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The Massachusetts Model System for Educator Evaluation Teachers 21 Dr. Patricia B Grenier 1.

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Presentation on theme: "The Massachusetts Model System for Educator Evaluation Teachers 21 Dr. Patricia B Grenier 1."— Presentation transcript:

1 The Massachusetts Model System for Educator Evaluation Teachers 21 Dr. Patricia B Grenier 1

2 Objectives  Assess Current Knowledge  Reflect on Progress to Date  Share Best Practices  Strategize Gathering Evidence  Formulate Observations and Feedback  Formulating Next Steps 2 Massachusetts Department of Elementary and Secondary Education

3 Let’s Review 3 Massachusetts Department of Elementary and Secondary Education

4 4 Every educator is an active participant in the evaluation process. Collaboration and continuous learning are the focus. Every educator and evaluator collects evidence and assesses progress Massachusetts Department of Elementary and Secondary Education

5 By documenting and analyzing practice from multiple angles and over an extended period of time, educators and evaluators develop a more complete picture of performance, which leads to a more accurate and informed evaluation.” Module 5 Facilitator’s Guide Massachusetts Department of Elementary and Secondary Education 5

6 Gathering Evidence – Key Points  There are three types of evidence required by regulations.  Evidence-based statements are critical and should connect to relevant Standards and Indicators.  One must develop tools and processes for gathering and organizing evidence. 6 Massachusetts Department of Elementary and Secondary Education

7 Artifacts in the Educator Plan  Review the Educator Goal Setting and Educator Plan form for Tom Wilson.  For your assigned action step, on a sticky note, write down two artifacts that could be collected to show progress toward the goal.  Post your sticky note on the section of the chart paper with the same number as your action step. 7 Massachusetts Department of Elementary and Secondary Education

8 Sources of Evidence for Summative Ratings  Three categories of evidence must be collected for each educator: 1.Multiple measures of student learning, growth, and achievement 2.Judgments based on observations and artifacts of professional practice 3.Additional evidence relevant to standards o This includes evidence collected by the educator and shared with the evaluator relating to fulfilling Standard III: Family and Community Engagement and Standard IV: Professional Culture from the Model System Teacher Rubric 8 Massachusetts Department of Elementary and Secondary Education

9 What does this look like? Products of Practice Related to Standards Multiple Measures of Student Learning Other Evidence Related to Standards Artifacts Teacher-developed unit assessments Grade-level meeting notes Parent/teacher communication log PLC meeting notes Observations Notes/feedback from short, frequent observations (inside/outside classrooms) Notes and feedback from announced observations Student work (quizzes, homework, presentations, etc.) Portfolios Performance assessments (including arts, vocational, health and wellness) Interim assessments State or district assessments Student and staff feedback (2013–14 school year) 9 Massachusetts Department of Elementary and Secondary Education

10 Implementation Responsibility  Educator responsibilities: o Identifying, collecting, and organizing artifacts/evidence related to goal progress o Documenting action steps completed o Collecting and submitting common artifacts o Collecting and submitting evidence related to Standards III and IV  Evaluator responsibilities: o Making resources and supports available o Identifying common artifacts/evidence o Observing practice and providing regular and specific feedback on performance o Monitoring progress—including midpoint check-ins o Organizing and analyzing evidence over time 10 Massachusetts Department of Elementary and Secondary Education

11 Evidence or Judgment?  Examine Handout 2.  Highlight factual statements.  Underline judgment statements or statements not based on evidence. 11 Massachusetts Department of Elementary and Secondary Education

12 Artifact Cover Page Massachusetts Department of Elementary and Secondary Education 12

13 Running Record of Evidence Form 13 Massachusetts Department of Elementary and Secondary Education

14 Importance of Strategically Collecting Artifacts OR 14 Massachusetts Department of Elementary and Secondary Education

15 Importance of Strategically Collecting Artifacts  Artifacts should be a sample that demonstrates educator performance and impact: o Aligned with educator goals, the Model System Teacher Rubric, or school goals  Number of artifacts to collect varies by educator  Artifacts can provide evidence of more than one Standard or Indicator 15 Massachusetts Department of Elementary and Secondary Education

16 Strategies for Collecting Artifacts  Identify common artifacts that all or most educators will be expected to collect (e.g., lesson plans)  Share examples of high-quality, valuable evidence during faculty or team meetings: o Might include showing sample artifacts that provide evidence of more t han one Standard or Indicator 16 Massachusetts Department of Elementary and Secondary Education

17 Artifacts From Tom Wilson 17  Five artifacts with partially completed Artifact Cover Pages SetArtifactsLocation AA two-day lesson planHandout 3 BUnit assessment data Team meeting minutes Handouts 4 and 5 CParent communication log exchange Handouts 6 and 7 Massachusetts Department of Elementary and Secondary Education

18 Identifying Evidence in Artifacts  Within your school team, divide into pairs.  Each pair will do the following: o Review one set of artifacts. o Complete the Artifact Cover Page for those two artifacts. o Consider these questions: –After reviewing these artifacts, what else might you want to know about Tom’s practice? –What would you want to ask this teacher? 18 Massachusetts Department of Elementary and Secondary Education

19 To Recap… Three categories of evidence: 1.Multiple measures of student learning, growth, and achievement 2.Judgments based on observations and artifacts of professional practice 3.Additional evidence relevant to standards 19 Massachusetts Department of Elementary and Secondary Education

20 1.Support 2.Organize 3.Communicate 20 Massachusetts Department of Elementary and Secondary Education

21 1. Support Set Your School Up for Success  The more concrete the Educator Plan, the easier it is to identify and collect artifacts.  Share examples of high-quality, valuable evidence during faculty or team meetings: o Demonstrate example artifacts that provide evidence of more than one Standard or Indicator.  Identify common artifacts that all or most educators will be expected to collect (unit assessments, parent-teacher logs, etc.). 21 Massachusetts Department of Elementary and Secondary Education

22 2. Organize  Adopt a process for organizing artifacts and observation notes by Standard or Indicator and/or goals: o Paper-based, -driven, or online “cloud-based” system  Calendar: o Review actions in Educator Plans and make agreed- upon supports and resources available to educator teams and individuals throughout the year. o Identify key points of contact throughout the year (observations and feedback, formative assessment conferences, and summative evaluations). 22 Massachusetts Department of Elementary and Secondary Education

23 3. Communicate Expectations Avoiding the… OR 23 Massachusetts Department of Elementary and Secondary Education

24 3. Communicate Expectations  Artifacts should be a sample that demonstrates educator performance and impact.  Evidence should be clearly tied to educator goals, Standards, or Indicators.  Provide everyone with a clear idea of what, how, and when to share products of practice. 24 Massachusetts Department of Elementary and Secondary Education

25 Back at your school… Work with your team to identify how you will: 1.Support, 2.Organize, and 3.Communicate expectations related to the collection of evidence at your school. 25 Massachusetts Department of Elementary and Secondary Education

26 Feasibility Work with your team to identify how you will feasibly implement this aspect of the educator evaluation system. How will your school:  Provide necessary assistance and support to educators throughout the year?  Organize evidence collection?  Communicate information and expectations related to this process clearly and effectively? 28 Massachusetts Department of Elementary and Secondary Education

27 Reflecting  On the back of your implementation plan, list: o Three next steps for you personally o Two challenges for implementing artifact collection at your school o One question you still have regarding evidence collection 27 Massachusetts Department of Elementary and Secondary Education

28 Homework 28 Massachusetts Department of Elementary and Secondary Education

29 Observations and Feedback ___________________ 29

30 Intended Outcomes At the end of this session, participants will be able to:  Describe the role of observation as a methodology for gathering evidence of educator performance;  Delineate best practices for conducting high-quality short, frequent, unannounced observations; and  Craft timely, targeted feedback that is evidence-based and grounded in the Standards of effective practice. Massachusetts Department of Elementary and Secondary Education 30

31 31 Every educator is an active participant in the evaluation process. Collaboration and continuous learning are the focus. Every educator and evaluator collects evidence and assesses progress Massachusetts Department of Elementary and Secondary Education

32 What the Research Says...  Evaluators need multiple opportunities and settings to observe and assess educator practice  Multiple observations paired with timely feedback are a key part of a strong evaluation system Massachusetts Department of Elementary and Secondary Education 32

33 Voices on Observation  Handout 1: Studies link classroom observations to student achievement, by Stephen Sawchuck  Handout 2: Mini-Observations – Seven Decision Points for Principals, by Kim Marshall Massachusetts Department of Elementary and Secondary Education 33

34 Active Reading  Underline statements you find to be important takeaways or themes from the article  Circle one word or phrase that represents the key takeaway or theme Massachusetts Department of Elementary and Secondary Education 34

35 Making Connections  What are the key messages and ideas in the two articles with regard to observations and feedback?  What are some best practices for observations and feedback? Massachusetts Department of Elementary and Secondary Education 35

36 Observing Practice: What can you see? Inside the ClassroomOutside the Classroom TeacherStudent engagement Classroom management Differentiated instruction Cultivating a safe learning environment Professional collaboration (team meetings) Family and community engagement Collaborative data analysis PrincipalTeacher ObservationsFamily and community engagement 2-way communication Communication of school vision Safe learning environment Collaborative planning Massachusetts Department of Elementary and Secondary Education 36

37 Principles of Brief Observations  Frequent  Focused  Varied  Useful and Timely Feedback Massachusetts Department of Elementary and Secondary Education 37

38 Guiding Questions 1.What does it mean to be FREQUENT in your observations? 2.How does this principle of high-quality observations better support the improvement of teaching and learning? Massachusetts Department of Elementary and Secondary Education 38

39 Guiding Questions 1.What does it mean to be FOCUSED in your observations? 2.How does this principle of high-quality observations better support the improvement of teaching and learning? Massachusetts Department of Elementary and Secondary Education 39

40 Guiding Questions 1.What does it mean to be VARIED in your observations? 2.How does this principle of high-quality observations better support the improvement of teaching and learning? Massachusetts Department of Elementary and Secondary Education 40

41 Guiding Questions 1.What does it mean to be USEFUL and to give TIMELY FEEDBACK in your observations? 2.How does this principle of high-quality observations better support the improvement of teaching and learning? Massachusetts Department of Elementary and Secondary Education 41

42 Strategies for Collecting Evidence  Identify a focus ahead of time o Goals, specific Standards/Indicators  Record evidence, not judgment o Quotations, observed actions or movements by teacher and students, literal descriptors, etc.  Be an efficient note-taker o Establish abbreviations, paraphrase Massachusetts Department of Elementary and Secondary Education 42

43 Evidence versus Judgment EVIDENCEJUDGMENT T: “Explain your answer to me. Show me what you did.” Teacher does a good job getting students to explain their reasoning Students constructed sailboats using various types of materials independently Teacher wasn’t engaged enough with the students and just sat at his desk Massachusetts Department of Elementary and Secondary Education 43

44 Collecting Evidence Through Observation Massachusetts Department of Elementary and Secondary Education 44

45 Video I Background  Kelli teaches 4 th grade  A math lesson is in progress  Kelli’s goals focus on: 1.Improving students’ understanding of place value and properties of operations in order to perform multi-digit arithmetic (Standard 4.NBT.4-6); and 2.Using instructional practices that engage all students during independent or small group work time (Indicators II-A and II-B). Massachusetts Department of Elementary and Secondary Education 45

46 Recording Evidence From An Observation  Compare/discuss the notes on the completed Observation Evidence Collection Form to evidence you collected  Identify points of agreement as well as evidence that was not included Massachusetts Department of Elementary and Secondary Education 46

47 Observation Debrief  What evidence did you see related to Kelli’s second goal, on a collaborative learning environment?  Did you see the same things her principal saw?  What did her principal miss that you noticed?  What evidence did you see of other Standards, Indicators or goals? Massachusetts Department of Elementary and Secondary Education 47

48 Value of Feedback Targeted, Ongoing Feedback Improved Educator Practice Improved Student Achievement Massachusetts Department of Elementary and Secondary Education 48

49 Characteristics of Effective Feedback  FOCUSED: feedback should focus on what was observed  EVIDENCE-BASED: feedback should be grounded in evidence of practice  CONSTRUCTIVE: feedback should reinforce effective practice and identify areas for continued growth  TIMELY: feedback should be provided shortly after the observation Massachusetts Department of Elementary and Secondary Education 49

50 Constructing Feedback Kelli’s Goal: Using instructional practices that engage all students during independent or small group work time (II-A-2, II-B-2.). Using your observation notes and the rubric:  Draft two points of feedback for Kelli  Focus on feedback that is o Focused o Evidence-based, and o Constructive Massachusetts Department of Elementary and Secondary Education 50

51 Video II Background  Chuck teaches 10 th grade physics  Chuck is a 3 rd year, non-PTS teacher  Chuck’s goals focus on: o Helping students to analyze, interpret and communicate results of scientific investigations and translate numerical or technical information into words. o Creating a safe and collaborative learning environment (II-B-1 and II-B-2) Massachusetts Department of Elementary and Secondary Education 51

52 Aligning Evidence to Standards and Indicators  Review your notes with a partner  Work together to assign each evidence statement to a Standard and Indicator, using the full Teacher Rubric in your handout packet. Massachusetts Department of Elementary and Secondary Education 52

53 Evidence of Chuck’s Goals During the video observation, what evidence did you see of:  Helping students to analyze, interpret and communicate results of scientific investigations and translate numerical or technical information into words.  Creating a safe and collaborative learning environment Massachusetts Department of Elementary and Secondary Education 53

54 Draft Feedback for Chuck  Draft feedback for Chuck based on the evidence you recorded  Come to consensus with your table on two to three pieces of feedback for Chuck Massachusetts Department of Elementary and Secondary Education 54

55 Suggested Homework for School Leadership Teams Massachusetts Department of Elementary and Secondary Education 55  Discuss and plan what an annual schedule of observations might look like in your school context. o Consider the number of evaluators, number of teachers, and number of school days. o Consider setting deadlines for completing the first observation of all teachers. o Consider having evaluators set a goal for observation completion, like Kim Marshall did.

56 Suggested Homework for All School-Based Educators  Try conducting a short observation of a colleague  Ask your colleague to observe you as well  Debrief/discuss the evidence that was gathered and what was challenging about the process. Massachusetts Department of Elementary and Secondary Education 56

57 Feedback and Questions  Please take a moment to complete the feedback form being handed out. We appreciate your feedback!  Questions? o About this training: [FACILITATOR/VENDOR HERE] o About educator evaluation more generally: Massachusetts Department of Elementary and Secondary Education 57

58 Suggested Homework for School Leadership Teams  Review and discuss your district/school improvement plan and compare it with the Standards and Indicators to determine alignment. Begin to identify the type of evidence and data that are currently being collected that could help inform progress toward Educator Plans and goals. 58 Massachusetts Department of Elementary and Secondary Education

59 Suggested Homework for All School-Based Educators  Work with a colleague, in a small group or at a faculty meeting, to select a particular Standard from the Model System Teacher Rubric, and identify potential sources of evidence (data) to inform performance decisions. Discuss whether these data are easily accessible and comparable across classrooms. 59 Massachusetts Department of Elementary and Secondary Education


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