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PROFESSIONAL DEVELOPMENT FOR EVALUATORS Tuesday, July 30
Leveraging Evaluation to Support School Priorities & Increase Effectiveness PROFESSIONAL DEVELOPMENT FOR EVALUATORS Tuesday, July 30 Presenter introductions
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Today’s Agenda Opening & Introductions
Overview of the evaluation system Using the Rubric The online system: EDFS Self-Assessment Lunch Goal setting and action planning Contract language Closing Bathrooms, logistics
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Introductions Mary Driscoll, Principal of the Edison K-8
Sara Zrike, Director of Instruction at the Hurley K-8 Angela Rubenstein, Office of Educator Effectiveness Who is in the room? Stand up, sit down - Sara
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Check In 1. What is your experience with evaluation?
2. If you are coming from a school that has been using the new evaluation system, what have been some successes? Challenges? 3. What do you hope to learn or focus on during this training? Write for a few minutes on a post its, share with tables & introduce yourselves, stick on posters
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Overall goals of the training
Goal 1: Evaluators will know how to implement the new system (technical 5-step implementation) and how to get it done and done well (evaluation best practices).
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Overall goals of the training
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
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Overall goals of the training
Goal 3: Evaluators will leave knowing the specific responsibilities of evaluators and teachers under the new evaluation system.
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The new evaluation system:
Places student learning at the center Empowers every educator to take ownership of their evaluation Promotes growth and development Recognizes excellence Shortens timelines for improvement Sets a high bar for tenure Aligns evaluation of every educator in the system Can be a focal point from which to leverage academic priorities
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Components of the System: Five-Step Cycle
Self-Assessment Analysis, goal-setting, & plan development Implementation of the plan Formative Assessment/Evaluation Summative Evaluation For most teachers, will cycle through over the course of 1 school year
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School-wide goals guide each step
Self-Assessment Analysis, goal-setting & plan development Implementation of the plan Formative Assessment/Evaluation Summative Evaluation
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Components of the System: Aligned Rubrics
New Teacher Evaluation (4 Standards) *Curriculum, Planning & Assessment *Teaching All Students Family & Community Engagement Professional Culture New Principal/Admin Evaluation (4 Standards) *Instructional Leadership Management and Operations Family & Community Partnerships Professional Culture Priority standards
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Components of the System: 4 Rating Categories
Former categories Does not meet standards Does meet standards New categories Unsatisfactory Needs Improvement Proficient Exemplary mindset
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Components of the System: 4 Rating Categories
New categories Unsatisfactory Needs Improvement Proficient Exemplary Proficient Questions? Fully and consistently meets the requirements of a standard
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Diving into the Rubric
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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
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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 formative and summative performance ratings on each standard and overall. The rubric is NOT a classroom observation tool.
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Professional Practice
Goals and Ratings Progress on Ratings on OVERALL (2) Goals (4) Standards RATING Student Learning Professional Practice - Curriculum, Planning and Assessment* - Teaching All Students* - Family & Community Engagement - Professional Culture - Exemplary - Proficient - Needs Improvement - Unsatisfactory
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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 Subject Matter Knowledge Child and Adolescent Development Rigorous Standards-Based Design Well-Structured Lessons A. Instruction Indicator Quality of Effort and Work Student Engagement Meeting Diverse Needs A. Engagement Indicator Parent/Family Engagement A. Reflection Indicator Reflective Practice Goal Setting B. Professional Growth Indicator Professional Learning and Growth B. Assessment Indicator Variety of Assessment Methods Adjustments to Practice Safe Learning Environment Collaborative Learning Environment Student Motivation Learning Expectations Curriculum Support C. Collaboration Indicator Professional Collaboration C. Analysis Indicator Analysis and Conclusions Sharing Conclusions With Colleagues Sharing Conclusions With Students Respects Differences Maintains Respectful Environment Two-Way Communication Culturally Proficient Communication D. Decision-making Indicator Decision-making E. Shared Responsibility Indicator Shared Responsibility D. Expectations Indicator Clear Expectations High Expectations Access to Knowledge F. Professional Responsibility Indicator Judgment Reliability and Responsibility Create an evaluation folder on your desktop and download the rubric right now There are 4 standards and 33 elements
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Standard Indicator Element
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How are district priorities reflected in the rubric?
District Priority Element of rubric Increasing Academic Rigor through Common Core shifts Well-Structured Lessons (I-A-4) Using Data to Differentiate Adjustments to Practice (I-B-2) Inclusive Practices Meeting Diverse Needs (II-A-3) Family and Community Engagement Parent/Family Engagement (III-A-1) The Edison added 2 to reflect school priorities Your school can identify other priority elements that reflect your school goals. How are your school’s priorities reflected on the rubric?
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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 Afterwards, pass our look-for document
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Rubric Look-Fors
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Example of school-wide “unpacking”
Power came from doing this with teachers Became very useful when writing feedback and prescriptions – consistent across evaluators, not a surprise
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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 student learning? What should this look like for teacher behavior? What is it that we need to do or provide to increase peoples’ knowledge about this and skills in this area?
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Activity: Planning for using the rubric
How have you used the rubric with your teachers in your school? How would you like to? Specifically, when/how/with whom will you… Decide on your school’s priority elements Unpack those elements to name specific expectations for teacher practice Identify teacher and student behaviors that should be evident in observations Identify artifacts that illustrate performance in these areas Can take notes on back of agenda
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Reflect What are the implications of what we just discussed for your practice? For your school community? Use graphic organizer
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EDFS
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Employee Development & Feedback System
Get a sense, let them log in, answer questions User ID & Password are the same as for mybps.org
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EDFS: Manager View
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EDFS: Manager View
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EDFS: Educator View
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Self-Assessment
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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
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Approach to self-assessment
What are the advantages of asking people to self-assess on specific elements of the rubric? Which areas of the rubric would you ask teachers at your school to consider in their self-assessment? Teachers wished they had been asked to go back and look
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Self-Assessment: Educator View
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Self-Assessment: Educator View
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Self-Assessment: Educator View
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Self-Assessment: Educator View
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Self-Assessment: Educator View
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Self-Assessment: Educator View
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Self-Assessment: EVALUATOR View
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Reflect What are the implications of what we just discussed for your practice? For your school community? Use graphic organizer
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Goals
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Goals: Overview Goal basics Best practices in setting goals
Goal analysis: What makes a goal strong? How can revisions make them stronger? Modeling of the process of goal-revision Think-aloud analysis of goal: What makes it strong? How could it be revised? Role play a conference with each teacher about revising goals Guided practice: participants revise a goal Debrief
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Goal Basics The self-assessment and first draft of goals are 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
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Goals: Educator View
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Goals: Educator View
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Goals: Educator View
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Goals: Educator View
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Goals: Educator View
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Goals: Educator View
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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
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EDFS: Manager View
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Goals: EVALUATOR View
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Educators on 2-year plans need to set new goals for year 2
Goals: EVALUATOR View Educators on 2-year plans need to set new goals for year 2
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Goals: EVALUATOR View
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Goals: EVALUATOR View
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School Vision & Priorities
Performance/Learning Goals Practice Goals School Performance Goals School Instructional Focus/ Strategies School Level Team Student Learning Goal Team Professional Practice (Goal) Team Level This is the order I recommend you approach it: First, what do students need to learn more to perform better? Then, What do we need to learn, do better, or do more consistently to make sure they learn it? Self-assess, student data, previous evaluation Teacher Level Individual Student Learning Goal Individual Professional Practice Goal
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Best Practices in Setting Goals
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?” Handout – example of aligned goals at an elementary school
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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 Handout – example of aligned goals at an elementary school
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Best Practices in Setting Goals
Lessons from goal setting processes at the Edison & the Hurley Handout – example of aligned goals at an elementary school
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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 Handout – goal writing questions to consider
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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 Handout – suggest data sources
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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
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Specific & Measureable
When writing SMART goals, focus on the 1st 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
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Activity: Revising Goals
handout
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Activity: Revising Goals
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 Find someone to share out
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Action Plans
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Action Plans 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 Hand out- action planning wkst
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Lessons from action planning processes at the Edison & the Hurley
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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 Hand out- Edison organizer
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Action Plans: Examples
How could these be strengthened? What artifacts could be used to document the completion of each step? Handout – examples – how could these be strengthened? What artifacts would come out of them?
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Action Steps: Educator View
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Action Steps: Educator View
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Action Steps: Educator View
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Action Steps: Educator View
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Action Steps: EVALUATOR View
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Reflect What are the implications of what we just discussed for your practice? For your school community? Use graphic organizer
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Contract Requirements for Evaluation
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* Professional Practice
Goals and Ratings Progress on Ratings on OVERALL (2) Goals (4) Standards RATING * Student Learning * Professional Practice - Curriculum, Planning and Assessment - Teaching All Students - Family & Community Engagement - Professional Culture - Exemplary - Proficient - Needs Improvement - Unsatisfactory
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Educator plan is determined by the performance rating and career stage
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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 Unannounced observations 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 1st year educators to assist with self-assessment and goal-setting. Other dates are same as above for 1-year Self-Directed Growth Plan. handout
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Observation Requirements
Announced Observations Unannounced At least 30 minutes (suggested) Feedback in EDFS in 5 days Post conference At least minutes (suggested)
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Timeline & Observation Requirements
Contract Highlights Timeline & Observation Requirements Dates for educators rated proficient or exemplary Set minimums for # of observations Dates and minimums for educators on development plans Some plans require announced observations
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Timelines Self-Directed Plans of 1 year Directed & Improvement Plans
By Oct1: Educator submits self-assessments & goals By Nov 1: Evaluator approves goals and action steps By Nov 15: Every educator observed By May 15: Evaluator completes summative assessment By June 1: Evaluator meets with anyone moving down plans Directed & Improvement Plans Dates established by evaluator in educator plan Developing Educator Plans By Oct 1: Evaluator meets to assist with goal setting
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Directed and Improvement Plans
Meet with educator within 10 days of assigning the plan to provide goals and action steps Educators should self-assess prior to meeting Suggested lengths: ~30, 60 or 90 days Calendar days, including weekends and holidays Plan officially begins as soon as goals are approved Evaluators should communicate timeline from the outset Teacher mindsets – talk to Sara and Mary about their experiences
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Next year’s educator plan is determined by the performance rating and career stage
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Closing
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What progress have we made toward the goals of the training?
Goal 1: Evaluators will know how to implement the new system (technical 5-step implementation) and how to get it done and done well (evaluation best practices).
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What progress have we made toward the goals of the training?
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
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What progress have we made toward the goals of the training?
Goal 3: Evaluators will leave knowing the specific responsibilities of evaluators and teachers under the new evaluation system.
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Resources, Support, Questions, and Feedback
For more information, visit: EDFS: weebly: questions, comments, and feedback to: MA Department of Elementary and Secondary Evaluation (DESE) Evaluation Site:
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Office of Educator Effectiveness
Ross Wilson, Assistant Superintendent for Educator Effectiveness Chason Ishino, Implementation Specialist Jared Joiner, Implementation Specialist Emily Kalejs Qazilbash, Implementation Specialist Angela Rubenstein, Implementation Specialist Kris Taylor, Implementation Specialist Jenna Costin, EDFS On-line System Coordinator Jen Kozin, Data Analyst Evaluator Training Facilitators: Mary Driscoll, Edison K-8 Sara Zrike, Hurley K-8
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Contact us if you have questions
Ross Wilson, Asst. Superintendent for Educator Effectiveness Network Implementation Specialists BPS A Emily Qazilbash eqazilbash B Nicole Ireland nireland C TBD D Angela Rubenstein arubenstein E Jared Joiner jjoiner F Kris Taylor ktaylor High Schools Chason Ishino cishino EDFS tech support Jenna Costin jcostin Data analysis Jen Kozin jkozin
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Please complete the exit ticket, and we’ll see you tomorrow!
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