principals analyze
data on incoming students, identifying areas of
student strength and weakness.
Slide 14
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Explain: The second step of the selfassessment process is the professional
practice rating.
Teachers use the instructional framework to rate
their current level of practice. Then, using that data
and others, they identify areas of strength and
weakness.
Principals follow a similar process using the
leadership framework.
Slide 15
Although these are completed as two separate
steps, they inform one another. After completing the
second step, educators need to consider how their
own areas of strength and weakness align with
those of the students they serve. Considering this
information together helps educators to prioritize
and align their goal-setting and professional
development plans to their students’ areas of
greatest need.
Explain: The steps of the self-assessment process
are recorded on a self-assessment form. You can
find this form on page 4 of your handout packet.
At the top of the form is general information about
the teacher and his or her role.
The directions for step 1 are included in the top blue
box, with space for the teacher’s responses
underneath.
The directions for step 2 are written in the second
blue box. Underneath, there is space for the
teacher’s response.
Slide 16
After completing both steps of self-assessment, the
teacher looks across both sections and broadly
identifies two or three areas that they could write
goals about, based on this data.
At the bottom of the form, you will see that both the
teacher and evaluator sign and date the form for
record-keeping.
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A similar form can be used with principals for
evaluation.
This form could be modified for your district, if there
are changes that could be made to better align it
with district priorities.
Explain: The self-assessment process
works well as a precursor to teacher and
principal goal-setting.
Step 1, Student Data Analysis, prepares teachers
and principals to write student learning goals.
Both steps 1 and 2 can inform teacher and principal
professional practice goals, since educators choose
their goal topics based on both their own needs as
well as the needs of their students.
Slide 17
Learning Activity: Characteristics of a HighQuality Self-Assessment
Note to facilitators: the handout packet includes two
generic example self-assessments. If you wish, you
can substitute these examples with authentic
examples taken from your district. The same activity
can be completed using these district-specific
examples with minor modifications to the handouts
and slides.
Explain: What we are going to do now is take a
look at a completed self-assessment form of a
fictitious teacher named John Anderson.
Slide 18
John Anderson is a 4th grade teacher with 11 years
of experience in the classroom. He teaches at an
elementary school with 400 students.
There are 25 students in his class – five of the
students have behavioral issues noted by previous
teachers.
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Explain: We are also going to look at a completed
self-assessment form of a fictitious principal named
Patti Davis.
Patti Davis is a high school principal with 4 years of
experience as a principal. She serves approximately
500 students in an urban area, and supervises 153
full time teachers and 3 assistant principals.
The school serves a student population that includes
about 23 percent of students who qualify for reduced
or free lunch and the school achievement test scores
in the last year demonstrated that about half of the
students were reaching proficiency in math and about
2/3 were proficient in ELA.
Explain: With a partner, you are going to take a
look at John Anderson and Patti Davis’ selfassessments on page 5 and 6 of your handouts
packet. Half of your table should look at John’s selfassessment and the other half should look at Patti’s
self-assessment. You will reflect on the teacher and
principal’s work by completing the self-assessment
reflection questions on page 6 of your handout. Use
your district’s instructional or leadership framework
to complete the reflection questions, focus
especially on the components related to Criterion 5.
Slide 19
Slide 20
Give participants about 18 minutes to complete the
task.
Circulate during this time, answering any questions
that arise.
Learning Debrief
Give the participants the instructions on the slide.
Allow participants to have a few minutes to pair up.
Use chimes or a predetermined sound cue to let
participants know when the first group should stop
sharing and the second group should start.
About 4 minutes are allotted to this activity for
groups pairing up and transition time.
Facilitator Guide: Conducting High-Quality Self-Assessments
Slide 21
15
Get the group’s attention when everyone has had
time to share.
Implementing
Slide 22 is the transition slide between the Learning
and Implementing segments. The Implementing
segment provides time for districts to engage in
activities specific to their needs focused on the
instructional and leadership frameworks.
Slide 22
Implementing Activity
Explain: Work with your district team to
complete the “Leading a High-Quality SelfAssessment” worksheet.
If your district stated it was “undecided” in how selfassessments should be used in the connecting
activity, begin by determining how self-assessment
will be used as part of teacher evaluation. The
options are listed at the top of the worksheet.
Slide 23
Give participants 45 minutes to complete this
activity.
Implementing Debrief
Explain: Teams have worked hard in this session to
actively engage in productive tasks. Choose a
representative from your team to share:
1. One key message about self-assessment
you will share with teachers
2. One area where you anticipate teacher
confusion – and how you plan to address
that area.
Slide 24
Each team shares out.
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Reflecting
Slide 25 provides the transition to the Reflecting
segment of the session.
The Reflecting segment is intended to be a time for
participants to share feedback about the session
and plan for the next session.
Slide 25
To conclude the session, ask each participant to
share the most important thing they learned today.
Create a Plus/Delta Chart and post at the front or
back of the room.
Ask the participants to create two sticky notes for
the Plus/Delta Chart to post on their way out. While
they are creating those, share an overview of the
next session and the possible homework options
between this session and the next session.
Slide 26
Explain: The Goal-setting in Educator Evaluation
session is next in the series, and it will discuss goalsetting as one measure of teacher and principal
evaluation.
Some possible ideas for how you can extend the
learning you engaged in today to those from your
district who cannot be here.
Slide 27
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Wrap-Up
Thank the participants for coming and make sure
you have inserted your e-mail address and other
contact information on this slide so they can get in
touch with any follow-up questions.
Slide 28
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