Type Date Here
Type Presenter Name/Contact Here
Supporting Effective Teaching: An Introduction to Educator Performance EvaluationIntroduction to Educator Performance Evaluation100 Level Training for Educators
Today’s AgendaWelcome & Building ContextOverview & Key ElementsThe Rubric of Effective TeachingEducator Plans & RatingsThe 5-Step Cycle: Self-Assessment The 5-Step Cycle: Proposing GoalsNext Steps
Looking back and looking forward…
Looking back…• What has your experience with the previous
evaluation process been like?
Looking forward…• What have you heard about the new
educator evaluation system?• What do you want to know?• What are your hopes and fears for this new
process?
BPS’ Hopes for the New Educator Evaluation System• It will improve student learning and growth in
Boston Public Schools• It will set a high bar for professional teaching
status• It will give teachers a stronger voice in
evaluation processes• It will recognize excellence in teaching and
leading• It will increase conversation about knowledge
of, and practice of, effective teaching in schools.
Objectives for today
• The 4 standards of the Rubric of Effective Teaching
• The types of educator ratings and growth plans
• The 5-step cycleSelf-assessmentGoal settingImplementing the plan Formative assessmentSummative assessment
If we have done our job today, you will understand the components of the new educator evaluation process:
Norms
How can we, as a team of adults looking to support and help children learn, work together most effectively today? Respect diversity of perspectives Engage in active listening Assume best intentions Provide safety and confidentiality Know that there are “no dumb questions” Others?
Introductions: Turn and Talk
• Name• School• Why you signed up for this
session
Transition to the New Performance Evaluation• Implementation plans are informed by
lessons from the Turnaround Schools' experience last year
• We will provide the plans for how previous evaluation ratings translate to this year’s growth plans
• There will be at least 10 hours of in-service training on how performance evaluation supports the district’s academic priority areas:Boston Public Schools Academic Priority Areas
Teacher Effectiveness
Data Use and Inquiry
Massachusetts Curriculum Frameworks
Differentiation
The Educator Evaluation System: Our Context
• National shift with Race to the Top to implement new performance evaluation system
• Dept. of Elementary and Secondary Education’s Regulations on Performance Evaluations
• Developing common expectations through rubrics
Today’s AgendaWelcome & Building ContextOverview & Key ElementsThe Rubric of Effective TeachingEducator Plans & RatingsThe 5-Step Cycle: Self-Assessment The 5-Step Cycle: Proposing GoalsNext Steps
• Performance evaluation systems typically have numerous flaws
• What’s new?1.Rubric for Effective Teaching with 4
Performance Levels2.Five Step Cycle For Evaluation
Overview: New Evaluation System
Former Teacher Evaluation(8 Dimensions)
1. Equity and High Expectations2. Professionalism3. Safe, Respectful, Culturally
Sensitive and Responsive Learning Communities
4. Partnership with Family and Community
5. Instructional Planning and Implementation:
6. Content Knowledge7. Monitoring and Assessment
of Progress8. Reflection, Collaboration,
and Personal Growth
Key Change #1: Rubric for Effective Teaching with 4 Standards
New Teacher Evaluation(4 Standards)
1.*Curriculum, Planning & Assessment
2.*Teaching All Students
3.Family & Community Engagement
4.Professional Culture
New Principal/Admin Evaluation(4 Standards)
1.*Instructional Leadership
2. Management and Operations
3.Family & Community Partnerships
4.Professional Culture
Key Change #2: 4 Rating Categories, 4 Educator Growth Plans
Does not meet
standardsDoes meet standards
Former categories
Unsatisfactory
Needs Improvement Proficient Exemplary
New categories
Proficient
Fully and consistently meets the requirements of a standard
Key Change #3: 5-Step Cycle, Continuous Learning
Self-Assessment
Analysis, goal-setting & plan development
Implementation of the
plan
Formative Assessment/Evaluation
Summative Evaluation
Today’s AgendaWelcome & Building ContextOverview & Key ElementsThe Rubric of Effective TeachingEducator Plans & RatingsThe 5-Step Cycle: Self-Assessment The 5-Step Cycle: Proposing GoalsNext Steps
Key Change #1: Rubric for Effective Teaching with 4 Standards
New Teacher Evaluation(4 Standards)
1.*Curriculum, Planning & Assessment
2.*Teaching All Students
3.Family & Community Engagement
4.Professional Culture
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 Indicator3.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 Indicator2.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 performanc e 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
The purpose of a Rubric of Effective Teaching:
• 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
Activity 1: Using the Rubric
1.Each table selects one of the three elements
2.Silently read through each of the performance levels for that element
3.Underline key changes in the language for each performance level
4.Pair up and compare your notes
Activity 1: Using the Rubric
Today’s AgendaWelcome & Building ContextOverview & Key ElementsThe Rubric of Effective TeachingEducator Plans & Ratings The 5-Step Cycle: Self-Assessment The 5-Step Cycle: Proposing GoalsNext Steps
Key Change #2: 4 Rating Categories, 4 Educator Growth Plans
Does not meet
standardsDoes meet standards
Former categories
Unsatisfactory
Needs Improvement Proficient Exemplary
New categories
24
Educator plans are determined by performance rating and career stage
Ratings Educator Plans
PTS educators Non-PTS educators
Exemplary
Proficient
Needs Improvement
Unsatisfactory
Self-Directed Growth Plan
Directed-Growth Plan
Improvement Plan
Developing Educator Plan
25
Transition year: educator plan is determined by previous performance rating and career stage
Ratings Educator Plans
PTS educators Non-PTS educators
Teachers With Overall “Meets
Standard”
Teachers With 1 Overall “Does
Not Meet Standard”
Teachers With 2+ Overall “Does Not
Meets”
Self-Directed Growth Plan
Directed-Growth Plan
Improvement Plan
Developing Educator Plan
How Different Types of Educator Plans are Developed
Self-directed Growth Plan:• Goals & action plan developed by the educator, approved by
the evaluator
Directed Growth Plan: • Goals & action plan co-created by the educator and
evaluator
Improvement Plan: • Goals & action plan developed by the evaluator with goals
specific to improving the educator’s performance
Developing Educator Plan: • Goals & action plan co-created by the educator and the
evaluator
Today’s AgendaWelcome & Building ContextOverview & Key ElementsThe Rubric of Effective TeachingEducator Plans & Ratings The 5-Step Cycle: Self-
AssessmentThe 5-Step Cycle: Proposing GoalsNext Steps
Understanding Self-Assessment
Self-Assessment
Analysis, goal-setting & plan development
Implementation of the plan
Formative Assessment/Evalua
tion
Summative Evaluation
What are my strengths and
areas for development?
Activity 2: Self-Assessment Activity1. Review the recent school data 2. Read through the school priority elements.
Reflect on your own practice in the classroom as you read.
3. Ask yourself: How does my own practice reflect the expectations in these
elements? How would I rate my own performance on each element? What evidence would I cite to back these ratings up?
4. On a piece of paper, record the evidence that you would cite for your performance on each element.
Activity 2: Self-Assessment
Today’s AgendaWelcome & Building ContextOverview & Key ElementsThe Rubric of Effective TeachingEducator Plans & Ratings The 5-Step Cycle: Self-AssessmentThe 5-Step Cycle: Proposing
GoalsNext Steps
Understanding Goal Setting
Self-Assessment
Analysis, goal-setting & plan development
Implementation of the plan
Formative Assessment/Evalua
tion
Summative Evaluation
Where do I need to grow this
year? Where do I want my
students to grow this year?
Goals and Ratings
Progress on Ratings on Overalll(2) Goals (4) Standards Rating
• Curriculum, Planning and Assessment
• Teaching All Students
• Family & Community Engagement
• Professional Culture
• Exemplary• Proficient• Needs
Improvement
• Unsatisfactory
Student Learning
Professional
Practice
Rationale for goal-settingBased on the educator’s self-assessment
At least:One goal for student learning, growth and
achievement, andOne goal for professional practice
Consider team, grade, or department goals
Educator proposes; supervisor determines
Proposing and Setting Goals
District Priorities:o Embedded throughout the rubricSchool Priorities:o based on district prioritieso supported with data ( WSIP )
Self Assessment: o Due October 1st
Educator Goal Setting Student Learning and Professional Practice
Goals must be aligned with:
Goal Proposal Process– Create at least (1) Professional Practice Goal and at
least (1) Student Learning Goal– Consider team or department goals
» For example, the fifth grade team has a (SL) goal and ea. teacher has their own(PP) goal.
– BEFORE setting your goals:» Examine student data for the Student Learning
goal» Measure practice against performance standards
on rubric for the Professional Practice goalDistrict Goals
School Goals
Professional Practice
Goal
Professional Practice Goal
Student Learning Goal
Educator Evaluation
Student LearningGoal
SpecificMeasurable
AttainableResults-FocusedTime-bound
• Remember, the key is to make sure the goal is written clearly enough so that both you and your evaluator can determine your degree of success in meeting the goal!
Attributes of a Strong Goal
Activity 3: Analyzing & Re-writing Goals
1. At your table, review each of the goals in the “Analyzing Goals” worksheet.
2. Identify whether the goal is a Professional Practice (PP) goal or a Student Learning (SL) goal.
3. Consider the criteria for a SMART goal. Based on how each goal is written, rate how SMART you think it is.
4. Pick at least two goals that you rated a 1 or a 2 and discuss with your table-mates how you might rewrite the goal to be a SMARTER goal.
Today’s AgendaWelcome & Building ContextOverview & Key ElementsThe Rubric of Effective TeachingEducator Plans & RatingsThe 5-Step Cycle: Self-Assessment The 5-Step Cycle: Proposing GoalsNext Steps
A Culture of Continuous Learning
Self-Assessment
Analysis, goal-setting & plan development
Implementation of the plan
Formative Assessment/Evaluat
ion
Summative Evaluation
What will I do to achieve this growth for
myself and my students?
Implementation
Goals
Action Plan
Teach and Collect
Evidence
Areas for Collecting EvidenceProfessional Practice Goal
Student Learning Goal4 Standards:
1. Curriculum, Planning and Assessment
2. Teaching All Students
3. Family & Community Engagement
4. Professional Culture
A Culture of Continuous Learning
Self-Assessment
Analysis, goal-setting & plan development
Implementation of the plan
Formative Assessment/Evaluat
ion
Summative Evaluation How am I doing
in relation to my goals?
How did I do this cycle?
What should I work on next?
Employee Development & Feedback System (EDFS)
• Become familiar with the rubric and think about how it relates to your practice.
• Begin to think about goals that would be appropriate.
• When you are assigned your students, analyze their data and think about student learning goals.
• As a staff, think about how you might build in team goals and collaborative structures to focus on priority areas.
• Participate and stay engaged with us. Talk with colleagues, talk to your principals, ask questions.
Preparing for the school year
Resources, Support, Questions, and Feedback
• For more information, visit: http://connect.mybps.org/groups/effectiveteaching/
• Email questions, comments and feedback to:[email protected]
• MA Department of Elementary and Secondary Education (DESE) Evaluation Site: http://doe.mass.edu/edeval/
Angela Rubenstein Kris [email protected] [email protected]
Have we met our goals for today?
• The 4 standards of the Rubric of Effective Teaching
• The types of educator ratings and growth plans
• The 5-step cycleSelf-assessmentGoal settingImplementing the plan Formative assessmentSummative assessment
Understand the components of the new educator evaluation process:
Plus/Deltas for Today+
What did you learn today?
What contributed to your learning?
What would you like to have changed about today’s
session?
What distracted from your learning?
