the massachusetts framework for educator evaluation overview september 2012 1

The Massachusetts Framework for Educator Evaluation

OVERVIEWSeptember 2012

1

Welcome

Please sit with members from your school or district team

Massachusetts Department of Elementary and Secondary Education

2

ESE Training Modules for Evaluators

Overview Module 2: Unpacking the Rubric

Module 3: Self-Assessment

Module 4: S.M.A.R.T. Goals & Educator Plan

Development

Module 5: Gathering Evidence

Module 6: Observations and Feedback3

Agenda

Key Components of the new Educator Evaluation Frameworko Summative Performance Rating

2Performance Standards & Rubrics

o Student Impact Rating

o 5-Step Cycle

Next Steps4


Intended Outcomes Participants will have a clear

understanding of the new educator evaluation framework, including:o The two ratingso New performance standardso The 5-Step Cycle of Evaluation

Participants will identify concrete “next steps” related to:o Training school staff on educator evaluationo Implementation at your school or district

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Developing the New Educator Evaluation Framework

Race to the Top (August 2010)(with district and local union agreement)

Task Force Report (March 2011) (Wide representation from the field, Listening Tour)

New Regulations (June 2011) (500+ comments)

Model System (January 2012)

(collaboration with Level 4 schools, Early Adopter districts, unions and state associations)

Building Effective Educators

Connecting: Think-Pair-Share: A 3-Words Activity Complete the first column under Think:

What 3 words describe your most effective experiences with educator evaluation up to this point in your career?

Complete the second column: What 3 words describe your worst experiences with educator evaluation?

Find a table partner. Create 1 set of words for each column (5 minutes).

Partners share at your table and the table creates 1 set of words for each column (5 minutes).


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Connecting: Think-Pair-Share: A 3-Words Activity Table Groups share out their lists of 3

words for each column. Whole Group Discussion and Reflection

o What is similar among all lists of words? o What is different?o How do these words (and the experiences

and stories behind them) help us collectively envision what an effective evaluation process can and should accomplish?


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Priorities of the new evaluation framework

Place Student Learning at the Center – Student learning is central to the evaluation and development of educators

Promote Growth and Development – Provide all educators with feedback and opportunities that support continuous growth and improvement through collaboration

Recognize Excellence – Encourage districts to recognize and reward excellence in teaching and leadership

Set a High Bar for Tenure – Entrants to the teaching force must demonstrate Proficient performance on all standards within three years to earn Professional Teacher Status

Shorten Timelines for Improvement – Educators who are not rated Proficient face accelerated timelines for improvement


9We want to ensure that each student in the Commonwealth

is taught by an effective educator, in schools and districts led by effective leaders.

Key Components of the New Evaluation

Framework


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“Beginning with the End in Mind

- Means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.”

Steven R. Covey11

Key Components of the New Evaluation Framework Summative Performance Rating

o New Performance Standards & Indicators

o Four Plans

Impact Rating on Student Performance

5-Step Cycle


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Everyone earns two ratings

ExemplaryProficient

Needs ImprovementUnsatisfactory

HighModerate

Low


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SummativePerformance

Rating

Impact Ratingon

StudentPerformance

*Districts will begin issuing Impact Ratings during the 2014-2015 school year.

Summative Performance Rating


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Summative Performance Rating

ExemplaryProficient

Needs ImprovementUnsatisfactory

Rating reflects: Performance based on

Standards and Indicators of Effective Practice

Progress toward educator goals

Evidence includes:1. Multiple measures of

student learning, growth and achievement

2. Judgments based on observations and artifacts of professional practice

3. Additional evidence relevant to Standards (student/staff feedback)Massachusetts Department of Elementary and Secondary Education

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SummativePerformance

Rating

4 Performance Levels

Exemplary

Proficient

Needs Improvement

Unsatisfactory


16SummativePerformanc

e Rating

4 Performance Levels

Exemplary

Proficient

Needs Improvement

Unsatisfactory


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Performance consistently and

significantly exceeds the requirements of a standard or overall

Performance fully and consistently meets the

requirements of a standard or overall

SummativePerformanc

e Rating

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4 Standards of Effective Practice

*Standards requiring Proficient rating or above to achieve overall Summative Rating of Proficient or above


School & District Administrators

Teachers & Specialized

Instructional Support Personnel

Instructional Leadership* Curriculum, Planning & Assessment*

Management & Operations Teaching All Students*

Family & Community Engagement

Family & Community Engagement

Professional Culture Professional Culture SummativePerformanc

e Rating

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Standards and Indicators of Effective Teaching Practice

I. Curriculum, Planning, & Assessment

II. Teaching All Students

III. Family & Community Engagement

IV. ProfessionalCulture

A.Curriculum and Planning

B. Assessment

C. Analysis

A.Instruction

B.Learning Environment

C.Cultural Proficiency

D. Expectations

A. Engagement

B. Collaboration

C. Communication

A. Reflection

B. Professional Growth

C. Collaboration

D. Decision-making

E. Shared Responsibility

F. Professional Responsibilities

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Standards and Indicators of Effective Teaching Practice (with ESE Model Rubric elements)

I. Curriculum, Planning, & Assessment


III. Family & Community Engagement

IV. ProfessionalCulture

A. Curriculum and Planning1. Subject Matter

Knowledge2. Child and Adolescent

Development3. Rigorous Standards-

Based Unit Design4. Well-Structured

Lessons

B. Assessment5. Variety of Assessment

Methods6. Adjustments to

Practice

C. Analysis7. Analysis and

Conclusions8. Sharing Conclusions

with Colleagues9. Sharing Conclusions

with Students

A. Instruction1. Quality and Effort of

Work2. Student Engagement3. Meeting Diverse Needs

B. Learning Environment4. Safe Learning

Environment5. Collaborative Learning

Environment6. Student Motivation

C. Cultural Proficiency7. Respects Differences8. Maintains Respectful

Environment

D. Expectations9. Clear Expectations10.High Expectations11.Access to Knowledge

A. Engagement1. Parent/Family

Engagement

B. Collaboration2. Learning Expectations3. Curriculum Support

C. Communication4. Two-Way

Communication5. Culturally Proficient

Communication

A. Reflection1. Reflective Practice2. Goal Setting

B. Professional Growth3. Professional Learning

and Growth

C. Collaboration1. Professional

Collaboration

D. Decision-making1. Decision-Making

E. Shared Responsibility2. Shared Responsibility

F. Professional Responsibilities3. Judgment4. Reliability and

Responsibility

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A. Instruction1. Quality and Effort of

Work2. Student Engagement3. Meeting Diverse Needs

B. Learning Environment

4. Safe Learning Environment

5. Collaborative Learning Environment

6. Student Motivation

C. Cultural Proficiency7. Respects Differences8. Maintains Respectful

Environment

D. Expectations9. Clear Expectations10.High Expectations11.Access to Knowledge

Standards and Indicators of Effective Teaching Practice (with ESE Model Rubric elements)

Standard of Effective Practice

Indicator of Effective Practice

Model System Rubric Element


SummativePerformanc

e RatingPart III: Guide to RubricsPage 6

Four Model System Rubrics

Similarities across rubrics underscore common responsibilities and understandings

Role-Specific Indicators can supplement rubrics to provide differentiation by role


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Superintendent Rubric(District-Level Administrators)

Principal Rubric (School-Level Administrators)

Classroom Teacher Rubric

Specialized Instructional

Support Personnel Rubric

SummativePerformanc

e Rating

Four Standards of Practice -- Educator Goals

Exemplary – Proficient – Needs Improvement -- Unsatisfactory


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SummativePerformance Rating

Summative Rating Determines Your Educator

Plan

Summativ

e Rating

Exemplary1-yr Self-Directed

Growth Plan2-yr Self-Directed Growth Plan

Proficient

Needs Improvement

Directed Growth Plan

Unsatisfactory Improvement Plan

*Developing Educator Plan: for new teachers & administratorsMassachusetts Department of Elementary and Secondary Education

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SummativePerformanc

e Rating

Four Types of Educator Plans

Developing Educator Plan For educators without Professional Teaching Status, administrators in the first three years in a district, or at the discretion of an evaluator for an educator in a new assignment; one school year or less in length

Self-Directed Growth PlanFor experienced educators rated Proficient or Exemplary on their last evaluation; these plans can be one or two school years in length

Directed Growth PlanFor educators rated Needs Improvement on their last evaluation; up to one school year in length

Improvement PlanFor educators rated Unsatisfactory on their last evaluation;min. of 30 calendar days, up to one school year in lengthMassachusetts Department of Elementary and Secondary Education

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SummativePerformance Rating

Student Impact Rating


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Student Impact RatingRating reflects: At least 2 years of data

from which trends and patterns can be identified

Multiple measures of student learning, growth & achievement

Evidence must include: State-wide growth

measures, where available (e.g. MCAS student growth percentiles, ACCESS scores)

District-determined measures comparable across the district for all educators in the same grade or content area

HighModerate

Low


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Impact Ratingon

StudentPerformance

*Districts will begin issuing Impact Ratings during the 2014-2015 school year.

Student Impact Rating Determines Plan Duration

Summativ

e Rating

Exemplary1-yr Self-Directed

Growth Plan2-yr Self-Directed Growth Plan

Proficient

Needs Improvement


Unsatisfactory Improvement Plan

Low Moderate High

Rating of Impact on Student Learning


28Impact

Ratingon

StudentPerformance

Student Impact Rating The Student Impact Rating must be based

on at least 2 years of data across multiple measures, and therefore won’t be issued until the following years:Level 4 districts: 2014-2015 school yearAll other districts: 2015-2016 school year

Districts will begin identifying and piloting district-determined measures* in 2013

* For more information on district-determined measures, seePart VII: Rating Educator Impact on Student Learning Using District-Determined Measures of Student Learning


29Impact Ratingon

StudentPerformancePart VII: Rating Educ.

ImpactPage 6

The 5-Step Evaluation Cycle

A Step-by-Step Review


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5 Step Evaluation Cycle

Continuous Learning

Every educator is an active participant in their own evaluation

Process promotes collaboration and continuous learning


Step 1: Self-Assessment Educators self-assess their performance

using: o Student data, ando Performance rubric

2Based on the Standards and Indicators of Effective Teaching Practice and/or Administrative Leadership

Educators propose goals related to their professional practice and student learning needs


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Part II: School Level GuidePages 14-22

Step 2: Analysis, Goal Setting and Plan Development Educators set S.M.A.R.T. goals:

o Student learning goalo Professional practice goal

(Aligned to the Standards and Indicators of Effective Practice)

Educators are required to consider team goals

Evaluators have final authority over goals


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A “S.M.A.R.T.er GOAL”

A Goal Statement+

Key Actions+

Benchmarks (Process & Outcome)

=Educator Plan


Step 3: Implementation of the Plan Educator completes the planned action

steps of his/her plan Educator and evaluator collect evidence

of practice and goal progress, including:o Multiple measures of student learningo Observations and artifactso Additional evidence related to performance

standards Evaluator provides feedback


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Strategic Evidence Collection Prioritize based on goals and focus areas

Quality not quantity

Artifacts should be “naturally occurring” sources of evidence (e.g. lesson plans)

Consider common artifacts for which all educators are responsible


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Observations

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The regulations define Proficient practice with regard to evaluation as including “frequent unannounced visits to classrooms” followed by “targeted and constructive feedback to teachers” (604 CMR 35.04, “Standards and Indicators of Effective Administrative Leadership Practice)

The Model System recommends short, frequent unannounced observations for all educators, as well as at least one announced observation for non-PTS and struggling educators.

Step 4: Formative Assessment/ Evaluation Occurs mid-way through the 5-Step

Cycleo Typically Jan/Feb for educators on a 1-year

plan (formative assessment)o Typically May/June for educators on a 2-year

plan (formative evaluation)

Educator and Evaluator review evidence and assess progress on educator’s goals


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Step 5: Summative Evaluation Evaluator determines an overall

summative rating of performance based on:o Comprehensive picture of practice captured

through multiple sources of evidence

Summative Performance Rating reflects:o Ratings on each of the four Standards

o Progress toward goals


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Every educator is an active participant in the evaluation process

Continuous Learning

Collaboration and Continuous Learning are the focus

Every educator uses a rubric

and data about student learning


Every educator proposes at least 1 professional

practice goal and 1 student learning goal. Team goals must be

considered

Educators and their evaluator

collect evidence and assesses

progress.

Every educator earns one of four

ratings of performance

Every educator has a mid-cycle

review

UNPACKING THE RUBRIC

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Intended Outcomes

At the end of this session, participants will be able to:

Identify the characteristics of effective practice. Understand the use of standards-based rubrics

and use of the four performance descriptors to analyze and assess practice.

Describe the structure of the Massachusetts Model Rubrics.


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Five-Step Evaluation Cycle: Rubrics

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Connecting Content


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4 3 2 1Content My essay includes answers

to all the required questions and to at least five questions of my own. My answers are complete and factual. I have a bibliography.

My essay includes answers to all the required questions, including five of my own, but some answers are incomplete. I have a bibliography.

I answered the required questions but made up fewer than five of my own. Some answers are incomplete or incorrect. My bibliography is incomplete.

I have too few questions, or my questions are trivial or irrelevant. The answers I included are mostly incomplete or incorrect.

Organization My first paragraph introduces the person interviewed and gives highlights of the interview. The body of my essay answers the questions in a logical order. I have a conclusion that gives a wrap-up.

I have an introduction, a body, and a conclusion, but the introduction (or conclusion) is too brief or incomplete.

The questions and answers are in order, but my paper has no introduction, no conclusion, and no main idea.

The questions and answers are out of logical sequence. My paper has no introduction, no conclusion, and no main idea.

Word Choice I use a variety of sophisticated words—including new and challenging vocabulary—correctly.

I use a variety of words correctly.

I do not use a variety of words, but I use common words correctly.

I repeat simple words, I use big words incorrectly, or I copied words from my sources.

Voice and Tone My writing is in first and second person (“I” and “you”) and sounds like a conversation.

I use first and second person, but my writing sounds like a list of questions and answers, not a conversation.

My writing sounds more like a list of facts than a conversation.

My writing is a list of facts in the third person (“he” or “she”).

Sentence Structure My sentences are clear, begin in different ways, and vary in length.

I have no fragments. My sentences are mostly well constructed, with some minor errors.

My sentences are often awkward. They vary little in length. I have many sentences that begin with the same word.

My paper is hard to read because almost all of my sentences are incomplete, run-ons, or awkward.

Conventions I use correct capitalization, spelling, punctuation, and grammar.

I made a few errors in grammar and punctuation.

My spelling is correct on common words. I made a lot of errors, but the reader could understand what I am trying to say.

There are so many errors that my paper is hard to read and understand.

Connecting ContentInstructional rubrics: Make expectations for student

knowledge and skills clear. Help teachers assess student

performance. Enable teachers to monitor and track

student progress. Assist teachers in planning targeted

instruction. Support student understanding

regarding what they need to learn.Massachusetts Department of Elementary and Secondary Education

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Connecting Instructional and Performance RubricsInstructional Rubrics Performance Rubrics

Easy for teachers to use and explain Easy for evaluators to use and explain

Make shared learning expectations very clear

Make shared performance expectations clear

Provide students with informative feedback about strengths and areas in need of improvement

Provide all educators with informative feedback about strengths and areas in need of improvement

Support learning Support learning

Support skill development Support professional growth

Support development of understanding (why was I successful?)

Support development of understanding (why was I successful?)


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Describing Effective PracticeThe learning activities will focus on:

Identifying the characteristics of effective teaching practice

Examining the structure of the model teacher performance rating rubric


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Effective Teaching Practice

We know what effective educators doand

We can measure those actions and behaviors


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Model Rubrics

Teacher Rubric Specialized Instructional Support

Personnel (SISP) Rubric School-Level Administrator

(Principal) Rubric District-Level Administrator

(Superintendent) Rubric


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Massachusetts Teacher Rubric


Standard I: Curriculum, Planning, and Assessment

Indicator A

Element 1

Element 2

Element 1

Indicator B

Element 2

Performance Descriptors

UnsatisfactoryNeeds ImprovementProficientExemplary

Performance Descriptors

UnsatisfactoryNeeds ImprovementProficientExemplary

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Learning Activity 1: Teacher Performance Rubric—What Does It Look Like?

Index cards on your tables: Standard I: Curriculum, Planning, and

Assessment Standard II: Teaching All Students

Guiding questions: What does the teacher need to know, understand, and be able to do to demonstrate effectiveness for that standard? What are some of the critical knowledge, skills, and behaviors that you would expect to see or hear? Write one idea per Post-it NoteMassachusetts Department of Elementary and Secondary Education

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Four Performance Standards

Principals and Administrators

Teachers

Instructional Leadership*

Management and Operations

Family and Community Engagement

Professional Culture

Curriculum, Planning, and Assessment*

Teaching All Students*

Family and Community Engagement

Professional Culture * Standards requiring Proficient rating or above to achieve overall rating of Proficient or above


Part III: Guide to Rubrics and Model Rubrics for Superintendent, Administrator, and Teacher, p. 6

Massachusetts Teacher Performance Rubric


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Standards: Broad categories of knowledge and skills

Indicators: Specific knowledge, skills, and behaviors for each standard

Elements: Subcategories of knowledge, skills, and behaviors for each indicator

Performance Descriptors:Unsatisfactory – Needs Improvement – Proficient – Exemplary

Proficient

“Proficient is the expected, rigorous level of performance for educators. It is the demanding but attainable level of performance for most educators.”


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Learning Activity 2: Rubric Unpacking—A Team Deep Dive


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Team Number Standard and Indicator

Team 1 Standard I-Indicator ATeam 2 Standard I-Indicator BTeam 3 Standard I-Indicator CTeam 4 Standard II-Indicator ATeam 5 Standard II-Indicator BTeam 6 Standard II-Indicator CTeam 7 Standard II-Indicator D

Examining Proficient Practice


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Example: Standard III: Family and Community Engagement

Guiding questions:1. What does Proficient performance look like? What,

exactly, would you expect a teacher to be doing?2. Using your own words, describe Proficient performance

for your Indicator, as demonstrated across the elements.

Indicator III A. Engagement: Welcomes and encourages every family to become active participants in the classroom and school community.

Element III A-1. Parent and Family Engagement

Proficient: Uses a variety of strategies to support every family to participate actively and appropriately in the classroom and school community.

Examining Key Expectations for Performance Across Levels


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1. Read across the rows for each element.

2. Highlight the key descriptions of performance at each level.

3. Look down the column (across elements) and circle the key words or ideas that best summarize each of the four performance levels.

Horizontal and Vertical - Family & Community

Engagement

Analysis: Example III-B - Collaboration


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III-B. Elements Unsatisfactory Needs Improvement Proficient Exemplary

III-B-1.

Learning Expectations

Does not inform parents about learning or behavior expectations.

Sends home only a list of classroom rules and the learning outline or syllabus for the year.

Consistently provides parents with clear, user-friendly expectations for student learning and behavior.

Successfully conveys to most parents student learning and behavior expectations. Is able to model this element.

III-B-2.

Curriculum Support

Rarely, if ever, communicates with parents on ways to support children at home or at school.

Sends home occasional suggestions on how parents can support children at home or at school.

Regularly updates parents on curriculum throughout the year and suggests strategies for supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency.

Successfully prompts most families to use one or more of the strategies suggested for supporting learning at school and home and seeks out evidence of their impact. Is able to model this element.

Model Rubrics: Horizontal Alignment Across an Element The same behaviors are measured at

each level of performance Behaviors across each element are

distinguished on the basis of:• Quality• Consistency• Scope of impact


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SELF-ASSESSMENT

Intended Outcomes

At the end of this session, participants will be able to:

Explain the three parts of a comprehensive self-assessment process

Analyze a completed self-assessment from a sample educator

Identify strategies to transition to goal proposal

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The 5-Step Cycle in Action

Continuous Learning

Every educator is an active participant in an evaluation

Process promotes collaboration and continuous learning

Foundation for the Model


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Every educator is an active participant in the evaluation process

Collaboration and Continuous Learning are the focusMassachusetts Department of Elementary and Secondary Education

Continuous Learning

Every educator conducts an analysis of

evidence of student learning, growth, and achievement

Every educator conducts an

assessment of practice against Performance

Standards.

Prepares to strategically

identify professional practice and

student learning goals.

Practices to Build Upon

Consider practices, processes, and structures that you can build upon at your school

Keep in mind specific times during the year that reflection and analysis already occur

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The self-assessment process …

Establishes a continuous improvement plan for every educator

Promotes professional growth and continuous learning

Keeps student learning at the core of all instructional and professional practice decisions

Accelerates and builds upon work by supporting a through-line of goals informed by district and school goals

Builds consistency across the school and district67


Self-Assessment ComponentsSelf-assessment must include:1. “an analysis of evidence of student

learning, growth, and achievement for students under the educator's responsibility;

2. an assessment of practice against Performance Standards; and

3. proposed goals to pursue to improve practice and student learning, growth, and achievement” (35.06(2)(a)(1-3))

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Goal Setting Requirements

After conducting the self-assessment, educators are required to: Propose goals to pursue to improve

practice and student learning, growth, and achievement, including at least one:o Student learning goal; ando Professional practice goal

Team goals should be considered69


Meet Sally Smith Sally Smith:

o Fourth grade teachero 11 years of teaching experienceo Two-Year Self-Directed Growth Plan

Her school:o Elementary level with 400 studentso 16% Students with disabilitieso 10% with limited English proficiencyo Student growth on MCAS in recent years has

contributed to a positive school climate70


Sally Smith’s Brainstorm

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Strengths Needs

• Improving student performance in both Math and ELA for students who enter my class performing below grade level

• Teaching classrooms with diverse needs (especially meeting the needs of student with an IEP)

• Family outreach and communication

• Additional support for implementing the revised MA Curriculum Frameworks

• Improving communication with families for whom English is a second language

• Strengthen leadership skills


In Sally’s Shoes

After looking at Sally’s brainstorm, put yourself in her shoes for a moment.

o How does Sally know these are her strengths and areas of need?

o What are some sources of evidence that might have informed her brainstorm?

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Summary of Sally Smith’s Student Stats

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Part 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.

603 CMR 35.06 (2)(a)1

Strengths: the DRA-II shows that most of my incoming students have strong reading foundations, including accuracy and fluency. According to their previous teachers, students enjoy reading fiction and creative writing. In 3rd grade overall, students have Reading and Math scores that are higher than the state average with Math (68% Proficient) slightly higher than Reading (62% Proficient).High-priority concerns: 5/20 incoming students are ELLs and 5/20 have IEPs (mostly focused on literacy goals). Six have reading comprehension at the 2rd grade level and five have reading comprehension around the 3rd grade level according to the DRA-II. Students with weak reading comprehension also have weaker reading fluency. Students will need additional support to be reading and comprehending successfully at grade level by the end of the year. There are also four students reading above grade level as well, so instruction and materials in that area will need to be strongly differentiated. Massachusetts Department of Elementary and Secondary Education

Sally’s Source Data

Consider the following questions:1. What types of information did Sally use to

develop this student profile? 2 Circle any types of data that your school also

provides to teachers

2. What other sources of data could Sally have considered?

3. Based on this analysis, what types of “student learning needs” might Sally focus on in the coming year?

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3. What types of “student learning needs” might Sally focus on in the coming year?

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What types of “student learning needs” might Sally focus on in the coming year?

Discuss . . . . . . And record your table’s thoughts on the chart paper

Needs Analysis Student Professional Learning Practice

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Sally Smith’s Brainstorm

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Strengths Needs

•Improving student performance in both Math and ELA for students who enter my class performing below grade level

•Teaching classrooms with diverse needs (especially meeting the needs of student with an IEP)

•Family outreach and communication

•Additional support for implementing the revised MA Curriculum Framework

•Improving communication with families for whom English is a second language

•Strengthen leadership skills

PROMPT: Where do I feel most comfortable in my profession? Where have I seen positive results?

PROMPT: What do I find most difficult? Where would I like more help from others?


Sally Smith’s Professional Practice Skills

Pull out the Rubric-at-a-Glance page Circle the Indicator(s) that best align

with Sally Smith’s strengths and areas of need

Jot down at least one Indicator beside each strength and need on Sally’s brainstorm

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Strengths Needs

•Improving student performance in both Math and ELA for students who enter my class performing below grade level (I-A: Curriculum & Planning; II-A: Instruction)

•Teaching classrooms with diverse needs (especially meeting the needs of student with an IEP) (II-A: Instruction; II-B: Learning Environment; II-D: Expectations)

•Family outreach and communication (Standard III)

•Additional support for implementing the revised MA Curriculum framework (I-A: Curriculum & Planning)

•Improving communication with families for whom English is a second language (III-C: Communications)

•Strengthen leadership skills (IV-C: Collaboration; IV-D: Decision-Making)

Sally’s Assessment of Practice Against the Rubric


What Sally Does Next…Read the elements of the Indicators you’ve identified, focusing on the “proficient” description

4. Which Indicators best align with Sally’s strengths and areas of need?

5. What key words are used to describe what it looks like to be “proficient” in these areas?

6. Based on what she identified as areas for improvement and using the rubric as a guide, what are some specific aspects of performance that Sally might need to focus on?

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6. What are some specific aspects of performance that Sally might need to focus on?

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What are some specific aspects of performance that Sally might need to focus on?

Discuss . . . . . . And record your table’s thoughts on the chart paper

Needs Analysis Student Professional Learning Practice

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Understanding Goal Setting

Self-Assessment

Analysis, goal-setting

& plan development

Implementation of the plan

Formative Assessment/Evaluation

Summative

Evaluation

Where do I need to grow

this year? Where do I

want my students to grow this

year?

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Getting to Goal Topics What needs jump out at you as the most

pressing? Do you see any that could be combined into

a concrete student learning goal or a professional practice goal?

Do you see any opportunities for alignment between a student learning goal and a professional practice goal?

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Implementing:

Review pages 16-18 of Part II: School-Level Planning and Implementation Guide

Highlight the 3 most important supports to a good self-assessment

Write down 3 specific action steps that your school needs to take to realize those supports on individual post-it notes

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Building on Existing PracticesDiscuss in your school teams: How do the supports and action steps

you identified align with the “Practices to Build Upon” that you brainstormed on Handout 1 in the beginning of the Module?

What structures or processes are already in place at your school that you can build on to support the self-assessment process?

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Preparing Educators to Conduct Self-Assessments Create a meeting plan for preparing

educators to conduct self-assessments Use Handout 1 and Handout 6 to

structure your conversation with your school team

Identify a note-taker Before time is up, have the note-taker

write one area of likely educator confusion at your school on a piece of chart paper and hang it near your table.

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S.M.A.R.T. Goals and Educator Plan Development

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Every educator is an active participant in the evaluation process.

Collaboration and continuous learning are the focus.

Every educator conducts an analysis

of evidence of student learning, growth, and

achievement.

Every educator conducts an assessment of practice

against Performance Standards.

Every educator prepares to

strategically identify professional practice and student learning

goals.


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Intended Outcomes

At the end of this session, participants will be able to: Identify characteristics of “not-so-

S.M.A.R.T.,” “S.M.A.R.T.,” and “S.M.A.R.T.er” goals.

Translate student learning and professional practice goals into S.M.A.R.T.er goals.

Develop a sample Educator Plan that describes what the educator and evaluator will do, support that will be provided, and timelines.


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Blazing a Trail

Identify a challenging goal one team member has accomplished and is willing to discuss.

Talk with your school team:1. Did that person set the goal or did someone

(doctor, partner, friend) set the goal for that person? How did that make a difference?

2. What plans did that person make to accomplish the goal?

3. What obstacles surfaced?4. What was the outcome or result?

Identify a recorder to write down the answers to these questions.


9393

Step 2: Goal setting and plan development facilitates a process that… Promotes professional growth and

continuous learning by empowering educators and by meeting real needs of the educator and his or her students.

Establishes a plan for every educator that emphasizes continuous improvement.

Keeps student learning at the core of all instructional and professional practice decisions.


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Coherence Through Aligned Goals


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An Example of Goal CoherenceDan, a ninth-grade biology teacher:

Level Goal Topic

School Improvement Grants focus topic

Literacy

Individual student learning goal topic

Scientific reading and writing

Team professional practice goal topic

Teaching content literacy in ninth-grade science


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S.M.A.R.T. Goals

S = Specific and Strategic

M = Measurable

A = Action Oriented

R = Rigorous, Realistic, and Results Focused (the 3 Rs)

T = Timed and Tracked


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What Makes a Goal “S.M.A.R.T.”?Individually: Read Handout 1, What Makes a Goal

“S.M.A.R.T.”? Underline one phrase that you find most

significant in the reading.At your table: Share your phrases. Discuss the phrases that emerged and any

insights about the document. Identify one phrase as a table that you will

share with the larger group.Massachusetts Department of Elementary and Secondary Education

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Identifying S.M.A.R.T. Goals

Work with a partner. Determine if each of the four statements on

Handout 2 are S.M.A.R.T. or if they need revision. Revise one statement to make it S.M.A.R.T.er.

I will improve student outcomes in Grade 4 mathematics during the 2012–13 school year. –Teacher LevelDuring the 2012–13 school year, our beginner ELL students will improve their English language proficiency as measured by a second administration of the district language proficiency assessment used to determine student placement at the beginning of the year. –Team LevelTo increase my staff’s use of student data, I will design meetings to review, analyze, and interpret student data to inform curriculum and instruction. –Administrator LevelI will manage my time more effectively in order to increase the frequency of classroom observations. –Administrator Level


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Making a S.M.A.R.T. Goal S.M.A.R.T.er

S.M.A.R.T. Goal Statement+

Key Action Steps+

Benchmarks (Process and Outcome)


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Educator Plan Development

Educator Plan Form

Student Learning Goal(s) and Professional Practice Goal(s) Planned Activity

Action Supports/Resources From School/District

Timeline/Benchmark or Frequency


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Principal Educator Plan ExampleSample Professional Practice Goal for a Principal: I will manage my time more effectively in order to increase the frequency and impact of classroom observations by learning how to do 10-minute observations with feedback and, by the start of the second semester, conducting eight visits per week, on average, that an increasing percentage of teachers report are useful.


Action Supports/ Resources From School/District


1. By September 1, I will develop a schedule and method for logging at least eight classroom observations with feedback per week between October 15 and Memorial Day.2. By October 15, I will study with colleague principals and my administrative team how to conduct 10-minute unannounced observations and write brief, useful feedback.3. By January 1, I will share at least five samples of feedback with colleague principals and collect their feedback.4. By January 1 and again on June 1, I will solicit anonymous feedback from teachers about their perceptions of the usefulness of the unannounced visits and feedback.

Superintendent to facilitate teams of principals to collaborate on enhancing the observation and feedback process. Superintendent will help identify teams and provide scheduled time to hold study groups and conduct feedback sessions.

1. September 1—schedule developedJanuary 15/March 15/May 15—check in to determine if eight observations per week (on average) have been completed2. October 15—documented study time with colleague3. January 1—five feedback samples will be shared with colleagues4. January 1 and June 1—will have collected feedback via teachers regarding their perceived value of the process

*Evidence provided through principals’ logs and example artifacts


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Process and Outcome Benchmarks Process benchmarks—monitor plan

implementationo January 15/March 15/May 15—check in to

determine if eight observations per week (on average) have been completed

Outcome benchmarks—monitor effectiveness of the plano January 1 and June 1—will have collected

feedback via teachers regarding their perceived value of the process


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Four Types of Educator Plans Developing Educator Plan

For educators without Professional Teaching status, administrators in the first three years in a district, or at the discretion of an evaluation for an educator in a new assignment

Self-Directed Growth PlanFor experienced educators rated Proficient or Exemplary on their last evaluation; these plans can be one or two years in length

Directed Growth PlanFor educators rated Needs Improvement on their last evaluation

Improvement PlanFor educators rated Unsatisfactory on their last evaluation


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Educator Plans:Requirements and TimelinesSelf-Directed Growth Plan

Rated Proficient or Exemplary One- or two-year plan Developed by the educator


Rated Needs Improvement One-year plan or less Developed by educator and evaluator

Improvement Plan

Rated Unsatisfactory At least 30 calendar days; up to one

year Developed by the evaluator

Developing Educator Plan

Without Professional Status One-year plan or less Developed by the educator and

evaluator


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Implementation Responsibility

Educator Responsibilities:o Identifying, collecting & organizing artifacts/evidence

related to goal progress.o Documenting action steps completed.o Collecting and submitting common artifacts.o Collecting and submitting evidence related to Standards III

and IV.

Evaluator Responsibilities:o Making resources and supports available.o Identifying common artifacts/evidence.o Observing practice and providing regular and specific

feedback on performance.o Monitoring progress – including midpoint check-ins.

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Laying the Foundation1. School teams will work together to develop a

completed educator plan. 2. As a team, action steps will be identified. 3. Merge these activities into one Educator Plan that

addresses each of the two goals in a strategic, coherent manner. Then document the needed supports and resources and determine a timeline.


Action Supports/Resources From School/District


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High-Quality Educator Plans

As you walk around and read the other plans, consider the following questions: Are supports/resources identified and

strategically leveraged across goals? Is a timeline and frequency of key benchmarks

specified? Are action steps specific and sequential?


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Implementation Planning Read Handout 5, Conditions for Readiness,

an excerpt from Part II: School-Level Planning and Implementation Guide.o Underline key phrases and concepts.

How would you rank these three components in order of importance at your school?

What will you need to focus on from the standpoint of facilitating implementation of

Step 2 this year?Massachusetts Department of Elementary and Secondary Education

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Coherence Through Aligned Goals


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Team Goal Setting

Districts that prioritize focus areas and support team goals have found this work more “doable”

Capitalizes on target Indicators and elements

Tips and strategies:

o Support regular team time

o Identify shared process and benchmark outcomes

o Example: new curriculum frameworks—team goal, different roles

Massachusetts Department of Elementary and Secondary EducationMassachusetts Department of Elementary and Secondary Education

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Creating a Through LineDistrict School Educator Teams

District Goals/Initiatives School Goals/InitiativesStandards for

Effective Teaching Practice

Target Indicators

Potential Team Goals

I. Curriculum, Planning, and Assessment


III. Family and Community Engagement

IV. Professional Culture

Create a through line from district school educator team goals


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Reflecting Take 5. Jot down your thoughts on the

following questions:o Have you been provided the tools to

recognize and write high-quality Educator Plans?

o What do you foresee as opportunities within the development of Educator Plans?

o What do you foresee as challenges in writing/implementing Educator Plans?

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Homework


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Next Steps Determine school plans of action for

working with staff. Determine and plan for next steps for

strategic implementation of the 5-Step Cycle of evaluation

Support staff in the development of their Educator Plan

Think about and plan for year long support


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Suggested Homework for School Leadership Teams As a team, read through the section Considerations for

Planning on p. 26 of Part II: School-Level Planning and Implementation Guide.

Identify decisions that have been determined and processes already in place, and identify areas in which a process needs to be established in order to coordinate the development of Educator Plans at your school.

Draft an action plan that (1) merges existing practices with key practices that need to be established, (2) identifies individual roles and responsibilities associated with each logistical step, and (3) aligns the work to key target dates on a calendar, such that goal setting and Educator Plan development can occur at the appropriate time.


Suggested Homework for All School-Based Educators Using the Teacher Rubric, work with a

colleague in a small group or at a faculty meeting to select a particular Standard, and identify potential sources of evidence (data) to inform performance decisions.

Discuss if these data are easily accessible, valid, and comparable across classrooms.

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Homework For Engaging All Educators in Your School In teacher teams, identify and gather the

following: o Data and other evidence of student learning,

growth, and achievemento Evidence of professional practice

Discuss ways in which individual teachers and teacher teams can access, analyze and, interpret this data.

Identify additional resources and supports are needed.


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Suggested Homework for School Leadership Teams


Use the key messages to prepare for the two-hour version of this training (Connecting and Learning) to all school staff.

Debrief as a school leadership team after delivering the key messages and training.

Be prepared to share the outcomes with other school teams at the beginning of Module 3. What worked well, and what obstacles did you encounter? How will this inform future work with your school staff?

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Suggested Homework for All School-Based Educators Continue the process of “unpacking” the

rubric (from Learning Activity 2) in your grade level, subject area, or other educator team.

Select two more indicators that you want to learn more about, and use the protocol from the training to gain a shared understanding.


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Activity: Affinity Diagram What are the goals and objectives for

educator evaluation at your school? (Individuals complete 1 idea per post-it note in 2 minutes).o Consider both cultural and logistical goals

Group similar ideas together and categorize them with a title for that group.

Prioritize the two most important objectives for year 1 implementation.


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Affinity Diagram Visual


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Activity: Targeted Action Planning


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Activity: Quick 3-2-1 Communication Strategy Plan Identify the following pieces of

information:o 3 key messages that educators in your

school need to know about the new educator evaluation system

o 2 key differences between the new system and your current evaluation system

o 1 available support in your school and district related to educator evaluation implementation


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Next Steps – Team Time

Confirm educator evaluation training schedule for school staffo Training Modules for Evaluatorso Training Workshops for Teachershttp://www.doe.mass.edu/edeval/implementation/

What does your school or district need to focus on?


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http://www.doe.mass.edu/edeval/implementation/

Implementing: Back At Schoolhttp://www.doe.mass.edu/edeval/model/

Conditions for Readiness Considerations for Planning

Part II: School-Level Planning and Implementation Guide, pages 16-18


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http://www.doe.mass.edu/edeval/model/

Feedback and Questions Please take a moment to complete the

feedback form being handed out. We appreciate your feedback!

Questions?o About this training:

E-mail [FACILITATOR/VENDOR EMAIL HERE]o About educator evaluation more generally:

E-mail [email protected]


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mailto:[email protected]

the massachusetts framework for educator evaluation overview september 2012 1

Documents

educator evaluation

secondary education

reflection o

set of words

massachusetts framework

lists of words

effective evaluation

o training school staff