Overview of the New Massachusetts Educator Evaluation Framework Opening Day Presentation August 26, 2013

Five Step Evaluation Cycle Continuous Learning 2 Massachusetts Department of Elementary and Secondary Education Revised 10/15/2011

All evaluations are based on a 5-step cycle 1.Self-Assessment Alone and in teams educators reflect on and assess their professional practice, analyze the learning, growth, and achievement of their students, and prepare to propose goals for their Educator Plan. 2.Analysis, Goal Setting, and Plan Development Educators meet with their evaluators to review self-assessments, jointly analyze students’ learning, and develop team and/or individual goals and a plan that encompass both practice and student learning. 3.Implementation of the Plan Educators implement the action steps outlined in their plan and engage in professional development and support needed to be successful. Educator and evaluator collect evidence regarding practice and student learning to inform progress. 4.Formative Assessment/Evaluation Evaluator and educator review educator’s progress toward goals and/or performance against standards. Evaluator issues formative performance ratings. 5.Summative Evaluation Evaluator assesses the educator’s performance against the standards, attainment of student learning goals, and attainment of professional practice goals. Evaluator determines overall summative rating using the 4-point rating scale and student learning impact rating using the 3-point scale. Massachusetts Department of Elementary and Secondary Education 3

The framework establishes four standards of practice, with supporting rubrics defining four levels of effectiveness Principals & Administrators Teachers Instructional Leadership* Management and Operations Family & Community Partnerships Professional Culture Curriculum, Planning & Assessment* Teaching All Students* Family & Community Engagement Professional Culture 4 Massachusetts Department of Elementary and Secondary Education

5 4 Standards and Indicators of Effective Teaching Practice I. Curriculum, Planning, & Assessment II. Teaching All Students III. Family & Community Engagement IV. Professional Culture A.Curriculum and Planning B. Assessment C. Analysis A.Instruction B.Learning Environment C.Cultural Proficiency D. Expectations A.Engagement B. Collaboration C. Communication A.Reflection B. Professional Growth C. Collaboration D. Decision-making E. Shared Responsibility F. Professional Responsibilities

Educators are rated on each standard based on evidence from the following sources: Judgments based on the evaluator’s observations (at least one unannounced) and review of artifacts of professional practice Multiple measures of student learning, growth, and achievement* –Classroom assessments aligned with the MA Curriculum Frameworks comparable within grades or subjects in school –Student progress on learning goals set between the educator and evaluator –State-wide growth measure(s) where available including MCAS Student Growth Percentile and MEPA gains –District-determined measures comparable across grade or subject district-wide Collection of additional evidence that informs performance on the standards, including feedback from students and staff, and, possibly, parents 6 Massachusetts Department of Elementary and Secondary Education Revised 10/15/2011

Educators earn two separate ratings 7 Massachusetts Department of Elementary and Secondary Education Revised 10/15/2011 Districts are required to determine how to recognize and reward educators whose summative rating is exemplary and rating of impact on student learning is high or moderate Summative Rating Exemplary 1-YEAR SELF- DIRECTED GROWTH PLAN 2-YEAR SELF-DIRECTED GROWTH PLAN Proficient Needs Improvement DIRECTED GROWTH PLAN Unsatisfactory IMPROVEMENT PLAN LowModerateHigh Rating of Impact on Student Learning (multiple measures of performance, including MCAS Student Growth Percentile and MEPA where available)

Types of Plans Developing Educator Plan: One school year or less, developed by the educator and evaluator for: –Administrators in the first three years in a district –Teachers without Professional Teacher status –Educators in a new assignment (at the discretion of the evaluator) Self-Directed Growth Plan: Developed by the educator for: –Experienced educators rated proficient or exemplary with moderate or high rating for impact on student learning (two-year plan) –Experienced educators rated proficient or exemplary with low rating for impact on student learning, with goals focused on the inconsistency and supervisor review (one-year plan) Directed Growth Plan: One school year or less developed by the educator and the evaluator for: –Educators who are in need of improvement Improvement Plan: At least 30 calendar days and no more than one school year, developed by the evaluator for: –Educators who are rated unsatisfactory, with goals specific to improving the educator’s unsatisfactory performance 8 Massachusetts Department of Elementary and Secondary Education Revised 10/15/2011

EVALUATION CALENDAR (One-Year Plans**) Activity:Completed By: (School day number) School Calendar Dates ( Dates used as example) Superintendent, principal or designee meets with evaluators and educators to explain evaluation process 15 th school day September 19 Evaluator meets with first-year educators to assist in self-assessment and goal setting process Educator submits self-assessment and proposed goals 25 th October 3 Evaluator meets with Educators in teams or individually to establish Educator Plans (Educator Plan may be established at Summative Evaluation Report meeting in prior school year) 35 th October 18 Evaluator completes Educator Plans 45 th November 1 Evaluator should complete first observation of each Educator 55 th November 19 Educator submits evidence on parent outreach, professional growth, progress on goals (and other standards, if desired) * or four weeks before Formative Assessment Report date established by Evaluator 80 th January 4 Evaluator should complete mid-cycle Formative Assessment Reports for Educators on one-year Educator Plans 100 th February 4 Evaluator holds Formative Assessment Meetings if requested by either Evaluator or Educator 110 th February 25 Educator submits evidence on parent outreach, professional growth, progress on goals (and other standards, if desired) *or 4 weeks prior to Summative Evaluation Report date established by evaluator 130 th March 25 Evaluator completes remaining required observations of each Educator 140 th April 9 Evaluator completes Summative Evaluation Report 150 th April 30 Evaluator meets with Educators whose overall Summative Evaluation ratings are Needs Improvement or Unsatisfactory 160 th May 14 May 29

Evaluator meets with Educators whose ratings are proficient or exemplary at request of Evaluator or Educator 170 th May 29 Educator signs Summative Evaluation Report and adds response, if any within 5 school days of receipt 170 th May 29 Educators with PTS on Two Year Plans Activity: Completed By: Evaluator completes unannounced observations) Any time during the 2-year evaluation cycle Evaluator completes Formative Evaluation Report June 1 of Year 1 Evaluator conducts Formative Evaluation Meeting, if any June 1 of Year 1 Evaluator completes Summative Evaluation Report 150 th day of Year 2 Evaluator conducts Summative Evaluation Meeting, if any 170 th day of Year 2 Evaluator and Educator sign Summative Evaluation Report 170 th day of Year 2

Next Steps Become familiar with the new Teacher Evaluation contract language Full day professional development September 20 th at Middle School to do self-assessment and develop Smart Goals