1. PROFESSIONAL DEVELOPMENT FOR EVALUATORS Monday, Oct 7 Leveraging Evaluation to Support School Priorities & Increase Effectiveness

2. Today’s Agenda Opening & Introductions Overview of the evaluation system Using the Rubric Self-Assessment Goal setting and action planning Closing

3. Introductions  Angela Rubenstein, Office of Educator Effectiveness  Sam Varano, Assistant Principal at the Edison K-8  Sara Zrike, Teacher Leader at the Hurley K-8 Who is in the room?

4. Check In 1. What is your experience with evaluation? 2. What have been some successes with the new evaluation system? Challenges? 3. What do you hope to learn or focus on during this training?

5. Objectives of the training Objective 1: Evaluators will know how to implement the new system and how to get it done and done well technical piece of implementation evaluation best practices

6. Overall goals of the training Objective 2: Evaluators will leave with concrete, specific plans for implementation in their school, including how to: Use the evaluation system to further their school priorities Talk with teachers about the evaluation system

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

8. Today’s Agenda Opening & Introductions Overview of the evaluation system Using the Rubric Self-Assessment Goal setting and action planning Closing

9. The new evaluation system Places student learning at the center Empowers every educator Promotes growth and development Recognizes excellence Shortens timelines for improvement Sets a high bar for tenure Aligns evaluation of every educator  Leverages academic priorities

10. Components of the Process: Evaluation of Goals & Standards Progress on Ratings on OVERALL 2 Goals 4 Standards RATING Student Learning Professional Practice I. Curriculum, Planning and Assessment* II. Teaching All Students* III. Family & Community Engagement IV. Professional Culture Exemplary Proficient Needs Improvement Unsatisfactory

11. Components of the Process: Plan determined by rating & career stage RatingsEducator Plans PTS educatorsNon-PTS educators Exemplary Proficient Needs Improvement Unsatisfactory Self-Directed Growth Plan (2-year or 1-year) Directed-Growth Plan (60 days-1year) Improvement Plan (30 days -1 year) Developing Educator Plan (1 year)

12. Components of the System: Five-Step Cycle Self- Assessment Analysis, goal-setting, & plan development Implementation of the plan Formative Assessment/ Evaluation Summative Evaluation

13. School-wide goals guide each step Self- Assessment Analysis, goal- setting & plan development Implementation of the plan Formative Assessment/ Evaluation Summative Evaluation School-wide goals

14. Components of the Process: Evaluation of Goals & Standards Progress on Ratings on OVERALL 2 Goals 4 Standards RATING Student Learning Professional Practice I. Curriculum, Planning and Assessment* II. Teaching All Students* III. Family & Community Engagement IV. Professional Culture Exemplary Proficient Needs Improvement Unsatisfactory

15. Components of the System: Aligned Rubrics New Teacher Evaluation (4 Standards) 1.*Curriculum, Planning & Assessment 2.*Teaching All Students 3.Family & Community Engagement 4.Professional Culture New Principal/Admin Evaluation (4 Standards) 1.*Instructional Leadership 2. Management and Operations 3.Family & Community Partnerships 4.Professional Culture

16. Today’s Agenda Opening & Introductions Overview of the evaluation system Using the Rubric Self-Assessment Goal setting and action planning Closing

17. Understanding the rubric Evaluators will understand:  the 4 standards  how district priorities are reflected  changes in language across performance levels Evaluators will be prepared to:  use the rubric to drive school planning  use the rubric to drive conversations around instruction

18. The purpose of the rubric 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 performance ratings on each standard & overall. The rubric is NOT a classroom observation tool.

19. 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 1.Subject Matter Knowledge 2.Child and Adolescent Development 3.Rigorous Standards-Based Design 4.Well-Structured Lessons A. Instruction Indicator 1.Quality of Effort and Work 2.Student Engagement 3.Meeting Diverse Needs A. Engagement Indicator 1.Parent/Family Engagement A. Reflection Indicator 1.Reflective Practice 2.Goal Setting B. Professional Growth Indicator 1.Professional Learning and Growth B. Assessment Indicator 1.Variety of Assessment Methods 2.Adjustments to Practice B. Assessment Indicator 1.Safe Learning Environment 2.Collaborative Learning Environment 3.Student Motivation B. Assessment Indicator 1.Learning Expectations 2.Curriculum Support C. Collaboration Indicator 1.Professional Collaboration C. Analysis Indicator 1.Analysis and Conclusions 2.Sharing Conclusions With Colleagues 3.Sharing Conclusions With Students C. Analysis Indicator 1.Respects Differences 2.Maintains Respectful Environment C. Analysis Indicator 1.Two-Way Communication 2.Culturally Proficient Communication D. Decision-making Indicator 1.Decision-making E. Shared Responsibility Indicator 1.Shared Responsibility D. Expectations Indicator 1.Clear Expectations 2.High Expectations 3.Access to Knowledge F. Professional Responsibility Indicator 1.Judgment 2.Reliability and Responsibility

20. Indicator Element Standard

21. How are district priorities reflected in the rubric? Your school can identify other priority elements that reflect your school goals.  How are your school’s priorities reflected on the rubric? District PriorityElement of rubric Increasing Academic Rigor through Common Core shifts Well-Structured Lessons (I-A-4) Using Data to DifferentiateAdjustments to Practice (I-B-2) Inclusive PracticesMeeting Diverse Needs (II-A-3) Family and Community EngagementParent/Family Engagement (III-A-1)

22. Activity: Examining Performance Levels With your table group, examine one of the following elements. Highlight changes in the language across the 4 performance levels. I-A-4. Well-Structured Lessons I-B-2. Adjustments to Practice II-A-3. Meeting Diverse Needs III-A-1. Parent/Family Engagement

23. Rubric Look-Fors

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25. Example of school-wide “unpacking”

26. Activity: Unpacking priority elements of the rubric Take the look-fors one step further: unpack one of the priority elements at the PROFICIENT level  What should this look like for teacher behavior?  What should this look like for student learning?  What is it that we need to do or provide to increase peoples’ knowledge about this and skills in this area?

27. Activity: Planning for using the rubric If you haven’t yet, when/how/with whom will you use the rubric to… Identify the elements that are priority practices in your QSP Unpack those elements to name specific expectations for teacher practice Identify relates teacher & student behaviors evident in observations Identify related artifacts in these areas

28. Reflect What are the implications of what we just discussed for your practice? For your school community?

29. Today’s Agenda Opening & Introductions Overview of the evaluation system Using the Rubric Self-Assessment Goal setting and action planning Closing

30. Self-assessment #1: Reflect on your strengths and areas for growth, considering student data, school priorities, and your past performance #2: Identify at least 1 area of strength and 1 area for growth and draft the text that you will share with your evaluator #3: Log into EDFS and submit your self-assessment by entering at least 1 strength and 1 area for growth and tagging each to an element of the rubric

31. Employee Development & Feedback System https://eval.mybps.org/ User ID & Password are the same as for mybps.org

32. EDFS: Manager View

34. Self-Assessment: Educator View

39. Self-Assessment: EVALUATOR View

40. Reflect What are the implications of what we just discussed for your practice? For your school community?

41. Today’s Agenda Opening & Introductions Overview of the evaluation system Using the Rubric Self-Assessment Goal setting and action planning Closing

42. Goal setting Goal basics Best practices in setting goals Goal analysis: What makes a goal strong? How can revisions make them stronger?

43. Goal Basics The self-assessment and first draft of goals were due in EDFS on October 1, 2013 Each educator must submit at least: 1 Student Learning goal: A goal for what students will be able to do by the end of the cycle 1 Professional Practice goal: A goal for what the educator will do to help them get there (tagged to an element in the rubric) Teams of educators can submit the same goals

44. Goals: Educator View

50. Goal Basics The evaluator must review the goals in EDFS and: Approve them Return them with suggested revisions If one or both goals are returned, the educator must revise and re-submit. Goals and action plans for achieving the goals must be approved in EDFS by November 1, 2013

51. EDFS: Evaluator View

52. Goals: EVALUATOR View

53. Educators on 2-year plans need to set new goals for year 2

54. Goals: EVALUATOR View

56. School Instructional Focus/ Strategies School Level Teacher Level Team Level School Performance Goals Individual Student Learning Goal Team Student Learning Goal Team Professional Practice (Goal) Performance/Learning GoalsPractice Goals Individual Professional Practice Goal & Priorities School Vision Self-asmnt, student data, previous evaluation

57. Goal writing questions to consider “If you achieve that professional practice goal, is it highly likely that your students/team/school will achieve this student learning goal?” “How will achieving your goals this year help the school meet our school improvement goals?” “Does this feel like the right thing to drive your work with kids and colleagues throughout the year?”

58. Best Practices in Setting Goals Team goals: Unify the work of grade-level and content teams Give specialists a way to “plug in” Allow teachers to support each other’s work and collaborate Allow evaluators to focus on more than one teacher at a time

59. Best Practices in Setting Goals Lessons from goal setting processes at the Edison & the Hurley

60. Student Learning Goal “Based on the fact that ______ (x %) of students currently score ______ on the ______ (assessment), my goal is that by ______ (when) ____ (x %) will score ___ on the same assessment.” S: Specific M: Measureable A: Attainable R: Results-focused T: Time-based

61. Possible sources of data to inform goals Baseline data for understanding student strengths and needs  MCAS from previous years  DIBELS, TRC  Teacher created assessments  What else? Data for measuring progress  Interim assessments  Rubrics used for written assignments  Teacher created assessments  What else?

62. Professional Practice Goals “In order to ______, I will _________. I will measure my progress towards this goal by _________.” S: Specific M: Measureable A: Attainable R: Results-focused T: Time-based

63. Specific & Measureable When writing SMART goals, focus on the 1 st two: Specific: SL: Note which students, which skills/knowledge, & include baseline data PP: Link to a specific element of the rubric Measureable: SL: Note how progress will be assessed before May 15 PP: State how progress will be measured or monitored

64. Activity: Revising Goals

65. 1. Choose a goal to use in a role play with a partner  One of you will act as the educator, the other as the evaluator  Play out the conversation you might have about revising the goal to make it stronger 2. Switch goals & roles

66. Action Plans

67. Characteristics of high-quality action plans: Clear steps that are likely to help educator make progress toward achieving the goal(s) Include specific details like frequency, timeline, benchmarks, and at which points progress will be measured & practice will be adjusted If goals are linked, can be one action plan for both Perhaps 4-5 steps per action plan *Map out the educator’s trajectory for learning

68. Action Planning Lessons from action planning processes at the Edison & the Hurley

69. Revisiting Action Plans At the midpoint and conclusion of the cycle, educators should revisit action plans to document progress, challenges & adjustments Show the Edison ’s graphic organizer

70. Action Plans: Examples How could these be strengthened? What artifacts could be used to document the completion of each step?

71. Action Steps: Educator View

75. Action Steps: EVALUATOR View

76. Reflect What are the implications of what we just discussed for your practice? For your school community?

77. Today’s Agenda Opening & Introductions Overview of the evaluation system Using the Rubric Self-Assessment Goal setting and action planning Closing

78. What progress have we made toward the objectives of the training? Objective 1: Evaluators will know how to implement the new system and how to get it done and done well technical piece of implementation evaluation best practices

79. What progress have we made toward the objectives of the training? Objective 2: Evaluators will leave with concrete, specific plans for implementation in their school, including how to: Use the evaluation system to further their school priorities Talk with teachers about the evaluation system

80. What progress have we made toward the objectives of the training? Objective 3: Evaluators will leave knowing the specific responsibilities of evaluators and teachers under the new evaluation system.

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

82. http://boston.schoolwires.net/oee

83. Contact us if you have questions Sam Varano, Edison K-8, Sara Zrike, Hurley K-8 NetworkEvaluation Support TeamBPS email AEmily Qazilbasheqazilbash BKris Taylorktaylor CNicole Irelandnireland DAngela RubensteinArubenstein EJared JoinerJjoiner FLeah Levinellevine2 High SchoolsChason Ishino & Theresa O’Neillcishino, toneill EDFS tech support Jenna Costinjcostin Data analysisJen Kozinjkozin Ross Wilson, Asst. Superintendent for Educator Effectiveness

84. Please complete the exit ticket, and we’ll see you tomorrow!

85. 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 1 Unannounced observations 1 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 1 st year educators to assist with self-assessment and goal-setting. Other dates are same as above for 1-year Self- Directed Growth Plan.