Improving student achievement through teacher observation and feedback Boston public Schools ~ Office of educator effectiveness & New Teacher Center Session #2 April 2, 2013

Today’s Agenda Welcome & Introduction Building the Foundation Transparency Time Technology Closing Introduce ourselves No Q & A section, but will post-its on tables, will collect questions throughout

Today’s Objectives Today we will: Come to agreement (or close agreement!) on some foundational pieces of the work around observing teacher practice and giving feedback

Introduction Defining our goals: Creating a syllabus with BPS-specific philosophy, activities and materials Defining an appropriate approach to working with a variety of BPS schools Cultivating a cadre of school leaders who will deliver the course Pilot meets 7 times: 3 more times with NTC reviewing each day of the program, including a learning experience Introduce ourselves No Q & A section, but will post-its on tables, will collect questions throughout

Overview of BPS’s Human Capital Strategy

Building the Foundation Common understandings / shared beliefs about observation and feedback Prioritizing elements of the rubric

Today’s Agenda Welcome & Introduction Building the Foundation Transparency Time Technology Closing

Clarity, Accountability, & Support Transparency Clarity, Accountability, & Support Starting with clear expectations around: The rubric Goals Observations & Feedback Artifacts Evaluations Supports

Transparency: Lessons Learned Clarity early on makes the whole process easier… and vice versa goals prescriptions

Transparency: Lessons Learned Messaging from OEE/BTU/DESE can be confusing Artifacts Formative assessments

Transparency: Lessons Learned Teacher leaders are a valuable resource EEFs Other facilitators, team leaders, coaches

Formative Assessment Role Play Scenario 1: A teacher received a Needs Improvement overall rating on her formative assessment. She states that her evaluator told her it was because she did not upload enough artifacts. The educator is coming to you, the EEF, for help. What do you say?

Transparency: Your Input Looking at the decisions involved throughout the evaluation process, discuss… Who should be involved? How/when should to communicate Minimum expectations

Time I-D-2. Observations and Feedback Makes two unannounced visits to classrooms each day Provides targeted, constructive feedback Acknowledges effective practice Provides re-direction and support to those who are less than proficient … How? When?

Time I-D-2. Observations and Feedback Consider… What this means/should look like What formats feedback should take, and how they may vary The structures that would support The guidance that evaluators may need

Technology In what ways does our access to technology facilitate conversations about practice in a new way? In what ways does technology get in the way of conversations about practice?

Upcoming meetings, 4:30-7:00 pm Wednesday, April 10th – Philbrick Elementary School Tuesday, April 23 – Bates Elementary School Wednesday, May 8th – Charlestown HS Tuesday, May 14 – East Boston HS Wednesday, May 22nd – McCormack Middle Make-up session

Looking Ahead Learning experiences built into each session with NTC Reflecting on the NTC sessions & tweaking the course Next Session: Wednesday, April 10, 4:30-7:00 @ the Philbrick Case Studies looking at trajectories of supervision Approaches to Observation Coaching Language Giving Feedback Make-up session

Feedback Please complete the Exit Ticket What was positive about today? This experience overall? What would you change?

Resources: on the Weebly http://educatoreffectiveness.weebly.com

Office of Educator Effectiveness Ross Wilson, Assistant Superintendent for Educator Effectiveness (rwilson@boston.k12.ma.us) Jared Joiner, Implementation Specialist (jjoiner) Emily Kalejs Qazilbash, Implementation Specialist (eqazilbash) Angela Rubenstein, Implementation Specialist (arubenstein) Kris Taylor, Implementation Specialist (ktaylor2) Jenna Costin, EDFS On-line System Coordinator (jcostin) Chason Ishino, Consultant (cishino) Shakera Walker, Senior Manager, Teacher Leadership (swalker)

Timelines and Requirements Type of Educator Plan Self-Directed Growth Plan 1 school year* Directed Growth Plan Less than 1 school year Improvement Plan 30 calendar days to 1 school year Developing Educator Plan 1 school year Announced observations None required 1 Unannounced observations 2 2 if plan is less than 6 months 4 if plan is between 6 months and 1 year 4 Required Dates Oct. 1: Educator submits self-assessment & proposes 2 goals Nov. 1: Evaluator completes educator plans by approving goals & action steps May 15: Evaluator completes Summative Evaluation Report June 1: Evaluator meets with educators whose overall Summative Evaluation ratings are moved from Proficient or Exemplary to Needs Improvement or Unsatisfactory Dates established in educator plan. Oct. 1: Evaluator meets with 1st year educators to assist with self-assessment and goal-setting. Other dates are same as above for 1-year Self-Directed Growth Plan.