The New Massachusetts Educator Evaluation Natick Public Schools

Effective teachers and leaders matter  No other school-based factor has as great an influence on student achievement as an effective teacher.  Effective leaders create the conditions that enable powerful teaching and learning to occur. Therefore,  Ensuring that every child is taught by effective teachers and attends a school that is led by an effective leader is key to addressing the achievement gap. Attracting, developing, and retaining an effective, academically capable, diverse, and culturally proficient educator workforce is essential.

Goals for today To understand the requirements for non- professional status teachers as we transition to the new educator evaluator rubric To understand the requirements for non- professional status teachers as we transition to the new educator evaluator rubric To become familiar with the components of the rubric and how they relate to teaching and learning To become familiar with the components of the rubric and how they relate to teaching and learning To use the rubric to self-assess to determine one professional practice goal To use the rubric to self-assess to determine one professional practice goal To understand new timelines for evaluation To understand new timelines for evaluation

4 Every educator is an active participant in the evaluation process Continuous Learning 4 Massachusetts Department of Elementary and Secondary Education Collaboration and Continuous Learning are the focus Every educator proposes at least 1 professional practice goal and 1 student learning goal – tams goals must be considered Every educator & evaluator collects evidence and assesses progress Every educator has a mid-cycle review Every educator earns one of four ratings of performance Every educator uses a rubric and data about student learning

Non-PTS Annual cycle Self Assessment Self Assessment Two Goals – (Student Learning and Professional Practice) Two Goals – (Student Learning and Professional Practice) Develop Educator Plan Develop Educator Plan One announced observation (Pre- conference, Evaluation, Post-conference) One announced observation (Pre- conference, Evaluation, Post-conference) Multiple unannounced observations (at least 4) Multiple unannounced observations (at least 4) Formative Assessment Mid-Year (ratings on each standard) Formative Assessment Mid-Year (ratings on each standard) Summative Evaluation (rating on each standard and overall rating) Summative Evaluation (rating on each standard and overall rating)

non-pts EDUCATORS annual cycle non-pts EDUCATORS annual cycle 1.Complete Self-Assessment using the district's rubric 1.Write Two Goals: 1.One goal related to improving the Educator’s own professional practice – tied to Standards one and two 2.One goal related to improving student learning *not to be confused with impact on student learning* (Developed in collaboration with your PLC) 3.The goal is department, level, grade etc. specific 4.Goals are SMART – (Specific, Measurable, Action- Oriented, Rigorous and Timed)

7 Structure of a Rubric A Continuum of Professional Practice StandardsIndicatorsElementsDescriptors of each Element at 4 performance Levels 7

Performance Standards Standard I: Curriculum, Planning and Assessment Standard I: Curriculum, Planning and Assessment Standard II: Teaching All Students Standard II: Teaching All Students Standard III: Family and Community Engagement Standard III: Family and Community Engagement Standard IV: Professional Culture Standard IV: Professional Culture

Ratings of Teacher Performance Exemplary Performance on Indicator could serve as a model Exemplary Performance on Indicator could serve as a model Proficient Fully satisfactory; Rigorous & Expected Level of Performance; Demanding but Attainable Proficient Fully satisfactory; Rigorous & Expected Level of Performance; Demanding but Attainable Needs Improvement Performance below requirements of standard; Improvement necessary and expected Needs Improvement Performance below requirements of standard; Improvement necessary and expected Unsatisfactory Performance has not significantly improved following a rating of Needs Improvement Unsatisfactory Performance has not significantly improved following a rating of Needs Improvement

10 Standard #1: Instructional Leadership Indicator: Evaluation Element : Supervision Descriptors: Exemplary: Ensures that each educator has challenging and measurable professional practice and student learning goals and an effective system for monitoring progress. Proficient: Ensures that each educator has measurable professional practice and student learning goals. Needs Improvement: Ensures each educator has goals, but does not vet them for quality and/or relevance to their own and the school’s needs. Unsatisfactory: Does not ensure that each educator has goals, or the goals are not of good quality. We expect that most educators will be rated proficient. An exemplary rating is provided for educators who model practice at the highest levels. Rubrics that make clear the difference between “proficient” and “exemplary” practice are essential.

Review of the rubric Standard I: Curriculum, Planning and Assessment Standard I: Curriculum, Planning and Assessment Standard II: Teaching All Students Standard II: Teaching All Students Standard III: Family and Community Engagement Standard III: Family and Community Engagement Standard IV: Professional Culture Standard IV: Professional Culture Go to this link: Go to this link: uation.cfm uation.cfm uation.cfm uation.cfm What do you notice? What do you notice? Turn and talk to your neighbor, and report out Turn and talk to your neighbor, and report out

Who Evaluates Principal and Vice Principals are the Primary Evaluators and Departments Heads are the Supervising Evaluators

For Everyone will start with a Self-Assessment Everyone will start with a Self-Assessment 1st year teacher meeting with evaluator to assist with self-assessment (completed by 10/15/12 ) 1st year teacher meeting with evaluator to assist with self-assessment (completed by 10/15/12 )  Use s  Use self-assessment  All documents can be found on TeachPoint  Educator plan completed and approved for all teachers and evaluators by 11/1/12  First unannounced evaluation must happen before 12/1 Teacher comes to meeting with draft of proposed goals Teacher comes to meeting with draft of proposed goals  One goal related to improving the teacher’s own professional practice  One goal related to improving student learning, created with PLC Goals must be SMART goals (Specific, Measurable, Action-Oriented, Rigorous and Timed) Goals must be SMART goals (Specific, Measurable, Action-Oriented, Rigorous and Timed)

Self Assessment The self-assessment includes: The self-assessment includes: an assessment of practice against each of the four Performance Standards of effective practice using the district’s rubric an assessment of practice against each of the four Performance Standards of effective practice using the district’s rubric at least one goal directly related to improving the Educator’s own professional practice. at least one goal directly related to improving the Educator’s own professional practice. at least one goal directed related to improving student learning (PLC goal setting - teachers in the partial implementation plan do not report on this goal to their primary evaluator). at least one goal directed related to improving student learning (PLC goal setting - teachers in the partial implementation plan do not report on this goal to their primary evaluator). The educator comes to the goal meeting with a draft of both goals, which will be finalized with evaluator’s approvalThe educator comes to the goal meeting with a draft of both goals, which will be finalized with evaluator’s approval

Data Collection 1 st unannounced observation completed by 12/01/12   1 st year teachers: 1 announced and 4 unannounced observations at minimum   2 nd & 3 rd year teachers: 3 unannounced observations at minimum  All information on observations will be documented on TeachPoint Unannounced observations may be walk-throughs Evaluator will provide feedback within 3-5 days Individual teachers will also collect evidence (data and artifacts) to support goal attainment and performance on the four standards. Individual teachers will also collect evidence (data and artifacts) to support goal attainment and performance on the four standards.

16 Examples of Measures for student learning Examples:  MCAS  District-wide common assessments across grade or subject, “ including but not limited to”: portfolios portfolios approved commercial assessments approved commercial assessments district-developed pre/post unit and course assessments district-developed pre/post unit and course assessments  School-wide and teacher-developed assessments (individual and/or team)

Sample Goals STUDENT LEARNING SMART GOAL ELA teacher - Improve our MCAS Long Composition score average from in (grade 7) to (out of 20) in STUDENT LEARNING SMART GOAL Science teacher - Improve student’s technical writing on research-based projects by one performance category using a common technical writing rubric by the end of the 2013 school year - Improve student’s technical writing on research-based projects by one performance category using a common technical writing rubric by the end of the 2013 school year

Professional practice Smart Goals Any Educator: I will increase parent/student communication by I will increase parent/student communication by Sending at least 5 s per week Sending at least 5 s per week Creating a newsletter for students and parents twice a year Creating a newsletter for students and parents twice a year Electronic posting of classroom activities once a month Electronic posting of classroom activities once a month Any Educator - I will be able to give an explanation to colleagues of how I am embedding text types and purposes of writing into my teaching practice of writing fiction and non-fiction texts with reasoning, organization and well-chosen details into at least one lesson each week

19 Example Smart Goals: middle school music teacher Professional Practice goal: Professional Practice goal: I will collaborate with my colleagues in the music department to research, develop, pilot, analyze, revise and share 2 performance-based assessments I will collaborate with my colleagues in the music department to research, develop, pilot, analyze, revise and share 2 performance-based assessments Student Learning goal: Student Learning goal: My students will be able to identify and apply music terms, symbols and definitions in the curriculum guide for 6 th, 7 th and 8 th grade. Using a department-developed pre- and post-performance assessment,100% of my students will demonstrate progress, and 85% will demonstrate proficiency on the third quarter assessment. My students will be able to identify and apply music terms, symbols and definitions in the curriculum guide for 6 th, 7 th and 8 th grade. Using a department-developed pre- and post-performance assessment,100% of my students will demonstrate progress, and 85% will demonstrate proficiency on the third quarter assessment. Teams will meet during professional learning community

Sample Evidence Professional Practice Goal: Professional Practice Goal: I will increase parent/student communication by: I will increase parent/student communication by: Sending at least 5 s per week Sending at least 5 s per week Creating a newsletter for students and parents twice a year Creating a newsletter for students and parents twice a year Electronic posting of classroom activities once a month Electronic posting of classroom activities once a monthEvidence: Collection of s indicating an average of 5 s/week (October to May) to students or parents Collection of s indicating an average of 5 s/week (October to May) to students or parents Samples of newsletters created during the year Samples of newsletters created during the year Copies of electronic postings of classroom activities each month Copies of electronic postings of classroom activities each month

Mid-cycle Formative Assessment timeline Evaluator provides educator with notice of Formative Assessment Report due date by 1/11/13 Evaluator provides educator with notice of Formative Assessment Report due date by 1/11/13 Educator submits evidence of standards and progress on goals – professional and student learning - submitted by 1/18/13 (Teach Point) Educator submits evidence of standards and progress on goals – professional and student learning - submitted by 1/18/13 (Teach Point) Evaluator completes mid-cycle formative assessment report by 2/1/13 (Teach Point) Evaluator completes mid-cycle formative assessment report by 2/1/13 (Teach Point) Formal Assessment meetings, if requested, completed by 2/18/13 Formal Assessment meetings, if requested, completed by 2/18/13

Summative Evaluation To be rated Proficient overall, the educator shall, at minimum, have been rated as Proficient on Standards: 1 : Instructional Leadership 1 : Instructional Leadership 2 : Teaching All Students

Summative evaluation timeline Evaluator provides educator with notice of Summative Evaluation Report due date by 4/17/13 Evaluator provides educator with notice of Summative Evaluation Report due date by 4/17/13 Educator submits evidence of standards and progress on goals – professional and student learning - submitted by 4/24/13 (Teach Point) Educator submits evidence of standards and progress on goals – professional and student learning - submitted by 4/24/13 (Teach Point) Evaluator provides educator with notice of formative assessment report by 5/11/13 Evaluator provides educator with notice of formative assessment report by 5/11/13 Evaluator completes summative evaluation report by 5/15/13 (Teach Point) Evaluator completes summative evaluation report by 5/15/13 (Teach Point) Evaluator completes observations required by Educator Plan by 5/15/13 Evaluator completes observations required by Educator Plan by 5/15/13 Educator provides evaluator with evidence of standards and progress on goals 5/18/13 Educator provides evaluator with evidence of standards and progress on goals 5/18/13

Summative evaluation timeline Evaluator meets with Educators whose overall summative assessment ratings are NI or U 6/1/1 Evaluator meets with Educators whose overall summative assessment ratings are NI or U 6/1/1 Evaluation completes Formative Evaluation Report by 6/1/13 Evaluation completes Formative Evaluation Report by 6/1/13 Evaluator meets, if requested, with Educators whose overall assessment ratings are Proficient or Exemplary by 6/15/13 Evaluator meets, if requested, with Educators whose overall assessment ratings are Proficient or Exemplary by 6/15/13

Logging into TeachPoint Safari is preferred browswer Go to: Click “Sign in” in upper right hand corner Sign in:

To initiate a form Once signed in: 1.Be sure your name is highlighted in the panel on the left by clicking on it 2.Click button “New Form”—a drop-down menu will appear 3.Select “Self Assessment” 4.The form will appear on your screen

Modeling Read the Rubric Read the Rubric Type your self-assessment in the gray shaded box Type your self-assessment in the gray shaded box Select your proficiency level (it will highlight in a color) Select your proficiency level (it will highlight in a color) Save the form by clicking “Done” Save the form by clicking “Done” When completed share the form with your evaluator When completed share the form with your evaluator Sign the form Sign the form

Teach Point Log in to Teach Point Log in to Teach Point Find your name in the left-hand column Find your name in the left-hand column Click on it Click on it Click on New Form Click on New Form Educator Self Assessment (check name of form) Educator Self Assessment (check name of form)

Non PTS: an advisory 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 3 daysAny 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 3 days

Other Impact of Student Growth will not start until Impact of Student Growth will not start until Student Feedback in Educator Evaluation – Student Feedback in Educator Evaluation – In order to qualify to apply for a teacher leader position, the Educator must have had a Summative Evaluation performance rating of proficient or exemplary for at least the previous two years. In order to qualify to apply for a teacher leader position, the Educator must have had a Summative Evaluation performance rating of proficient or exemplary for at least the previous two years.

Next steps Evaluation is to improve professional practice; we will work together to capture the professional practices that support our learners and strengthen our educators Evaluation is to improve professional practice; we will work together to capture the professional practices that support our learners and strengthen our educators Questions? Just ask… Have a productive year!