Leveraging Performance Management to Support School Priorities PROFESSIONAL DEVELOPMENT FOR EVALUATORS DAY 1

Today’s Agenda Overview of the evaluation system Using the Rubric How the online Employee Development & Feedback System helps the evaluator manage the evaluation cycle Revising Goals Contract language Resources

Overall goals of the 3-day training Goal 1: Evaluators will know how to implement the new system (technical 5-step implementation) and how to get it done and done well (evaluation best practices).

Overall goals of the 3-day training Evaluators will leave with concrete, specific plans for implementation in their school, including how to: Talk with teachers about the evaluation system Use the evaluation system as a unifier to focus on instruction during teachers’ collaborative work time Use the evaluation system to further their school priorities

Overall goals of the 3-day training Goal 3: Evaluators will leave knowing the specific responsibilities of evaluators and teachers under the new evaluation system.

Check In: How’s it going? 1. What have been some highlights of your or your school’s work with the new evaluation system? 2. What have been some challenges or issues? 3. What do you hope to learn or focus on during this three day training? Half-sheet of paper to answer: what parts of the evaluation process do you want to focus on during this training? What are you worried about? What questions do you hope to address over the next three days?

The new evaluation system: Empowers every educator to take ownership of their evaluation Promotes growth and development Places student learning at the center Recognizes excellence Sets a high bar for tenure Shortens timelines for improvement Aligns evaluations of every educator in the system  Can be a focal point from which to leverage other academic priorities

Five Step Evaluation System Cycle Key Change: Continuous Learning Self-Assessment Analysis, goal-setting, & plan development Implementation of the plan Formative Assessment/Evaluation Summative Evaluation

School-wide Analysis & Goal-Setting School-wide goals & priorities should guide the Five Step Evaluation System Cycle School-wide Analysis & Goal-Setting Self-Assessment Analysis, goal-setting & plan development Implementation of the plan Formative Assessment/Evaluation Summative Evaluation

Rubric for Effective Teaching: Key Change: 4 Standards Former Teacher Evaluation (8 Dimensions) Equity and High Expectations Professionalism Safe, Respectful, Culturally Sensitive and Responsive Learning Communities Partnership with Family and Community Instructional Planning and Implementation: Content Knowledge Monitoring and Assessment of Progress Reflection, Collaboration, and Personal Growth New Teacher Evaluation (4 Standards) *Curriculum, Planning & Assessment *Teaching All Students Family & Community Engagement Professional Culture

Rubric for Effective Teaching: Key Change: 4 Standards New Teacher Evaluation (4 Standards) *Curriculum, Planning & Assessment *Teaching All Students Family & Community Engagement Professional Culture New Principal/Admin Evaluation (4 Standards) *Instructional Leadership Management and Operations Family & Community Partnerships Professional Culture

Rubric for Effective Teaching: Key Change: 4 Standards Former categories Does not meet standards Does meet standards New categories Unsatisfactory Needs Improvement Proficient Exemplary

Rubric for Effective Teaching: Key Change: 4 Standards New categories Unsatisfactory Needs Improvement Proficient Exemplary Proficient Fully and consistently meets the requirements of a standard

Understanding the Rubric

Understanding the rubric and priority elements Evaluators will: understand the four new standards understand how district priorities are reflected in the rubric understand changes in language across performance levels be prepared to lead meetings with staff using the rubric

The purpose of a Rubric of Effective Teaching 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.

How are you using the rubric? How are you currently using the rubric with your teachers in your school? How would you like to?

* Professional Practice Goals and Ratings 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

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 Subject Matter Knowledge Child and Adolescent Development Rigorous Standards-Based Design Well-Structured Lessons A. Instruction Indicator Quality of Effort and Work Student Engagement Meeting Diverse Needs A. Engagement Indicator Parent/Family Engagement A. Reflection Indicator Reflective Practice Goal Setting B. Professional Growth Indicator Professional Learning and Growth B. Assessment Indicator Variety of Assessment Methods Adjustments to Practice Safe Learning Environment Collaborative Learning Environment Student Motivation Learning Expectations Curriculum Support C. Collaboration Indicator Professional Collaboration C. Analysis Indicator Analysis and Conclusions Sharing Conclusions With Colleagues Sharing Conclusions With Students Respects Differences Maintains Respectful Environment Two-Way Communication Culturally Proficient Communication D. Decision-making Indicator Decision-making E. Shared Responsibility Indicator Shared Responsibility D. Expectations Indicator Clear Expectations High Expectations Access to Knowledge F. Professional Responsibility Indicator Judgment Reliability and Responsibility 2.40– 2.45 Take 5 minutes to share next 2 slides with the participants There are 4 standards and 37 indicators

Standard Indicator Element

http://educatoreffectiveness.weebly.com

How are district priorities reflected in the rubric? District Priority Element of rubric Common-core shifts Well-Structured Lessons (I-A-4) Using Data to Differentiate Adjustments to Practice (I-B-2) Access to knowledge (II-D-3) Educator Effectiveness Goal Setting (IV-A-2) Family and Community Engagement Parent/Family Engagement (III-A-1) Two-way Communication (III-C-1) Your school can identify other priority elements that reflect your school goals.  How are existing practices in your school reflected on the rubric?

Example of school-wide “unpacking”

Activity: Unpacking priority elements of the rubric Unpack one of the priority elements – one that is important to the work at your school – at the PROFICIENT performance level, by answering: What should this look like for student learning? What should this look like for teacher behavior? What is it that we need to do or provide to increase peoples’ knowledge about this and skills in this area?

Contract Requirements for Evaluation

* Professional Practice Goals and Ratings 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

Educator plan is determined by the performance rating and career stage

Timelines and Requirements Type of Educator Plan Self-Directed Growth Plan 1 school year* 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 Unannounced observations 2 2 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 June 1: Evaluator meets with educators whose overall Summative Evaluation ratings are moved from Proficient or Exemplary to Needs Improvement or Unsatisfactory Dates established in educator plan. Oct. 1: Evaluator meets with 1st year educators to assist with self-assessment and goal-setting. Other dates are same as above for 1-year Self-Directed Growth Plan.

Observation Requirements Announced Observations Unannounced At least 30 minutes (suggested) Feedback in EDFS in 5 days Post conference At least 10-15 minutes (suggested)

Timelines & Observation Requirements Contract Highlights Timelines & Observation Requirements Dates for educators rated proficient or exemplary Set minimums for # of observations Dates and minimums for educators on development plans Some plans require announced observations

Timelines Self-Directed Plans of 1 year Directed & Improvement Plans By Oct1: Educator submits self-assessments & goals By Nov 1: Evaluator approves goals and action steps By Nov 15: Every educator observed By May 15: Evaluator completes summative assessment By June 1: Evaluator meets with anyone moving down plans Directed & Improvement Plans Dates established by evaluator in educator plan Developing Educator Plans By Oct 1: Evaluator meets to assist with goal setting

Directed and Improvement Plans Meet with educator within 10 days of assigning the plan to provide goals and action steps Educators should self-assess prior to meeting Educators must sign off on the plan on EDFS Suggested lengths: ~30, 60 or 90 days Calendar days, including weekends and holidays Plan officially begins as soon as goals are approved

Next year’s educator plan is determined by the performance rating and career stage

Resources, Support, Questions, and Feedback For more information, visit: EDFS: http://eval.mybps.org/ http://educatoreffectiveness.weebly.com Email questions, comments, and feedback to: Bpsevaluation@boston.k12.ma.us MA Department of Elementary and Secondary Evaluation (DESE) Evaluation Site: http://www.doe.mass.edu/edeval/

http://educatoreffectiveness.weebly.com

Office of Educator Effectiveness Ross Wilson, Assistant Superintendent for Educator Effectiveness Jared Joiner, Implementation Specialist Emily Kalejs Qazilbash, Implementation Specialist Angela Rubenstein, Implementation Specialist Kris Taylor, Implementation Specialist Jenna Costin, EDFS On-line System Coordinator Evaluator Training Facilitators: Jess Madden-Fuoco, Charlestown High school Sam Varano, Edison K-8