Welcome Day 2 Materials check:

Welcome Day 2 Materials check:
Green Book Handout: Agenda with readings Notebook Once you sit down please fill out a name tag or name “tent” with large notecards

Questions What are we trying to accomplish with the Evaluation System?
What are the “non-negotiables”? (DESE, etc.) What are we going to do in so that we are all “on the same page”? Required Observations Feedback from Observations, from Walkthroughs?

We’re all in this together with the same goals
Union School Cmte. Communication We’re all in this together with the same goals Processes, Procedures

What data would facilitate your discussion?
Individual time needed to evaluate in Number of Teachers/ Specialists/ Admins you will evaluate # Announced Observations (Time pre, post, write-up) # Unannounced Observations (Time for observation, post and write up) # Walkthroughs ??? Feedback For Walkthroughs (Y%/N%) 5 NPST 15 PST SISP Admin 5 15/2 At least (4) or (3) Are walkthroughs unannounced observations or used for PD for whole school/dept.?

Part IV Suggested Contract Language
Unannounced Observations Unannounced observations may be in the form of partial or full-period classroom visitations, Instructional Rounds, Walkthroughs, Learning Walks, or any other means deemed useful by the Evaluator, principal, superintendent or other administrator. The Educator will be provided with at least brief written feedback from the Evaluator within 3-5 school days of the observation. The written feedback shall be delivered to the Educator in person, by , placed in the Educator’s mailbox or mailed to the Educator’s home. Any observation or series of observations resulting in one or more standards judged to be unsatisfactory or needs improvement for the first time must be followed by at least one observation of at least 30 minutes in duration within 30 school days. Observations are defined in the regulations as “of any duration.” 603 CMR

What processes and procedures will bring about desired changes for your district?
How many teachers would you guess should be on Improvement Plans (% or number)? SJEI (R) paragraphs in Formative/Summative evaluations? Are these paragraphs a summary of Announced and Unannounced Observations? Do you include walkthrough evidence? Ratings (A, P, NI, U) for Announced and Unannounced before EOY? Write-ups and/or ratings for Walkthroughs? Checklist for what is included in Walkthrough follow-up conversation if there is no write up? (SJEIR-like expectations?) Consider the evaluation/interview that you saw. If the only comment that the new teacher received was that conversation (and there was no write-up), would the discussion support positive change?

DESE Contract Language
Evaluation Cycle: Educators without PTS In the first year of practice or first year assigned to a school: At least one announced observation during the school year At least four unannounced observations during the school year. In their second and third years of practice or second and third years as a non-PTS Educator in the school: At least three unannounced observations during the school year. Evaluation Cycle: Educators with PTS The Educator whose overall rating is proficient or exemplary must have at least one unannounced observation during the evaluation cycle. The Educator whose overall rating is needs improvement must be observed according to the Directed Growth Plan during the period of Plan which must include at least two unannounced observations. The Educator whose overall rating is unsatisfactory must be observed according to the Improvement Plan which must include both unannounced and announced observation. The number and frequency of the observations shall be determined by the Evaluator, but in no case, for improvement plans of one year, shall there be fewer than one announced and four unannounced observations. For Improvement Plans of six months or fewer, there must be no fewer than one announced and two unannounced observations.

Setting District Standards (Piloting for one year?)
Agenda Setting District Standards (Piloting for one year?) Standards III: Community and IV: Professional Practice Defining Proficiency for Communication and Professionalism with Artifacts and Observation Conferencing and Difficult Conversations Pulling This All Together: Quick Case Studies resources SJEIR, Interview Questions,

Evidence Standards for Educators—Quality
Evidence quality: the Educator shall provide to the Evaluator evidence of family outreach and engagement, fulfillment of professional responsibility and growth, and progress on attaining professional practice and student learning goals. The educator may also provide to the evaluator additional evidence of the educator’s performance against the four Performance Standards. Evidence Standards for Educators—Quality

Quality Artifacts should be a sample that demonstrates educator performance and impact: Aligned with educator goals, the Model System Teacher Rubric, or school goals Number of artifacts to collect varies by educator. (SISPs may have more.) Artifacts can provide evidence of more than one Standard or Indicator

Quality vs Quantity (Brocton)
Evidence should tell a story about a teacher’s practice and growth over the year. The best representation of practice comes from examples of daily work. Quality evidence generally falls into three broad categories: Products of practice that emphasize “naturally occurring products of day-to-day work”. Multiple Measures of Student Learning, Growth and Achievement that demonstrate students’ progress through informal assessments as well as traditional standardized assessments. Other evidence related to Standards of Practice that showcases the behind-the- scenes work educators routinely do outside the regular school day and classroom. Examples are inviting students’ families to a school event, sending out a newsletter to inform families about classroom activities, and serving on committees or community groups connected to the school. Evidence can substantiate more than one standard

Possible Sources of Evidence
lesson plans Student notebook excerpts daily “do now” activities from students Word Walls (weekly snap shots) Pre-lab reports Post-lab reports Extensions to curriculum units (when necessary to provide students with deeper knowledge of a concept Pre-unit assessments for Life Sciences, Earth Science, and Physical Science Post-unit assessments for Life Sciences, Earth Science, and Physical Science End-of-course writing assessments (format: persuasive essays) Monthly science team meeting notes (Oct—March) parent correspondence monthly parent phone log

“Reflective of daily practices”
Evidence Source Standard/Indicator Notes from meetings with the ELL specialist Formative assessment data results and analysis Indicator I.B (Assessment) Indicator I.C (Analysis) Indicator IV.C (Collaboration) Lesson Planner that indicates flexible group tasks Summer course work Select lesson plans reflecting new instructional strategies Indicator I.A (Curriculum and Planning) Indicator II.A (Instruction) Indicator II.D (Expectations)

Teacher’s or SISP’s parent newsletters
With “elbow partner” reach consensus as to whether each of the following is information or evidence No (thumbs down) Possibly if (mid)…. Or definitely (thumbs up) Teacher’s or SISP’s parent newsletters Sample of Special Ed. Teacher’s IEPs Teacher’s or SISP’s website Student report cards Parents’ night handout SISP’s student progress reports Summer course work Notes/Agenda from PLC meeting Trainers can decide if they want each group to so one or two of these areas. This slide was set for a group that was sitting in six different tables with five at each table.

Communicate Standards of Quality
Share examples of high-quality, valuable evidence during faculty or team meetings: Indicate that one artifact might include showing sample artifacts that provide evidence of more than one Standard or Indicator

Standards III and IV

Standards and Indicators for Effective Teaching Practice
The 4 Standards (See 6.41.) Standards and Indicators for Effective Teaching Practice I. Curriculum, Planning, and Assessment II. Teaching All Students III. Family and Community Engagement IV. Professional Culture I-A Curriculum and Planning I-B Assessment I-C Analysis II-A Instruction II-B Learning Environment II-C Cultural Proficiency II-D Expectations III-A Engagement III-B Collaboration III-C Communication IV-A Reflection IV-B Professional Growth IV-C Collaboration IV-D Decision Making V-E Shared Responsibility V-F Professional Responsibilities

Observations ADD Possible Artifacts for your district Include SISPs
Standards III: Family and Community Engagement Standard IV: Professional Practice Indicator III-A. Engagement: Welcomes and encourages every family to become active participants in the classroom and school community. III-A. Elements Exemplary Observable Behaviors Observations ADD Possible Artifacts for your district Include SISPs III-A-1. Parent/Family Engagement Successfully engages most families and sustains their active and appropriate participation in the classroom and school community. Is able to model this element. Conducts effective parent conferences gb Uses strategies to involve the uninvolved parent gb Uses the stages of listening to increase parent involvement gb Uses strategies for difficult parent conferences (including case studies) gb Provides resources to parents for successful conferences and school-family collaboration (Tips for Success for Parents) gb IV-A. Elements Observable Behaviors-- ADD Possible Artifacts for District Include SISPs IV-A-1. Reflective Practice Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues; and uses and shares with colleagues, insights gained to improve practice and student learning. Is able to model this element. Is able to design and carry out peer facilitated action research (chapter 10 for comprehensive action research description, Is able to design and carry out peer facilitated lesson study (pp ) Is able to effectively implement peer observations as either the observer or the teacher being observed (pp ). Is able to design and carry out peer facilitated examining student work study groups (p ) Is able to design and carry out peer facilitated professional reading study groups (p )

Skim/Read the pages from the green book noted for that element
Element III-A-1 Parent/Family Engagement Element IV-A-1 Reflective Practice Read the exemplary description and observable behaviors in the connection document for this element. Skim/Read the pages from the green book noted for that element Make a list of other observable behaviors or artifacts (data points) that represent effective or ineffective practice on this element Everyone should add the new data points to their connection document

Add these to your connection document if you have not already done so.
Evidence Provided by Teachers and SISP for Element III-A-1 Parent/Family Engagement Brainstorm a list of the evidence you would have teachers and SISP provide you related to this element that were not already discussed in the previous slide Add these to your connection document if you have not already done so. In this district what is the method for sharing the evidence gathered with the evaluator(e.g. evaluation software tool, paper folio, , other)?

Watch Video Take notes focusing on Standards III and 4 Collaboratively write an SJEIR Paragraph with a partner Coaching/Parent conference (Reflection, Collaboration) (use Chrome)

III-A. Elements Unsatisfactory Needs Improvement Proficient Exemplary III-A-1. Parent/Family Engagement Does not welcome families to become participants in the classroom and school community or actively discourages their participation. Makes limited attempts to involve families in school and/or classroom activities, meetings, and planning. Uses a variety of strategies to support every family to participate actively and appropriately in the classroom and school community. Successfully engages most families and sustains their active and appropriate participation in the classroom and school community. Is able to model this element. IV-A-1. Reflective Practice Demonstrates limited reflection on practice and/or use of insights gained to improve practice. May reflect on the effectiveness of lessons/ units and interactions with students but not with colleagues and/or rarely uses insights to improve practice. Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student learning. Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues; and uses and shares with colleagues, insights gained to improve practice and student learning. Is able to model this element.

Internationally Accepted Structure for Written and Oral Feedback
Standard/benchmark: Identifies the area of performance that the paragraph will discuss. Judgment: Gives the teacher a clear indication of his/her level of success (or lack there of) in using the area of performance indicated in the claim. Evidence: Data of sufficient quality or quantity to support the judgment Impact statement: Indicates the impact the teaching had on student learning and development Recommendations:

SJEIR Negative Example Standard III
S, J: Mr. R needs to provide resources to parents on how to best support their children’s learning. E: Mr. R has many parents who are recent immigrants and most have no college and little secondary education. E: These parents need to be provided with information on how they can support their children’s learning. I: Providing parents with effective strategies to support student learning and increasing parent involvement improves student success in school.

From the paragraph bank for SISP
John used effective (judgment) techniques for making his evaluation findings clear to parents (standard/benchmark) in the meeting. He carefully explained the terms he used in his report, and took particular care in asking the parents questions as he proceeded. At the conclusion of his report, he summarized his key findings and asked the parents if they had any questions (evidence). As a result, the parents indicated that they had a clearer understanding of their son’s needs (impact statement).

From SISP Bank Bill maintains effective communication with parents. He returns parent calls and parent s within one workday of receiving them. ##He ensures that parents have many opportunities to arrange a meeting that fits into their schedules and clearly communicates these opportunities with each family. He frequently calls parents indicating student successes and/or drops in student performance.## As a result, parents feel well informed about and actively engage in their child’s school performance. Bill did not provide staff members with adequate notice of the meeting. As a result, some of the staff members were not able to prepare adequately. Bill did not adequately answer the parents questions. As a result, the parents did not leave with the information they needed to make the best decisions about their child’s education.

General Education Mr. M effectively provides parents with tools to support their children’s learning. Mr. M clearly communicates all class grading and homework policies to families at the beginning of the year. He frequently calls home to update parents on their children’s successes and challenges and welcomes parent recommendations that would improve their child’s learning and school experience. Additionally, in his monthly newsletter, Mr. M includes a section with tips for parents on improving partnerships with the school and extending student learning at home. As a result, the majority of parents are actively engaged in Mr. M’s class and feel welcome to communicate any concerns or suggestions they have.

Share SJEIR Paragraphs with another set of partners
Standards Judgment Evidence Impact Recommendations What is strong about the writing? What questions/concerns do you have with the paragraphs, giving feedback in these areas?

Feedback and conferencing
Written Evaluations and Formal and Informal Meetings Feedback and conferencing

Definition of Feedback pb 115
Feedback is direct, usable, actionable information to the learner on his/her current performance in relation to a target performance so that the learner can self-assess and make improvements. Note: Feedback is formative assessment Elbow partner: When during the cycle do you need to make clear that you are concerned about an educator’s performance?

Communication to All Teachers
Evaluators’ conversations with teachers will clarify for teachers how the Observations are formative (coaching) and the Evaluations are summative (SJEI) and include specific ratings for all 4 categories and one final rating. “Suggestions” are made to support teachers’ growth “Recommendations” are made to signal an area that is important for a teacher’s growth Questions such as “How do you think the lesson went?” are meant to elicit conversation as a post observation discussion, not to indicate the lesson was problematical in some way. When an evaluator becomes concerned that an educator may receive a Needs Improvement or Unsatisfactory in any of the 4 standards, that concern will be communicated clearly in a conversation (?) in writing (?)

Calibrating Professional Judgment and
Balancing Administrative Roles and Responsibilities Accountability   Coaching “Tight”   “Loose” Goals Judgment   Concerns Educator’s needs   District’s needs Contexts: First Year, New to District, Experienced

Effective Feedback For most teachers what we ask them in conferences is more important than what we tell them. Attitude of the evaluator in the dialogue is important This kind of discussion is challenging particularly as a new system is being instituted. “The conditions in which teachers feel their supervision is valuable are those in which the supervisor behaves in a way that appears to engage the teacher in problem-solving and in which some real sense of understanding of the teacher is communicated by the supervisor.” Blumberg’s study.

Feedback = Data in this context
We should match our responses to teacher performance to our objective for the response. Pb 116 We should match Feedback = Data in this context Your growth score is 34. Response to Teacher Performance Judgment The level of teacher performance is clear to a third party reader Praise Specific, matched, sincere Recommendations Encouragement You are making the appropriate level of progress but have further to go Suggestions Teacher may choose not to do this with no negative impact on evaluation Directions/Recommendations Teacher must do this or his/her evaluation will be lower Readings, courses, observations of other teachers, etc. Congratulatory You are where we want you to be in this area

Anb 144 Teachers who perform in the top 1/3
Least Evaluator Time Teachers who perform in the top 1/3 of your department or school More Formative/ Indirect Teachers who perform in the middle 1/3 of your department or school Anb 144 Teachers who perform in the bottom 1/3 of your department or school Teachers who perform in the bottom 2 to 5% of the district Most Time More Summative/Direct

Expediency versus Long-Term Change: The Research
Harvard Business School professor Amy Edmondson, in her study of organizations that relied on innovation and creativity, found that organizations that figured out how to balance psychological safety with accountability thrived (2012). Psychological safety, a hallmark of a vibrant learning culture, allows people to take risks, learn from error, and openly challenge the thinking of their colleagues and supervisors. Amy Edmondson, Teaming How Organizations Learn, Innovate and Compete (Jossey Bass 2012)

Arthur Blumberg’s Four Supervisory Styles Pajak, 2008 Approaches to Clinical Supervision
High Indirect Low Indirect High Direct Low Style A The supervisor exhibits both direct and indirect behaviors, telling and describing concerns, but also asking questions and listening Style B The supervisor emphasizes direct behaviors telling and criticizing, with little asking or listening Style C The supervisor emphasizes indirect behaviors, asking questions, listening and reflecting back ideas and feelings, with little telling or criticizing Style D The supervisor uses neither direct nor indirect behaviors, is generally passive, and appears uncaring, directionless, and uninterested

Arthur Blumberg’s Four Supervisory Styles Pajak, 2008 Approaches to Clinical Supervision
Teacher Percep- Style tion of Most… tion of Least… Helpful ACBD Satisfying CADB Supportive CDBA Empathic Productive Morale Building CABD Problem Solving CDAB

Types of Questions pb Informational to Judgmental ( evoking self reflection) Cognitive Dissonance

Difficult Conversations: Advice from a Principal
1. Start the Day with the Most Challenging Task: Productivity expert Brian Tracy says that we should tackle our most difficult and important task first thing every morning. The concept is that if we can “eat the frog”, everything else will seem easy. Don’t wait for the day to go by. Procrastinating may result in your “deciding” not to tackle the issue at all. And, the conflict may fester if you wait too long to intervene. 2. Prepare for results: I prepare bullet points for every tough conversation I have in person or on the phone. There is a natural tendency to lighten the exchange with your colleague so if you don’t plan for the result you want, you simply won’t get there. 3. Lead with the punchline: The tendency is to begin a difficult chat with small talk to lighten the load. Writing in the Harvard Business Review, Peter Bregman suggests that leading with the tough news will ensure that the recipient will hear the constructive criticism with clarity. 4. Listen as much as you can: If you want the colleague to change a habit or behavior and be personally reflective, they need to know that you care about their improvement. Validate whatever response they may have…if it’s valid of course. But listen either way. 5. Take good notes: A tough conversation might take unexpected twists and turns. Be sure that the meeting is documented accurately. 6. Follow up (both right after and set date for next meeting):Long term success is based on at least a second follow-up meeting to reinforce your message. Set a date for that meeting before the first meeting is complete. 7. Assume good intentions: Most people want to do well at their job and truly care about professionalism. Let good intentions be the default unless you know otherwise.

Joe Doe, Special Education Teacher
Joe is a new educator who has been with you for 3 months. He is great with the students. He’s a real motivator, but you have just found out that his paperwork is really weak. You are a co-evaluator with the special education director. Every time you’ve observed Joe, he is working with a student and supporting that student’s growth well. However, the special education director calls in November and says that Joe’s paperwork is late and poorly done. He has not contacted parents, has poorly written IEP goals for all of his new students, and often does not show up for co-taught classes. You have already done 3 classroom visits (one announced, two unannounced). Your write-ups were very positive. What would you do as an evaluator?

Stages of Conferencing to Promote Behavior Change pb 120
1. Preparation: Have all the data ready Think about the personality of the person with whom you are meeting 2. Be clear about the desired outcomes 3. Choose the best location for the conference 4. Door openers Indicate conference is two way communication Get the supervisee talking You want to hear “their story.” How do you think the class went? (What did the survey say to you?) Consider a future Conference Example SPED teacher --Great in classes, but didn’t do paperwork

Stages of Conferencing pb 120
5. Passive Listening and Acknowledging Responses Eye contact Nodding “I hear you” Paraphrasing teacher’s statements “I understand” Remember that acknowledging is not agreeing.

Stages of Conferencing pb120
6. Active Listening Gives speaker tangible evidence of the listener’s understanding. For example: Labels teachers feelings about the situation (e.g. anger, excitement, frustration, pride) Ask clarification questions Ask informational questions Ask self-reflection questions

Stages of Conferencing pb 120
7. Generating solutions What ideas does the teacher have for improving instruction? 8. Expanding the agenda if the previous questions do not lead to sufficient recommendations for improving instruction Identify and comment on positive performances not yet discussed Identify areas for improvement not yet discussed

SJEIR’s Strength Legally strong: The laws (Standards), the level of competence (Judgment), the concrete proof (evidence), and their connection to student growth are clearly delineated. Recommendations are optional, but if you want a teacher to improve in an area, do they signal a major concern or a professional conversation about other alternatives Recommendations need to be crystal clear if a teacher’s job may be jeopardized

Jane Doe, Professional Status Teacher
Jane has had a long history of having difficulty with parent and student communication (many complaints that she doesn’t give homework, says things like, “I can’t believe I have to teach this course. Nobody told me until September. I have no idea what to teach.” The evaluator at the middle school, however, gave little indication of her needs to her. She also had a negative history in 8th grade math—many of her students received high grades, but received low MCAS scores, so she was transferred (her request) to the high school. You are her new supervisor. What would you plan to do during the year with this teacher?

Carol Ann Riley, a 4th year teacher
Carol Ann, a Kindergarten teacher, has had three years of positive evaluations. She has a new elementary principal. In the first weeks of school, Carol Ann and the principal had a dispute over leaving early (which the former principal had allowed because her daughter had been seriously ill the last year). The principal visited her class and wrote up 3 specific negative areas, students are not on task, her agenda wasn’t posted for ELA, and she had not allowed a student to go to the lav. The teacher goes to the teacher’s association to complain. She has always had good evaluations, only one student was off task, and he is on a behavioral plan, and the student who wanted a pass to the lav had just gone in the last hour. She feels this new evaluator just doesn’t like her. What should the building rep do, say? What if the evaluator was accurate? What if the evaluator was inaccurate?

Rating on Each Standard
End of Year/Mid-Cycle Evaluation Form (DESE) Your District’s Expectations for Each Teacher 2 paragraphs? per standard taken from your walkthroughs and observations and Artifacts? Rating on Each Standard I: Curriculum, Planning, & Assessment Unsatisfactory Needs Improvement Proficient Exemplary Rationale, evidence, and feedback for improvement: II: Teaching All Students III: Family & Community Engagement IV: Professional Culture Rationale, evidence, and feedback for improvement: Progress Toward Student Learning Goal(s) and Professional Practice Goals Did not meet Some progress Significant Progress Met Exceeded Rationale, evidence, and feedback for improvement:

Exemplary? Exemplary Teachers and Professional Practice. Share with your processing partner or table: How important is the Exemplary rating to your staff? (1 or 2%?)

Access Sample Paragraphs
Log in at Dbrady Saturday6 Video for Using Paragraph Bank: The list of SJEIR paragraphs are also available to download all of them at

Next Steps What do you need to do as your Evaluation System’s next steps? Communication of progress to all teachers Using time well to gather and communicate observations/artifact response Forms: Announced, Unannounced, Walkthroughs Supporting teachers who need improvement

Formative or Summative Evaluation
Standard (Well-Planned Lesson), Judgment: Mrs. X does not demonstrate thorough planning in her science class in a way that anticipates areas of potential difficulty connected to the lesson for her students Evidence: For example, in the science lesson observed on …., the introduction and review of the lesson took more than 10 minutes. The task and the handout sheet were not clearly explained. Students had many questions about how the balance task was to be done. Students were confused about whether or not the objects had to fit inside the basket and many did not begin until prompted or provided more instructions. The mastery objective was not clearly stated nor posted clearly in the classroom or on the worksheet. Students had been introduced to the Balance Beam and Fulcrum, and were able, with help, to understand the analogy between a see-saw and the balance beam. Although we met and discussed lesson planning, lessons continue to be at the needs improvement level and continues to struggle with the clarity of her objectives, pacing and the clear sequence for teaching and for providing her second graders with supporting materials. Impact: As a result of the need for more planning which would provide more focus and a mastery objective, students in her classes are not able to work with a sense of purpose for their task nor can they proceed without a great deal of teacher re-explanation. Recommendation (Use during the year when necessary; optional in Summative)

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