Post on 03-Jan-2016
description
transcript
1
Triangulated Standards-based Evaluation Framework
Kathleen J. Skinner, Ed.D.
Director, MTA Center for Education Policy & Practice
Kansas Evaluation Committee
March 14, 2011
2
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
3
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
4
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
5
Teacher & Administrator Evaluation Framework
6
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
+
Judgments about Practice
7
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
8
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
9
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
10
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.
11
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
12
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.
13
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
14
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.
15
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
16
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.
17
Endorsements of MTA Plan
Linda Darling-Hammond Charlotte Danielson Susan Moore Johnson Julia Koppich Jillian Darwish Peter McWalters
18
Any Questions??