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The Massachusetts Framework for Educator Evaluation. OVERVIEW September 2012. Welcome. Please sit with members from your school or district team. ESE Training Modules for Evaluators. Overview Module 2: Unpacking the Rubric Module 3: Self-Assessment

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Presentation Transcript
welcome
Welcome

Please sit with members from your school or district team

Massachusetts Department of Elementary and Secondary Education

ese training modules for evaluators
ESE Training Modules for Evaluators
  • Overview
  • Module 2: Unpacking the Rubric
  • Module 3: Self-Assessment
  • Module 4: S.M.A.R.T. Goals & Educator Plan Development
  • Module 5: Gathering Evidence
  • Module 6: Observations and Feedback
agenda
Agenda
  • Key Components of the new Educator Evaluation Framework
    • Summative Performance Rating
      • Performance Standards & Rubrics
    • Student Impact Rating
    • 5-Step Cycle
  • Next Steps

Massachusetts Department of Elementary and Secondary Education

intended outcomes
Intended Outcomes

5

  • Participants will have a clear understanding of the new educator evaluation framework, including:
    • The two ratings
    • New performance standards
    • The 5-Step Cycle of Evaluation
  • Participants will identify concrete “next steps” related to:
    • Training school staff on educator evaluation
    • Implementation at your school or district

Massachusetts Department of Elementary and Secondary Education

developing the new educator evaluation framework
Developing the New Educator Evaluation Framework

Race to the Top (August 2010)

(with district and local union agreement)

Task Force Report (March 2011)

(Wide representation from the field, Listening Tour)

New Regulations (June 2011)

(500+ comments)

Model System (January 2012)

(collaboration with Level 4 schools, Early Adopter districts, unions and state associations)

Building Effective Educators

connecting think pair share a 3 words activity
Connecting: Think-Pair-Share: A 3-Words Activity
  • Complete the first column under Think: What 3 words describe your most effective experiences with educator evaluation up to this point in your career?
  • Complete the second column: What 3 words describe your worst experiences with educator evaluation?
  • Find a table partner. Create 1 set of words for each column (5 minutes).
  • Partners share at your table and the table creates 1 set of words for each column (5 minutes).

Massachusetts Department of Elementary and Secondary Education

connecting think pair share a 3 words activity1
Connecting: Think-Pair-Share: A 3-Words Activity
  • Table Groups share out their lists of 3 words for each column.
  • Whole Group Discussion and Reflection
    • What is similar among all lists of words?
    • What is different?
    • How do these words (and the experiences and stories behind them) help us collectively envision what an effective evaluation process can and should accomplish?

Massachusetts Department of Elementary and Secondary Education

priorities of the new evaluation framework
Priorities of the new evaluation framework

We want to ensure that each student in the Commonwealth

is taught by an effective educator, in schools and

districts led by effective leaders.

  • Place Student Learning at the Center – Student learning is central to the evaluation and development of educators
  • Promote Growth and Development – Provide all educators with feedback and opportunities that support continuous growth and improvement through collaboration
  • Recognize Excellence – Encourage districts to recognize and reward excellence in teaching and leadership
  • Set a High Bar for Tenure – Entrants to the teaching force must demonstrate Proficient performance on all standards within three years to earn Professional Teacher Status
  • Shorten Timelines for Improvement – Educators who are not rated Proficient face accelerated timelines for improvement

Massachusetts Department of Elementary and Secondary Education

slide10

Key Components of the New Evaluation Framework

Massachusetts Department of Elementary and Secondary Education

beginning with the end in mind
“Beginning with the End in Mind
  • Means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.”
          • Steven R. Covey
key components of the new evaluation framework
Key Components of the New Evaluation Framework
  • Summative Performance Rating
    • New Performance Standards & Indicators
    • Four Plans
  • Impact Rating on Student Performance
  • 5-Step Cycle

Massachusetts Department of Elementary and Secondary Education

everyone earns two ratings
Everyone earns two ratings

Exemplary

Proficient

Needs Improvement

Unsatisfactory

High

Moderate

Low

Summative

Performance Rating

Impact Rating

on

Student

Performance

*Districts will begin issuing Impact Ratings during the 2014-2015 school year.

Massachusetts Department of Elementary and Secondary Education

summative performance rating

Summative Performance Rating

Massachusetts Department of Elementary and Secondary Education

summative performance rating1
Summative Performance Rating

Exemplary

Proficient

Needs Improvement

Unsatisfactory

Rating reflects:

  • Performance based on Standards and Indicators of Effective Practice
  • Progress toward educator goals

Evidence includes:

  • Multiple measures of student learning, growth and achievement
  • Judgments based on observations and artifacts of professional practice
  • Additional evidence relevant to Standards (student/staff feedback)

Summative

Performance Rating

Massachusetts Department of Elementary and Secondary Education

4 performance levels
4 Performance Levels

Exemplary

Proficient

Needs Improvement

Unsatisfactory

Summative

Performance Rating

Massachusetts Department of Elementary and Secondary Education

4 performance levels1
4 Performance Levels

Performance consistently and significantly exceeds the requirements of a standard or overall

Exemplary

Proficient

Needs Improvement

Unsatisfactory

Performance fully and consistently meets the requirements of a standard or overall

Summative

Performance Rating

Massachusetts Department of Elementary and Secondary Education

4 standards of effective practice
4 Standards of Effective Practice

Summative

Performance Rating

*Standards requiring Proficient rating or above to achieve

overall Summative Rating of Proficient or above

Massachusetts Department of Elementary and Secondary Education

slide21

Standards and Indicators of Effective Teaching Practice (with ESE Model Rubric elements)

Standard of Effective Practice

  • Indicator of Effective Practice
  • Model System Rubric Element

Summative

Performance Rating

Part III: Guide to Rubrics

Page 6

Massachusetts Department of Elementary and Secondary Education

four model system rubrics
Four Model System Rubrics
  • Similarities across rubrics underscore common responsibilities and understandings
  • Role-Specific Indicators can supplement

rubrics to provide differentiation by role

Summative

Performance Rating

Massachusetts Department of Elementary and Secondary Education

slide23

Four Standards of Practice -- Educator Goals

Exemplary – Proficient – Needs Improvement -- Unsatisfactory

Summative

Performance Rating

Massachusetts Department of Elementary and Secondary Education

summative rating determines your educator plan
Summative Rating Determines Your Educator Plan

Summative

Performance Rating

Massachusetts Department of Elementary and Secondary Education

four types of educator plans
Four Types of Educator Plans
  • Developing Educator Plan

For educators without Professional Teaching Status, administrators in the first three years in a district, or at the discretion of an evaluator for an educator in a new assignment; one school year or less in length

  • Self-Directed Growth Plan

For experienced educators rated Proficient or Exemplary on their last evaluation; these plans can be one or two school years in length

  • Directed Growth Plan

For educators rated Needs Improvement on their last evaluation; up to one school year in length

  • Improvement Plan

For educators rated Unsatisfactory on their last evaluation;

min. of 30 calendar days, up to one school year in length

Summative

Performance Rating

Massachusetts Department of Elementary and Secondary Education

student impact rating

Student Impact Rating

Massachusetts Department of Elementary and Secondary Education

student impact rating1
Student Impact Rating

Rating reflects:

  • At least 2 years of data from which trends and patterns can be identified
  • Multiple measures of student learning, growth & achievement

Evidence must include:

  • State-wide growth measures, where available (e.g. MCAS student growth percentiles, ACCESS scores)
  • District-determined measures comparable across the district for all educators in the same grade or content area

High

Moderate

Low

Impact Rating

on

Student

Performance

*Districts will begin issuing Impact Ratings during the 2014-2015 school year.

Massachusetts Department of Elementary and Secondary Education

student impact rating determines plan duration
Student Impact Rating Determines Plan Duration

Impact Rating

on

Student

Performance

Massachusetts Department of Elementary and Secondary Education

student impact rating2
Student Impact Rating
  • The Student Impact Rating must be based on at least 2 years of data across multiple measures, and therefore won’t be issued until the following years:
    • Level 4 districts: 2014-2015 school year
    • All other districts: 2015-2016 school year
  • Districts will begin identifying and piloting district-determined measures* in 2013

* For more information on district-determined measures, see

Part VII: Rating Educator Impact on Student Learning Using

District-Determined Measures of Student Learning

Impact Rating

on

Student

Performance

Part VII: Rating Educ. Impact

Page 6

Massachusetts Department of Elementary and Secondary Education

the 5 step evaluation cycle

The 5-Step Evaluation Cycle

A Step-by-Step Review

Massachusetts Department of Elementary and Secondary Education

slide31

Continuous

Learning

5 Step Evaluation Cycle

  • Every educator is an active participant in their own evaluation
  • Process promotes collaboration and continuous learning

Massachusetts Department of Elementary and Secondary Education

step 1 self assessment
Step 1: Self-Assessment
  • Educators self-assess their performance using:
    • Student data, and
    • Performance rubric
      • Based on the Standards and Indicators of Effective Teaching Practice and/or Administrative Leadership
  • Educators propose goals related to their professional practice and student learning needs

Part II: School Level Guide

Pages 14-22

Massachusetts Department of Elementary and Secondary Education

step 2 analysis goal setting and plan development
Step 2: Analysis, Goal Setting and Plan Development
  • Educators set S.M.A.R.T. goals:
    • Student learning goal
    • Professional practice goal

(Aligned to the Standards and Indicators of Effective Practice)

  • Educators are required to consider team goals
  • Evaluators have final authority

over goals

Part II: School Level Guide

Pages 23-31

Massachusetts Department of Elementary and Secondary Education

a s m a r t er goal
A “S.M.A.R.T.er GOAL”

A Goal Statement

+

Key Actions

+

Benchmarks (Process & Outcome)

=

Educator Plan

Massachusetts Department of Elementary and Secondary Education

step 3 implementation of the plan
Step 3: Implementation of the Plan
  • Educator completes the planned action steps of his/her plan
  • Educator and evaluator collect evidence of practice and goal progress, including:
    • Multiple measures of student learning
    • Observations and artifacts
    • Additional evidence related to performance standards
  • Evaluator provides feedback

Part II: School Level Guide

Pages 32-39

Massachusetts Department of Elementary and Secondary Education

strategic evidence collection
Strategic Evidence Collection
  • Prioritize based on goals and focus areas
  • Quality not quantity
  • Artifacts should be “naturally occurring” sources of evidence (e.g. lesson plans)
  • Consider common artifacts for which all educators are responsible

Massachusetts Department of Elementary and Secondary Education

observations
Observations
  • The regulations define Proficient practice with regard to evaluation as including “frequent unannounced visits to classrooms” followed by “targeted and constructive feedback to teachers” (604 CMR 35.04, “Standards and Indicators of Effective Administrative Leadership Practice)
  • The Model System recommends short, frequent unannounced observations for all educators, as well as at least one announced observation for non-PTS and

struggling educators.

step 4 formative assessment evaluation
Step 4: Formative Assessment/ Evaluation
  • Occurs mid-way through the 5-Step Cycle
    • Typically Jan/Feb for educators on a 1-year plan (formative assessment)
    • Typically May/June for educators on a 2-year plan (formative evaluation)
  • Educator and Evaluator review evidence and assess progress on educator’s goals

Part II: School Level Guide

Pages 40-47

Massachusetts Department of Elementary and Secondary Education

step 5 summative evaluation
Step 5: Summative Evaluation
  • Evaluator determines an overall summative rating of performance based on:
    • Comprehensive picture of practice captured through multiple sources of evidence
  • Summative Performance Rating reflects:
    • Ratings on each of the four Standards
    • Progress toward goals

Part II: School Level Guide

Pages 48-53

Massachusetts Department of Elementary and Secondary Education

slide42

Continuous

Learning

Every educator is an active participant in the evaluation process

Every educator proposes at least 1 professional practice goal and 1 student learning goal. Team goals must be considered

Every educator uses a rubric and data about student learning

Every educator earns one of four ratings of performance

Educators and their evaluator collect evidence and assesses progress.

Every educator has a mid-cycle review

Collaboration and Continuous Learning are the focus

Massachusetts Department of Elementary and Secondary Education

intended outcomes1
Intended Outcomes

At the end of this session, participants will be able to:

  • Identify the characteristics of effective practice.
  • Understand the use of standards-based rubrics and use of the four performance descriptors to analyze and assess practice.
  • Describe the structure of the Massachusetts Model Rubrics.

Massachusetts Department of Elementary and Secondary Education

five step evaluation cycle rubrics
Five-Step Evaluation Cycle: Rubrics

45

Massachusetts Department of Elementary and Secondary Education

connecting content
Connecting Content

Massachusetts Department of Elementary and Secondary Education

connecting content1
Connecting Content

Instructional rubrics:

  • Make expectations for student knowledge and skills clear.
  • Help teachers assess student performance.
  • Enable teachers to monitor and track student progress.
  • Assist teachers in planning targeted instruction.
  • Support student understanding regarding what they need to learn.

Massachusetts Department of Elementary and Secondary Education

connecting instructional and performance rubrics
Connecting Instructional and Performance Rubrics

Massachusetts Department of Elementary and Secondary Education

describing effective practice
Describing Effective Practice

The learning activities will focus on:

  • Identifying the characteristics of effective teaching practice
  • Examining the structure of the model teacher performance rating rubric

Massachusetts Department of Elementary and Secondary Education

effective teaching practice
Effective Teaching Practice

We know what effective educators do

and

We can measure those actions and behaviors

Massachusetts Department of Elementary and Secondary Education

model rubrics
Model Rubrics
  • Teacher Rubric
  • Specialized Instructional Support Personnel (SISP) Rubric
  • School-Level Administrator (Principal) Rubric
  • District-Level Administrator (Superintendent) Rubric

Massachusetts Department of Elementary and Secondary Education

massachusetts teacher rubric
Massachusetts Teacher Rubric

Standard I: Curriculum, Planning, and Assessment

Indicator A

Element 1

Performance Descriptors

UnsatisfactoryNeeds ImprovementProficientExemplary

Element 2

Indicator B

Element 1

Performance Descriptors

UnsatisfactoryNeeds ImprovementProficientExemplary

Element 2

Massachusetts Department of Elementary and Secondary Education

learning activity 1 teacher performance rubric what does it look like
Learning Activity 1: Teacher Performance Rubric—What Does It Look Like?

Index cards on your tables:

  • Standard I: Curriculum, Planning, and Assessment
  • Standard II: Teaching All Students

Guiding questions: What does the teacher need to know, understand, and be able to do to demonstrate effectiveness for that standard? What are some of the critical knowledge, skills, and behaviors that you would expect to see or hear?

  • Write one idea per Post-it Note

Massachusetts Department of Elementary and Secondary Education

four performance standards
Four Performance Standards

* Standards requiring Proficient rating or above to achieve overall rating of Proficient or above

Part III: Guide to Rubrics and Model Rubrics for Superintendent, Administrator, and Teacher, p. 6

Massachusetts Department of Elementary and Secondary Education

massachusetts teacher performance rubric
Massachusetts Teacher Performance Rubric

Massachusetts Department of Elementary and Secondary Education

proficient
Proficient

“Proficient is the expected, rigorous level of performance for educators. It is the demanding but attainable level of performance for most educators.”

Massachusetts Department of Elementary and Secondary Education

learning activity 2 rubric unpacking a team deep dive
Learning Activity 2: Rubric Unpacking—A Team Deep Dive

Massachusetts Department of Elementary and Secondary Education

examining proficient practice
Examining Proficient Practice

Example: Standard III: Family and Community Engagement

Guiding questions:

What does Proficient performance look like? What, exactly, would you expect a teacher to be doing?

Using your own words, describe Proficient performance for your Indicator, as demonstrated across the elements.

Massachusetts Department of Elementary and Secondary Education

examining key expectations for performance across levels
Examining Key Expectations for Performance Across Levels

1. Read across the rows for each element.

2. Highlight the key descriptions of performance at each level.

3. Look down the column (across elements) and circle the key words or ideas that best summarize each of the four performance levels.

Massachusetts Department of Elementary and Secondary Education

horizontal and vertical family community engagement analysis example iii b collaboration
Horizontal and Vertical - Family & Community Engagement Analysis: Example III-B - Collaboration

Massachusetts Department of Elementary and Secondary Education

model rubrics horizontal alignment across an element
Model Rubrics: Horizontal Alignment Across an Element
  • The same behaviors are measured at each level of performance
  • Behaviors across each element are distinguished on the basis of:
    • Quality
    • Consistency
    • Scope of impact

Massachusetts Department of Elementary and Secondary Education

intended outcomes2
Intended Outcomes

At the end of this session, participants will be able to:

  • Explain the three parts of a comprehensive self-assessment process
  • Analyze a completed self-assessment from a sample educator
  • Identify strategies to transition to goal proposal

Massachusetts Department of Elementary and Secondary Education

slide64

Continuous

Learning

The 5-Step Cycle in Action

  • Every educator is an active participant in an evaluation
  • Process promotes collaboration and continuous learning
  • Foundation for the Model

Massachusetts Department of Elementary and Secondary Education

slide65

Continuous

Learning

Every educator is an active participant in the evaluation process

Every educator conducts an assessment of practice against Performance Standards.

Every educator conducts an analysis of evidence of student learning, growth, and achievement

Prepares to strategically identify professional practice and student learning goals.

Collaboration and Continuous Learning are the focus

Massachusetts Department of Elementary and Secondary Education

practices to build upon
Practices to Build Upon
  • Consider practices, processes, and structures that you can build upon at your school
  • Keep in mind specific times during the year that reflection and analysis already occur

Massachusetts Department of Elementary and Secondary Education

the self assessment process
The self-assessment process …
  • Establishes a continuous improvement plan for every educator
  • Promotes professional growth and continuous learning
  • Keeps student learning at the core of all instructional and professional practice decisions
  • Accelerates and builds upon work by supporting a through-line of goals informed by district and school goals
  • Builds consistency across the school and district

Massachusetts Department of Elementary and Secondary Education

self assessment components
Self-Assessment Components

Self-assessment must include:

  • “an analysis of evidence of student learning, growth, and achievement for students under the educator's responsibility;
  • an assessment of practice against Performance Standards; and
  • proposed goals to pursue to improve practice and student learning, growth, and achievement” (35.06(2)(a)(1-3))

Massachusetts Department of Elementary and Secondary Education

goal setting requirements
Goal Setting Requirements

After conducting the self-assessment, educators are required to:

  • Propose goals to pursue to improve practice and student learning, growth, and achievement, including at least one:
    • Student learning goal; and
    • Professional practice goal
  • Team goals should be considered

Massachusetts Department of Elementary and Secondary Education

meet sally smith
Meet Sally Smith
  • Sally Smith:
    • Fourth grade teacher
    • 11 years of teaching experience
    • Two-Year Self-Directed Growth Plan
  • Her school:
    • Elementary level with 400 students
    • 16% Students with disabilities
    • 10% with limited English proficiency
    • Student growth on MCAS in recent years has contributed to a positive school climate

Massachusetts Department of Elementary and Secondary Education

sally smith s brainstorm
Sally Smith’s Brainstorm

Massachusetts Department of Elementary and Secondary Education

in sally s shoes
In Sally’s Shoes

After looking at Sally’s brainstorm, put yourself in her shoes for a moment.

  • How does Sally know these are her strengths and areas of need?
  • What are some sources of evidence that might have informed her brainstorm?

Massachusetts Department of Elementary and Secondary Education

summary of sally smith s student stats
Summary of Sally Smith’s Student Stats

Massachusetts Department of Elementary and Secondary Education

sally s source data
Sally’s Source Data

Consider the following questions:

  • What types of information did Sally use to develop this student profile?
    • Circle any types of data that your school also provides to teachers
  • What other sources of data could Sally have considered?
  • Based on this analysis, what types of “student learning needs” might Sally focus on in the coming year?

Massachusetts Department of Elementary and Secondary Education

3 what types of student learning needs might sally focus on in the coming year
3. What types of “student learning needs” might Sally focus on in the coming year?

Massachusetts Department of Elementary and Secondary Education

what types of student learning needs might sally focus on in the coming year
What types of “student learning needs” might Sally focus on in the coming year?

Needs Analysis

Student Professional

Learning Practice

76

. . . And record your table’s thoughts on the chart paper

Discuss . . .

sally smith s brainstorm1
Sally Smith’s Brainstorm

PROMPT: Where do I feel most comfortable in my profession? Where have I seen positive results?

PROMPT: What do I find most difficult? Where would I like more help from others?

Massachusetts Department of Elementary and Secondary Education

sally smith s professional practice skills
Sally Smith’s Professional Practice Skills
  • Pull out the Rubric-at-a-Glance page
  • Circle the Indicator(s) that best align with Sally Smith’s strengths and areas of need
  • Jot down at least one Indicator beside each strength and need on Sally’s brainstorm

Massachusetts Department of Elementary and Secondary Education

sally s assessment of practice against the rubric
Sally’s Assessment of Practice Against the Rubric

Massachusetts Department of Elementary and Secondary Education

what sally does next
What Sally Does Next…

Read the elements of the Indicators you’ve identified, focusing on the “proficient” description

  • Which Indicators best align with Sally’s strengths and areas of need?
  • What key words are used to describe what it looks like to be “proficient” in these areas?
  • Based on what she identified as areas for improvement and using the rubric as a guide, what are some specific aspects of performance that Sally might need to focus on?

Massachusetts Department of Elementary and Secondary Education

6 what are some specific aspects of performance that sally might need to focus on
6. What are some specific aspects of performance that Sally might need to focus on?

Massachusetts Department of Elementary and Secondary Education

what are some specific aspects of performance that sally might need to focus on
What are some specific aspects of performance that Sally might need to focus on?

Needs Analysis

Student Professional

Learning Practice

82

. . . And record your table’s thoughts on the chart paper

Discuss . . .

understanding goal setting
Understanding Goal Setting

Where do I need to grow this year? Where do I want my students to grow this year?

83

getting to goal topics
Getting to Goal Topics
  • What needs jump out at you as the most pressing?
  • Do you see any that could be combined into a concrete student learning goal or a professional practice goal?
  • Do you see any opportunities for alignment between a student learning goal and a professional practice goal?

Massachusetts Department of Elementary and Secondary Education

implementing
Implementing:

Review pages 16-18 of Part II: School-Level Planning and Implementation Guide

  • Highlight the 3 most important supports to a good self-assessment
  • Write down 3 specific action steps that your school needs to take to realize those supports on individual post-it notes

Massachusetts Department of Elementary and Secondary Education

building on existing practices
Building on Existing Practices

Discuss in your school teams:

  • How do the supports and action steps you identified align with the “Practices to Build Upon” that you brainstormed on Handout 1 in the beginning of the Module?
  • What structures or processes are already in place at your school that you can build on to support the self-assessment process?

Massachusetts Department of Elementary and Secondary Education

preparing educators to conduct self assessments
Preparing Educators to Conduct Self-Assessments
  • Create a meeting plan for preparing educators to conduct self-assessments
  • Use Handout 1 and Handout 6 to structure your conversation with your school team
  • Identify a note-taker
  • Before time is up, have the note-taker write one area of likely educator confusion at your school on a piece of chart paper and hang it near your table.

Massachusetts Department of Elementary and Secondary Education

slide89

Every educator is an active participant in the evaluation process.

Every educator conducts an assessment of practice against Performance Standards.

Every educator conducts an analysis of evidence of student learning, growth, and achievement.

Every educator prepares to strategically identify professional practice and student learning goals.

Collaboration and continuous learning are the focus.

Massachusetts Department of Elementary and Secondary Education

intended outcomes3
Intended Outcomes

At the end of this session, participants will be able to:

  • Identify characteristics of “not-so-S.M.A.R.T.,” “S.M.A.R.T.,” and “S.M.A.R.T.er” goals.
  • Translate student learning and professional practice goals into S.M.A.R.T.er goals.
  • Develop a sample Educator Plan that describes what the educator and evaluator will do, support that will be provided, and timelines.

Massachusetts Department of Elementary and Secondary Education

blazing a trail
Blazing a Trail

Identify a challenging goal one team member has accomplished and is willing to discuss.

Talk with your school team:

  • Did that person set the goal or did someone (doctor, partner, friend) set the goal for that person? How did that make a difference?
  • What plans did that person make to accomplish the goal?
  • What obstacles surfaced?
  • What was the outcome or result?

Identify a recorder to write down the answers to these questions.

Massachusetts Department of Elementary and Secondary Education

slide93

93

Massachusetts Department of Elementary and Secondary Education

step 2 goal setting and plan development facilitates a process that
Step 2: Goal setting and plan development facilitates a process that…
  • Promotes professional growth and continuous learning by empowering educators and by meeting real needs of the educator and his or her students.
  • Establishes a plan for every educator that emphasizes continuous improvement.
  • Keeps student learning at the core of all instructional and professional practice decisions.

Massachusetts Department of Elementary and Secondary Education

coherence through aligned goals
Coherence Through Aligned Goals

95

Massachusetts Department of Elementary and Secondary Education

an example of goal coherence
An Example of Goal Coherence

Dan, a ninth-grade biology teacher:

Massachusetts Department of Elementary and Secondary Education

s m a r t goals
S.M.A.R.T. Goals
  • S = Specific and Strategic
  • M = Measurable
  • A = Action Oriented
  • R = Rigorous, Realistic, and Results Focused (the 3 Rs)
  • T = Timed and Tracked

Massachusetts Department of Elementary and Secondary Education

what makes a goal s m a r t
What Makes a Goal “S.M.A.R.T.”?

Individually:

  • Read Handout 1, What Makes a Goal “S.M.A.R.T.”?
  • Underline one phrase that you find most significant in the reading.

At your table:

  • Share your phrases.
  • Discuss the phrases that emerged and any insights about the document.
  • Identify one phrase as a table that you will share with the larger group.

Massachusetts Department of Elementary and Secondary Education

identifying s m a r t goals
Identifying S.M.A.R.T. Goals
  • Work with a partner.
  • Determine if each of the four statements on Handout 2 are S.M.A.R.T. or if they need revision.
  • Revise one statement to make it S.M.A.R.T.er.

Massachusetts Department of Elementary and Secondary Education

slide100

100

Massachusetts Department of Elementary and Secondary Education

making a s m a r t goal s m a r t er
Making a S.M.A.R.T. Goal S.M.A.R.T.er

S.M.A.R.T. Goal Statement

+

Key Action Steps

+

Benchmarks (Process and Outcome)

Massachusetts Department of Elementary and Secondary Education

educator plan development
Educator Plan Development
  • Educator Plan Form

Massachusetts Department of Elementary and Secondary Education

principal educator plan example
Principal Educator Plan Example

Sample Professional Practice Goal for a Principal: I will manage my time more effectively in order to increase the frequency and impact of classroom observations by learning how to do 10-minute observations with feedback and, by the start of the second semester, conducting eight visits per week, on average, that an increasing percentage of teachers report are useful.

Massachusetts Department of Elementary and Secondary Education

process and outcome benchmarks
Process and Outcome Benchmarks
  • Process benchmarks—monitor plan implementation
    • January 15/March 15/May 15—check in to determine if eight observations per week (on average) have been completed
  • Outcome benchmarks—monitor effectiveness of the plan
    • January 1 and June 1—will have collected feedback via teachers regarding their perceived value of the process

Massachusetts Department of Elementary and Secondary Education

four types of educator plans1
Four Types of Educator Plans
  • Developing Educator Plan

For educators without Professional Teaching status, administrators in the first three years in a district, or at the discretion of an evaluation for an educator in a new assignment

  • Self-Directed Growth Plan

For experienced educators rated Proficient or Exemplary on their last evaluation; these plans can be one or two years in length

  • Directed Growth Plan

For educators rated Needs Improvement on their last evaluation

  • Improvement Plan

For educators rated Unsatisfactory on their last evaluation

Massachusetts Department of Elementary and Secondary Education

educator plans requirements and timelines
Educator Plans:Requirements and Timelines

Massachusetts Department of Elementary and Secondary Education

implementation responsibility
Implementation Responsibility
  • Educator Responsibilities:
    • Identifying, collecting & organizing artifacts/evidence related to goal progress.
    • Documenting action steps completed.
    • Collecting and submitting common artifacts.
    • Collecting and submitting evidence related to Standards III and IV.
  • Evaluator Responsibilities:
    • Making resources and supports available.
    • Identifying common artifacts/evidence.
    • Observing practice and providing regular and specific feedback on performance.
    • Monitoring progress – including midpoint check-ins.
laying the foundation
Laying the Foundation
  • School teams will work together to develop a completed educator plan.
  • As a team, action steps will be identified.
  • Merge these activities into one Educator Plan that addresses each of the two goals in a strategic, coherent manner. Then document the needed supports and resources and determine a timeline.

Massachusetts Department of Elementary and Secondary Education

high quality educator plans
High-Quality Educator Plans

As you walk around and read the other plans, consider the following questions:

  • Are supports/resources identified and strategically leveraged across goals?
  • Is a timeline and frequency of key benchmarks specified?
  • Are action steps specific and sequential?

Massachusetts Department of Elementary and Secondary Education

implementation planning
Implementation Planning
  • Read Handout 5, Conditions for Readiness, an excerpt from Part II: School-Level Planning and Implementation Guide.
    • Underline key phrases and concepts.
  • How would you rank these three components in order of importance at your school?
  • What will you need to focus on from the standpoint of facilitating implementation of Step 2 this year?

Massachusetts Department of Elementary and Secondary Education

coherence through aligned goals1
Coherence Through Aligned Goals

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Massachusetts Department of Elementary and Secondary Education

team goal setting
Team Goal Setting
  • Districts that prioritize focus areas and support team goals have found this work more “doable”
  • Capitalizes on target Indicators and elements
  • Tips and strategies:
    • Support regular team time
    • Identify shared process and benchmark outcomes
    • Example: new curriculum frameworks—team goal, different roles

Massachusetts Department of Elementary and Secondary Education

Massachusetts Department of Elementary and Secondary Education

creating a through line
Creating a Through Line

Create a through line from district  school  educator team goals

Massachusetts Department of Elementary and Secondary Education

reflecting
Reflecting
  • Take 5. Jot down your thoughts on the following questions:
    • Have you been provided the tools to recognize and write high-quality Educator Plans?
    • What do you foresee as opportunities within the development of Educator Plans?
    • What do you foresee as challenges in writing/implementing Educator Plans?

Massachusetts Department of Elementary and Secondary Education

homework

Homework

Massachusetts Department of Elementary and Secondary Education

next steps
Next Steps
  • Determine school plans of action for working with staff.
  • Determine and plan for next steps for strategic implementation of the 5-Step Cycle of evaluation
  • Support staff in the development of their Educator Plan
  • Think about and plan for year long support

Massachusetts Department of Elementary and Secondary Education

suggested homework for school leadership teams
Suggested Homework for School Leadership Teams
  • As a team, read through the section Considerations for Planning on p. 26 of Part II: School-Level Planning and Implementation Guide.
  • Identify decisions that have been determined and processes already in place, and identify areas in which a process needs to be established in order to coordinate the development of Educator Plans at your school.
  • Draft an action plan that (1) merges existing practices with key practices that need to be established, (2) identifies individual roles and responsibilities associated with each logistical step, and (3) aligns the work to key target dates on a calendar, such that goal setting and Educator Plan development can occur at the appropriate time.

Massachusetts Department of Elementary and Secondary Education

suggested homework for all school based educators
Suggested Homework for All School-Based Educators
  • Using the Teacher Rubric, work with a colleague in a small group or at a faculty meeting to select a particular Standard, and identify potential sources of evidence (data) to inform performance decisions.
  • Discuss if these data are easily accessible, valid, and comparable across classrooms.

Massachusetts Department of Elementary and Secondary Education

homework for engaging all educators in your school
Homework For Engaging All Educators in Your School
  • In teacher teams, identify and gather the following:
    • Data and other evidence of student learning, growth, and achievement
    • Evidence of professional practice
  • Discuss ways in which individual teachers and teacher teams can access, analyze and, interpret this data.
  • Identify additional resources and supports are needed.

Massachusetts Department of Elementary and Secondary Education

suggested homework for school leadership teams1
Suggested Homework for School Leadership Teams
  • Use the key messages to prepare for the two-hour version of this training (Connecting and Learning) to all school staff.
  • Debrief as a school leadership team after delivering the key messages and training.
  • Be prepared to share the outcomes with other school teams at the beginning of Module 3. What worked well, and what obstacles did you encounter? How will this inform future work with your school staff?

Massachusetts Department of Elementary and Secondary Education

suggested homework for all school based educators1
Suggested Homework for All School-Based Educators
  • Continue the process of “unpacking” the rubric (from Learning Activity 2) in your grade level, subject area, or other educator team.
  • Select two more indicators that you want to learn more about, and use the protocol from the training to gain a shared understanding.

Massachusetts Department of Elementary and Secondary Education

activity affinity diagram
Activity: Affinity Diagram
  • What are the goals and objectives for educator evaluation at your school? (Individuals complete 1 idea per post-it note in 2 minutes).
    • Consider both cultural and logistical goals
  • Group similar ideas together and categorize them with a title for that group.
  • Prioritize the two most important objectives for year 1 implementation.

Massachusetts Department of Elementary and Secondary Education

affinity diagram visual
Affinity Diagram Visual

Massachusetts Department of Elementary and Secondary Education

activity targeted action planning
Activity: Targeted Action Planning

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Massachusetts Department of Elementary and Secondary Education

activity quick 3 2 1 communication strategy plan
Activity: Quick 3-2-1 Communication Strategy Plan
  • Identify the following pieces of information:
    • 3 key messages that educators in your school need to know about the new educator evaluation system
    • 2 key differences between the new system and your current evaluation system
    • 1 available support in your school and district related to educator evaluation implementation

Massachusetts Department of Elementary and Secondary Education

next steps team time
Next Steps – Team Time
  • Confirm educator evaluation training schedule for school staff
    • Training Modules for Evaluators
    • Training Workshops for Teachers

http://www.doe.mass.edu/edeval/implementation/

  • What does your school or district need to focus on?

Massachusetts Department of Elementary and Secondary Education

implementing back at school
Implementing: Back At School

http://www.doe.mass.edu/edeval/model/

  • Conditions for Readiness
  • Considerations for Planning

Part II: School-Level Planning and Implementation Guide, pages 16-18

Massachusetts Department of Elementary and Secondary Education

feedback and questions
Feedback and Questions
  • Please take a moment to complete the feedback form being handed out. We appreciate your feedback!
  • Questions?
    • About this training:

E-mail [FACILITATOR/VENDOR EMAIL HERE]

    • About educator evaluation more generally:

E-mail EducatorEvaluation@doe.mass.edu

Massachusetts Department of Elementary and Secondary Education