1. Educator Supervision and Evaluation Clarke and Diamond MS September 2013

2. Goals To provide an overview of the teacher evaluation system To give you Information on logistics and timelines To provide you with a guideline for self- assessment and goal writing Time to work on self-assessment on 9/16/13

3. District Work with the new Educator Evaluation System Our goal is to promote the collaborative nature of the new evaluation system: Both teachers and evaluators contribute to showcase educator work. Continue to build trust. The new system is about growth and improvement for everyone. Work systematically to support educators and find ways to use the work they are already doing to document artifacts and evidence for their evaluations.

4. District Core Beliefs 1.All students can learn at high levels when they are motivated through teaching that is rigorous, relevant and designed to meet individual learning needs. **Keeping the target group (student learning) / strategy (professional practice) small. 2.Honoring diversity in an inclusive culture will achieve equity and excellence for all students. **Collect and review data that demonstrates a gap in educational experiences 4.Intelligence is not fixed and can be continuously developed. *Growth Mindset 5.Creativity and perseverance are critical to improve learning for all students. **Collaborative Student Learning and Professional Practice Goals will ensure support and promote conversations in PLC teams and department meetings.

5. The Basic Premises of the New Educator Evaluation System The new evaluation system is a two year cycle for educators with professional status and one year for those educators that are pre-professional status. In order to remain on self-directed growth plans, an educator must be rated at least proficient in two standards: Curriculum, Planning & Assessment AND Teaching All Students. Educators and evaluators collect evidence and artifacts showing progress toward the DESE standards in the evaluation system AND that they have worked to meet measurable goals set for Student Learning and Professional Practice. The district has agreed to a minimum of 8 mini-observations a year for PTS educators. For NPTS educators, it is a minimum of two announced and three unannounced observations.

6. Evaluators You will have multiple evaluators – Primary Evaluator: responsible for assigning the performance ratings, and insures that the formative and summative evaluation reports are completed and signs them. – Supervising Evaluator: works with teacher to produce his/her self-assessment, goals, and educator plan. – Contributing Evaluator: helps with observations In most cases your Department Head will be the Primary AND Supervising Evaluator. Assistant Principals / Principal will be Contributing Evaluators (and for some will be the primary/ supervising evaluator)

7. District MOA with the LEA Classroom visits of less than 10 minutes will be non-evaluative (no feedback required or likely) – These visits will be referred to as ‘walk-throughs’. Unannounced observations will be for a minimum of 10 minutes. (written and/or verbal feedback) – These visits will also be referred to as mini-observations. Announced observations will be for a minimum of 30 minutes. (verbal and written feedback, e.g., a post conference) NPTS educators in their first three years of employment will receive a minimum of 2 announced( 30 min) and 3 unannounced (mini) observations.

8. Timeline Overview

9. Timeline: First Steps Observations beginSeptember 16, 2013 Educator Completes Self Assessment and Forms By October 1, 2013 Educator proposes goals to EvaluatorBy October 10, 2013 Evaluator Completes at least one Observation of for each staff member By October 15, 2013 Evaluator meetings with educators (in teams or individually) to discuss draft educator plans By October 22, 2013 Educator submits Plan and Evaluator approves By Nov 1

10. A Guide for Completing the Self Assessment Materials Needed: A Highlighter Teacher Rubric or SISP Rubric Self Assessment Worksheet Self Assessment Forms: Student Assessment Form Assessment of Practice Form

12. Self Assessment Form: Student Learning Goals Teachers review student data in September. Data should be shared in both aggregate and disaggregated forms. Teachers can analyze data as a team, using that to set a team goal, or can use disaggregated data to create classroom goals. This form summarizes how you determine from data that this was an area of need for your students.

13. Self Assessment Form: Assessment of Practice Teachers review the educator rubric/standards in September. Based on your assessment of your practice determine areas of strength and areas of growth. This form is used to summarize findings based on the self assessment. The self assessment (student learning and professional practice) should be completed by October 1.

14. CREATING SMART GOALS September/October

15. Goal Setting Form: Creating SMART Goals Using the data from students and the assessment of practice (self assessment), educators create SMART goals that focus their work. These are created in September. SMART goals need to have measurable outcomes and be specific. Goals can be written as a team or individually. The evaluator retains final authority over the goals included in an educator’s plan. *By asking educators to write team SMART goals, the administrator helps to provide a focus for the team’s PLC work during the year and meet the requirements for the educator evaluation system. The goal setting form is due to the administrator by October 10.

16. PLANNING ACTIVITIES TO SUPPORT/MEET GOALS September/October

17. Educator Planning Form: Student Learning Goal and Self Assessment Activities Based on the identified areas of need from the student data and educator self assessment, educators plan activities that will help them achieve their SMART goals. They do this in September. Activity planning should include Action Steps, Support/Resources needed and a timeline. This planning process is done for the student learning goal(s) and for the professional practice goal(s). *This form has two pages. Only the first page is shown here as a point of reference. This form is due to the principal/administrator by November 1 and due to HR by December 1.

18. GATHERING EVIDENCE September through June

19. Gathering Evidence and Implementing the Plan: Observations Over the course of the school year, after goal setting and self assessments have taken place (October – May), evaluators should be observing educators once per month for approximately 10 minutes. The minimum set by the district is 8 mini observations. In addition to the shorter observations, each PTS teacher could have one longer observation (30 minutes or more) during their observation cycle. At this time, the district is not requiring one. The talent management software will have the observation form programmed to record what you see during the mini or longer observations. NPTS educators in their first three years of employment will receive a minimum of two announced and three unannounced observations.

20. Gathering Evidence and Implementing the Plan: Artifacts and Evidence From September through May, both educators and evaluators are working to collect evidence, showing attainment of standards and work towards goals. Evaluators should be visiting educators on cycle approximately one time per month. Additionally, there may be one longer observation during the cycle as well. Educators can submit artifacts and evaluators can collect evidence to document the work taking place. Educators are responsible for collecting evidence for all four standards and for collecting evidence for reaching the student learning goal and professional practice goal. They should be gathering 2-3 pieces of evidence for each standard and for each goal. The talent management software (Baseline Edge) will have the ability for educators and evaluators to “tag” evidence as it relates to standards.

21. MID CYCLE REPORTING AND ASSESSING January (Non-PST, done in February of the one year cycle) May (PST, done in June at the end of year one of two year cycle)

22. Mid Cycle Reporting and Assessing For those educators with Pre Professional status, they have a mid cycle evaluation process that takes place in January. The evaluator completes a formative assessment report for the educator. For non PTS staff, the Formative Assessment report must be completed by February 10. It is due to HR by March 1. Educators with Professional Status receive a formative evaluation report from the evaluator, however, they receive it in June at the end of the first year of their two year cycle. The formative evaluation report for PTS staff should be completed by May 27. The evaluator should meet with staff members by June 8 and the formative evaluation report should be submitted to HR by June 22. A conference is not required for the mid cycle formative assessment report (non PTS) but is required for the formative evaluation report (PTS Staff).

23. END OF CYCLE REPORTING AND ASSESSING May - June

24. End of Cycle Reporting: Summative Evaluation Report In late May/Early June, evaluators complete the Summative Evaluation Report. This report captures progress towards the student learning goals, professional practice goals, and ratings for each of the teacher standards. The report will result in a teacher getting an overall performance rating and that rating then determines the type of plan they have going forward. Providing that they are proficient, they will continue on a self-directed growth plan which is the normal, two year cycle. Non PTS staff receive a summative evaluation report each year. PTS receive theirs at the end of their 2 year cycle. Summative evaluation reports are to be completed by May 15 and to HR by June 1.

25. Educator Response Form At any point throughout the evaluation process, teachers/educators have the option to submit an educator response form providing their input or response to something that was documented as part of their evaluation.

26. Closing Notes The new educator evaluation system provides a greater opportunity for staff to participate in demonstrating their own proficiency. As an administrator, careful detail will need to be given to meeting deadlines and completing the work as needed, ALONG with fostering high levels of trust in the new system and the process. Tracking forms are available to monitor the process outside of the talent management system, if an administrator wants something more paper or electronically based. It would be beneficial to either schedule out observation times in blocks on a calendar, OR schedule specific content observations for staff on a shared calendar. In either case, getting walk through time on a calendar is a necessity in order to not lose time for evaluations.