PROFESSIONAL DEVELOPMENT FOR EVALUATORS

DAY 2

Leveraging Performance Management to Support School

Priorities

Getting Started: Revising Goals

Please read the goals and list revisions that could be made to improve them.

Characteristics of high-quality goals:SMARTAligned to school prioritiesHigh leverageIncludes mid-year benchmark

Today’s Agenda

Creating Goals & Action PlansCollecting Evidence through Artifacts & ObservationsA Closer Look at ObservationsA Closer Look at Artifacts

Creating Strong SMART Goals

Turn & Talk:

What was your experience with the goal proposal & approval process

like?

Creating Strong SMART Goals

Examples of the goal-setting process from different schools : Sample from an Elementary SchoolCharlestownEdison

Creating Strong SMART Goals

Helping someone strengthen a goal:

“One of my individual goals is to increase communication with parents/guardians. I plan to maintain a phone and email log to document my outreach efforts.”

Creating Strong SMART Goals

Helping someone strengthen a goal:

"In order to provide constructive feedback to students, I will establish a dialogue with students about performance, progress and improvement.  I will measure this goal by keeping records of the feedback, in its various forms, that are given to students.”

But-1.I don't know if this is an appropriate measurement 2.I don't know if that is manageable to keep records of ways I give students feedback for 120 students.  

Revising Goals: email, page 2

 I'm envisioning that I would keep a log of conversations I have with students as well as copies of written communication and feedback.  But I don't know how practical it is for me to expect of myself that I will record all feedback driven conversations with students (I think making copies of written pieces is manageable enough).  One idea that I've had and am wondering if it acceptable is to focus in on a cross section of students.  While I will work on improving feedback with all of my students, if I just kept records regarding one class or a handful of students from across classes that might make it more manageable as compared to doing it for 120 students.

Final Goal Text

“In order to provide constructive feedback to students, I will establish a dialogue with students about performance, progress and improvement.  I will measure this goal through questionnaires given to students asking them to assess how helpful specific feedback was.  Questionnaires will be given at least once every three weeks.” 

Goal Feedback

EDFS: Educator View

EDFS: Manager View

Goals: Educator View

Goals: Educator View

Goals: Educator View

Goals: Educator View

Goals: Educator View

Goals: EVALUATOR View

Goals: EVALUATOR View

Goals: EVALUATOR View

EDFS: Action Steps and Plan Development

Each goal must have action steps to support educators’ completion of the goal. If the educator’s two goals are related, only one Action Plan is necessary.

The action steps develop the plan into actionable steps including:

Actions; Supports or resources

required; Timeline and frequency.

These steps will also be entered into the EDFS

The evaluator will approve Action Plans by November 1.

Action Plans

Characteristics of high-quality action plans:Clear steps that are likely to help educator make progress toward achieving goal(s)Includes specific details like frequency, timeline, benchmarks, and at which points progress will be measuredIf goals are linked, can be one action plan for bothPerhaps 4-5 steps per action plan

Action Plans: Examples

How could these be strengthened? What artifacts could be used to document

the completion of each step?

Action Steps: Educator View

Action Steps: Educator View

Action Steps: Educator View

Action Steps: Educator View

Action Steps: EVALUATOR View

Evidence:Observation & Artifacts

The 5-Step Cycle in Action

Every educator is an active participant in an evaluation

Process promotes collaboration and continuous learning

Continuous Learning

Collection of Evidence in EDFS

Both educators and evaluators can upload artifacts

Evaluators upload both observation evidence & feedback

Evidence should be robust, allowing evaluators to assess impact of teacher practice on students

Evidence collected on …

Progress on Ratings on OVERALL (2) Goals (4) Standards RATING

Ongoing Collection of Evidence

Evidence should be related to specific standards & goals.

When appropriate, evaluator provides feedback to educator using language from the rubric.

Evaluator does not rate educator practice after each piece of evidence, but during the formative or summative evaluation.

33

Evidence vs. Feedback

Evidence Feedback• Facts• Aligned to Rubric

• Ex 1: Lesson plan submitted as artifact

• Ex 2: Ms. Y said, "Yes, I know. You are smart. You are very intelligent. You can do this.

• Claim & Interpretation• Aligned to Rubric

• Ex 1: The lesson plan does not include a closing activity. How are is summarizing incorporated into the lesson?

• Ex 2: Ms. Y's response show that she continues to foster a safe intellectual environment where students take academic risks.  

Evidence from Observations

What the Research Says . . .

Evaluators need multiple opportunities and settings to observe and assess educator practice

Multiple observations paired with timely feedback are a key part of a strong evaluation system

36

Observing Lessons … CAUTION! …

We observe all the time, which means that it is easy to do, but hard to do objectively.

Remember

• We tend to see what we want to see

• We have to be aware of and avoid bias, particularly personal idiosyncrasies

• We have to avoid preconceptions

• Observation should be based upon agreed criteria

Observation Bias

What is bias? What are some experiences you have had with bias?

What are some examples of bias you have about teaching?

What can we do to diminish the influence of bias in our work?

Principles of Brief Observations

Frequent

Focused

Varied

Useful and Timely Feedback

Strategies for Collecting Evidence

Identify a focus ahead of time Goals, specific Standards/Indicators

Record evidence, not judgment Quotations, observed actions or movements by

teacher and students, times, numbers, literal descriptors, etc…

Be an efficient note-taker Establish abbreviations, paraphrase

40

Examples

Observations & Tools from Sam

Observations & Tools from Jess

Other forms of Observations: Team Feedback

Other forms of Observations: Team Feedback

Informal Observation

Systems for Tracking Observations

CHS approach to scheduling

Observations in the EDFS

BPS developed an observation tool in EDFS

Observational evidence will be uploaded to EDFS, and tagged to an appropriate category of the rubric

Observations may only be used in formative or summative evaluations if the educator received feedback within 5 days of the observation

Observations: EVALUATOR View

Observations: EVALUATOR View

Observations: EVALUATOR View

Observations: EVALUATOR View

Observations: EVALUATOR View

Observations: Educator &Evaluator View

Observing Practice

Chris McCloud7th Grade Math Teacher

Strengths Needs

•Improving student performance in math for students who enter my class performing below grade levelIndicators/Elements:

•Teaching classrooms with diverse needs (especially meeting the needs of student with an IEP) Indicators/Elements:

•Family outreach and communication Indicators/Elements:

•Additional support for implementing the revised MA Curriculum framework Indicators/Elements:

•Improving communication with families for whom English is a second language Indicators/Elements:

•Strengthen leadership skills Indicators/Elements:

C. McCloud’s self-assessment against the rubric

56

Chris McCloud’s Goals:

SL: Based on the fact that my 7th grade ELL students averaged 30% on my pre-assessment, my goal is that they will average at least 80% on each of the six unit assessments that they will take before May 15.

PP: In order to support my ELL students in averaging 80% on unit assessments, I will consistently identify and teach symbols, key terms and other math vocabulary, and use daily exit tickets that measure both vocabulary and conceptual understanding. I will measure my progress through student vocabulary notebooks and tracking exit ticket performance data.  

Observation of Chris McCloud: Selective Scripting

1. Read over the three excerpted elements from the rubric.

2. Watch the video.3. While you are watching the video, collect

evidence that will allow you to rate Mr. McCloud on the three elements. Use the worksheet to selectively script evidence related to each of the elements.

4. When you are finished, complete the worksheet and rate Mr. McCloud.

How did it go?

Value of Feedback

Targeted, Ongoing Feedback

Improved Educator Practice

Improved Student Achievement

Characteristics of Effective Feedback

FOCUSED: feedback should focus on what was observed

EVIDENCE-BASED: feedback should be grounded in evidence of practice

CONSTRUCTIVE: feedback should reinforce effective practice and identify areas for continued growth

TIMELY: feedback should be provided shortly after the observation

Constructing Feedback

Chris McCloud:

Using your observation notes and the rubric: Draft two points of feedback for ChrisFocus on feedback that is

FocusedEvidence-based, and Constructive

Feedback conversations

What has been your experience with feedback conversations?

Feedback conversations: Resources

Beyond the Scoreboard, from Educational Leadership

Talk About Teaching, by Charlotte Danielson

Leverage Leadership, by Paul Bambrick-Santoyo

Difficult Conversations, by Stone, Patton & Heen

Collecting Evidence: What can you see?

In the classroom Outside of the classroom

In artifacts

• Well-structured lessons

• Student engagement

• Classroom management

• Differentiated instruction

• A safe learning environment

• Professional collaboration

• Family and community engagement

• Reflection

• Results of data analysis

• Adjustments to practice

Evidence from Artifacts

Collecting and Assessing Evidence - Artifacts

Artifacts may include: Student assessment data Student work Lesson plans Teacher-made assessments

Identify possible sources of evidence in the standard you are assigned. What kind of documents can teachers upload?

Artifacts: Clarifying Expectations

How many would you like people to submit?

What kind of documents?

How detailed of a rational would be useful?

Zils PP Goal and Action Steps

Zils PP Artifact #1

Zils PP Artifact #2

Strong SLG and Action Steps

Zils SLG Artifact #1

Zils SLG Artifact #2

Mid Year Check Point

Artifacts: Examples

Looking at these artifacts, what evidence do you have of the teacher’s practice?

Trio Activity

Thinking about a specific teacher, think about which artifacts you would suggest they upload.

Consider what kinds of artifacts would show…-elements that cannot be observed?-evidence of growth in areas noted for improvement?-progress on goals?-performance on each standard?

Artifacts on EDFS: Educator & Evaluator View

Artifacts: Educator & Evaluator View

Artifacts: Educator & Evaluator View

Artifacts: Educator & Evaluator View

Artifacts: Educator & Evaluator View

Artifacts: Educator & Evaluator View

Artifacts

All artifacts have to be uploaded to EDFS – even if the hard copy is not scanned, it has to be entered as evidence and a hard copy kept in a binder.

You can comment on artifacts through EDFS, but the online system is not a substitute for face-to-face conversation.

http://educatoreffectiveness.weebly.com

Office of Educator Effectiveness

• Ross Wilson, Assistant Superintendent for Educator Effectiveness

• Jared Joiner, Implementation Specialist

• Emily Kalejs Qazilbash, Implementation Specialist

• Angela Rubenstein, Implementation Specialist

• Kris Taylor, Implementation Specialist

• Jenna Costin, EDFS On-line System Coordinator

Evaluator Training Facilitators: Jess Madden-Fuoco, Charlestown High schoolSam Varano, Edison K-8

Please complete the exit ticket, and we’ll see you next week!