Standard 2 Task B - Common Performance Assessment

Washington Council of Educational Administration Programs (WCEAP)
Common Performance Assessment for Principal and Program Administrator Certification in Washington State
Approved WCEAP September 27, 2013

Washington State Standard 2 Common Performance Assessment Task B:  Classroom Observation and Reflective Analysis of Classroom Observation Skills 

 1.  Washington State Standard 2 - Instructional Improvement A school or program administrator is an educational leader who has the knowledge, skills, and cultural competence to improve learning and achievement to ensure the success of each student by leading through advocating, nurturing, and sustaining district/school cultures and coherent instructional programs that are conducive to student learning and staff professional growth.
 2.  Description of Task The candidate conducts several classroom observations of the same or different teachers (or teacher candidates) using Washington State Teacher Evaluation Criteria and one of three approved instructional frameworks/rubrics.  The structure of the classrooms observations will include (1) preconference with teacher; (2) classroom observation; (3) analyzing and interpreting observation and determining conference approach; (4) post-conference with teacher.
 3.  Product(s) 

Products may vary among programs.  Audience, format of presentation, and content will vary for each candidate based on location of internship.
Classroom Observation/Reflective Analysis

The product describes a classroom observation conducted by the candidate and includes demonstrated use of the four steps of observation (above).  The product includes a reflective analysis/critique of these observation steps and recommends steps for improvement of observation skills.

 4.  Evidence

Programs gather evidence and assess performance using a rubric.
Conceptual Knowledge

This product allows candidates to demonstrate conceptual knowledge related to the following:

Washington State teacher and principal evaluation criteria, four-tiered performance rating system, and the preferred instructional and leadership frameworks used to describe the evaluation criteria including self-assessment, goal-setting, and reflective practices.

Applied Knowledge

Some applied knowledge of evaluation criteria are demonstrated through the use of observation skills.  However, opportunities to apply additional knowledge related to TPEP will be experienced by the candidate during the internship with the principal including use of student growth data and multiple measures of performance; evaluation conferencing; development of classroom teacher ( and principal) support plans resulting from an evaluation; use of an online tool to manage the collection of observation notes, teacher (and principal) submitted materials, and other information related to the conduct of the evaluation.

Impact Evidence (focuses on the results of the candidate’s actions)

Opportunities to demonstrate impact related to this standard are demonstrated primarily on the job as a principal/program administrator and in preparation for Professional Certification.  It will be unusual for candidates to demonstrate impact of classroom observations or teacher evaluations.

Dispositions

The candidate’s product and reflective analysis provide an opportunity to demonstrate and discuss dispositions:

  • The belief in professional learning as an underpinning of the new evaluation system.
  • The critical importance of teacher and leadership quality and effectiveness.
  • The professional nature of teaching and leading a school.
  • The complex relationship between the system for teacher and principal evaluation and district systems and negotiations.
  • The ultimate goal of all observations and evaluations should be to improve teaching and        learning.