The Massachusetts Model System for Educator Evaluation

The Massachusetts Model System forEducator EvaluationImplementation Guide for Teacher Evaluation6-28-13

DESE Training Steps:Training SessionDateTimeLocationOrientationWorkshop 1: Unpacking the RubricWorkshop 2: Self-AssessmentWorkshop 3: S.M.A.R.T. GoalsAgenda for 6/28/13 PD Day7:45 8:15Check in and refreshments8:15 9:00Refresher on New Evaluation Tool and Overview of Day9:00 10:00SMART Goals10:15 10:30Intro to the Rubric10:30 11:15Elementary-Longleaf/Secondary-Lunch11:15 12:00Elementary-Lunch/Secondary-Longleaf12:15 1:15Work on Rubric1:30Wrap up back in AuditoriumThe LawOn June 28, 2011, the Board of Elementary and Secondary Education adopted newregulationsfor the evaluation of all Massachusetts educators. The regulations, which apply to both administrators and teachers throughout the state, are designed to:Promote growth and development amongst leaders and teachersPlace student learning at the center, using multiple measures of student learning, growth, and achievementRecognize excellence in teaching and leadingSet a high bar for professional teaching statusShorten timelines for improvement.

-Massachusetts Department of Elementary and Secondary Education603 CMR 35.00Evaluation of EducatorsTeachers will be assessed on:GoalsProfessional Practice Goal(s)Student Learning Goal(s)

Performance StandardsStandard I: Curriculum, Planning, and AssessmentStandard II: Teaching all StudentsStandard III: Family and Community Engagement Standard IV: Professional Culture

Utilizing Four Ratings:UnsatisfactoryNeeds ImprovementProficientExemplaryI. Curriculum, Planning, & AssessmentII. Teaching All StudentsIII. Family & Community EngagementIV. Professional CultureCurriculum and PlanningSubject Matter KnowledgeChild and Adolescent DevelopmentRigorous Standards-Based Unit DesignWell-Structured Lessons

B. AssessmentVariety of Assessment MethodsAdjustments to Practice

C. AnalysisAnalysis and ConclusionsSharing Conclusions with ColleaguesSharing Conclusions with StudentsInstructionQuality and Effort of WorkStudent EngagementMeeting Diverse Needs

B. Learning EnvironmentSafe Learning EnvironmentCollaborative Learning EnvironmentStudent Motivation

C. Cultural ProficiencyRespects DifferencesMaintains Respectful Environment

D. ExpectationsClear ExpectationsHigh ExpectationsAccess to Knowledge

A. EngagementParent/Family Engagement

B. CollaborationLearning ExpectationsCurriculum Support

C. CommunicationTwo-Way CommunicationCulturally Proficient CommunicationReflectionReflective PracticeGoal Setting

B. Professional GrowthProfessional Learning and Growth

C. CollaborationProfessional Collaboration

D. Decision-makingDecision-Making

E. Shared ResponsibilityShared Responsibility

F. Professional ResponsibilitiesJudgmentReliability and Responsibility

The Educator Plans Five-Step Cycle of Continuous ImprovementStep 1: Self AssessmentStep 2: Analysis, Goal Setting & Plan DevelopmentStep 3: Implementation of PlanStep 4: Formative Assessment/ EvaluationStep 5: Summative EvaluationThe Typical Cycle:SeptemberCycle Step 1: Self-AssessmentBy October 15thCycle Step 2: Analysis, Goal Setting, and Educator Plan DevelopmentThroughout School YearCycle Step 3: Plan Implementation and Collection of EvidenceMid-year (or end of 1st year if on 2 year cycle)Cycle Step 4: Formative Assessment/ EvaluationNo later than ten (10) days before the end of schoolCycle Step 5: End-of-Cycle Summative EvaluationEducator PlanUnannounced Observation(Minimum 10 minutes)Announced Observations(Pre, post, minimum 30 minutes)Announced Observations(Pre, post, full class period)Two-Year Self-Directed Plan6(over two years)*N/AOne-Year Self-Directed Plan3*N/ADirected Growth Plan (1 Year)31N/AImprovement Plan less than 6 months 2*1Improvement Plan (no more than 1 year) 4*1Developing Educator Plan (Year 1 Non-PTS Educators)4N/A1Developing Educator Plan (Year 2 Non-PTS Educators)31N/ADeveloping Educator Plan (Year 3 Non-PTS Educators)4*N/A

Plymouth Public Schools2011-2015 Strategic PlanMISSION STATEMENT In partnership with parents and the community, the Plymouth Public Schools is committed to providing a comprehensive educational experience that is high quality, challenging, and enables each student to develop and maximize individual potential. Our schools will foster a positive and collaborative environment that encourages and affirms academic achievement and personal excellence and inspires all students to make a positive contribution to society.GOALS

VISION STATEMENTThe Plymouth Public Schools will be recognized nationally as an outstanding school district. Our goal is to graduate confident, critical thinkers, productive and creative lifelong learners, and socially responsible, engaged citizens capable of adapting to change in a technologically advanced and multicultural society.CORE BELIEFS

We believe that every student should become a (an):Effective Communicator Independent Thinker Problem Solver Responsible CitizenSelf-Directed, Life-Long Learner Valuable Collaborator Goal 1: Enhance student social and emotional growth, health and welfare, and demonstration of civic responsibilityGoal 2: Increase family and community engagementGoal 3: Enhance academic achievement of all students at all levelsGoal 4: Provide strong district and school leadership

Agenda for 6/28/13 PD Day7:45 8:15Check in and refreshments8:15 9:00Refresher on New Evaluation Tool and Overview of Day9:00 10:00SMART Goals10:15 10:30Intro to the Rubric10:30 11:15Elementary-Longleaf/Secondary-Lunch11:15 12:00Elementary-Lunch/Secondary-Longleaf12:15 1:15Work on Rubric1:30Wrap up back in AuditoriumPart 1: Analysis of Student Learning, Growth, and AchievementBriefly summarize areas of strength and high-priority concerns for students under your responsibility for the upcoming school year. Cite evidence such as results from available assessments. This form should be individually submitted by educator, but Part 1 can also be used by individuals and/or teams who jointly review and analyze student data.Part 2: Assessment of Practice Against Performance StandardsCiting your districts performance rubric, briefly summarize areas of strength and high-priority areas for growth. Areas may target specific Standards, Indicators, or elements, or span multiple Indicators or elements within or across Standards. The form should be individually submitted by educator, but Part 2 can also be used by teams in preparation for proposing team goals.Student Learning S.M.A.R.T. GoalCheck whether goal is individual or team; write team name if applicable.Professional Practice S.M.A.R.T. GoalCheck whether goal is individual or team; write team name if applicable. Individual Team: ________________ Individual Team: _______________ SchoolRoom/AreaMt PleasantRoom 138 AFFESRoom 135CSESRoom 130 AHESTeachers Dining - CafIBESBand RoomMESRoom 134NMESChorus RoomSESGymWESRoom 133PCISLecture Hall (2nd floor)PSMSLibraryPNHSCafPSHSPerforming Arts CenterMorning Room Assignments (with Principal - by school)Agenda for 6/28/13 PD Day7:45 8:15Check in and refreshments8:15 9:00Refresher on New Evaluation Tool and Overview of Day9:00 10:00SMART Goals10:15 10:30 Intro to the Rubric10:30 11:15Elementary-Longleaf/Secondary-Lunch11:15 12:00Elementary-Lunch/Secondary-Longleaf12:15 1:15Work on Rubric1:30Wrap up back in AuditoriumI. Curriculum, Planning, & AssessmentII. Teaching All StudentsIII. Family & Community EngagementIV. Professional CultureCurriculum and PlanningSubject Matter KnowledgeChild and Adolescent DevelopmentRigorous Standards-Based Unit DesignWell-Structured Lessons

B. AssessmentVariety of Assessment MethodsAdjustments to Practice

C. AnalysisAnalysis and ConclusionsSharing Conclusions with ColleaguesSharing Conclusions with StudentsInstructionQuality and Effort of WorkStudent EngagementMeeting Diverse Needs

B. Learning EnvironmentSafe Learning EnvironmentCollaborative Learning EnvironmentStudent Motivation

C. Cultural ProficiencyRespects DifferencesMaintains Respectful Environment

D. ExpectationsClear ExpectationsHigh ExpectationsAccess to Knowledge

A. EngagementParent/Family Engagement

B. CollaborationLearning ExpectationsCurriculum Support

C. CommunicationTwo-Way CommunicationCulturally Proficient CommunicationReflectionReflective PracticeGoal Setting

B. Professional GrowthProfessional Learning and Growth

C. CollaborationProfessional Collaboration

D. Decision-makingDecision-Making

E. Shared ResponsibilityShared Responsibility

F. Professional ResponsibilitiesJudgmentReliability and ResponsibilityStandard I: Curriculum, Planning, and Assessment. The teacher 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 ongoing basis, and continuously refining learning objectives.Indicator 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.

I-A. ElementsProficientExemplarsI-A-1. Subject Matter KnowledgeDemonstrates 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.Agenda for 6/28/13 PD Day7:45 8:15Check in and refreshments8:15 9:00Refresher on New Evaluation Tool and Overview of Day9:00 10:00SMART Goals10:15 10:30Intro to the Rubric10:30 11:15 Elementary-Longleaf/ Secondary-Lunch11:15 12:00 Elementary-Lunch/ Secondary-Longleaf12:15 1:15Work on Rubric1:30Wrap up back in AuditoriumAgenda for 6/28/13 PD Day7:45 8:15Check in and refreshments8:15 9:00Refresher on New Evaluation Tool and Overview of Day9:00 10:00SMART Goals10:15 10:30Intro to the Rubric10:30 11:15Elementary-Longleaf/Secondary-Lunch11:15 12:00Elementary-Lunch/Secondary-Longleaf12:15 1:15Work on Rubric1:30Wrap up back in Auditorium