What is making the
difference in districts, schools and classrooms experiencing success with the
new evaluation model in Washington State and those that are struggling? Is it new and better evaluation forms?
Student growth goal-setting? Binders and binders of evidence? Or is it a
difference that is parallel to one we see in the classrooms of effective
teachers in our schools: a belief that people can grow and have the potential
to learn under the right conditions? Conditions that include systems of support,
a fearless press to strive for excellence, and trust between evaluator and
educational professional. With the right mindset and these conditions,
evaluation can move beyond pre-judgment, judgment and a punitive system, to the
actual growth that we intend for all in our system: students and staff alike.
One of the six Core
Principles that underpin the TPEP philosophy states: “Professional learning is
a key component of an effective evaluation system.” Let us consider how this principle supports
evaluators bringing a growth mindset to the TPEP table. The words “professional learning,” imply that
teachers/educational professionals should not be considered a finished
product. We should continually seek new
learning to improve our practice. This principle calls us to continue to learn,
i.e. grow. If we are expected to grow,
then those who are helping us reflect on and monitor our growth, and ultimately
judge that growth against a rubric, should believe that we have the potential
to improve. Evaluators in a successful growth-centered culture, must initially
view the people they are evaluating as having the capacity to grow and learn,
or the evaluation could be completed after an initial observation in the early
part of the school year. If we are setting goals and monitoring progress, then
we should give time and opportunity for practice, and, yes, possibly a failed
attempt, followed by another try to improve. How many of us view our own
evaluation process as an opportunity to say, with learning and effort I can
become better at this practice or that piece of the framework? How many of us have already decided, “I am
not good at that instructional strategy, so I’m not going to try it”?
We should have high
expectations for growth for ourselves, and press each other to improve. But do evaluators come to the evaluation
process with a growth mindset for us? Desire for growth needs to occur to keep
us from becoming complacent, or to move us to the uncomfortable space of recognizing
blind spots or areas for growth. In
order for us to grow as professionals through the evaluation process, systems
of support must be in place. Just as we would not expect a student to grow
without support, we cannot set a non-negotiable for teachers to grow without
providing supports including time, resources, and the ability to risk. The
ability to risk costs nothing, but risk can be personally costly. Time and resources have the potential to be a
financial drain. But does it cost much
to have a conversation a couple of times a week to check on someone’s progress,
or listen to questions about the risk that has been taken and give a bit of
feedback? The act of paying attention
and listening to someone reflect on the risks he is taking, including progress
and setbacks, can have a positive impact on the relationship between the
evaluator and evaluee, and may provide more insight than a binder of evidence
presented at the culmination of the school year, when no adjustments can be
made. Trust, challenge and support are the ingredients that undergird a growth
mindset that can powerfully affect the evaluation process in a productive way.
As we start the new school
year, and another round of TPEP begins, we should try bringing the same growth
mindset to the evaluation process that we grant our students.
Evaluators, do
you arrive at the pre-observation conference with a fixed or a growth mindset?
Do you have ways to support teachers as they risk and take chances that will
lead to their growth? Do you spend the
time necessary to build trust that enhances your ability to push them to the
next level of performance? Evaluees,
do you believe you can and should grow, learn and improve?
Instead of revamping the
evaluation forms again, or creating a new list of evidence to be collected this
year, what if we focused on setting high expectations and creating a growth
mindset for adults that the evaluation process could be used to facilitate and
affirm that growth? At the end of the day, what could a little optimism and
belief in potential hurt?
Submitted by:
Heidi
Hellner-Gomez
Executive
Director of Instructional Leadership
Sunnyside
School District
heidi.hellner@sunnysideschools.org
