The New Massachusetts Educator Evaluation System Natick Public Schools

FIVE STEP CYCLE

PTS On New Two Year Cycle PTS On New Two Year Cycle Year 1 1.Complete Self- Assessment using the district's rubric 2.One goal related to improving the Educator’s own professional practice – tied to Standards 3.One goal related to improving student learning *not to be confused with impact on student learning* (Developed in collaboration with your PLC.) 4.Student Learning goals may be team (PLC) goals 5.SMART – (Specific, Measurable, Action-Oriented, Rigorous and Tracked)

Sample Professional practice Goals PROFESSIONAL PRACTICE SMART GOAL - 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. - I will design one curriculum unit to incorporate the design and engineering process including a final STEM project utilizing the 5-step design process. - I will create a website that will provide two-way communication by posting course expectations for work, effort and behavior, updating grades, posting assignments and offers sources for curriculum support.

Forms All goals will be submitted via TeachPoint. You will receive an this week instructing you how to activate your account.All goals will be submitted via TeachPoint. You will receive an this week instructing you how to activate your account. Professional Practice Professional Practice SMART Goal(s) SMART Goal(s) Action/Planned Activities Action/Planned Activities Supports/Resources from School/District Supports/Resources from School/District Timeline or Frequency Timeline or Frequency

Sample student learning goals STUDENT LEARNING SMART GOAL - Improve our MCAS Long Composition score average from in (grade 7) to (out of 20) in By June 2013 all students in grade 3 will demonstrate mastery on key math standards/objectives as indicated by………. - This year the % of Spanish 40 receiving a 9 or 10 using our common grammar rubric will increase by 10% - Needs two forms of assessment. One will be an intensive writing assignment.

Goals Continued Self-Directed Educator Plan:Self-Directed Educator Plan: - The goals - Actions needed to obtain the goals - Benchmarks to assess progress - Meet with Evaluator by October 15 th to develop - Completed and signed by November 1st

Observations Frequent high-quality conversations with a skillful observer who has evidence about what went on and how it is impacting students can be immensely valuable to teachers. We should focus on that. Jon Saphier, 2008 Frequent high-quality conversations with a skillful observer who has evidence about what went on and how it is impacting students can be immensely valuable to teachers. We should focus on that. Jon Saphier, 2008

Year 1 Continued At least one unannounced observation by May 15 thAt least one unannounced observation by May 15 th Unannounced observations may be walkthroughsUnannounced observations may be walkthroughs Evaluator will provide written feedback within 3-5 daysEvaluator will provide written feedback within 3-5 days

Year 1 Continued End of Year 1 Formative EvaluationEnd of Year 1 Formative Evaluation The Formative Evaluation report provides written feedback and ratings to the Educator about his/her progress towards attaining the goals and performance towards the Performance Standards.The Formative Evaluation report provides written feedback and ratings to the Educator about his/her progress towards attaining the goals and performance towards the Performance Standards.

How it should work under ideal conditions A.There is a shared definition of good teaching. B.Principals see typical teaching in action. C.Administrators remember key points from classrooms. D.Administrators give teachers meaningful feedback. E.Teachers understand and accept the feedback. F.Teachers improve their classroom practice. G.As a result, student achievement improves.

Performance Standards Curriculum, Planning and Assessment (9 Elements)Curriculum, Planning and Assessment (9 Elements) Teaching All Students (11 Elements)Teaching All Students (11 Elements) Family and Community Engagement (5 Elements)Family and Community Engagement (5 Elements) Professional Culture (8 Elements)Professional Culture (8 Elements) Rubric lists the Standards, Indicators, Elements and Descriptors Rubric lists the Standards, Indicators, Elements and Descriptors

Performance Ratings ExemplaryExemplary ProficientProficient Needs ImprovementNeeds Improvement UnsatisfactoryUnsatisfactory

2 nd Rating of Educator Impact on Student Learning A rating of high, moderate or low based on trends and patterns on state assessments and district-determined measures.A rating of high, moderate or low based on trends and patterns on state assessments and district-determined measures. Not until Not until

Year 2 Continued Work on GoalsContinued Work on Goals Continued Data CollectionContinued Data Collection Concludes with Summative Evaluation ReportConcludes with Summative Evaluation Report The Evaluator determines a rating on each standard and an overall rating based on the Evaluator’s professional judgment, and evidence The Evaluator determines a rating on each standard and an overall rating based on the Evaluator’s professional judgment, and evidence Evidence: multiple measures of student learning, growth and achievement; judgments based on observation and artifacts of professional practice, including unannounced observations of practice of any duration; and additional evidence relevant to one of more Performance StandardsEvidence: multiple measures of student learning, growth and achievement; judgments based on observation and artifacts of professional practice, including unannounced observations of practice of any duration; and additional evidence relevant to one of more Performance Standards

Summative Evaluation To be rated Proficient overall, a teacher must have been, at minimum, rated as Proficient on Standard 1: Curriculum, Planning, and Assessment, and Standard 2: Teaching all Students.

Next Step Your final rating determines what type of Educator Plan you will begin the next year with.Your final rating determines what type of Educator Plan you will begin the next year with. What was described was the plan for Exemplary and Proficient.What was described was the plan for Exemplary and Proficient.

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.

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