Springfield Public Schools Springfield Effective Educator Development System

1. Springfield Public Schools Springfield Effective Educator Development System Overview for Educators

2. Agenda for August and September August • Context, purpose and overview • SEEDS video • Evaluation cycle from a teacher’s perspective September • Evaluation cycle from a teacher’s perspective (continued) • SEEDS and the MA curriculum framework

3. Agenda • Context, purpose and overview • SEEDS video • Evaluation cycle from a teacher’s perspective • SEEDS and the MA curriculum framework

4. Teachers matter a lot! Effective teaching has a dramatic impact on students Student achievement percentile after 2 years Least effective teacher Most effective teacher Student outcomes in adulthood Most effective school • More likely to attend college • Earn higher salaries • Live in better neighborhoods • Save for retirement Least effective school Source: Marzano (2003) What Works in Schools: Translating Research into Action; Chetty, Friedman, Rockoff (December 2011) The long-term impacts of teachers: teacher value-added and student outcomes in adulthood

5. There are a number of valuable efforts underway, but there is an opportunity for greater coherence Teacher Incentive Fund SchoolImprovementPlanning MA Curriculum Frameworks SpringfieldImprovementFramework DataWarehouse Organizational Health Initiative SchoolImprovementGrants Wraparound Services DropoutPreventionTaskforce EducatorEvaluations CreditRecovery and Extended Learning Time Achievement Network Partnership Literacy and Numeracy Magnet Schools Mass Core

6. Strengthening educator effectiveness is a critical piece of a district-wide effort to improve learning for students The work Implement a consistent, rigorous curriculum built on common standards with common unit assessments Coach, develop and evaluate educators based on a clear vision of strong instruction Deploy data that is timely, accurate and accessible to make decisions for students, schools and the district Strengthen social, emotional and academic safety nets and supports for all students

7. SEEDS provides an opportunity to move our district in an exciting direction Where we are now Where we are going A system that: • Focuses on compliance • Lacks connection to the educator’s goals • Is done to an educator • Excludes student learning and growth • Relies on scripted, announced observations A system that: • Encourages development and continuous improvement • Aligns with and reinforces the educator goals • Empowers educators • Is driven by data and evidence • Enables more accurate assessments through short but frequent observations

8. The SEEDS framework consists of five key features Five features of the new evaluation framework Statewide Standards and Indicators 1 2 Three categories of evidence to assess performance A statewide performance rating scale 3 Four educator plans 4 Five-step evaluation cycle 5

9. 1. Statewide Standards and Indicators Performance Standards and Indicators have been defined to understand what effective teaching looks like Family and Community Engagement Curriculum, Planning and Assessment • Engagement • Collaboration • Communication • Curriculum and Planning • Assessment • Analysis Standard Teaching All Students Professional Culture • Instruction • Learning Environment • Cultural Proficiency • Expectations • Reflection • Professional Growth • Collaboration • Decision making • Shared Responsibility • Professional Responsibilities Indicator

10. 2. Three categories of evidence Three categories of evidence will be gathered for evaluation: • Observations • Includes unannounced and announced observations • Multiple measures of student learning • Includes MCAS growth when applicable and district-determined measures of student learning • Effective 2013-2014 • Other evidence • Educator’s collection of evidence, including: • Evidence of fulfillment of professional responsibilities and growth • Evidence of family engagement

11. 3. Statewide Performance Rating Scale Ratings

12. 4. Four Educator Plans Educator plans Educator plan placement PTS educator plans • Self-Directed Growth Plan • Directed Growth Plan • Improvement Plan Non-PTS educator plan • Developing Plan • The SEA, MTA and the district worked together to determine how the district’s educators should be placed on educator plans • All parties agreed to use the most recent STEDS evaluation to place PTS educators on plans • All Non-PTS educators are automatically on developing educator plans

13. 5. Five-step Evaluation Cycle Continuous Learning

14. The new teacher evaluation system is based on 5 steps Continuous Learning Every educator uses a rubric and data about student learning Every educator develops a team student learning goal that aligns with the district and a team professional practice goal that supports the student learning goal Every educator earns one of four ratings of performance Every educator and evaluator collects evidence and assesses progress Every educator has a mid-cycle review

15. So, what have the district, SEA and MTA agreed upon?

16. Steps 1 & 2: Self-assessment and goal setting provides an opportunity for educators to take ownership of the process Self-assessment Goal proposal • Analyze previous year’s student learning, growth, and achievements • Reflect on personal practice against the classroom rubric • Propose goals to improve student learning, growth, and achievement: • Minimum of one individual or team student learning goal • Minimum of one individual or team professional practice goal • The goals should be SMART (Specific, Measurable, Aggressive yet Attainable, Realistic, and Timely)

17. Educators need three resources for their self-assessment

18. First, educators will self-assess against the rubric for formative purposes Self-assessment form(see handout) Classroom rubric(see handout) Standards and Indicators of Effective Teaching Practice: Rubric

19. Second, educators will use the SIP to propose goals as part of the self-assessment Self-assessment form(see handout) School Improvement Plan (SIP)

20. Educators set student learning and professional practice goals as part of SEEDS

21. The SEEDS goal setting process begins with the SIP Goals should be aligned from district to classroom level… …and are defined in the district strategy and through the SIP and SEEDS Implement a consistent, rigorous curriculum built on common standards with common unit assessments SIF #1, 3,4,7 Coach, develop and evaluate educators based on a clear vision of strong instruction SIF #1,2,3,4 • District goals District goals SIP SIP School goals • District goals • School goals • Grade level and department level goals SIP Strengthen social, emotional and academic safety nets and supports for all students SIF #6 Deploy data that is timely, accurate and accessible to make decisions for students, schools and the district SIF #5,7 Grade/Department level goals Evaluation SIP SIP • School goals • Grade level and department level goals Individual goals

22. The SEEDS professional practice goal is the SIP goal SIP SEEDS School-wide instructional focus Professional practice goal #1 Educators have the option to write a second professional practice goal based on their self-assessment against the rubric to support student learning