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Transcript of Teachers 21 June 8, 2012. Wiki with Resources o
Educator Evaluation System
For Specialized Instructional Support Personnel
Thoughts from an Early Adopter
Teachers 21June 8, 2012
RPS Educator Evaluation Wiki
Wiki with Resourceso http://rpseducatorevaluation.wikispaces.
com/
Educator Evaluation Model System
3http://www.doe.mass.edu/edeval/model/
Educator Evaluation New DESE Regulations approved on June 28, 2011 Collaboratively Designed by
o Massachusetts Teachers Associationo Massachusetts Association of Secondary School
Principalso Massachusetts Elementary School Principals Associationo Massachusetts Association of School Superintendentso Department of Elementary and Secondary Education
Requires evaluation of all educators on a license Designed to promote leaders and teachers growth
and development
Reading is an Early Adopter
Our current system is comparable to new DESE model Allowed us to give significant input into the process Developed a network with other school districts Attended professional development opportunities Piloted
o Educator Plan with SMART Goalso Superintendent’s Evaluation Processo Principal Evaluation Process
Full Implementation of Educator Evaluation System in September, 2012
Highlights of the System
Focuses on Educator Growth and not “Gotcha” Five Step Evaluation Cycle
o Self-Assessmento Analysis, Goal Setting, Educator Plan Developmento Implementation of Plano Formative Assessment (Midyear or Mid-cycle)o Summative Evaluation (End of Year/Cycle Evaluation)
Rubric for Evaluation (Four Rubrics Developed)o Superintendento Administratoro Teachero Specialized Instructional Support Personnel Rubric
Additional rubrics being developed for school nurses, school psychologists, school counselors, and business administrators
Specificity of Rubrico Standards o Indicatorso Elements
Highlights of System Use of Artifacts for Evidence
o Lesson Plans, Professional Development Activities, Flierso Announced and Unannounced Observations
Differentiated Approacho New Teacherso Non-PTS Teacherso PTS Teacherso PTS Teachers who need additional support
Use of SMART Goals Levels of Performance on Rubric
o Exemplary o Proficiento Needs Improvement o Unsatisfactory
Multiple Measures of Student Performance (2013-14 School Year) Use of student surveys (2014-15 School Year)
8
5 Step Evaluation Cycle
Continuous Learning
Every educator is an active participant in an evaluation
Process promotes collaboration and continuous learning
Foundation for the Model
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education 9
5 Step Evaluation Cycle: Rubrics
9
Part III: Guide to RubricsPages 4-5
Rubric is used to assess
performance and/or progress
toward goals
Rubric is used to analyze
performance and determine
ratings on each Standard
and Overall
Every educator uses a rubric to
self-assess against Performance
Standards
Professional Practice goals – team and/or individual must be tied to one or more
Performance Standards
Evidence is collected for
Standards and Indicators;
rubric should be used to provide
feedback
10
Continuous Learning
Counselor reviews data and identifies three areas for improvement, grade 8 transition issues for special education students, YRBS data for students feeling emotionally safe at school, and low participation levels for students in Teen Screen program
Counselor works with Director of Guidance to develop a department professional practice goal on Grade 8 Transition. Works with health educators, social workers, and school psychologists on a team student learning goal to improve emotional safety of students, and works with Behavioral Health Coordinator on a team student learning goal increasing percentage of students who participate in Teen Screen program.
Counselor gathers and synthesizes evidence on progress on goals in Educator Plan. Director of Guidance focuses data collection on goal areas.
Midway through the cycle, the Director of Guidance and counselor and department/teams to review evidence and assess progress on goals: makes adjustments to action plan or benchmarks, if needed.
Counselor receives a rating on each standard plus an overall rating based on performance against standards and progress on the three goals.
What does this look
like?
Four Different Educator Plans
The Developing Educator Plan (Non-PTS Teachers and teachers new to a position) is developed by the educator and the evaluator and is for one school year or less.
The Self-Directed Growth Plan (PTS Teachers) applies to educators rated Proficient or Exemplary and is developed by the educator. When the Rating of Impact on Student Learning is implemented (beginning in 2013-14), educators with a Moderate or High Rating of Impact will be on a two-year plan; educators with a Low Rating will be on a one-year plan.
The Directed Growth Plan (PTS Teachers) applies to educators rated Needs Improvement and is a plan of one school year or less developed by the educator and the evaluator.
The Improvement Plan (PTS Teachers) applies to educators rated Unsatisfactory and is a plan of no less than 30 calendar days and no longer than one school year, developed by the evaluator.
Goal Setting ProcessFocus-Coherence-Synergy
District Strategy Superintendent Goals School Committee
School Improvement Principal Goals Plans
Classroom Practice Teacher Goals
Student Achievement
Standards, Indicators and Rubrics
For Classroom Teachers and SISP Standards (4)-Required in Regulations
o Curriculum, Planning, and Assessment (3 Indicators)o Teaching All Students (4 Indicators)o Family and Community Engagement (3 Indicators)o Professional Culture (6 Indicators)
Indicators (16)-Required in Regulations Elements (34)-May be modified, but most keep
rigor Rubrics
o A tool for making explicit and specific the behaviors and actions present at each level of performance.
14
Model Rubrics: Structure
Massachusetts Department of Elementary and Secondary EducationPart III: Guide to RubricsPage 6
15
Model Rubrics: Vertical Alignment within Rubrics
Example: Specialized Instructional Support Personnel Rubrico Standard II
• “Teaching All Students”o Indicator B
• Learning Environmento Elements 1 & 2
• 2-B-1: Safe Learning Environment• 2-B-2: Collaborative Learning Environment• 2-B-3: Student Motivation
16
Model Rubrics: Structure
Massachusetts Department of Elementary and Secondary EducationPart III: Guide to RubricsPage 6
17
Exemplary“The educator’s performance significantly
exceeds Proficient and could serve as a model for leaders districtwide or even statewide. Few educators—principals and superintendents included—are expected to demonstrate Exemplary performance on more than a small number of Indicators or Standards.”
Massachusetts Department of Elementary and Secondary EducationPart III: Guide to RubricsPage 14
18
Proficient“Proficient is the expected,
rigorous level of performance for educators. It is the demanding but attainable level of performance for most educators.”
Massachusetts Department of Elementary and Secondary EducationPart III: Guide to RubricsPage 9
Needs Improvement Educators whose performance on a Standard is
rated as Needs Improvement may demonstrate inconsistencies in practice or weaknesses in a few key areas. They may not yet fully integrate and/or apply their knowledge and skills in an effective way. They may be new to the field or to this assignment and are developing their craft.
Unsatisfactory Educators whose performance on a Standard is rated
as Unsatisfactory are significantly underperforming as compared to the expectations. Unsatisfactory performance requires urgent attention.
Example of SISP Rubric Standard II: Teaching All Students. Promotes the
learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency.
Example Indicator II-A. Learning Environment: Creates
and maintains a safe and collaborative learning environment that motivates students to take academic risks, challenge themselves, and claim ownership of their learning.
Example Element IIB-1. Safe Learning Environment
o Proficient-Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors interfere with learning are prevented.
Rating SystemUntil Impact on Student Learning is Implemented in 2013-14/2014-15
24
Summative
Rating
Exemplary 1-YEAR SELF-DIRECTED GROWTH
PLAN
2-YEAR SELF-DIRECTED GROWTH PLAN
Proficient
Needs Improvement DIRECTED GROWTH PLAN
Unsatisfactory IMPROVEMENT PLAN
Low Moderate High
Massachusetts Department of Elementary and Secondary Education
Summative
Rating
Exemplary 2-YEAR SELF-DIRECTED
GROWTH PLAN Proficient
Needs Improvement DIRECTED GROWTH PLAN
Unsatisfactory IMPROVEMENT PLAN
Rating System for Educator PlanOnce Multiple Measures are
Implemented
25
Summative
Rating
Exemplary 1-YEAR SELF-DIRECTED GROWTH
PLAN
2-YEAR SELF-DIRECTED GROWTH PLAN
Proficient
Needs Improvement DIRECTED GROWTH PLAN
Unsatisfactory IMPROVEMENT PLAN
Low Moderate HighRating of Impact on Student Learning
(multiple measures of performance, including MCAS Student Growth Percentile and MEPA where
available) Massachusetts Department of Elementary and Secondary Education
Summative
Rating
Exemplary 1-YEAR SELF-DIRECTED GROWTH
PLAN
2-YEAR SELF-DIRECTED GROWTH PLAN
Proficient
Needs Improvement DIRECTED GROWTH PLAN
Unsatisfactory IMPROVEMENT PLAN
Low Moderate HighRating of Impact on Student Learning
(multiple measures of performance, including MCAS Student Growth Percentile and MEPA where
available)
Massachusetts Department of Elementary and Secondary
Education27
Multiple sources of evidence inform the summative performance rating
Phase-in Over Next 2 Years
Phase 1-Summative ratings based on attainment of goals and performance against the four Standards defined in the educator evaluation requirements (September, 2012)
Phase 2-Rating of educator impact on student learning gains based on trends and patterns of multiple measures of student learning gains (September, 2013)
Phase 3-Using feedback from students (for teachers) and teachers (for administrators)-(September, 2014)
Exciting Aspects of Initiative
Opportunity to change teaching and learningo Focused Conversationso Creating Opportunity for Educator Growtho Leads to Student Growtho Tie in initiatives to educator evaluation
Build trust with educatorso Committee Work on Teacher Evaluation Process
Educate the Communityo School Committee Meetingso Community Forums
Examples of District/School
Initiatives Social Emotional Health Adopting the new MA Curriculum Frameworks 21st Century/Global Skills Anti-Bullying Professional learning communities Examining student work Data Teams Project Based Learning Common course/grade level assessments Elementary Report Cards BYOD
30Massachusetts Department of Elementary and Secondary Education
Some Thoughts As An Early Adopter
This may be the most important initiative that you undertake in your district
Look at this as an opportunity to improve teaching and learning and educator growth in your district
Plan your strategy and process Train staff on how to write and implement SMART goals
o Use the Train the Trainer Modelo Use Special Education Teachers as Experts
Collaboration is critical to the success of this implementation
Link this system to the common core and assessment development
Integrate the behavioral health framework into the system
Some Thoughts As An Early Adopter
Transparent and ongoing open honest communication is critical
Train all supervisors in the process to create inter-rater reliability
Use the DESE materials Adopt the model rubrics Develop a logic model on how you will implement this
process Involve your staff, school committee, and community
early and often in the communication process
Contact InformationJohn F. Doherty, Ed.DSuperintendent of Schools, Reading Public [email protected]
Reading Public School Educator Evaluation Wikihttp://rpseducatorevaluation.wikispaces.com/
Thank You!