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Educator Evaluation Workshop: Gathering Evidence, Conducting Observations & Providing Feedback MSSAA Summer Institute July 26, 2012.

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Presentation on theme: "Educator Evaluation Workshop: Gathering Evidence, Conducting Observations & Providing Feedback MSSAA Summer Institute July 26, 2012."— Presentation transcript:

1 Educator Evaluation Workshop: Gathering Evidence, Conducting Observations & Providing Feedback MSSAA Summer Institute July 26, 2012

2 Agenda  The Role of Evidence in the 5-Step Cycle o Three types of evidence o Roles & responsibilities  Artifacts of Practice  Observations & Feedback  Tips & Strategies  Resources 2

3 Intended Outcomes At the end of this session, participants will be able to:  Define “evidence of practice” and understand the role of artifacts, observations, and feedback in the 5-Step Cycle  Understand the value of frequent, unannounced observations with targeted feedback  Identify tools and processes for gathering and organizing evidence that will make evidence collection and feedback more doable in their schools. 3

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

5 “I was evaluated today…” sound familiar? Evaluation  Observations 5

6 Multiple sources of evidence inform the Performance Rating 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 ̶student/staff feedback ( ) 6

7 Massachusetts Department of Elementary and Secondary Education 7 Multiple sources of evidence inform the performance rating

8 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 & wellness) Interim assessments State or district assessments Student and staff feedback (2013/2014 school year) 8

9 Implementation Responsibility  Educator Responsibilities: o Documenting action steps completed. o Collecting, organizing and submitting evidence to demonstrate progress toward professional practice and student learning goals.  Evaluator Responsibilities: o Observing practice on a regular basis and providing targeted feedback on performance o Making resources and supports available. o Identification of common artifacts/evidence. 9

10 Products of Practice: Artifacts 10

11 It starts with the Educator Plan… Student Learning Goal: In order to ensure mathematical literacy in each of the three content areas for 8 th grade geometry (8.G), I will incorporate at least one essay question into each unit assessment that requires elaboration of mathematical reasoning so that 80% or more of my ELL students demonstrate proficiency on essay questions on the end of the year 8 th grade geometry assessment. Student Learning Goal(s) Planned Activity ActionSupports/Resources from School/District Timeline/Benchmark or Frequency 1.By October 1, I will assess ELL student comprehension and knowledge with formative assessments 2.By October 15 th, I will share this data with my department team and instructional coach and solicit feedback on instructional strategies related to teaching mathematical literacy to ELL students. 3.By October 30 th, I will develop writing objectives for each unit and integrate them into unit assessments. 4.From November through May, after each unit, I will disaggregate assessment data for ELL students, focusing on mathematical literacy. I will track their progress and adjust instruction as necessary. Formative geometry assessment Monthly department team meetings Monthly one-on-one data analysis with instructional coach and ELL specialist Unit assessments 1.Oct. 1: review formative assessment results for my ELL students Oct. 15: share formative assessment results with department team and instructional coach and identify at least three instructional strategies related to building mathematical literacy with ELL students. Evidence: meeting notes, 3 strategies 2. October 30 th : developing writing objectives for each unit Evidence: written objectives, essay questions 3. November—June: Administer unit assessments in three content areas and analyze student performance on essay questions Evidence: student data from essay questions in at least three unit assessments 11

12 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-Indicator o An annotated summary of Grade 5 unit assessment results can include evidence of practice related to I.C. (Analysis), IV.A.1 (Reflective Practice), and IV.C (Collaboration). 12

13 Lessons from Early Adopters: Collecting Evidence  Quality not quantity  Guidelines and exemplars will help  Prioritize based on focus areas Massachusetts Department of Elementary and Secondary Education 13

14 Products of Practice: Observations & Feedback 14

15 Observations 15  The regulations require a minimum of one unannounced observation.  The Model System recommends short, frequent unannounced observations for all educators, as well as at least one announced observation for non-PTS educators and struggling educators.

16 Why short, frequent observations?  More opportunities to see patterns of practice  Flexibility in scheduling  Promotes ongoing conversation around teaching and learning  Facilitates observations beyond the classroom  Is 5-15 minutes enough? 16

17 17 Observation and Feedback School-level Administrator Rubric (I-D-2): Typically makes at least two unannounced visits to classrooms each day and provides targeted, constructive feedback to all educators. Acknowledges effective practice and provides redirection and support for those whose practice is less than proficient. Superintendent Rubric (I-D-2): Typically makes at least three unannounced visits to each school to observe principal practice every year and provides targeted, constructive feedback to all administrators. Acknowledges effective practice and provides redirection and support for those whose practice is less than proficient. Massachusetts Department of Elementary and Secondary Education

18 Principles of high quality observations  Frequent  Focused  Inside/Outside the Classroom  Useful & Timely Feedback The rubric is not an evaluation tool, but a guide to help identify trends and patterns of practice over time. 18

19 Feedback  “[O]bservers must learn how to capture classroom events in literal notes, and to talk productively with the teacher about it afterward in a way that is evidence-based and productively points toward actionable improvement.” –John Saphier 19

20 Principles of Good Feedback  Verbal as well as written  Focused on a few key areas  Based on evidence  Tied to Standards of effective practice  Offers reinforcement for areas of effective practice  Facilitates self-reflection on areas of practice that need refinement and guides the teacher in thinking beyond the lesson observed Massachusetts Department of Elementary and Secondary Education 20

21 Tips & Strategies 21

22 1.PLAN 2.COMMUNICATE EXPECTATIONS 3.ORGANIZE 22

23 1. PLAN  The more concrete the Educator Plan, the easier it is to identify and collect artifacts  Identify common artifacts all or most educators will be expected to collect (unit assessments, parent-teacher logs, etc.)  Share examples of high-quality, valuable evidence during faculty or team meetings o Demonstrate example artifacts that provide evidence of more than one Standard-Indicator 23

24 2. Communicate Expectations OR 24

25 2. Communicate Expectations  Artifacts should be a sample that demonstrates educator performance and impact  Submitted evidence should be tied to educator goals, Standards or Indicators, or school goals  Provide everyone with a clear idea of how and when to share products of practice o ? Paper? Online cloud? 25

26 3. ORGANIZE  Calendar observations  Adopt a process for organizing artifacts and observation notes by Standard/Indicator and/or goals o Paper-based, -driven, or online repository o Sample tools for evidence collection and organization 26

27 Sample Tools for Evidence Collection and Organization Included in your packet 27 Sample Evidence ToolCompleted by... Artifact Cover Page Educator or Evaluator (the person who identifies the artifact) Observation Evidence Collection ToolObserver/evaluator

28 28

29 29 Next Steps – Suggestions for Principals  Read “Strategies and Suggestions for Observations” (p. 39 of the School-Level Planning & Implementation Guide)  Identify options for collecting and organizing evidence at your school and establish a protocol for all educators  Work with your administrative team to set a calendar for observations and evaluations based on the distribution of educators by plan type at your school Massachusetts Department of Elementary and Secondary Education

30 Resources Massachusetts Model System for Educator Evaluation Massachusetts Department of Elementary and Secondary Education 30

31 31 School-Level Planning & Implementation Guide Content Overview The Massachusetts Model System for Educator Evaluation Step 1: Self-Assessment Step 2: Goal Setting and Plan Development Step 3: Implementation of the Plan Step 4: Formative Assessment and Evaluation Step 5: Summative Evaluation Appendices: Forms for Educator Evaluation, Setting SMART Goals Massachusetts Department of Elementary and Secondary Education

32 ESE Evaluation Resources  What’s coming? − Summer 2012 Guidance on District-Determined Measures Training Modules with facilitator guides, PowerPoint presentations, and participant handouts List of approved vendors Updated website with new Resources section Newsletter Massachusetts Department of Elementary and Secondary Education 32

33  What’s coming? − Fall/Winter 2012 Solicit and review feedback on Model System; update Research & develop student and staff feedback instruments Collect and disseminate best practices Collect and vet assessments to build a repository of district measures Internal collaboration to support cross-initiative alignment  EX: Support for use of rubric for teachers of ELLs aligned to RETELL initiative Massachusetts Department of Elementary and Secondary Education 33 ESE Evaluation Resources

34 34 For More Information and Resources: Visit the ESE educator evaluation website: Contact ESE with questions and suggestions: Presenter: Claire Abbott – Massachusetts Department of Elementary and Secondary Education 34


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