Springfield Public Schools Springfield Effective Educator Development System
description
Transcript of Springfield Public Schools Springfield Effective Educator Development System
Springfield Public Schools
Springfield Effective Educator Development System
Overview for Educators
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Agenda for August and September
August
Context, purpose and overview
SEEDS video
Evaluation cycle from a teacher’s perspective
September
Evaluation cycle from a teacher’s perspective (continued)
SEEDS and the MA curriculum framework
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Agenda
Context, purpose and overview
SEEDS video
Evaluation cycle from a teacher’s perspective
SEEDS and the MA curriculum framework
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Teachers matter a lot! Effective teaching has a dramatic impact on students
37th %ile 96th %ile
3rd %ile 63rd %ile
50th %ile(average school; average teacher)
Most effective teacher
Least effective teacher
Source: Marzano (2003) What Works in Schools: Translating Research into Action; Chetty, Friedman, Rockoff (December 2011) The long-term impacts of teachers: teacher value-added and student outcomes in adulthood
Least effective school
Most effective school
Student achievement percentile after 2 years
Student outcomes in adulthood
• More likely to attend college
• Earn higher salaries
• Live in better neighborhoods
• Save for retirement
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There are a number of valuable efforts underway, but there is an opportunity for greater coherence
Teacher Incentive Fund
SpringfieldImprovementFramework
SchoolImprovementPlanning
MA CurriculumFrameworks
DataWarehouse
EducatorEvaluations
SchoolImprovementGrants
WraparoundServices
Organizational Health Initiative
DropoutPreventionTaskforce
AchievementNetwork Partnership
Literacy and Numeracy
CreditRecovery andExtended Learning Time
Mass Core Magnet Schools
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Strengthening educator effectiveness is a critical piece of a district-wide effort to improve learning for students
Coach, develop and evaluate educators based on a clear vision of strong instruction
Implement a consistent, rigorous curriculum built on common standards with common unit assessments
Deploy data that is timely, accurate and accessible to make decisions for students, schools and the district
Strengthen social, emotional and academic safety nets and supports for all students
The work
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SEEDS provides an opportunity to move our district in an exciting direction
A system that:
Encourages development and continuous improvement
Aligns with and reinforces the educator goals
Empowers educators
Is driven by data and evidence
Enables more accurate assessments through short but frequent observations
Where we are now Where we are going
A system that:
Focuses on compliance
Lacks connection to the educator’s goals
Is done to an educator
Excludes student learning and growth
Relies on scripted, announced observations
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The SEEDS framework consists of five key features
Statewide Standards
and Indicators
Three categories of evidence to
assess performance
A statewide performance rating scale
Four educator plans
Five-step evaluation
cycle
1 2 3
4 5
Five features of the new evaluation framework
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1. Statewide Standards and Indicators
Curriculum, Planning and Assessment
Engagement Collaboration Communication
Teaching All Students
Family and Community Engagement
Professional Culture
Reflection Professional Growth Collaboration Decision making Shared Responsibility Professional
Responsibilities
Curriculum and Planning Assessment Analysis
Instruction Learning Environment Cultural Proficiency Expectations
Standard
Indicator
Performance Standards and Indicators have been defined to understand what effective teaching looks like
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2. Three categories of evidence
1. Observations Includes unannounced and announced observations
2. Multiple measures of student learning Includes MCAS growth when applicable and district-determined
measures of student learning Effective 2013-2014
3. Other evidence Educator’s collection of evidence, including:
Evidence of fulfillment of professional responsibilities and growth Evidence of family engagement
Three categories of evidence will be gathered for evaluation:
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3. Statewide Performance Rating Scale
• Consistently exceeds requirements of a standard• Able to model the standard to other educatorsExemplary
• Fully and consistently meets the requirements of a standardProficient
• Below requirements of a standard - improvement is necessaryNeeds Improvement
• Consistently below the requirements of a standardUnsatisfactory
Ratings
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4. Four Educator Plans
PTS educator plans
Self-Directed Growth Plan
Directed Growth Plan
Improvement Plan
Non-PTS educator plan
Developing Plan
Educator plans Educator plan placement
The SEA, MTA and the district worked together to determine how the district’s educators should be placed on educator plans
All parties agreed to use the most recent STEDS evaluation to place PTS educators on plans
All Non-PTS educators are automatically on developing educator plans
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5. Five-step Evaluation Cycle
Self Assessment
Analysis, Goal-Setting, & Plan Development
Implementation of the
Plan
Formative Assessment / Evaluation
Summative Evaluation
Continuous Learning
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The new teacher evaluation system is based on 5 steps
Continuous Learning
Every educator uses a rubric and
data about student learning
Every educator develops a team
student learning goal that aligns with the district and a team
professional practice goal that supports the student learning goal
Every educator and evaluator
collects evidence and assesses
progressEvery educator has a mid-cycle
review
Every educator
earns one of four ratings of performance
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So, what have the district, SEA and MTA agreed upon?
Decision areas Announced UnannouncedNumber of observations
• Minimum of 1 formal per cycle
• Minimum of 1 formal per school year• Exception – Minimum of 2 formal per school
year for a non-renewal
Observation length • Minimum of 30 minutes
• Minimum of 10 minutes
Pre-conference • Required • None
Report documentation
• Observation report documented within 10 school days
Post-conference • Required • Required based on:• Teacher receives a Needs Improvement
or Unsatisfactory rating on any standard• Teacher request
• Not required based on:• Teacher receives an Exemplary or
Proficient on all standards• No request made by teacher
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Steps 1 & 2: Self-assessment and goal setting provides an opportunity for educators to take ownership of the process
Propose goals to improve student learning, growth, and achievement: Minimum of one individual or
team student learning goal Minimum of one individual or
team professional practice goal
The goals should be SMART (Specific, Measurable, Aggressive yet Attainable, Realistic, and Timely)
Self-assessment Goal proposal Analyze previous year’s
student learning, growth, and achievements
Reflect on personal practice against the classroom rubric
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Educators need three resources for their self-assessment
Self-assessment
Classroom rubric
School improvement
plan (SIP)Self-
assessment form
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First, educators will self-assess against the rubric for formative purposes
Self-Assessment Part 1 of 2
Each educator should begin their self-assessment by scoring themselves and providing notes on the standards and indicators of effective teaching. Each indicator should be scored on the four point scale: Exemplary (E), Proficient (P), Needs Improvement (N), or Unsatisfactory (U). Please use the Standards & Indicators on the next page as reference.
E P N U Notes
Standard I: Curriculum, Planning and Assessment
Curriculum and Planning
Assessment
Analysis
Standard II: Teaching All Students
Instruction
Learning Environment
Cultural Proficiency
Expectations
Standard III: Family and Community Engagement
Engagement
Collaboration
Communication
Standard IV: Professional and Culture
Reflection
Professional Growth
Collaboration
Decision-making
Shared Responsibility
Professional Responsibilities
Self-assessment form(see handout)
Classroom rubric(see handout)
I-A. Elements Unsatisfactory Needs Improvement Proficient Exemplary
I-A-3. Rigorous Standards-Based Unit Design
Plans individual lessons rather than units of instruction, or designs units of instruction that are not aligned with state standards/ local curricula, lack measurable outcomes, and/or include tasks that mostly rely on lower level thinking skills.
Designs units of instruction that address some knowledge and skills defined in state standards/local curricula, but some student outcomes are poorly defined and/or tasks rarely require higher-order thinking skills.
Designs units of instruction with measurable outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula.
Designs integrated units of instruction with measurable, accessible outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn and apply the knowledge and skills defined in state standards/local curricula. Is able to model this element.
I-A-4. Well-Structured Lessons
Develops lessons with inappropriate student engagement strategies, pacing, sequence, activities, materials, resources, and/or grouping for the intended outcome or for the students in the class.
Develops lessons with only some elements of appropriate student engagement strategies, pacing, sequence, activities, materials, resources, and grouping.
Develops well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping.
Develops well-structured and highly engaging lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping to attend to every student’s needs. Is able to model this element.
Standards and Indicators of Effective Teaching Practice: Rubric
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Second, educators will use the SIP to propose goals as part of the self-assessment
Self-assessment form(see handout) School Improvement Plan (SIP)
Self-Assessment Part 2 of 2
Student Learning Briefly summarize areas of strength and high-priority concerns for students under your
responsibility for the upcoming school year. Support with evidence such as results from assessments. Historical Evidence from Students (if applicable) Goals to Improve Current Students Individual Team/Department Name: _______________________
Individual Team/Department Name: _______________________
Professional Practice Citing specific indicators from your Part 1 self-assessment, briefly summarize 1-2 areas of strength and 1-2
high-priority areas for growth. Areas for growth can target specific sub-indicators or generalize across multiple sub-indicators. Areas of Strength Areas of Improvement Individual Team/Department Name: _______________________
Individual Team/Department Name: _______________________
Springfield Public Schools
School Improvement Planning Process
2012-2014 School Improvement Plan
School Name:
Principal:
Zone:
Date Submitted:
All submissions should be made electronically to your zone Chief Schools Officer with a copy to Deputy Superintendent. The Level 4 Schools should copy the Chief Schools Redesign Officer.
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Educators set student learning and professional practice goals as part of SEEDS
Student Learning Goalinformed by professional practice
Professional Practice Goalto support student learning
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SIPSIP
The SEEDS goal setting process begins with the SIP
Coach, develop and evaluate educators based on a clear vision of strong instructionSIF #1,2,3,4
Implement a consistent, rigorous curriculum built on common standards with common unit assessmentsSIF #1, 3,4,7
Deploy data that is timely, accurate and accessible to make decisions for students, schools and the districtSIF #5,7
Strengthen social, emotional and academic safety nets and supports for all studentsSIF #6
District goals
School goals
Grade/Department level goals
Individual goals
Goals should be aligned from district to classroom level…
SIP
SIPSIPEvaluation
…and are defined in the district strategy and through the SIP and SEEDS
• District goals
• School goals• Grade level and department level goals
• District goals• School goals• Grade level and department level goals
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The SEEDS professional practice goal is the SIP goal
SIP SEEDS
Professional practice goal #1
School-wide instructional
focus
Educators have the option to write a second professional practice goal based on their self-assessment against the
rubric to support student learning