PROFESSIONAL DEVELOPMENT FOR EVALUATORS

Tuesday, July 30

Leveraging Evaluation to Support School Priorities & Increase Effectiveness

Today’s Agenda

Opening & Introductions Overview of the evaluation systemUsing the Rubric The online system: EDFS Self-Assessment

Lunch

Goal setting and action planning Contract languageClosing

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?

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?

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).

Overall goals of the training

Goal 2:

Evaluators will leave with concrete, specific plans for implementation in their school, including how to:Use the evaluation system to further their school prioritiesTalk with teachers about the evaluation system

Overall goals of the training

Goal 3:

Evaluators will leave knowing the specific responsibilities of evaluators and teachers under the new evaluation system.

The new evaluation system:

Places student learning at the centerEmpowers every educator to take ownership of

their evaluationPromotes growth and developmentRecognizes excellenceShortens timelines for improvementSets a high bar for tenureAligns evaluation of every educator in the system

Can be a focal point from which to leverage academic priorities

Components of the System:Five-Step Cycle

School-wide goals guide each step

School-wide goals

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

Components of the System:4 Rating Categories

Does not meet

standards

Does meet standards

Former categories

Unsatisfactory

Needs Improvement

Proficient Exemplary

New categories

Components of the System:4 Rating Categories

Unsatisfactory

Needs Improvement

Proficient Exemplary

New categories

Fully and consistently meets the requirements of a standard

Proficient

Diving into the Rubric

Understanding the rubric

Evaluators will understand:the 4 standardshow district priorities are reflectedchanges 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

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.

Goals and Ratings

Progress on Ratings on OVERALL (2) Goals (4) Standards RATING

Teacher Rubric At-A-GlanceStandard I: Curriculum, Planning, and Assessment

Standard II: Teaching All Students

Standard III: Family and Community Engagement

Standard IV: Professional Culture

A. Curriculum and Planning Indicator1.Subject Matter Knowledge2.Child and Adolescent Development3.Rigorous Standards-Based Design4.Well-Structured Lessons

A. Instruction Indicator1.Quality of Effort and Work2.Student Engagement3.Meeting Diverse Needs

A. Engagement Indicator1.Parent/Family Engagement

A. Reflection Indicator1.Reflective Practice 2.Goal Setting

B. Professional Growth Indicator1.Professional Learning and Growth

B. Assessment Indicator1.Variety of Assessment Methods2.Adjustments to Practice

B. Assessment Indicator1.Safe Learning Environment2.Collaborative Learning Environment3.Student Motivation

B. Assessment Indicator1.Learning Expectations2.Curriculum Support

C. Collaboration Indicator1.Professional Collaboration

C. Analysis Indicator1.Analysis and Conclusions2.Sharing Conclusions With Colleagues3.Sharing Conclusions With Students

C. Analysis Indicator1.Respects Differences2.Maintains Respectful Environment

C. Analysis Indicator1.Two-Way Communication2.Culturally Proficient Communication

D. Decision-making Indicator1.Decision-making

E. Shared Responsibility Indicator1.Shared Responsibility

D. Expectations Indicator1.Clear Expectations2.High Expectations3.Access to Knowledge

F. Professional Responsibility Indicator1.Judgment2.Reliability and Responsibility

Standard I: Curriculum, Planning and Assessment: Promotes the learning and growth of all students by providing high quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an on-going basis, and continuously refining learning objectives.

I-A: Curriculum and Planning

Knows the subject matter well, has a good grasp of child development and how students learn, and designs effective and rigorous standards-based units of instruction consisting of well-structured lessons with measurable outcomes.

Unsatisfactory Needs Improvement Proficient Exemplary

I-A-1. Subject Matter Knowledge

Demonstrates limited knowledge of the subject matter and/or its pedagogy; relies heavily on textbooks or resources for development of the factual content. Rarely engages students in learning experiences focused on complex knowledge or skills in the subject.

Demonstrates factual knowledge of subject matter and the pedagogy it requires by sometimes engaging students in learning experiences around complex knowledge and skills in the subject.

Demonstrates sound knowledge and understanding of the subject matter and the pedagogy it requires by consistently engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject.

Demonstrates expertise in subject matter and the pedagogy it requires by engaging all students in learning experiences that enable them to synthesize complex knowledge and skills in the subject. Is able to model this element.

Indicator

Element

Standard

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 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)

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 LessonsI-B-2. Adjustments to PracticeII-A-3. Meeting Diverse NeedsIII-A-1. Parent/Family Engagement

Rubric Look-Fors

http://educatoreffectiveness.weebly.com

Example of school-wide “unpacking”

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?

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 elementsUnpack those elements to name specific expectations for teacher practiceIdentify teacher and student behaviors that should be evident in observationsIdentify artifacts that illustrate performance in these areas

Reflect

What are the implications of what we just discussed for your practice? For your school

community?

EDFS

Employee Development & Feedback System

https://eval.mybps.org/User ID & Password are the same as for mybps.org

EDFS: Manager View

EDFS: Manager View

EDFS: Educator View

http://educatoreffectiveness.weebly.com

Self-Assessment

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

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?

Self-Assessment: Educator View

Self-Assessment: Educator View

Self-Assessment: Educator View

Self-Assessment: Educator View

Self-Assessment: Educator View

Self-Assessment: Educator View

Self-Assessment: EVALUATOR View

Reflect

What are the implications of what we just discussed for your practice? For your school

community?

Goals

Goals: Overview

•Goal basics

•Best practices in setting goals

•Goal analysis: •What makes a goal strong? •How can revisions make them stronger?

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 cycle1 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

Goals: Educator View

Goals: Educator View

Goals: Educator View

Goals: Educator View

Goals: Educator View

Goals: Educator View

Goal Basics

The evaluator must review the goals in EDFS and:Approve themReturn 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

EDFS: Manager View

Goals: EVALUATOR View

Goals: EVALUATOR View

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

Goals: EVALUATOR View

Goals: EVALUATOR View

School Instructional

Focus/Strategies

School Level

Teacher Level

TeamLevel

School Performanc

e Goals

Individual Student Learning

Goal

Team Student Learning

Goal

TeamProfessional

Practice (Goal)

Performance/Learning Goals

Practice Goals

Individual Professional

Practice Goal

& Priorities

School Vision

Self-assess, student

data, previous evaluatio

n

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?”

Best Practices in Setting Goals

Team goals:Unify the work of grade-level and content teamsGive specialists a way to “plug in”Allow teachers to support each other’s work and collaborateAllow evaluators to focus on more than one teacher at a time

Best Practices in Setting Goals

Lessons from goal setting processes at the Edison & the

Hurley

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: SpecificM: MeasureableA: Attainable R: Results-focusedT: Time-based

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?

Professional Practice Goals

“In order to ______, I will _________. I will measure my progress towards this goal by

_________.”

S: SpecificM: MeasureableA: Attainable R: Results-focusedT: Time-based

Specific & Measureable

When writing SMART goals, focus on the 1st two:

Specific: SL: Note which students, which skills/knowledge, & include baseline dataPP: Link to a specific element of the rubric

Measureable:SL: Note how progress will be assessed before May 15PP: State how progress will be measured or monitored

Activity: Revising Goals

 

Activity: Revising Goals

 

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

Action Plans

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 adjustedIf goals are linked, can be one action plan for bothPerhaps 4-5 steps per action plan

*Map out the educator’s trajectory for learning

Action Planning

Lessons from action planning processes at the Edison & the Hurley

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

Action Plans: Examples

How could these be strengthened?

What artifacts could be used to document the completion of each step?

Action Steps: Educator View

Action Steps: Educator View

Action Steps: Educator View

Action Steps: Educator View

Action Steps: EVALUATOR View

Reflect

What are the implications of what we just discussed for your practice? For your school

community?

Contract Requirements for Evaluation

Goals and Ratings

Progress on Ratings on OVERALL (2) Goals (4) Standards RATING

Educator plan is determined by the performance rating and career stage

Timelines and Requirements

Observation Requirements

Announced Observations

Unannounced Observations

• At least 30 minutes

(suggested)• Feedback in EDFS

in 5 days• Post conference

• At least 10-15 minutes (suggested)

• Feedback in EDFS in 5 days

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

Timelines

Self-Directed Plans of 1 year 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

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

Next year’s educator plan is determined by the performance rating and career stage

Closing

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).

What progress have we made toward the goals of the training?

Goal 2:Evaluators will leave with concrete, specific plans for implementation in their school, including how to:Use the evaluation system to further their school prioritiesTalk with teachers about the evaluation system

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.

Resources, Support, Questions, and Feedback

For more information, visit: EDFS: http://eval.mybps.org/ weebly: http://educatoreffectiveness.weebly.com

Email questions, comments, and feedback to: Bpsevaluation@boston.k12.ma.us

MA Department of Elementary and Secondary Evaluation (DESE) Evaluation Site:

http://www.doe.mass.edu/edeval/

http://educatoreffectiveness.weebly.com

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-8Sara Zrike, Hurley K-8

Contact us if you have questions

Ross Wilson, Asst. Superintendent for Educator Effectiveness

Network Implementation Specialists BPS email

A Emily Qazilbash eqazilbash

B Nicole Ireland nireland

C TBD eval@mybps.org

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

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