Springfield Public Schools SEEDS: Unpacking the Rubric for Educators Winter 2012

1. Springfield Public Schools SEEDS: Unpacking the Rubric for Educators Winter 2012

2. Agenda • Context, purpose and overview • Rubric overview • Unpacking the rubric activity • Session 1 – Standard I and Standard III • Session 2 – Standard II and Standard IV

3. 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

4. SEEDS is a completely new evaluation system • SEEDS’ purpose is development and continuous improvement • Educators are empowered through a self-assessment and an ability to collect evidence • All educators will have a minimum of one student learning goal and a minimum of one professional practice goal • Includes short, frequent, unannounced observations • Educators receive one of four performance ratings • Phased in over three years: • 2011-2012 – level 4 schools • 2012-2013 – district-wide • 2013-2014 – includes district determined measures of student learning

5. 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

6. 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

7. Agenda • Context, purpose and overview • Rubric overview • Unpacking the rubric activity • Session 1 – Standard I and Standard III • Session 2 – Standard II and Standard IV

8. What does the new rubric look like?

9. How does the rubric fit into the 5-step evaluation cycle? Every educator uses a rubric to self-assess against Performance Standards Professional Practice goals – team and/or individual must be tied to one or more Performance Standards Rubric is used to analyze performance and determine ratings on each Standard and Overall Continuous Learning Evidence is collected for Standards and Indicators; rubric should be used to provide feedback Rubric is used to assess performance and/or progress toward goals

10. The rubric was developed around the definition of proficient • Proficient • The educator’s performance fully and consistently meets the requirements of a standard. • It is the expected, rigorous, demanding, but attainable level of performance for educators. • Proficient educators integrate the knowledge, skills and abilities needed for effective content-area instruction • Exemplary: exceeds proficient • Needs Improvement: below proficient • Unsatisfactory: consistently below proficient

11. Agenda • Context, purpose and overview • Rubric overview • Unpacking the rubric activity • Session 1 – Standard I and Standard III • Session 2 – Standard II and Standard IV

12. Standard I: Curriculum, Planning and Assessment

13. Standard I: Curriculum, Planning and Assessment (cont.)

14. Standard I: Curriculum, Planning and Assessment (cont.)

15. Standard III: Family and Community Engagement

16. Standard III: Family and Community Engagement (cont.)

17. Agenda • Context, purpose and overview • Rubric overview • Unpacking the rubric activity • Session 1 – Standard I and Standard III • Session 2 – Standard II and Standard IV

18. Standard II: Teaching All Students

19. Standard II: Teaching All Students (cont.)

20. Standard II: Teaching All Students (cont.)

21. Standard II: Teaching All Students (cont.)

22. Standard IV: Professional Culture

23. Standard IV: Professional Culture (cont.)

24. Standard IV: Professional Culture (cont.)

25. Standard IV: Professional Culture (cont.)