triangulated standards-based evaluation framework

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Triangulated Standards-based Evaluation Framework

Kathleen J. Skinner, Ed.D.

Director, MTA Center for Education Policy & Practice

Kansas Evaluation Committee

March 14, 2011

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Statutory Requirements

MGL, Chapter 69, Section 1B Establish guidelines Encourage districts

MGL, Chapter 71, Section 38 Comprehensive system Performance standards Annual evaluation –

administrators & teachers without Pts

At least biannual evaluation – teachers with PTS

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Standards of Professional Practice

Teachers High Expectations Curriculum & Instruction Assessment Reflective Practice Professional

Responsibility

Administrators Instructional Leadership Management and

Operations Family and Community

Relations Reflective Practice Professional

Responsibility

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Standards - adopted

Teachers Curriculum, Instruction,

Assessment Teaching All Students Family & Community

Engagement Professional Culture

Administrators Curriculum, Instruction,

Assessment OR Instructional Leadership

Supporting Teaching & Learning

Family & Community Engagement

Professional Culture

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Teacher & Administrator Evaluation Framework

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Observations of Practice & Examination of Artifacts

Such as…Self-Assessment

Formal ObservationsInformal Observations

Walk-throughsInstructional Rounds

Such as…Lesson Plans AssignmentsAssessments

IEPs/504 PlansSchool Improvement Plans

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Judgments about Practice

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Measures of Student Learning and Outcomes

Such as…Teacher-created assessments

Projects, reports, performances District-developed assessments

Growth trends on state assessmentsGraduation & promotion rates

Validate Judgments about Practice

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Evidence of Contributions to School or Profession

Such as…Curriculum Development

Committee WorkGrade level team workConference attendance

Student teacher supervisionStaff developer

Validate Judgments about Practitioner

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Significance

The Massachusetts Race to the Top application uses the word significant without definition.

The Merriam-Webster Online Dictionary defines significant as having meaning; having or likely to have influence or effect: important probably caused by something other than mere

chance

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Four Performance Categories

Exemplary Educator consistently and significantly exceeds proficiency on the standard.

Proficient Educator demonstrates competence on the standard.

Needs Improvement

Educator demonstrates lack of proficiency on the standard.

Unsatisfactory Educator demonstrates lack of competence on the standard.

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Evaluation by Standard

Standard U NI P E

T: High Expectations

A: Instructional Leadership

T: Curriculum and Instruction

A: Management and Operations

T: Assessment

A: Family and Community Relations

Reflective Practice

Professional Responsibilities

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Professional Growth Plans

Type of PGP Elements

Self-directed Goals set by educator in consultation with supervisor and peers. Activities in collaboration with peers to expand knowledge and skills.

Directed (PTS)

Goals set with supervisor focused on becoming proficient. Activities guided by standards where rating was below proficient.

Developing (without PTS)

Goals set with supervisor focused on becoming proficient. Activities must include induction and mentoring.

Improvement Goals set by supervisor based on diagnosis of areas deemed unsatisfactory. Activities include substantial supervisory support and guidance.

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Application

Rating Plan Application

ExemplaryProficient

Self-determined Growth 2 years

Peer Observation and Review Supervisor Walkthrough Overall Rating by Supervisor

Needs Improvement

Directed Growth Annual

Supervisor Evaluation Peer Assistance and Observation Overall Rating and PTS decision

by Supervisor

Unsatisfactory Improvement (PTS only)At least 1 year

Supervisor Assistance, Benchmarking and Evaluation

Peer Assistance and Observation Decision to dismiss or renew by

Principal

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Personnel Decisions

To achieve PTS, Proficient on all four standards.

To advance into leadership roles – teacher leader and administrative positions – three years of Proficient or Exemplary on all four standards. See career roles on pages 36-38 in MTA

policy brief.

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Unsatisfactory

1-Year Improvement

Plan

Dismissed or Demoted

Does Not Improve

Does Not Improve

Proficient

2-Year Self-Determined Growth Plan

Eligible for Additional Roles

& Responsibilities:

e.g. Teacher Leader,

Administrator, Promotional

Positions

Recommended for Professional Teacher Status

Evaluation Cycle

EvaluationRating

Improves

Needs Improvement

1-Year Directed

Growth Plan

Exemplary

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Observer Preparation

All observers must earn a DESE approved endorsement to their license. Adult Learning Theory Conducting Difficult Conversations Observing Practice Developing Professional Growth or Improvement Plans

Two demonstrations of learning Inter-rater reliability test observing videotaped practice

using standard rubric. Develop a PGP.

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Endorsements of MTA Plan

Linda Darling-Hammond Charlotte Danielson Susan Moore Johnson Julia Koppich Jillian Darwish Peter McWalters

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Any Questions??