Springfield Public Schools

Springfield Effective Educator Development System

Overview for Educators

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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

37th %ile 96th %ile

3rd %ile 63rd %ile

50th %ile(average school; average teacher)

Most effective teacher

Least effective teacher

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

Least effective school

Most effective school

Student achievement percentile after 2 years

Student outcomes in adulthood

• More likely to attend college

• Earn higher salaries

• Live in better neighborhoods

• Save for retirement

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There are a number of valuable efforts underway, but there is an opportunity for greater coherence

Teacher Incentive Fund

SpringfieldImprovementFramework

SchoolImprovementPlanning

MA CurriculumFrameworks

DataWarehouse

EducatorEvaluations

SchoolImprovementGrants

WraparoundServices

Organizational Health Initiative

DropoutPreventionTaskforce

AchievementNetwork Partnership

Literacy and Numeracy

CreditRecovery andExtended Learning Time

Mass Core Magnet Schools

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Strengthening educator effectiveness is a critical piece of a district-wide effort to improve learning for students

Coach, develop and evaluate educators based on a clear vision of strong instruction

Implement a consistent, rigorous curriculum built on common standards with common unit assessments

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

The work

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SEEDS provides an opportunity to move our district in an exciting direction

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

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

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The SEEDS framework consists of five key features

Statewide Standards

and Indicators

Three categories of evidence to

assess performance

A statewide performance rating scale

Four educator plans

Five-step evaluation

cycle

1 2 3

4 5

Five features of the new evaluation framework

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1. Statewide Standards and Indicators

Curriculum, Planning and Assessment

Engagement Collaboration Communication

Teaching All Students

Family and Community Engagement

Professional Culture

Reflection Professional Growth Collaboration Decision making Shared Responsibility Professional

Responsibilities

Curriculum and Planning Assessment Analysis

Instruction Learning Environment Cultural Proficiency Expectations

Standard

Indicator

Performance Standards and Indicators have been defined to understand what effective teaching looks like

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2. Three categories of evidence

1. Observations Includes unannounced and announced observations

2. Multiple measures of student learning Includes MCAS growth when applicable and district-determined

measures of student learning Effective 2013-2014

3. Other evidence Educator’s collection of evidence, including:

Evidence of fulfillment of professional responsibilities and growth Evidence of family engagement

Three categories of evidence will be gathered for evaluation:

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3. Statewide Performance Rating Scale

• Consistently exceeds requirements of a standard• Able to model the standard to other educatorsExemplary

• Fully and consistently meets the requirements of a standardProficient

• Below requirements of a standard - improvement is necessaryNeeds Improvement

• Consistently below the requirements of a standardUnsatisfactory

Ratings

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4. Four Educator Plans

PTS educator plans

Self-Directed Growth Plan

Directed Growth Plan

Improvement Plan

Non-PTS educator plan

Developing Plan

Educator plans Educator plan placement

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

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5. Five-step Evaluation Cycle

Self Assessment

Analysis, Goal-Setting, & Plan Development

Implementation of the

Plan

Formative Assessment / Evaluation

Summative Evaluation

Continuous Learning

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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 and evaluator

collects evidence and assesses

progressEvery educator has a mid-cycle

review

Every educator

earns one of four ratings of performance

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

Decision areas Announced UnannouncedNumber of observations 

• Minimum of 1 formal per cycle

• Minimum of 1 formal per school year• Exception – Minimum of 2 formal per school

year for a non-renewal

Observation length • Minimum of 30 minutes

• Minimum of 10 minutes

Pre-conference • Required • None

Report documentation

• Observation report documented within 10 school days

Post-conference • Required • Required based on:• Teacher receives a Needs Improvement

or Unsatisfactory rating on any standard• Teacher request

• Not required based on:• Teacher receives an Exemplary or

Proficient on all standards• No request made by teacher

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Steps 1 & 2: Self-assessment and goal setting provides an opportunity for educators to take ownership of the process

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)

Self-assessment Goal proposal Analyze previous year’s

student learning, growth, and achievements

Reflect on personal practice against the classroom rubric

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Educators need three resources for their self-assessment

Self-assessment

Classroom rubric

School improvement

plan (SIP)Self-

assessment form

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First, educators will self-assess against the rubric for formative purposes

Self-Assessment Part 1 of 2

Each educator should begin their self-assessment by scoring themselves and providing notes on the standards and indicators of effective teaching. Each indicator should be scored on the four point scale: Exemplary (E), Proficient (P), Needs Improvement (N), or Unsatisfactory (U). Please use the Standards & Indicators on the next page as reference.

E P N U Notes

Standard I: Curriculum, Planning and Assessment

Curriculum and Planning

Assessment

Analysis

Standard II: Teaching All Students

Instruction

Learning Environment

Cultural Proficiency

Expectations

Standard III: Family and Community Engagement

Engagement

Collaboration

Communication

Standard IV: Professional and Culture

Reflection

Professional Growth

Collaboration

Decision-making

Shared Responsibility

Professional Responsibilities

Self-assessment form(see handout)

Classroom rubric(see handout)

I-A. Elements Unsatisfactory Needs Improvement Proficient Exemplary

I-A-3. Rigorous Standards-Based Unit Design

Plans individual lessons rather than units of instruction, or designs units of instruction that are not aligned with state standards/ local curricula, lack measurable outcomes, and/or include tasks that mostly rely on lower level thinking skills.

Designs units of instruction that address some knowledge and skills defined in state standards/local curricula, but some student outcomes are poorly defined and/or tasks rarely require higher-order thinking skills.

Designs units of instruction with measurable outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula.

Designs integrated units of instruction with measurable, accessible outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn and apply the knowledge and skills defined in state standards/local curricula. Is able to model this element.

I-A-4. Well-Structured Lessons

Develops lessons with inappropriate student engagement strategies, pacing, sequence, activities, materials, resources, and/or grouping for the intended outcome or for the students in the class.

Develops lessons with only some elements of appropriate student engagement strategies, pacing, sequence, activities, materials, resources, and grouping.

Develops well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping.

Develops well-structured and highly engaging lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping to attend to every student’s needs. Is able to model this element.

Standards and Indicators of Effective Teaching Practice: Rubric

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Second, educators will use the SIP to propose goals as part of the self-assessment

Self-assessment form(see handout) School Improvement Plan (SIP)

Self-Assessment Part 2 of 2

Student Learning Briefly summarize areas of strength and high-priority concerns for students under your

responsibility for the upcoming school year. Support with evidence such as results from assessments. Historical Evidence from Students (if applicable) Goals to Improve Current Students Individual Team/Department Name: _______________________

Individual Team/Department Name: _______________________

Professional Practice Citing specific indicators from your Part 1 self-assessment, briefly summarize 1-2 areas of strength and 1-2

high-priority areas for growth. Areas for growth can target specific sub-indicators or generalize across multiple sub-indicators. Areas of Strength Areas of Improvement Individual Team/Department Name: _______________________

Individual Team/Department Name: _______________________

Springfield Public Schools

School Improvement Planning Process

2012-2014 School Improvement Plan

School Name:

Principal:

Zone:

Date Submitted:

All submissions should be made electronically to your zone Chief Schools Officer with a copy to Deputy Superintendent. The Level 4 Schools should copy the Chief Schools Redesign Officer.

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

Student Learning Goalinformed by professional practice

Professional Practice Goalto support student learning

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SIPSIP

The SEEDS goal setting process begins with the SIP

Coach, develop and evaluate educators based on a clear vision of strong instructionSIF #1,2,3,4

Implement a consistent, rigorous curriculum built on common standards with common unit assessmentsSIF #1, 3,4,7

Deploy data that is timely, accurate and accessible to make decisions for students, schools and the districtSIF #5,7

Strengthen social, emotional and academic safety nets and supports for all studentsSIF #6

District goals

School goals

Grade/Department level goals

Individual goals

Goals should be aligned from district to classroom level…

SIP

SIPSIPEvaluation

…and are defined in the district strategy and through the SIP and SEEDS

• District goals

• School goals• Grade level and department level goals

• District goals• School goals• Grade level and department level goals

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The SEEDS professional practice goal is the SIP goal

SIP SEEDS

Professional practice goal #1

School-wide instructional

focus

Educators have the option to write a second professional practice goal based on their self-assessment against the

rubric to support student learning