Instructional Leadership in Action

5D+™ Teacher Evaluation Colloquium in Tacoma, November 12, 2014

by UWCEL Sep 17, 2014

The 5D+ Teacher Evaluation Colloquium is a place to learn and share with other districts that are using the 5D+ Teacher Evaluation Rubric.

Possible discussion topics include giving effective feedback to teachers, collective bargaining agreements, and problem-solving your district’s obstacles to a research-based implementation.

Bring your hardest questions and your best practices and be ready to share in an Open Space Technology* format.

Open Space session topics at past colloquiums included:

  • Supporting and differentiating learning for principals.
  • How to prioritize ongoing teacher training – diverse needs.
  • Consistency in scoring / calibration.
  • Tools that generate formative conversations.
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Webinar: A Demonstration of Pivot with 5D+™

by UWCEL Aug 12, 2014

Watch this recorded webinar demonstration of Pivot with 5D+™, a mobile observation and walkthrough tool. This webinar will provide an overview of the web-based interface of Pivot with 5D+ for schools looking for an electronic tool to use on a laptop, tablet or other web-enabled device.  

Created by principals for principals, Pivot with 5D+ enables administrators to collect and code evidence from observations, conversations with teachers, student work, and artifacts in order to complete mid- and end-of-year formative and summative evaluations in a totally mobile and paperless environment.

Learn more and watch

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Developing a Replicable Feedback Process at 2014 Institute

by UWCEL Jul 8, 2014

What are the foundations for effective observation and feedback? How do you develop your own practice for feedback? Educators from 11 states explored these questions through two intense days of learning at the University of Washington Center for Educational Leadership's 2014 Summer Leadership Institute, "Feedback for Teacher Growth: Tools and Processes to Support Teacher Evaluation."

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Commentary: Keeping Continuous Growth at Teacher Evaluation's Core

by UWCEL Jul 17, 2013

Is there a policy disconnect surrounding teacher evaluation? In a commentary published in Education Week, CEL's Stephen Fink argues that how we use the new evaluation tools will determine whether we simply create the aura of accountability or actually help our teachers grow and improve their practice.

Read more in Education Week

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Keys to Effective Teacher Feedback at the CEL Summer Leadership Institute

by UWCEL Jul 15, 2013

What is the role of an instructional framework in teacher observation and feedback? How should principals and teachers structure targeted feedback cycles around an area of focus? How can school districts modify and apply a replicable feedback process to their own context? These were some of the questions tackled by 150 principals, teachers, district administrators, and educators at the University of Washington Center for Educational Leadership’s Summer Leadership Institute, held July 9-10, 2013.

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Instructional Leadership, Not Evaluation, Will Improve Teaching

by Stephen Fink Apr 24, 2013

Our January 2013 newsletter focused on teacher evaluation, which continues to occupy a significant part of the education reform landscape. However, as school leaders become more proficient in the use of new teacher evaluation instruments, their work will have just begun. In other words, being able to rate a teacher’s performance with increased accuracy does nothing (in itself) to actually improve that teacher’s performance. The improvement of teaching practice is a much larger piece of instructional leadership — an important construct that has gained much attention in recent years.

Within education circles it’s commonplace now to hear talk that the quality of teaching is the number one variable impacting student achievement, with the number two variable being the quality of instructional leadership. In fact these are two of our foundational beliefs here at the University of Washington Center for Educational Leadership. It certainly makes for a strong theory of action: If we want to improve student learning then we must improve the quality of teaching; and if we want to improve the quality of teaching then we must provide the leadership necessary to build teacher capacity.

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Flipping the Old Approach to Teacher Evaluation

by Anneke Markholt Jan 14, 2013

As a district or school leader, how do you take the opportunity presented by a new teacher evaluation model to truly marry growth with accountability in teacher practice? We believe by taking the old notion of teacher evaluation and flipping it 180 degrees.

Unlike the traditional evaluation process where principals may only evaluate teachers once a year or in some cases every couple of years, with very little feedback on practice between evaluation points, today’s evaluation means all day, every day.

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New Jersey Approves CEL’s 5D+™ Teacher Evaluation Rubric

by UWCEL Oct 18, 2012

The New Jersey Department of Education announced on October 12, 2012 that the University of Washington Center for Educational Leadership (CEL) has been designated as an approved teaching practice evaluation instrument provider. CEL’s 5D+ Teacher Evaluation Rubric has been placed on a list as a resource for school districts throughout the state.

This designation recognizes CEL’s commitment to improving student learning through the utilization of the growth-oriented 5D+ Teacher Evaluation Rubric and resources such as the 5 Dimensions of Teaching and Learning™ instructional framework.  

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5D+™ Teacher Evaluation to be Piloted in Michigan

by UWCEL Aug 27, 2012

Fourteen school districts in Michigan are trying out national models for evaluating teachers as part of a pilot program in the state aimed at improving the quality of teaching. CEL’s 5 Dimensions of Teaching and Learning™ instructional framework and 5D+ Teacher Evaluation Rubric will be tested by four districts: Clare Public Schools, Leslie Public Schools, Marshall Public Schools, and Mt. Morris Consolidated Schools.

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Teacher Evaluation: A Perilous Race to the Top

by Stephen Fink May 11, 2012

Armed with the knowledge that quality teaching matters most for student learning, policymakers from state to state are racing to adopt new educational accountability measures that seek, among other things, to evaluate teacher effectiveness with more rigorous, evidence-based instruments.

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