Educator Evaluation System

For Specialized Instructional Support Personnel

Thoughts from an Early Adopter

Teachers 21June 8, 2012

RPS Educator Evaluation Wiki

Wiki with Resourceso http://rpseducatorevaluation.wikispaces.

com/

Educator Evaluation Model System

3http://www.doe.mass.edu/edeval/model/

Educator Evaluation New DESE Regulations approved on June 28, 2011 Collaboratively Designed by

o Massachusetts Teachers Associationo Massachusetts Association of Secondary School

Principalso Massachusetts Elementary School Principals Associationo Massachusetts Association of School Superintendentso Department of Elementary and Secondary Education

Requires evaluation of all educators on a license Designed to promote leaders and teachers growth

and development

Reading is an Early Adopter

Our current system is comparable to new DESE model Allowed us to give significant input into the process Developed a network with other school districts Attended professional development opportunities Piloted

o Educator Plan with SMART Goalso Superintendent’s Evaluation Processo Principal Evaluation Process

Full Implementation of Educator Evaluation System in September, 2012

Highlights of the System

Focuses on Educator Growth and not “Gotcha” Five Step Evaluation Cycle

o Self-Assessmento Analysis, Goal Setting, Educator Plan Developmento Implementation of Plano Formative Assessment (Midyear or Mid-cycle)o Summative Evaluation (End of Year/Cycle Evaluation)

Rubric for Evaluation (Four Rubrics Developed)o Superintendento Administratoro Teachero Specialized Instructional Support Personnel Rubric

Additional rubrics being developed for school nurses, school psychologists, school counselors, and business administrators

Specificity of Rubrico Standards o Indicatorso Elements

Highlights of System Use of Artifacts for Evidence

o Lesson Plans, Professional Development Activities, Flierso Announced and Unannounced Observations

Differentiated Approacho New Teacherso Non-PTS Teacherso PTS Teacherso PTS Teachers who need additional support

Use of SMART Goals Levels of Performance on Rubric

o Exemplary o Proficiento Needs Improvement o Unsatisfactory

Multiple Measures of Student Performance (2013-14 School Year) Use of student surveys (2014-15 School Year)

8

5 Step Evaluation Cycle

Continuous Learning

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

Massachusetts Department of Elementary and Secondary Education 9

5 Step Evaluation Cycle: Rubrics

9

Part III: Guide to RubricsPages 4-5

Rubric is used to assess

performance and/or progress

toward goals

Rubric is used to analyze

performance and determine

ratings on each Standard

and Overall

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

Evidence is collected for

Standards and Indicators;

rubric should be used to provide

feedback

10

Continuous Learning

Counselor reviews data and identifies three areas for improvement, grade 8 transition issues for special education students, YRBS data for students feeling emotionally safe at school, and low participation levels for students in Teen Screen program

Counselor works with Director of Guidance to develop a department professional practice goal on Grade 8 Transition. Works with health educators, social workers, and school psychologists on a team student learning goal to improve emotional safety of students, and works with Behavioral Health Coordinator on a team student learning goal increasing percentage of students who participate in Teen Screen program.

Counselor gathers and synthesizes evidence on progress on goals in Educator Plan. Director of Guidance focuses data collection on goal areas.

Midway through the cycle, the Director of Guidance and counselor and department/teams to review evidence and assess progress on goals: makes adjustments to action plan or benchmarks, if needed.

Counselor receives a rating on each standard plus an overall rating based on performance against standards and progress on the three goals.

What does this look

like?

Four Different Educator Plans

The Developing Educator Plan (Non-PTS Teachers and teachers new to a position) is developed by the educator and the evaluator and is for one school year or less.

The Self-Directed Growth Plan (PTS Teachers) applies to educators rated Proficient or Exemplary and is developed by the educator. When the Rating of Impact on Student Learning is implemented (beginning in 2013-14), educators with a Moderate or High Rating of Impact will be on a two-year plan; educators with a Low Rating will be on a one-year plan.

The Directed Growth Plan (PTS Teachers) applies to educators rated Needs Improvement and is a plan of one school year or less developed by the educator and the evaluator.

The Improvement Plan (PTS Teachers) applies to educators rated Unsatisfactory and is a plan of no less than 30 calendar days and no longer than one school year, developed by the evaluator.

Goal Setting ProcessFocus-Coherence-Synergy

District Strategy Superintendent Goals School Committee

School Improvement Principal Goals Plans

Classroom Practice Teacher Goals

Student Achievement

Standards, Indicators and Rubrics

For Classroom Teachers and SISP Standards (4)-Required in Regulations

o Curriculum, Planning, and Assessment (3 Indicators)o Teaching All Students (4 Indicators)o Family and Community Engagement (3 Indicators)o Professional Culture (6 Indicators)

Indicators (16)-Required in Regulations Elements (34)-May be modified, but most keep

rigor Rubrics

o A tool for making explicit and specific the behaviors and actions present at each level of performance.

14

Model Rubrics: Structure

Massachusetts Department of Elementary and Secondary EducationPart III: Guide to RubricsPage 6

15

Model Rubrics: Vertical Alignment within Rubrics

Example: Specialized Instructional Support Personnel Rubrico Standard II

• “Teaching All Students”o Indicator B

• Learning Environmento Elements 1 & 2

• 2-B-1: Safe Learning Environment• 2-B-2: Collaborative Learning Environment• 2-B-3: Student Motivation

16

Model Rubrics: Structure

Massachusetts Department of Elementary and Secondary EducationPart III: Guide to RubricsPage 6

17

Exemplary“The educator’s performance significantly

exceeds Proficient and could serve as a model for leaders districtwide or even statewide. Few educators—principals and superintendents included—are expected to demonstrate Exemplary performance on more than a small number of Indicators or Standards.”

Massachusetts Department of Elementary and Secondary EducationPart III: Guide to RubricsPage 14

18

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 EducationPart III: Guide to RubricsPage 9

Needs Improvement Educators whose performance on a Standard is

rated as Needs Improvement may demonstrate inconsistencies in practice or weaknesses in a few key areas. They may not yet fully integrate and/or apply their knowledge and skills in an effective way. They may be new to the field or to this assignment and are developing their craft.

Unsatisfactory Educators whose performance on a Standard is rated

as Unsatisfactory are significantly underperforming as compared to the expectations. Unsatisfactory performance requires urgent attention.

Example of SISP Rubric Standard II: Teaching All Students. Promotes the

learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency.

Example Indicator II-A. Learning Environment: Creates

and maintains a safe and collaborative learning environment that motivates students to take academic risks, challenge themselves, and claim ownership of their learning.

Example Element IIB-1. Safe Learning Environment

o Proficient-Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors interfere with learning are prevented.

Rating SystemUntil Impact on Student Learning is Implemented in 2013-14/2014-15

24

Summative

Rating

Exemplary 1-YEAR SELF-DIRECTED GROWTH

PLAN

2-YEAR SELF-DIRECTED GROWTH PLAN

Proficient

Needs Improvement DIRECTED GROWTH PLAN

Unsatisfactory IMPROVEMENT PLAN

Low Moderate High

Massachusetts Department of Elementary and Secondary Education

Summative

Rating

Exemplary 2-YEAR SELF-DIRECTED

GROWTH PLAN Proficient

Needs Improvement DIRECTED GROWTH PLAN

Unsatisfactory IMPROVEMENT PLAN

Rating System for Educator PlanOnce Multiple Measures are

Implemented

25

Summative

Rating

Exemplary 1-YEAR SELF-DIRECTED GROWTH

PLAN

2-YEAR SELF-DIRECTED GROWTH PLAN

Proficient

Needs Improvement DIRECTED GROWTH PLAN

Unsatisfactory IMPROVEMENT PLAN

Low Moderate HighRating of Impact on Student Learning

(multiple measures of performance, including MCAS Student Growth Percentile and MEPA where

available) Massachusetts Department of Elementary and Secondary Education

Summative

Rating

Exemplary 1-YEAR SELF-DIRECTED GROWTH

PLAN

2-YEAR SELF-DIRECTED GROWTH PLAN

Proficient

Needs Improvement DIRECTED GROWTH PLAN

Unsatisfactory IMPROVEMENT PLAN

Low Moderate HighRating of Impact on Student Learning

(multiple measures of performance, including MCAS Student Growth Percentile and MEPA where

available)

Massachusetts Department of Elementary and Secondary

Education27

Multiple sources of evidence inform the summative performance rating

Phase-in Over Next 2 Years

Phase 1-Summative ratings based on attainment of goals and performance against the four Standards defined in the educator evaluation requirements (September, 2012)

Phase 2-Rating of educator impact on student learning gains based on trends and patterns of multiple measures of student learning gains (September, 2013)

Phase 3-Using feedback from students (for teachers) and teachers (for administrators)-(September, 2014)

Exciting Aspects of Initiative

Opportunity to change teaching and learningo Focused Conversationso Creating Opportunity for Educator Growtho Leads to Student Growtho Tie in initiatives to educator evaluation

Build trust with educatorso Committee Work on Teacher Evaluation Process

Educate the Communityo School Committee Meetingso Community Forums

Examples of District/School

Initiatives Social Emotional Health Adopting the new MA Curriculum Frameworks 21st Century/Global Skills Anti-Bullying Professional learning communities Examining student work Data Teams Project Based Learning Common course/grade level assessments Elementary Report Cards BYOD

30Massachusetts Department of Elementary and Secondary Education

Some Thoughts As An Early Adopter

This may be the most important initiative that you undertake in your district

Look at this as an opportunity to improve teaching and learning and educator growth in your district

Plan your strategy and process Train staff on how to write and implement SMART goals

o Use the Train the Trainer Modelo Use Special Education Teachers as Experts

Collaboration is critical to the success of this implementation

Link this system to the common core and assessment development

Integrate the behavioral health framework into the system

Some Thoughts As An Early Adopter

Transparent and ongoing open honest communication is critical

Train all supervisors in the process to create inter-rater reliability

Use the DESE materials Adopt the model rubrics Develop a logic model on how you will implement this

process Involve your staff, school committee, and community

early and often in the communication process

Contact InformationJohn F. Doherty, Ed.DSuperintendent of Schools, Reading Public SchoolsJohn.doherty@reading.k12.ma.us

Reading Public School Educator Evaluation Wikihttp://rpseducatorevaluation.wikispaces.com/

Thank You!