Defining and Supporting Effective Teaching through Educator Evaluation

April 21, 2023

Who we are

Boston Public Schools Office of Educator Effectiveness

Ross Wilson, Assistant Superintendent

Teacher Development & AdvancementTamika EstwickShakera Walker

ImplementationNicole IrelandChason IshinoJared JoinerLeah LevineEmily Kalejs QazilbashAngela RubensteinKris Taylor

Analytics & TechnologyJenna Costin, Online System CoordinatorJen Kozin, Data Analyst

Agenda

Overview of the evaluation process The Teacher Rubric Stages of the evaluation cycle

Self-assessment Goals & action plans Implementing the plan Formative Assessment & Summative

Evaluation Tools & Resources

Overview of the evaluation process

Who is in the room?

New to teaching? New to BPS?

What are your hopes for the evaluation process?

What are your fears?

The evaluation cycle:

Creates shared understanding of effective practice• Common definitions & expectations

Places student learning at the center• Student learning goals drive the process

Empowers educators to take ownership of their evaluation• Setting goals, identifying action steps, submitting

artifacts Can be a tool to achieve school, team, &

individual priorities• Alignment of goals and actions across teams &

schools

Leveraging evaluation as a tool

How can schools use

this…

to be successful

in:

Building Inclusive

Schools

Using Data to

Differentiate

Instruction

Increasing

Academic Rigor

Engaging

Families, Students

& Partners

Educator Performanc

e Evaluation

Ensure all students achieve

MCAS proficiency

Close access and

achievement gaps

Graduate all students from high school prepared for

college completion and career success

and achieve the AA Goals?

Components of the Process: Cycle of continuous learning

Summative Evaluation

School-wide goals guide each step of the process

School-wide goals

Components of the Process: Rubrics of Effective Practice

New Teacher Standards

1. Curriculum, Planning & Assessment *

2. Teaching All Students*

3. Family & Community Engagement

4. Professional Culture

New Principal/Admin Standards

1. Instructional Leadership*

2. Management and Operations

3. Family & Community Partnerships

4. Professional Culture

Components of the Process: 4 rating categories

Does not meet

standards

Does meet standards

Former categories

Unsatisfactory

Needs Improvement

Proficient Exemplary

New categories

Components of the Process: Educators evaluated on Goals & Standards Progress on Ratings on OVERALL (2) Goals (4) Standards RATING

Components of the Process: Plan determined by rating & career stage

Ratings Educator PlansPTS educators Non-PTS educators

Exemplary

Proficient

Needs Improvement

Unsatisfactory

Directed-Growth Plan

(up to1year)

Improvement Plan

(30 days -1 year)

The Teacher Rubric

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.

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 a partner, 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

The purpose of a 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.

Rubric Look-fors

Video Observation

• Watching teaching together deepens out shared understanding

Example of school-wide “unpacking”

Stages of the evaluation cycle Self-assessment Goals & action plans Implementing the plan Formative Assessment &

Summative Evaluation

Self-Assessment

Each educator must identify at least•one area of strength•one area for growth… each tagged to an element in the rubric

Consider…•school & district priorities•student learning strengths & needs•practice in relation to the standards outlined in the rubric•previous evaluations

Preparing for self-assessment

Using the look-fors packet for reference, reflect on aspects of your practice that you might identify as areas of strength and areas of growth.

EDFS: Employee Development & Feedback System

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

EDFS: Educator View

Self-Assessment in EDFS

Use EDFS to submits a summary of strengths and areas of need

Self-Assessment in EDFS

Self-Assessment in EDFS

Stages of the evaluation cycle Self-assessment Goals & action plans Implementing the plan Formative Assessment &

Summative Evaluation

Setting Goals

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 in EDFS

Goals in EDFS

Goals in EDFS

Goals in EDFS

Goals in EDFS

Goals in EDFS

Goal Approval

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

Attributes of a Strong Goal

Specific: Specific: Goals should be explicit about what will change

Measurable: Measurable: Goals should be able to be quantified and tracked with assessments and other data throughout the cycle, and when.

Attainable: Attainable: Goals should be both challenging and realistic.

Results-focused: Results-focused: Goals should directly impact student learning.

Time-bound: Time-bound: Goals should provide a specific timeframe for completion, prior to the end date of the plan.

Sample Goals

 

Schoolwires screenshot

Activity: Revising Goals

 

Read over each goal…Is it a student learning goal or a professional practice goal?Is it SMART?What revisions would make it SMARTer?

Developing Your Action Plan

An action plan… Details 3-5 action steps per goal

Includes a timeframe or frequency for each step

Identifies supports & resources necessary for each step

Think about… Benchmark assessments

Potential artifacts

Possible roadblocks

Developing Your Action Plan

• After writing your goals, click on the “Action Steps” icon.

• Both goals and action plans must be approved by November 1.

Developing Your Action Plan

•When you click on the icon, you will see your goals.

• Select “Add New Steps.”

Developing Your Action PlanFor each step, identify:

Supports

Action

Timeline

Developing Your Action Plan

Use the Action Planning Worksheet to develop each step before entering them in EDFS

Stages of the evaluation cycle Self-assessment Goals & action plans Implementing the plan Formative Assessment &

Summative Evaluation

Implementing the Plan

Educator teaches, and completes the planned action steps.

Both Educator and Evaluator collect evidence of performance relative to standards and goals.

Evaluator provides feedback on practice to educators through classroom observation and artifact collection.

Timelines and Requirements (per BPS-BTU contract)

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

Components of the Process: Educators evaluated on Goals & Standards Progress on Ratings on OVERALL (2) Goals (4) Standards RATING

Evidence collected through observations & artifacts.

Collecting artifacts

Artifacts may include: Tracking & analysis of student assessment

data Student work Lesson plans

Identify & chart possible sources of evidence in one of the following areas:

Uploading onto EDFS

Step 1:

Step 2:

Select the “Artifacts” icon and you will get this screen:

Uploading onto EDFS

Description(what is it?)

Rationale (why this?)

Tags(which goals

& standards?)

Choose File & Save

Writing rationales

To help your artifact communicates what you want it to:Identify the element or goal that the artifact addresses. Describe the artifact & identify the section that directly connects to the element or goal.Highlight the artifact’s impact on student learning.Specify the evidence of professional growth or proficiency in the element the artifact provides.

Stages of the evaluation cycle Self-assessment Goals & action plans Implementing the plan Formative Assessment & Summative Evaluation

Components of the Process: Educators evaluated on Goals & Standards Progress on Ratings on OVERALL (2) Goals (4) Standards RATING

Educators are responsible for providing evidence for all standards and goals.

What is a formative assessment?

A mid-plan check-in rating on progress towards each goal rating on each standard An overall rating

Ratings based on evidence from observations * artifacts

It may be used to change a plan If there is a significant change in practice,

however, this is not required. The plan may continue until the summative.

What is a summative evaluation?

A summary of performance over the course of the cycle, by May 15 for 1-year plans rating on progress towards each goal rating on each standard an overall rating

Ratings based on evidence from observations * artifacts, building on the formative

The overall rating determines the next plan

Evaluations in EDFS

Evaluations in EDFS

Evaluations in EDFS: Rating Goals

Evaluations in EDFS: Rating Standards

Evaluations in EDFS: Overall Rating

Evaluations in EDFS: Release

Evaluations in EDFS: Educator Sign-Off

Formatives & Summatives

Meetings Upon request of educator or evaluator Required for ratings of NI or Unsatisfactory

Prescriptions issued for

standards rated less than

proficient

Questions?

For Resources, Support, Questions, & Feedback For more information, visit:

EDFS: http://eval.mybps.org/ 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/

New website: boston.schoolwires.net/oee

boston.schoolwires.net/oeeEvaluation resources

boston.schoolwires.net/oeeInteractive rubric

boston.schoolwires.net/oeeInteractive rubric

Contact us if you have questions Ross Wilson, Asst. Superintendent for Educator Effectiveness

Network Implementation Specialists BPS email

A Emily Qazilbash eqazilbash

B Kris Taylor ktayor

C Nicole Ireland nireland

D Angela Rubenstein arubenstein

E Jared Joiner jjoiner

F Kris Taylor ktaylor

High Schools

Chason Ishino & Leah Levine cishino

EDFS tech support

Jenna Costin jcostin

Data analysis

Jen Kozin jkozin