Springfield Public Schools Springfield Effective Educator Development System Overview for Educators

2 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 37 th %ile96 th %ile 3 rd %ile63 rd %ile 50 th %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

5 There are a number of valuable efforts underway, but there is an opportunity for greater coherence Teacher Incentive Fund Springfield Improvement Framework School Improvement Planning MA Curriculum Frameworks Data Warehouse Educator Evaluations School Improvement Grants Wraparound Services Organizational Health Initiative Dropout Prevention Taskforce Achievement Network Partnership Literacy and Numeracy Credit Recovery and Extended Learning Time Mass Core Magnet Schools

6 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

7 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 nowWhere 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

8 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 Five features of the new evaluation framework

9 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

10 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 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:

11 3. Statewide Performance Rating Scale Consistently exceeds requirements of a standard Able to model the standard to other educators Exemplary Fully and consistently meets the requirements of a standard Proficient Below requirements of a standard - improvement is necessary Needs Improvement Consistently below the requirements of a standard Unsatisfactory Ratings

12 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

13 5. Five-step Evaluation Cycle Self Assessment Analysis, Goal- Setting, & Plan Development Implementation of the Plan Formative Assessment / Evaluation Summative Evaluation Continuous Learning

14 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 progress Every educator has a mid-cycle review Every educator earns one of four ratings of performance

15 So, what have the district, SEA and MTA agreed upon? Decision areasAnnouncedUnannounced Number 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-conferenceRequiredNone Report documentation Observation report documented within 10 school days Post-conferenceRequiredRequired 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

16 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-assessmentGoal proposal Analyze previous year’s student learning, growth, and achievements Reflect on personal practice against the classroom rubric

17 Educators need three resources for their self-assessment Self- assessment Classroom rubric School improvement plan (SIP) Self- assessment form

18 First, educators will self-assess against the rubric for formative purposes Self-assessment form (see handout) Classroom rubric (see handout) Standards and Indicators of Effective Teaching Practice: Rubric

19 Second, educators will use the SIP to propose goals as part of the self-assessment Self-assessment form (see handout) School Improvement Plan (SIP)

20 Educators set student learning and professional practice goals as part of SEEDS Student Learning Goal informed by professional practice Professional Practice Goal to support student learning

21 SIP The SEEDS goal setting process begins with the SIP Coach, develop and evaluate educators based on a clear vision of strong instruction SIF #1,2,3,4 Implement a consistent, rigorous curriculum built on common standards with common unit assessments SIF #1, 3,4,7 Deploy data that is timely, accurate and accessible to make decisions for students, schools and the district SIF #5,7 Strengthen social, emotional and academic safety nets and supports for all students SIF #6 District goals School goals Grade/Department level goals Individual goals Goals should be aligned from district to classroom level… SIP Evaluation …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

22 The SEEDS professional practice goal is the SIP goal SIPSEEDS 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