The New Massachusetts

Educator EvaluationNatick Public Schools

Effective teachers and leaders matter

No other school-based factor has as great an influence on student achievement as an effective teacher.

Effective leaders create the conditions that enable powerful teaching and learning to occur.

Therefore,

Ensuring that every child is taught by effective teachers and attends a school that is led by an effective leader is key to addressing the achievement gap.

Attracting, developing, and retaining an effective, academically capable, diverse, and culturally proficient

educator workforce is essential.

Goals for today

• To understand the requirements for non-professional status teachers as we transition to the new educator evaluator rubric

• To become familiar with the components of the rubric and how they relate to teaching and learning

• To use the rubric to self-assess to determine one professional practice goal

• To understand new timelines for evaluation

4

Every educator is an active participant in the evaluation process

Continuous Learning

4

Massachusetts Department of Elementary and Secondary Education

Collaboration and Continuous Learning are the focus

Every educator proposes at least 1 professional

practice goal and 1 student learning goal –

tams goals must be considered

Every educator & evaluator collects

evidence and assesses progressEvery educator

has a mid-cycle review

Every educator earns one of four

ratings of performance

Every educator uses a rubric and data

about student learning

Non-PTS Annual cycle

• Self Assessment

• Two Goals – (Student Learning and Professional Practice)

• Develop Educator Plan

• One announced observation (Pre- conference, Evaluation, Post-conference)

• Multiple unannounced observations (at least 4)

• Formative Assessment Mid-Year (ratings on each standard)

• Summative Evaluation (rating on each standard and overall rating)

non-pts EDUCATORS annual cycle

1. Complete Self-Assessment using the district's rubric

2. Write Two Goals: 1. One goal related to improving the Educator’s own

professional practice – tied to Standards one and two

2. One goal related to improving student learning *not to be confused with impact on student learning* (Developed in collaboration with your PLC)

3. The goal is department, level, grade etc. specific

4. Goals are SMART – (Specific, Measurable, Action-Oriented, Rigorous and Timed)

7

Structure of a RubricA Continuum of Professional Practice

Standards

Indicators

Elements

Descriptors

of each Element at 4 performance Levels

7

Performance Standards

•Standard I: Curriculum, Planning and Assessment

•Standard II: Teaching All Students

•Standard III: Family and Community Engagement

•Standard IV: Professional Culture

Ratings of Teacher Performance

• ExemplaryPerformance on Indicator could serve as a model

• ProficientFully satisfactory; Rigorous & Expected Level of Performance; Demanding but Attainable

• Needs ImprovementPerformance below requirements of standard; Improvement necessary and expected

• UnsatisfactoryPerformance has not significantly improved following a rating of Needs Improvement

10

Standard #1: Instructional Leadership Indicator: EvaluationElement: Supervision

Descriptors:

Exemplary: Ensures that each educator has challenging and measurable professional practice and student learning goals and an effective system for monitoring progress.

Proficient: Ensures that each educator has measurable professional practice and student learning goals.

Needs Improvement: Ensures each educator has goals, but does not vet them for quality and/or relevance to their own and the school’s needs.

Unsatisfactory: Does not ensure that each educator has goals, or the goals are not of good quality.

We expect that most educators will be rated proficient. An exemplary rating is provided for educators who model practice at the highest levels. Rubrics that make clear the difference

between “proficient” and “exemplary” practice are essential.

Review of the rubric• Standard I: Curriculum, Planning and

Assessment

• Standard II: Teaching All Students

• Standard III: Family and Community Engagement

• Standard IV: Professional Culture

• Go to this link:

• http://www.natickps.org/districtinfo/educatorevaluation.cfm

• What do you notice?

• Turn and talk to your neighbor, and report out

Who Evaluates

Principal and Vice Principals are the Primary Evaluators and Departments Heads are the

Supervising Evaluators

For 2012-2013• Everyone will start with a Self-Assessment

• 1st year teacher meeting with evaluator to assist with self-assessment (completed by 10/15/12 ) Use self-assessment All documents can be found on TeachPoint Educator plan completed and approved for all teachers and

evaluators by 11/1/12 First unannounced evaluation must happen before 12/1

• Teacher comes to meeting with draft of proposed goals One goal related to improving the teacher’s own professional

practice One goal related to improving student learning, created with

PLC• Goals must be SMART goals (Specific, Measurable,

Action-Oriented, Rigorous and Timed)

Self Assessment

• The self-assessment includes:• an assessment of practice against each

of the four Performance Standards of effective practice using the district’s rubric

• at least one goal directly related to improving the Educator’s own professional practice.

• at least one goal directed related to improving student learning (PLC goal setting - teachers in the partial implementation plan do not report on this goal to their primary evaluator).

• The educator comes to the goal meeting with a draft of both goals, which will be finalized with evaluator’s approval

Data Collection

• 1st unannounced observation completed by 12/01/12 1st year teachers: 1 announced and 4 unannounced

observations at minimum 2nd & 3rd year teachers: 3 unannounced observations at

minimum All information on observations will be documented on

TeachPoint• Unannounced observations may be walk-throughs• Evaluator will provide feedback within 3-5 days

• Individual teachers will also collect evidence (data and artifacts) to support goal attainment and performance on the four standards.

16

Examples of Measures for student learning

Examples:

MCAS

District-wide common assessments across grade or subject, “including but not limited to”:

• portfolios• approved commercial assessments• district-developed pre/post unit and course

assessments

School-wide and teacher-developed assessments (individual and/or team)

Sample Goals

STUDENT LEARNING SMART GOAL

ELA teacher

- Improve our MCAS Long Composition score average from 13.87 in 2011-2012 (grade 7) to 16.00 (out of 20) in 2012-2013.

STUDENT LEARNING SMART GOAL

Science teacher

- Improve student’s technical writing on research-based projects by one performance category using a common technical writing rubric by the end of the 2013 school year

Professional practice Smart Goals

Any Educator:• I will increase parent/student communication by

• Sending at least 5 emails per week• Creating a newsletter for students and parents twice

a year• Electronic posting of classroom activities once a

month

Any Educator

- I will be able to give an explanation to colleagues of how I am embedding text types and purposes of writing into my teaching practice of writing fiction and non-fiction texts with reasoning, organization and well-chosen details into at least one lesson each week

19

Example Smart Goals: middle school music teacher

• Professional Practice goal:

• I will collaborate with my colleagues in the music department to research, develop, pilot, analyze, revise and share 2 performance-based assessments

• Student Learning goal:

• My students will be able to identify and apply music terms, symbols and definitions in the curriculum guide for 6th, 7th and 8th grade. Using a department-developed pre- and post-performance assessment,100% of my students will demonstrate progress, and 85% will demonstrate proficiency on the third quarter assessment. Teams will meet during professional learning

community

Sample Evidence

• Professional Practice Goal:• I will increase parent/student communication by:

• Sending at least 5 emails per week• Creating a newsletter for students and parents twice

a year• Electronic posting of classroom activities once a

month

Evidence:

• Collection of emails indicating an average of 5 emails/week (October to May) to students or parents

• Samples of newsletters created during the year• Copies of electronic postings of classroom

activities each month

Mid-cycleFormative Assessment

timeline• Evaluator provides educator with notice of

Formative Assessment Report due date by 1/11/13

• Educator submits evidence of standards and progress on goals – professional and student learning - submitted by 1/18/13 (Teach Point)

• Evaluator completes mid-cycle formative assessment report by 2/1/13 (Teach Point)

• Formal Assessment meetings, if requested, completed by 2/18/13

Summative Evaluation

To be rated Proficient overall, the educator shall, at minimum, have been rated as Proficient on Standards:

1 : Instructional Leadership

2 : Teaching All Students

Summative evaluation timeline

• Evaluator provides educator with notice of Summative Evaluation Report due date by 4/17/13

• Educator submits evidence of standards and progress on goals – professional and student learning - submitted by 4/24/13 (Teach Point)

• Evaluator provides educator with notice of formative assessment report by 5/11/13

• Evaluator completes summative evaluation report by 5/15/13 (Teach Point)

• Evaluator completes observations required by Educator Plan by 5/15/13

• Educator provides evaluator with evidence of standards and progress on goals 5/18/13

Summative evaluation timeline

• Evaluator meets with Educators whose overall summative assessment ratings are NI or U 6/1/1

• Evaluation completes Formative Evaluation Report by 6/1/13

• Evaluator meets, if requested, with Educators whose overall assessment ratings are Proficient or Exemplary by 6/15/13

Logging into TeachPoint

Safari is preferred browswerGo to: http://www.goteachpoint.com/

Click “Sign in” in upper right hand corner

Sign in:

To initiate a formOnce signed in:

1.Be sure your name is highlighted in the panel on the left by clicking on it

2.Click button “New Form”—a drop-down menu will appear

3.Select “Self Assessment”

4.The form will appear on your screen

Modeling

• Read the Rubric

• Type your self-assessment in the gray shaded box

• Select your proficiency level (it will highlight in a color)

• Save the form by clicking “Done”

• When completed share the form with your evaluator

• Sign the form

Teach Point

•Log in to Teach Point

•Find your name in the left-hand column

•Click on it

•Click on New Form•Educator Self Assessment

(check name of form)

Non PTS: an advisory

•Any observation or series of observations resulting in one or more standards JUDGED to be unsatisfactory or needs improvement for the first time must be followed by at least one observation of at least 30 minutes in duration within 3 days

Other

• Impact of Student Growth will not start until 13-14

• Student Feedback in Educator Evaluation – 13-14

• In order to qualify to apply for a teacher leader position, the Educator must have had a Summative Evaluation performance rating of proficient or exemplary for at least the previous two years.

Next steps

•Evaluation is to improve professional practice; we will work together to capture the professional practices that support our learners and strengthen our educators

Questions? Just ask…

Have a productive year!