PROFESSIONAL DEVELOPMENT FOR EVALUATORS March 13, 2014 Wifi: EnglishWLan PW:BostonEnglish1821 Leveraging Evaluation to Support School Priorities & Increase Effectiveness

Today’s Agenda Opening Writing Evaluations Putting it all Together Breakouts  Directed Growth & Improvement plans  Navigating the EDFS on the Training Site  Evaluations in the Central Office Closing

Introductions  Angela Rubenstein, Office of Human Capital  Chason Ishino, Office of Human Capital

Objectives of the training Objective 1: Evaluators will know how to implement the new system and how to get it done and done well technical piece of implementation evaluation best practices

Overall goals of the training Objective 2: Evaluators will leave with concrete, specific plans for implementation in their school, including how to: Use the evaluation system to further their school priorities Talk with teachers about the evaluation system

Overall goals of the training Objective 3: Evaluators will leave knowing the specific responsibilities of evaluators and teachers under the new evaluation system.

Implementation Stage of the Five-Step Cycle Self- Assessment Analysis, goal-setting, & plan development Implementation of the plan Formative Assessment /Evaluation Summative Evaluation

Today’s Agenda Opening Writing Evaluations Putting it all Together Breakouts  Directed Growth & Improvement plans  Navigating the EDFS on the Training Site  Evaluations in the Central Office Closing

Writing Evaluations The basics Evaluations on EDFS Examples

Every evaluation includes ratings on goals & standards Progress on Proficiency in OVERALL 2 Goals 4 Standards RATING Student Learning Professional Practice I. Curriculum, Planning and Assessment* II. Teaching All Students* III. Family & Community Engagement IV. Professional Culture Exemplary Proficient Needs Improvement Unsatisfactory

What is a formative assessment? A mid-plan check-in  rating on progress towards each goal  rating on each standard A document that considers all evidence  observations to date  artifacts to date It may be used to change a plan  If there is a significant change in practice, however, this is not mandatory. The plan may continue until the summative.

What is a summative evaluation? A summary at the end of the plan  rating on progress towards each goal  rating on each standard A document that considers all evidence  the formative assessment  observations & artifacts since the formative  consistency or change in practice since the formative The overall rating determines the next plan * Information from the formative can be filtered into the summative

How ratings determine next educator plan

Not the “evaluation” of the past Evaluations are NOT write-ups of individual, formal observations.

Formative Assessment & Summative Evaluation Meetings  Upon request of educator or evaluator  Required for Summative if the overall rating is NI or Unsatisfactory  Recommended for all educators

Formative Assessment & Summative Evaluation Plan TypeEvaluation TypeDeadline Improvement or Directed (less than 1 year) Formative Assessment / Summative Evaluation dates established by evaluator 1-Year Self-Directed or Developing Formative AssessmentJanuary 13* 1-Year Self-Directed or Developing Summative EvaluationMay 15 2-Year Self-DirectedFormative EvaluationJune 1 (year 1) 2-Year Self-DirectedSummative EvaluationMay 15 (year 2)

Evaluations in EDFS

Formative Assessment Step 1 Step 2

Evaluations in EDFS

Evaluations in EDFS: Rating Goals

Evaluations in EDFS: Rating Standards

Evaluations in EDFS: Overall Rating

Evaluations in EDFS: Prescriptions Prescriptions for any standard in which an educator is rated NI or UNSAT.

Evaluations in EDFS: Comments Comments are optional for both the evaluator & the educator

Evaluations in EDFS: Ending Current Plan

Evaluations in EDFS: Release

Evaluations in EDFS: Sign-Off

Primary & Secondary Evaluators  Department managers assign primary & secondary evaluators  Each educator can only have 1 primary, multiple secondary  Primary evaluators approve goals/action steps, & create evaluations.  Secondary evaluators can view & comment on goals/action steps/evaluations.  All evaluators are able to upload artifacts & observations.

Evaluation Examples Read the example on pg.11 What do you notice about how evidence is used?

Rationales for Ratings Standard I. Curriculum, Planning, & Assessment Rating Exemplary, Proficient, Needs Improvement, Unsatisfactory Rationale Claim/Connection to rubric: Evidence 1: Evidence 2: Evidence 3: Rationale: What claim can you make? What is the evidence to support it (artifacts, observations)?

Rationales for Ratings Standard I. Curriculum, Planning, & Assessment Rating Exemplary, Proficient, Needs Improvement, Unsatisfactory Rationale Claim/Connection to rubric: Evidence 1: Evidence 2: Evidence 3: Rationale: What claim can you make? What is the evidence to support it (artifacts, observations)?

Reflect What are the implications of what we just discussed for your practice? For your school community?

Today’s Agenda Opening Writing Evaluations Putting it all Together Breakouts  Directed Growth & Improvement plans  Navigating the EDFS on the Training Site  Evaluations in the Central Office Closing

The Evaluation Cycle Self- Assessment Analysis, goal-setting, & plan development Implementation of the plan Formative Assessment/E valuation Summative Evaluation

Evaluation from start to finish  Establish school goals & priorities  Support teachers in setting goals & action steps Additional supports for Developing, Directed, & Improvement  Communicate expectations  Observe & provide feedback  Complete a formative based on all evidence  Continue to observe & provide feedback  Complete a summative based on all evidence

The Evaluation Cycle Plan out & schedule your points of contact: Use EDFS as a guide:

Planning the work at your school Mary’s document

Planning the work at your school Guiding Questions: What has your school done to support staff with the evaluation process? What additional supports do you think would be helpful? What are ways of structuring this support at the school? What timelines should guide the work? How can you and your team find the time to do this well?

Today’s Agenda Opening Writing Evaluations Putting it all Together Breakouts  Directed Growth & Improvement plans  Navigating the EDFS on the Training Site  Evaluations in the Central Office Closing

Directed Growth and Improvement plans Considerations: Choosing length Using a calendar to calculate dates of formative assessment and summative evaluation Writing goals from prescriptions Developing the Action Plan, including supports and timelines Collection of evidence Supports: “Did I” sheets and timelines

Timelines and Requirements

Working with teachers rated NI or U You can change the plan at the time of the formative assessment (though a formative assessment does not HAVE to change the plan).

Today’s Agenda Opening Writing Evaluations Putting it all Together Breakouts  Directed Growth & Improvement plans  Co-evaluators & teacher evaluators  Your own evaluation Closing

What progress have we made toward the objectives of the training? Objective 1: Evaluators will know how to implement the new system and how to get it done and done well technical piece of implementation evaluation best practices

What progress have we made toward the objectives of the training? Objective 2: Evaluators will leave with concrete, specific plans for implementation in their school, including how to: Use the evaluation system to further their school priorities Talk with teachers about the evaluation system

What progress have we made toward the objectives of the training? Objective 3: Evaluators will leave knowing the specific responsibilities of evaluators and teachers under the new evaluation system.

Resources, Support, Questions, and Feedback For more information, visit:  EDFS:  OEE website: questions, comments, and feedback to:  MA Department of Elementary and Secondary Evaluation (DESE) Evaluation Site: 

Contact us if you have questions NetworkEvaluation Support TeamBPS AEmily Qazilbasheqazilbash BKris Taylorktaylor CNicole Irelandnireland DAngela Rubensteinarubenstein EJared Joinerjjoiner FLeah Levinellevine2 High SchoolsChason Ishino & Theresa O’Neillcishino, toneill

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