Educator Evaluation Regulations, Mandatory Elements & Implementation MTA Center for Education Policy and Practice Fall 2012
6 Race to the Top Requirements At least three summative rating categories Multiple measures of teacher/principal impact on student academic performance and growth Supervisor evaluations based on research-based observational tools and rubrics of professional practice Evidence of educator content knowledge, professional skills, cultural competency, and ongoing professional growth
77 MA Statute on Evaluation – District MGL, Chapter 71, Section 38 - District Requirements Comprehensive system based on BESE principles Performance standards - bargained Annual evaluation – administrators & teachers without PTS At least biannual evaluation – teachers with PTS Permits inclusion of student learning outcomes
88 An Act to Implement Educator Evaluation Systems DESE and Legislative oversight of implementation Confidentiality of personnel records Primary factors for layoff of PTS educators Consultation with principal for internal transfers Mandates district PD schedules Content of professional development programs Funding for professional development Educator Evaluation Data Advisory Committee
Purposes of Evaluation Feedback for improvement Professional growth Professionalism Personnel decisions Accountability Effective teaching Effective leadership
11 Mandatory Elements – New Regulations 4 Standards & 16 Indicators of Effective Teaching 4 Standards & 20 Indicators Administrative Leadership 4 Performance Ratings 4 Types of Educator Plans 3 Categories of Evidence
12 MA Statute on Evaluation – BESE Authority MGL, Chapter 69, Section 1B – Board of Elementary and Secondary Education Establishes guidelines for evaluation systems Encourages districts to develop evaluation programs and standards Does not have approval authority
13 Mandatory Elements – New Regulations Self-Assessment Goal Setting Summative and Formative Evaluations Unannounced observations Use of ratings in personnel decisions
18 The Evaluator- Centered Model Evaluator Educator
19 Educator-centered Model Educator EvaluatorColleagues
Evidence-based Evaluation Artifacts of Practice Family Engagement Professional Responsibilities
21 Categories of Evidence Practice LearningEngagement Self- assessment Observations Educator Work Products Student Work Practice Goal Year 1: Student learning objective determined by evaluator and educator (Learning Goal) Professional Development Family Engagement DESE Guidance 2012 Multiple Measures District-determined State Assessments DESE Guidance 2013 Student Surveys Staff Surveys Parent Input
22 Observations Unannounced Observations Unannounced Observations For everyone Announced Observations Announced Observations Not required Recommended for first year practitioners Recommended for veteran educators on Improvement Plans May be negotiated
Feedback… Evaluators are obliged to provide coherent and useful guidance and support for instructional practice. Source: City, Elmore, Fiarman & Teitel (2010). Instructional Rounds in Education.
25 Measures of Student Learning For the 16% - District-determined pre- and post-assessments comparable across grades and subjects MCAS Student Growth Percentile, if available and applicable. For the 84% - Two district-determined pre- and post-assessments comparable across grades and subjects
The 5-Step Cycle of Evaluation 26 Collaboration and Continuous Learning are the focus Massachusetts Department of Elementary and Secondary Education
27 Standards TeachersAdministrators Curriculum, Planning, & Assessment Teaching All Students Family & Community Engagement Professional Culture Instructional Leadership Management and Operations Family & Community Engagement Professional Culture
29 Goals for Educator Plan Professional practice goal related to standards and indicators Student learning goal related to current student cohort Additional goals for educators whose practice is below Proficient or whose impact on student learning is Low.
31 Evaluation Formative Evaluation Two-year Self-directed Plan only Same Overall rating as previous Summative absent evidence to the contrary Summative Evaluation All educators at the end of their Educator Plan rated on Each of four standards Progress on two goals Overall Rating which determines next Educator Plan
32 Performance Ratings ExemplaryProficient Educator consistently and significantly exceeds the requirements. Educator fully and consistently meets the requirements. Needs ImprovementUnsatisfactory Educator performance is below the requirements but not unsatisfactory. Improvement is necessary and expected. Educator has not signficantly improved following a rating of NI or is consistently below the requirements and is considered inadequate or both.
33 Experienced Educator Plans Educators on Two-Year Self-Directed Growth Plans Educators on One-Year Self-Directed Growth Plans Educators on Directed Growth Plans Educators on Improvement Plans Focus of Supervisory Efforts
34 Developing Educator Plans One-year plan All Non-PTS teachers PTS teachers in first year of new assignment (optional) Administrators with less than 3 years in position
Implementation of the Education Evaluation System
36 Eight Components of Model System Part I: District-Level Planning and Implementation Guide Part II: School-Level Planning and Implementation Guide Part III: Guide to Rubrics and Model Rubrics for Superintendent, Administrator and Teacher Part IV: Model Collective Bargaining Contract Language – Units A + B Part V: Implementation Guide for Principal Evaluation Part VI: Implementation Guide for Superintendent Evaluation Part VII: Rating Educator Impact on Student Learning Using District- Determined Measures of Student Learning Part VIII: Using Staff and Student Feedback in the Evaluation Process (May 2013)
37 Implementation Issues Transitioning from current system Collective bargaining Professional development
38 Collective Bargaining MGL, Chapter 150E identifies standards of productivity (evaluation) as a mandatory subject of bargaining. Rubrics Data Sources Templates Procedures Processes Timeline
39 Elements of Model System Contract language – complete evaluation article Guidance on self-assessment, rubrics, educator plans Rubrics for self-assessment, formative & summative evaluation for classroom teachers, caseload educators, administrators Education plan template, evidence logs, etc.
40 Model Collective Bargaining Language Adopt the Model CBA as is Adapt the Model CBA Timelines Protocols Forms and Templates Revise existing CBA to conform to regulatory requirements Adaptations or revised CBAs must be reviewed by DESE for consistency with regulations
41 Professional Development Requirements An Act to Implement Educator Evaluation Systems in School Districts – June 2012 Districts required to provide professional development All Teachers All Administrators All Evaluators RTTT Districts publish training plan – October 2012 Other Districts – October 2013
42 Professional Development Content - Teachers Overview of the five-step cycle/Orientation Self-Assessment Using a Rubric Goal Setting Plan Development
43 Additional Content - Evaluators Unpacking the Rubric Gathering Evidence Observations and Feedback
46 MTA Evaluation Toolkit Public Section Quick link to MTA Chart and Narrated PowerPoint DESE Documents MTA Evaluation Documents Leaders Section Collective Bargaining Guidance Observation Protocols and Forms Evaluation Protocols and Forms Educator Evaluation Toolkit