Teacher Evaluation and Professional Growth Program

1. Teacher Evaluation and Professional Growth Program • Module 1: MSFETEPG Rubric

2. Module 1: MSFE TPEG Rubric • Module 1: MSFETEPG Rubric • The first module provides an overview of the MSFETEPG Rubric. Participants will unpack the basic structure and terminology and examine the rubric standard indicators in order to reflect on professional practice and on how to engage in analysis of student data to inform professional S.M.A.R.T. goal development. • Module 2: Student Learning Objectives • Module 3: Observation and Feedback • Module 4: Reflecting and Adjusting • Module 5: Learner Perception • Module 6: Reflecting and Planning for Next Year

3. Agenda • Welcome (10 minutes) • Intended outcomes • Introduction to modules • Connecting (20 minutes) • Rubric in the Four-Step Evaluation Cycle • Learning (1 hour, 45 minutes) • Levels of performance • Sources of evidence • S.M.A.R.T.er goals • Implementing (40 minutes) • Setting goals • Reflecting and Wrap-Up (20 minutes) • 3-2-1 reflection

4. Intended Outcomes • At the end of this session, participants will know and be able to • Understand the rubric’s structure and use it in evaluation • Complete an accurate self-evaluation grounded in the TEPG Rubric • Use data and the language of the rubric to set S.M.A.R.T. professional goals

5. Connecting 20 minutes

6. The Four-Step Evaluation Cycle in Action

7. Connecting Activity: Rubric in the Four-Step Evaluation Cycle • Work with an elbow partner • Turn to Handout 1 • Sort the evaluation activities into the Four-Step Evaluation Cycle

8. The Rubric in the Four-Step Evaluation Cycle C F K D A H E B I J G

9. Learning 1 hour, 45 minutes

10. Learning Content 1: MSFETEPG Rubric • Five core propositions based on the National Board for Professional Teaching Standards • Several standard indicators for each core proposition • Evidence for each standard indicator can be gathered in multiple ways, including • Observation and related conferences • Teacher-led evidence collection • Four performance-level definitions

11. Learning Activity 1a: Levels of Performance • Work with your table group • Identify key words that are used across the performance level • Record your responses on Handout 2

12. MSFE TEPG Rubric Teacher displays exemplary performance levels, consistently exceeding goals and expectations within established timeframes.A significant amount of evidence of high teacher performance is available.Teacher is recognized by others (teachers, administration, students, and/or parents) for exemplary performance. Teacher displays average or above average performance levels, consistently meeting goals and expectations within established timeframes. Evidence of expected teacher performance is available. Teacher is recognized by others (teachers, administration, students, and/or parents) for fully proficient performance. Teacher displays below average performance levels, sometimes not meeting goals and expectations or only meeting goals after established timeframes. Evidence of below average teacher performance is available.  Teacher is recognized by others (teachers, administration, students, and/or parents) for needing some development to achieve acceptable levels of performance. Teacher displays poor performance levels, consistently not meeting goals and expectations. Significant evidence of poor teacher performance is available.Teacher is recognized by others (teachers, administration, students, and/or parents) for needing significant development to achieve acceptable levels of performance.

13. Learning Activity 1b: Sources of Evidence • Count off and go to the chart indicated by the facilitator • Spend 3 minutes at that chart with your group • Identify • Evidence statements, statements that reflect what can be seen or heard in an observation or recorded from other data sources. The data sources for each of the standard indicators from the rubric are listed here for your reference. • 1-a—Observation conferences; teacher’s collection of evidence • 2-a—Classroom observations; observation conferences • 3-a—Classroom observations • 4-a—Observation conferences; informal conversations and meetings, e.g., data team meetings • 5-a—Teacher’s collection of evidence; evidence of professional growth goal progress; informal conversations and meetings, e.g., staff meetings • When directed by the facilitator, move to the next chart

14. Wrap-Up/Debrief From Activity 1b • Share some of the statements of evidence and examples of evidence that were identified for the standard indicator where your group started.

15. Learning Content 2: Self-Evaluation and Goal-Setting • Step 1: Expectations and Goal-Setting • Teachers complete self-evaluation (Form 1) using the TEPG Rubric (included as Handout 3). • Teachers use those results to identify a professional practice goal on the goal-setting form (Form 2) (included as Handout 4). • Review student learning data. • Set student learning objectives. • Teacher and evaluator have a fall conference.

16. Meet Teacher Smith • The self-evaluation process should inform the goal-setting process.

17. S.M.A.R.T. Goals The S.M.A.R.T. goal concept was introduced by G. T. Doran, A. Miller, and J. Cunningham in “There’s a S.M.A.R.T. Way to Write Management’s Goals and Objectives,” Management Review 70, no. 11 (1981), 35–36. What Makes a Goal “S.M.A.R.T.”? also draws from the work of Ed Costa, Superintendent of Schools, Lenox, Massachusetts; John D’Auria, Teachers; and Mike Gilbert, Northeast Field Director, Massachusetts Association of School Committees.

18. Learning Activity 2: S.M.A.R.T.er Goals • Review Teacher Smith’s S.M.A.R.T. goals included on Handout 5 • With a partner, identify how the goals can be made S.M.A.R.T.-er

19. Wrap-Up/Debrief From Activity 2 • How did you and your partner improve the example goals? • Goal 1 • Goal 2

20. Implementing 40 minutes

21. Implementing Content: S.M.A.R.T. Goals and SLO Process • Setting goals • S.M.A.R.T. goals and SLOs

22. Implementing Activity: Setting Goals • Complete the self-evaluation using Form 1 (Handout 5) and the TEPG Rubric. • Draft a S.M.A.R.T. professional practice goal on Form 2, Goal-Setting (Handout 6). • Ask your partner to provide you with feedback on the quality of your goals. • Continue completing Form 2, Goal-Setting, if you finish.

23. Wrap-Up/Debrief From Implementing Activity • Discuss your goal-setting work with your grade-level, subject-area, or table team. • Check the S.M.A.R.T. goals against the tools included on Handout 6.

24. Reflecting and Wrap-Up 20 minutes

25. Reflecting Activity: 3-2-1 • On Handout 6, write down • 3 next steps • 2 things you learned today • 1 outstanding question you have about the TEPG system

26. Next Steps • Meet with your evaluator and finalizeForm 2, Goal-Setting • Bring some student data to Module 2, Student Learning Objectives, relevant to the class/course that will be the focus of your SLO. These data may include • Student assessment scores from the prior year (both for classes you taught last year and test scores of your current students) • Data from course preassessments • Information on students with IEPs, 504 plans, and gifted and talented designations • Course grades to date

27. Looking Forward to Module 2 Module 2 will provide details about the SLOprocess. Participants will engage in activities designed to increase their understanding of the SLO process and have time to begin drafting their SLO for the 2013–14 school year.

28. Draft • XXX-XXX-XXXX • xxxxxxxxxxx@xxx.xxx • 1234 Street Address • City, State 12345-1234