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Defining and Supporting Effective Teaching through Educator Evaluation May 10, 2015.

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Presentation on theme: "Defining and Supporting Effective Teaching through Educator Evaluation May 10, 2015."— Presentation transcript:

1 Defining and Supporting Effective Teaching through Educator Evaluation May 10, 2015

2 Who we are Boston Public Schools Office of Educator Effectiveness Ross Wilson, Assistant Superintendent Teacher Development & Advancement Tamika Estwick Shakera Walker Implementation Nicole Ireland Chason Ishino Jared Joiner Leah Levine Emily Kalejs Qazilbash Angela Rubenstein Kris Taylor Analytics & Technology Jenna Costin, Online System Coordinator Jen Kozin, Data Analyst

3 Agenda  Overview of the evaluation process  The Teacher Rubric  Stages of the evaluation cycle  Self-assessment  Goals & action plans  Implementing the plan  Formative Assessment & Summative Evaluation  Tools & Resources

4 Overview of the evaluation process

5 Who is in the room? New to teaching? New to BPS? What are your hopes for the evaluation process? What are your fears?

6 The evaluation cycle: Creates shared understanding of effective practice Common definitions & expectations Places student learning at the center Student learning goals drive the process Empowers educators to take ownership of their evaluation Setting goals, identifying action steps, submitting artifacts Can be a tool to achieve school, team, & individual priorities Alignment of goals and actions across teams & schools

7 Leveraging evaluation as a tool How can schools use this… to be successful in: Building Inclusive Schools Using Data to Differentiate Instruction Increasing Academic Rigor Engaging Families, Students & Partners Educator Performance Evaluation Ensure all students achieve MCAS proficiency Close access and achievement gaps Graduate all students from high school prepared for college completion and career success and achieve the AA Goals?

8 Components of the Process: Cycle of continuous learning Self- Assessment Analysis, Goal Setting, and Plan Development Implementation of the Plan Formative Assessment/ Evaluation Summative Evaluation

9 School-wide goals guide each step of the process Self-Assessment Analysis, goal- setting & plan development Implementation of the plan Formative Assessment/ Evaluation Summative Evaluation School-wide goals

10 Components of the Process: Rubrics of Effective Practice New Teacher Standards 1. Curriculum, Planning & Assessment * 2. Teaching All Students* 3. Family & Community Engagement 4. Professional Culture New Principal/Admin Standards 1. Instructional Leadership* 2. Management and Operations 3. Family & Community Partnerships 4. Professional Culture

11 Components of the Process: 4 rating categories Does not meet standards Does meet standards Former categories Unsatisfactory Needs Improvement ProficientExemplary New categories

12 Components of the Process: Educators evaluated on Goals & Standards Progress on Ratings on OVERALL (2) Goals (4) Standards RATING Student Learning Professional Practice - Curriculum, Planning and Assessment* - Teaching All Students* - Family & Community Engagement - Professional Culture - Exemplary - Proficient - Needs Improvement - Unsatisfactory

13 Components of the Process: Plan determined by rating & career stage RatingsEducator Plans PTS educatorsNon-PTS educators Exemplary Proficient Needs Improvement Unsatisfactory Self-Directed Growth Plan (2-year or 1-year) Directed-Growth Plan (up to1year) Improvement Plan (30 days -1 year) Developing Educator Plan (1 year)

14 The Teacher Rubric

15 Teacher Rubric At-A-Glance Standard I: Curriculum, Planning, and Assessment Standard II: Teaching All Students Standard III: Family and Community Engagement Standard IV: Professional Culture A. Curriculum and Planning Indicator 1.Subject Matter Knowledge 2.Child and Adolescent Development 3.Rigorous Standards-Based Design 4.Well-Structured Lessons A. Instruction Indicator 1.Quality of Effort and Work 2.Student Engagement 3.Meeting Diverse Needs A. Engagement Indicator 1.Parent/Family Engagement A. Reflection Indicator 1.Reflective Practice 2.Goal Setting B. Professional Growth Indicator 1.Professional Learning and Growth B. Assessment Indicator 1.Variety of Assessment Methods 2.Adjustments to Practice B. Assessment Indicator 1.Safe Learning Environment 2.Collaborative Learning Environment 3.Student Motivation B. Assessment Indicator 1.Learning Expectations 2.Curriculum Support C. Collaboration Indicator 1.Professional Collaboration C. Analysis Indicator 1.Analysis and Conclusions 2.Sharing Conclusions With Colleagues 3.Sharing Conclusions With Students C. Analysis Indicator 1.Respects Differences 2.Maintains Respectful Environment C. Analysis Indicator 1.Two-Way Communication 2.Culturally Proficient Communication D. Decision-making Indicator 1.Decision-making E. Shared Responsibility Indicator 1.Shared Responsibility D. Expectations Indicator 1.Clear Expectations 2.High Expectations 3.Access to Knowledge F. Professional Responsibility Indicator 1.Judgment 2.Reliability and Responsibility

16 Indicator Element Standard

17 How are district priorities reflected in the rubric? Your school can identify other priority elements that reflect your school goals. District PriorityElement of rubric Increasing Academic Rigor through Common Core shifts Well-Structured Lessons (I-A-4) Using Data to DifferentiateAdjustments to Practice (I-B-2) Inclusive PracticesMeeting Diverse Needs (II-A-3) Family and Community EngagementParent/Family Engagement (III-A-1)

18 Activity: Examining Performance Levels With a partner, examine one of the following elements. Highlight changes in the language across the 4 performance levels. I-A-4. Well-Structured Lessons I-B-2. Adjustments to Practice II-A-3. Meeting Diverse Needs III-A-1. Parent/Family Engagement

19 The purpose of a Rubric  Develop a consistent, shared understanding of what proficient performance looks like in practice.  Develop a common terminology and structure to organize evidence.  Make informed professional judgments about formative and summative performance ratings on each standard and overall. The rubric is NOT a classroom observation tool.

20 Rubric Look-fors

21 Video Observation Watching teaching together deepens out shared understanding

22 Example of school-wide “unpacking”

23  Stages of the evaluation cycle  Self-assessment  Goals & action plans  Implementing the plan  Formative Assessment & Summative Evaluation Self-Assessment Analysis, goal-setting, & plan development Implementation of the planFormative Assessment/EvaluationSummative Evaluation

24 Self-Assessment Each educator must identify at least one area of strength one area for growth … each tagged to an element in the rubric Consider… school & district priorities student learning strengths & needs practice in relation to the standards outlined in the rubric previous evaluations

25 Preparing for self-assessment Using the look-fors packet for reference, reflect on aspects of your practice that you might identify as areas of strength and areas of growth.

26 EDFS: Employee Development & Feedback System https://eval.mybps.org/ User ID & Password are the same as for mybps.org

27 EDFS: Educator View

28 Self-Assessment in EDFS Use EDFS to submits a summary of strengths and areas of need

29 Self-Assessment in EDFS

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31  Stages of the evaluation cycle  Self-assessment  Goals & action plans  Implementing the plan  Formative Assessment & Summative Evaluation Self- Assessment Analysis, goal- setting, & plan development Implementation of the plan Formative Assessment/ Evaluation Summative Evaluation

32 Setting Goals The self-assessment and first draft of goals are due in EDFS on October 1, 2013 Each educator must submit at least:  1 Student Learning goal: A goal for what students will be able to do by the end of the cycle  1 Professional Practice goal: A goal for what the educator will do to help them get there (tagged to an element in the rubric) Teams of educators can submit the same goals

33 Goals in EDFS

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39 Goal Approval The evaluator must review the goals in EDFS and:  Approve them  Return them with suggested revisions If one or both goals are returned, the educator must revise and re-submit. Goals and action plans for achieving the goals must be approved in EDFS by November 1, 2013

40 Attributes of a Strong Goal Specific: Specific: Goals should be explicit about what will change Measurable: Measurable: Goals should be able to be quantified and tracked with assessments and other data throughout the cycle, and when. Attainable: Attainable: Goals should be both challenging and realistic. Results-focused: Results-focused: Goals should directly impact student learning. Time-bound: Time-bound: Goals should provide a specific timeframe for completion, prior to the end date of the plan.

41 Sample Goals Schoolwires screenshot

42 Activity: Revising Goals Read over each goal…  Is it a student learning goal or a professional practice goal?  Is it SMART?  What revisions would make it SMARTer?

43 Developing Your Action Plan An action plan…  Details 3-5 action steps per goal  Includes a timeframe or frequency for each step  Identifies supports & resources necessary for each step Think about…  Benchmark assessments  Potential artifacts  Possible roadblocks

44 Developing Your Action Plan After writing your goals, click on the “Action Steps” icon. Both goals and action plans must be approved by November 1.

45 Developing Your Action Plan When you click on the icon, you will see your goals. Select “ Add New Steps.”

46 Developing Your Action Plan For each step, identify: Supports Action Timeline

47 Developing Your Action Plan Use the Action Planning Worksheet to develop each step before entering them in EDFS

48  Stages of the evaluation cycle  Self-assessment  Goals & action plans  Implementing the plan  Formative Assessment & Summative Evaluation Self- Assessment Analysis, goal- setting, & plan development Implementation of the plan Formative Assessment/ Evaluation Summative Evaluation

49 Implementing the Plan Educator teaches, and completes the planned action steps. Both Educator and Evaluator collect evidence of performance relative to standards and goals. Evaluator provides feedback on practice to educators through classroom observation and artifact collection.

50 Timelines and Requirements (per BPS-BTU contract) Type of Educator Plan Self-Directed Growth Plan 1 or 2 school years Directed Growth Plan Less than 1 school year Improvement Plan 30 calendar days to 1 school year Developing Educator Plan 1 school year Announced observations None required 1 1 Unannounced observations if plan is less than 6 months 4 if plan is between 6 months and 1 year 4 Required Dates Oct. 1: Educator submits self- assessment & proposes 2 goals Nov. 1: Evaluator completes educator plans by approving goals & action steps May 15: Evaluator completes Summative Evaluation Report Dates established in educator plan. Oct. 1: Evaluator meets with 1 st year educators to assist with self- assessment and goal-setting. Other dates are same as above for 1- year Self-Directed Growth Plan.

51 Observation Requirements Announced Observations Unannounced Observations At least 30 minutes (suggested) Feedback in EDFS in 5 days Post conference At least minutes (suggested) Feedback in EDFS in 5 days

52 Components of the Process: Educators evaluated on Goals & Standards Progress on Ratings on OVERALL (2) Goals (4) Standards RATING Student Learning Professional Practice - Curriculum, Planning and Assessment* - Teaching All Students* - Family & Community Engagement - Professional Culture - Exemplary - Proficient - Needs Improvement - Unsatisfactory Evidence collected through observations & artifacts.

53 Collecting artifacts Artifacts may include:  Tracking & analysis of student assessment data  Student work  Lesson plans Identify & chart possible sources of evidence in one of the following areas:

54 Uploading onto EDFS Step 1: Step 2: Select the “Artifacts” icon and you will get this screen:

55 Uploading onto EDFS Description (what is it?) Rationale (why this?) Tags (which goals & standards?) Choose File & Save

56 Writing rationales To help your artifact communicates what you want it to: 1. Identify the element or goal that the artifact addresses. 2. Describe the artifact & identify the section that directly connects to the element or goal. 3. Highlight the artifact’s impact on student learning. 4. Specify the evidence of professional growth or proficiency in the element the artifact provides.

57  Stages of the evaluation cycle  Self-assessment  Goals & action plans  Implementing the plan  Formative Assessment & Summative Evaluation Self- Assessment Analysis, goal- setting, & plan development Implementation of the plan Formative Assessment/ Evaluation Summative Evaluation

58 Components of the Process: Educators evaluated on Goals & Standards Progress on Ratings on OVERALL (2) Goals (4) Standards RATING Student Learning Professional Practice - Curriculum, Planning and Assessment* - Teaching All Students* - Family & Community Engagement - Professional Culture - Exemplary - Proficient - Needs Improvement - Unsatisfactory Educators are responsible for providing evidence for all standards and goals.

59 What is a formative assessment? A mid-plan check-in  rating on progress towards each goal  rating on each standard  An overall rating Ratings based on evidence from observations * artifacts It may be used to change a plan  If there is a significant change in practice, however, this is not required. The plan may continue until the summative.

60 What is a summative evaluation? A summary of performance over the course of the cycle, by May 15 for 1-year plans  rating on progress towards each goal  rating on each standard  an overall rating Ratings based on evidence from observations * artifacts, building on the formative The overall rating determines the next plan

61 Evaluations in EDFS

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63 Evaluations in EDFS: Rating Goals

64 Evaluations in EDFS: Rating Standards

65 Evaluations in EDFS: Overall Rating

66 Evaluations in EDFS: Release

67 Evaluations in EDFS: Educator Sign- Off

68 Formatives & Summatives  Meetings  Upon request of educator or evaluator  Required for ratings of NI or Unsatisfactory  Prescriptions issued for standards rated less than proficient  Questions?

69 For Resources, Support, Questions, & Feedback  For more information, visit: EDFS:  questions, comments, and feedback to:  MA Department of Elementary and Secondary Evaluation (DESE) Evaluation Site:

70 New website: boston.schoolwires.net/oee

71 boston.schoolwires.net/oee Evaluation resources

72 boston.schoolwires.net/oee Interactive rubric

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74 Contact us if you have questions Ross Wilson, Asst. Superintendent for Educator Effectiveness NetworkImplementation SpecialistsBPS AEmily Qazilbasheqazilbash BKris Taylorktayor CNicole Irelandnireland DAngela Rubensteinarubenstein EJared Joinerjjoiner FKris Taylorktaylor High SchoolsChason Ishino & Leah Levinecishino EDFS tech support Jenna Costinjcostin Data analysisJen Kozinjkozin


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