EDCO SEPTEMBER 20, 2012 LESSONS LEARNED FROM THE FIELD

READING PUBLIC SCHOOLS EARLY ADOPTER ACTIVITIES Piloted Educator Plan Principal/Assistant Principal Evaluation Superintendent Evaluation Contract Language Approved Created Several Forms Self Assessment SMART Goal Development Workbook Educator Plan Formative Evaluation Summative Evaluation Unannounced/Announced Observations Developed an Electronic Portfolio System

READING PUBLIC SCHOOLS EARLY ADOPTER ACTIVITIES Presented at Several Workshops Blue Ribbon NEC/SEEM EDCO MASS MASBO Worked with Several School Districts Participated on DESE/MASBO SBO Rubric Professional Development for Administrator, Team Chairs, Department Chairs, Directors Difficult Conversations Workshop SMART Goals/Supervision/Teacher Rubric Workshop TAP Committee Meetings Review of Forms Discussion of Process

LESSONS LEARNED Trust and Collaboration Growth Not Gotcha Taking Risks and Making Mistakes Opportunity versus Compliance Two-fer and Three-fer Modeling the Process (Superintendent and Principal) Building Capacity SMART Goals Training and Feedback

TRUST AND COLLABORATION EDCO PRESENTATION

VALVE HANDBOOK FOR NEW EMPLOYEES Risks (What if I screw up?) “Nobody has ever been fired at Valve for making a mistake. It wouldn’t even make sense for us to operate that way. Providing the freedom to fail is an important trait of the company-we couldn’t expect so much of individuals if we also penalized people for errors. Even expensive mistakes, or ones which result in a very public failure, are genuinely looked at as opportunities to learn. We can always repair the mistake or make up for it.”

PUBLIC SCHOOL SYSTEM TRANSLATION Risks (What if I make a mistake?) “Nobody has ever been fired in our school district for making an honest mistake in an effort to benefit students. It wouldn’t even make sense for us to operate that way. Providing the freedom to try new methods or ideas, and fail is an important trait of our organization- we couldn’t expect so much of individuals if we penalized our staff for taking risks and not succeeding. Even costly mistakes, or ones which result in a very public failure, are genuinely looked at as opportunities to learn and grow. We can always repair the mistake or make up for it.”

PUBLIC SCHOOL DISTRICT TRANSLATION(CONTINUED) “Making mistakes is a great way to discover that your assumptions were wrong or that your method was a little bit off. As long as you update your method and move forward with an improved way, you’re doing it right. Look for ways to test your beliefs and values. Never be afraid to pilot a new idea or collect more data.” “It helps to set goals and benchmarks and anticipate what would happen if you do not reach those goals. Ask yourself, “What would I expect to see if I am right?” Or “What would it look like if I am wrong?” Then ask yourself, “What do I see? What do I hear? What do I say?” If something totally unexpected happens, try to figure out why.

PUBLIC SCHOOL DISTRICT TRANSLATION ( CONTINUED) “There are still some bad ways to fail. Repeating the same mistake or using the same instructional strategy over and over again without it benefitting our students is one. Not listening to feedback from peers, supervisors, parents, or students before or after a mistake is another. Never ignore the evidence or the data; particularly when it says you’re wrong.” “Remember, our overall collective goal, PreK-12 is to prepare all students to succeed in this ever-changing complex world that awaits them after high school. In other words, we need to prepare them for college and/or career readiness. The only way that we can do that is to continue to experiment with new ideas, make mistakes, learn from those mistakes, and grow from the experience.”

“WE ARE ALL IN THIS TOGETHER” “IT WILL NOT BE PERFECT” “WE WILL BE MAKING MISTAKES ALONG THE WAY.” “WE NEED YOUR HELP TO MAKE THE PROCESS BETTER.”

TRUST TAP Committee Formed since 2003 Teachers, Administrators, Central Office At least one representative from each building Conversations between supervisor and educator is the most critical Focus on Growth, not Gotcha Communication is Key

BUILDING CAPACITY EDCO PRESENTATION

ENGAGING EDUCATORS FRAMEWORK SOURCE: REFORM SUPPORT NETWORK Four Domains of Educator Engagement I know I apply I participate I lead Each domain expects levels of mastery and involvement and different habits of mind. We must intentionally engage educators across all four of the domains.

A FRAMEWORK FOR ENGAGING EDUCATORS I KnowI Apply I Participate I Lead

I KNOW I know how the evaluation system in my district works. I also know the rationale for the changes in policy. I understand the observational framework used to assess my performance and I understand how it intersects with student growth measures. I understand the rating system and how my rating information leads to different types of educator plans. I know to whom I can turn for support in order to improve. I know that the evaluation system is a set of clear signals I use to guide the improvement of my performance.

STRATEGIES FOR “I KNOW” All stakeholders (SEA, LEA, Union) are responsible Develop feedback loops for misconceptions Surveys, Focus Group Sessions Communicate, Communicate, Communicate Guidebooks FAQ Website Newsletter Information Sessions Podcasts/Webinars Train the Trainer Models

I APPLY I apply what I know about the evaluation system to improve my practice and get better results with the students I teach. I think through the expectations of the observation rubrics and apply those expectations to the design of my lesson plans. I also use the information for other measures of student growth, to set expectations for my students, and to decide how to differentiate instruction. I use feedback from observers and consider my strengths and weaknesses as a practitioner. I use student data and other forms of feedback to assess my own performance and consider what to do to continue improving the results I get with my students.

STRATEGIES TO SUPPORT “I APPLY” Make resources and tools available for educators to use Model lesson plans aligned to standards Instructional coaching Mentoring Professional Development Interim Assessments Videos of high quality instruction

I PARTICIPATE I participate in the development, implementation and refinement of my district’s teacher evaluation system at both the practical and policy levels. At my school, I work with leaders and colleagues to set shared expectations for how evaluations will be conducted. I collaborate with others to review the observation rubric so we can understand what it means for us. I work with my colleagues to interpret student data to inform instructional decisions. As a member of my union, I participate in union- management collaborative sessions to calibrate video teaching samples using the observation rubric. I work with union and district leadership to reflect how the new system will change the way my colleagues and I will use our time in my school.

SUPPORTING “I PARTICIPATE” Feedback Loops Surveys that gauge frequency and quality of feedback Focus Group Sessions Follow up on Feedback Joint Union/Administration Communication Teams Breaks down barriers and eliminates misconceptions Identify teachers for additional roles and responsibilities Peer Observation Pilot Developing assessments for multiple measures Tools and guidance with student learning objectives

I LEAD I lead my colleagues to improve their performance and to improve the evaluation system as we go forward. I am recognized as an excellent practitioner, whose classroom performance and student growth results stand out. At my school, my principal and colleagues seek me out for my expertise. I open my classroom as a demonstration site, and I am called upon to deliver model lessons. I mentor new teachers and support other teachers as they develop. At the district level, I collaborate with leaders from other schools, the union and district administration to improve the faculty’s understanding of how to improve the evaluation system. With other leaders, I visit schools around my district and help others know, apply, participate, and lead. I make sure that things are done with teachers, not to them.

SUPPORTING “I LEAD” Identify excellent practitioners and give them opportunities to lead Study groups which focus on particular evaluation standards or development of assessments Participate on school/district evaluation advisory committees Establish a culture that accommodates disagreement, but does not accept the status quo

SMART GOAL PROCESS EDCO PRESENTATION

SMART GOAL PROCESS Most challenging for teachers Provide examples of Self-Assessment and SMART Goal for each level and type of educator

28 5 Step Evaluation Cycle: The Heart of the System Continuous Learning  Foundation for the model  Every educator is an active participant in an evaluation  Process promotes collaboration and continuous learning  Adaptable for all educators Massachusetts Department of Elementary and Secondary Education

29 Massachusetts Department of Elementary and Secondary Education

30 Continuous Learning Teacher reviews data and identifies three areas for improvement, grade 2 DIBELS Scores for Special Education Students, Improving the RTI model, and aligning the math curriculum to the common core. Teacher works with Principal to develop a grade level professional practice goal on Improving Grade 2 RTI model. Works with special education teacher on a team student learning goal to improve the Grade 2 DIBELS scores, and works with Grade 2 teachers across the district and the Assistant Superintendent to align the Everyday Math program to the Common Core. Teacher gathers and synthesizes evidence on progress on goals in Educator Plan. Principal focuses data collection on goal areas. Midway through the cycle, the Principal and teacher and grade level teams review evidence and assess progress on goals: makes adjustments to action plan or benchmarks, if needed. Teacher receives a rating on each standard plus an overall rating based on performance against standards and progress on the three goals. 5 Step Cycle in Action for Elementary Classroom Teachers

31 Continuous Learning Counselor reviews data and identifies three areas for improvement, grade 8 transition issues for special education students, YRBS data for students feeling emotionally safe at school, and low participation levels for students in Teen Screen program Counselor works with Director of Guidance to develop a department professional practice goal on Grade 8 Transition. Works with health educators, social workers, and school psychologists on a team student learning goal to improve emotional safety of students, and works with Behavioral Health Coordinator on a team student learning goal increasing percentage of students who participate in Teen Screen program. Counselor gathers and synthesizes evidence on progress on goals in Educator Plan. Director of Guidance focuses data collection on goal areas. Midway through the cycle, the Director of Guidance and counselor and department/teams to review evidence and assess progress on goals: makes adjustments to action plan or benchmarks, if needed. Counselor receives a rating on each standard plus an overall rating based on performance against standards and progress on the three goals. 5 Step Cycle in Action for Specialized Instructional Support Personnel

Massachusetts Department of Elementary and Secondary Education 32

TRAINING EDCO PRESENTATION

TRAINING Provide training for anyone involved in supervision Administrators Department Chairs Team Chairs Central Office Coordinators Training Focus Providing meaningful feedback Supervision and observation Understanding the process Have sharing sessions with administrators

OPPORTUNITY VERSUS COMPLIANCE EDCO PRESENTATION

OPPORTUNITY VS. COMPLIANCE Connect Common Core and Assessment Development to the Educator Evaluation System Use the conversations as opportunities to grow Don’t treat this as “we have to do this.” Provide time for teachers to understand process and collaborate Identify ways to take things off of principal’s plate Assigning some evaluations to central office and team chairs Increasing evaluation cycle for non-teachers (i.e. paraeducators) Communicate their priorities

Student and Teacher Growth Educator Evaluation Common Core Common Assessments EXAMPLE OF A TWO-FER OR THREE-FER

Common Core For Literacy has three expectations Building knowledge through content rich non-fiction and informational texts Reading and writing grounded in evidence from text Regular practice with complex text and its academic vocabulary Rubric Element I-A-3 (Rigorous Standards-Based Unit Design) Element I-B-1 (Variety of Assessment Methods) Element II-A-2 (Student Engagement) Goal setting would be focused on Increasing the amount of non-fiction and informational text used in the classroom Increasing the amount of writing that focuses on using evidence from text Increasing student engagement by using quality questioning techniques. EXAMPLE OF A THREE-FER

Classroom Observations Focus On Engaging Students Directly with High Quality Texts Quality of Questions and Instructional strategies used to engage students with a high level of key academic vocabulary Assessing Student Work through Evidence of Speaking and Writing Common Assessments Could Focus On MCAS/PARCC Student Analytic Writing which shows growth over time Student presentations which shows evidence of drawing information from texts over time EXAMPLES OF A THREE-FER CONTINUED

MODELING THE PROCESS EDCO PRESENTATION

MODELING THE PROCESS Communicate the Process Newsletters Blogs School Committee Meetings If not RTTT District, implement the following this year: Administrator Process Superintendent’s Process Educator Plan Superintendent should play a key role in communication

FINAL THOUGHTS

TED PRESENTATION REGINA DUNCAN h_20_glider_to_humming_bird_drone.html h_20_glider_to_humming_bird_drone.html

QUESTIONS “What would you attempt to do if you knew you could not fail? “What could we as a school district attempt to do for students if we knew we could not fail.

QUESTIONS MASBO PRESENTATION SEPTEMBER 13, 2012