Educator Evaluation SystemNEC and SEEM WorkshopMay 4, 2012
PresentersDonna Martinson, Teacher, Parker Middle SchoolElisabeth Shanley, Teacher, Parker Middle SchoolJoanne Fitzpatrick, Reading Memorial High SchoolHelen Sellers, Killam Elementary SchoolJohn Doherty, Superintendent of Schools
Agenda9:00 AM - 10:00 AM: An overview of the process for Board members and union representatives
10:00-10:15 A.M.: Break
10:15 AM - 12:00 noon: Guidance around the evaluation process and Smart Goals for administrators
Feel free to ask questions throughout the presentation
RPS Educator Evaluation WikiWiki with Resourceshttp://rpseducatorevaluation.wikispaces.com/
Lets Take a Few Minutes Take a few minutes to write down any burning questions that you may have in relation to the evaluation process from the lens of the collective bargaining processBurning QuestionsBurning QuestionsBurning QuestionsAgendaDiscussion of Educator Evaluation RegulationsComparison to Our TAPWhat is the sameWhat is newHow does this effect me as a teacher?Next steps in the processQuestionsThe Power of Teamwork and Collaborationhttp://www.youtube.com/watch?v=dc4UltkRJsw Every Beginning is Difficulthttp://www.youtube.com/watch?v=pQHX-SjgQvQ Educator Evaluation Model System12
Massachusetts Department of Elementary and Secondary Education12Educator EvaluationNew DESE Regulations approved on June 28, 2011Collaboratively Designed byMassachusetts Teachers AssociationMassachusetts Association of Secondary School PrincipalsMassachusetts Elementary School Principals AssociationMassachusetts Association of School SuperintendentsDepartment of Elementary and Secondary EducationRequires evaluation of all educators on a licenseDesigned to promote leaders and teachers growth and developmentDesigned to support and inspire excellent practice
Reading is an Early AdopterOur current system is comparable to new DESE modelAllowed us to give significant input into the processDeveloped a network with other school districts Attended professional development opportunitiesPilotedEducator Plan with SMART GoalsSuperintendents Evaluation ProcessPrincipal Evaluation Process
TAP CommitteeA Key to the ProcessCommittee of Teachers, Building Administrators, Central Office AdministratorsRepresentation from every schoolCompared current rubric with model rubric systemReviewed model contract languageWill be involved in development of forms for September, 2012Components of SystemFocuses on Educator Growth and not GotchaEducators are partners in the processFive Step Evaluation CycleSelf-AssessmentAnalysis, Goal Setting, Educator Plan DevelopmentImplementation of PlanFormative Assessment (Midyear or Mid-cycle)Summative Evaluation (End of Year/Cycle Evaluation)Rubric for EvaluationUse of Artifacts for EvidenceLesson Plans, Professional Development Activities, FliersWalkthroughsAnnounced and Unannounced observationsDifferentiated ApproachNew TeachersNon-PTS TeachersPTS TeachersPTS Teachers who need additional supportUse of SMART Goals
Components of SystemLevels of Performance on RubricExemplary (Exceeding the Standard)Proficient (Meeting the Standard)Needs Improvement (Progressing Toward the Standard)Unsatisfactory (Does not meet standard)Specificity of RubricStandards IndicatorsElementsFour StandardsMultiple Measures of Student Performance (2013-14 School Year)Use of student surveys (2014-15 School Year)
185 Step Evaluation CycleContinuous Learning
Every educator is an active participant in an evaluation Process promotes collaboration and continuous learningFoundation for the Model
Massachusetts Department of Elementary and Secondary EducationSlide 12: 5-Step Evaluation CycleThis graphic represents the framework in the regulations by depicting the 5-step process of continuous learning2 additional key points to mention:One, the framework puts responsibility on both the educator and evaluator to complete the evaluation cycleTwo, the length of the cycle is determined by an Educators plan, which varies by current career stage and previous years performanceFor example, teachers and administrators with PTS will typically be on a two-year cycleAll other educators will typically be on a one-year cycle(next slide)18Massachusetts Department of Elementary and Secondary Education195 Step Evaluation Cycle: Rubrics19Part III: Guide to RubricsPages 4-5
Rubric is used to assess performance and/or progress toward goalsRubric is used to analyze performance and determine ratings on each Standard and OverallEvery educator uses a rubric to self-assess against Performance StandardsProfessional Practice goals team and/or individual must be tied to one or more Performance StandardsEvidence is collected for Standards and Indicators; rubric should be used to provide feedbackNow that weve reviewed the basic structure of the rubrics, lets look at how theyre used during the 5-Step Evaluation Cycle.
As you can see, rubrics are used at each stage.
#1: Self Assessment: The rubric is a tool to guide self-assessment against the four performance standards.
#2: Analysis, Goal Setting & Plan Development: Educators and evaluators use the rubric to help select specific goals that are aligned to the standards, indicators, and elements, and build an educator plan around the attainment of these goals.
#3: Implementation of the Plan: The rubric is a critical tool for tracking progress and collecting evidence of practice, while also serving as a guide for the evaluator to provide feedback to the educator.
#4: Formative Assessment/Evaluation: At the formative assessment/evaluation stage, the rubric is the primary tool evaluators will use to assess progress toward goals and to provide targeted FEEDBACK to the educator.
#5: Summative Evaluation: The rubric provides the goal postswhat performance level has the educator achieved on each Standard based on the evidence of their practice, and what is their overall rating?Massachusetts Department of Elementary and Secondary Education19Four Different Educator PlansThe 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-SynergyDistrict Strategy Superintendent Goals School Committee
School Improvement Principal Goals Plans
Classroom Practice Teacher Goals
Student AchievementStandards, Indicators and RubricsStandards (4)-Required in RegulationsInstructional Leadership (5 Indicators)Management and Operations (5 Indicators)Family and Community Engagement (4 Indicators)Professional Culture (6 Indicators)Indicators (20)-Required in RegulationsElements (32)-May be modified, but most keep rigorRubricsA tool for making explicit and specific the behaviors and actions present at each level of performance.
The framework establishes four standards of practice, with supporting rubrics defining four levels of effectivenessPrincipals & Administrators Teachers Instructional Leadership*
Management and Operations
Family & Community Partnerships
Professional Culture Curriculum, Planning & Assessment*
Teaching All Students*
Family & Community Engagement
Professional Culture 23Massachusetts Department of Elementary and Secondary EducationRevised 9/30/2011* denotes standard on which educator must earn proficient rating to earn overall proficient or exemplary rating; earning professional teaching status without proficient ratings on all four standards requires superintendent review 24Model Rubrics: StructureMassachusetts Department of Elementary and Secondary EducationPart III: Guide to RubricsPage 6
What do we mean by vertical alignment? Lets start with the basic structure of the rubrics.
HANDOUT: Teacher Rubric At-a-Glance/School-level Administrator Rubric At-a-Glance
This handout gives you the basic outline of the teacher rubric and the school-level administrator rubric. Lets take a look at the teacher side. Each rubric starts with the four standards listed across the top row.
Under each standard are several indicators, listed in bold, that break the standard down into different components.
And attached to each indicator are several numbered elements that describe the specific behaviors associated with those indicators. Specifically, what does it look like?The extent to which each standard, its indicators, and the elements are aligned with one another is vertical alignment.
Lets look at an example.
Massachusetts Department of Elementary and Secondary Education2425Model Rubrics: Vertical Alignment within RubricsExample: Teacher RubricStandard IStandard I. Curriculum, Planning, and AssessmentIndicator BIndicator I-B. AssessmentElements 1 & 2I-B-1: Variety of Assessment MethodsI-B-2: Adjustments to PracticePart III: Guide to RubricsAppendix C, pages 2-4Massachusetts Department of Elementary and Secon
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