Leveraging Performance Management to Support School Priorities PROFESSIONAL DEVELOPMENT FOR EVALUATORS DAY 1: TUESDAY, JANUARY 22, 2013

Do Now As soon as you are settled, please find a marker and answer the questions on the chart paper around the room. The three prompts in the front are the same as the ones on the side of the room. Thanks!

Today’s Agenda Overview of the evaluation system How the online Employee Development & Feedback System helps the evaluator manage the evaluation cycle Using the Rubric Revising Goals Contract language Resources

Overall goals of the 3-day training Goal 1: Evaluators will know how to implement the new system (technical 5-step implementation) and how to get it done and done well (evaluation best practices).

Overall goals of the 3-day training Evaluators will leave with concrete, specific plans for implementation in their school, as they will adapt or adopt sample agendas for meetings that will help them: Talk with teachers about the evaluation system Use the evaluation system as a unifier to focus on instruction during teachers’ collaborative work time Use the evaluation system to further their school priorities

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

How’s it going? Chalk talk On the poster paper, respond to the following questions: What have been some highlights of your or your school’s work with the new evaluation system? What have been some challenges or issues? What do you hope to learn or focus on during this three day training? Half-sheet of paper to answer: what parts of the evaluation process do you want to focus on during this training? What are you worried about? What questions do you hope to address over the next three days?

The new evaluation system: Empowers every educator to take ownership of their evaluation Promotes growth and development Places student learning at the center Recognizes excellence Sets a high bar for tenure Shortens timelines for improvement Aligns evaluations of every educator in the system  Can be a focal point from which to leverage other academic priorities

Five Step Evaluation System Cycle Key Change: Continuous Learning Self-Assessment Analysis, goal-setting, & plan development Implementation of the plan Formative Assessment/Evaluation Summative Evaluation

School-wide Analysis & Goal-Setting School-wide goals & priorities should guide the Five Step Evaluation System Cycle School-wide Analysis & Goal-Setting Self-Assessment Analysis, goal-setting & plan development Implementation of the plan Formative Assessment/Evaluation Summative Evaluation

Rubric for Effective Teaching: Key Change: 4 Standards Former Teacher Evaluation (8 Dimensions) Equity and High Expectations Professionalism Safe, Respectful, Culturally Sensitive and Responsive Learning Communities Partnership with Family and Community Instructional Planning and Implementation: Content Knowledge Monitoring and Assessment of Progress Reflection, Collaboration, and Personal Growth New Teacher Evaluation (4 Standards) *Curriculum, Planning & Assessment *Teaching All Students Family & Community Engagement Professional Culture

Rubric for Effective Teaching: Key Change: 4 Standards New Teacher Evaluation (4 Standards) *Curriculum, Planning & Assessment *Teaching All Students Family & Community Engagement Professional Culture New Principal/Admin Evaluation (4 Standards) *Instructional Leadership Management and Operations Family & Community Partnerships Professional Culture

Rubric for Effective Teaching: Key Change: 4 Standards Former categories Does not meet standards Does meet standards New categories Unsatisfactory Needs Improvement Proficient Exemplary

Rubric for Effective Teaching: Key Change: 4 Standards New categories Unsatisfactory Needs Improvement Proficient Exemplary Proficient Fully and consistently meets the requirements of a standard

Understanding the rubric and priority elements Evaluators will: understand the four new standards understand how district priorities are reflected in the rubric understand changes in language across performance levels be prepared to lead meetings with staff using the rubric

The purpose of a Rubric of Effective Teaching Develop a consistent, shared understanding of what proficient performance looks like in practice. Develop a common terminology and structure to organize evidence. Make informed professional judgments about formative and summative performance ratings on each standard and overall. The rubric is NOT a classroom observation tool.

* Professional Practice Goals and Ratings Progress on Ratings on OVERALL (2) Goals (4) Standards RATING * Student Learning * Professional Practice - Curriculum, Planning and Assessment - Teaching All Students - Family & Community Engagement - Professional Culture - Exemplary - Proficient - Needs Improvement - Unsatisfactory

Teacher Rubric At-A-Glance Standard I: Curriculum, Planning, and Assessment Standard II: Teaching All Students Standard III: Family and Community Engagement Standard IV: Professional Culture A. Curriculum and Planning Indicator Subject Matter Knowledge Child and Adolescent Development Rigorous Standards-Based Design Well-Structured Lessons A. Instruction Indicator Quality of Effort and Work Student Engagement Meeting Diverse Needs A. Engagement Indicator Parent/Family Engagement A. Reflection Indicator Reflective Practice Goal Setting B. Professional Growth Indicator Professional Learning and Growth B. Assessment Indicator Variety of Assessment Methods Adjustments to Practice Safe Learning Environment Collaborative Learning Environment Student Motivation Learning Expectations Curriculum Support C. Collaboration Indicator Professional Collaboration C. Analysis Indicator Analysis and Conclusions Sharing Conclusions With Colleagues Sharing Conclusions With Students Respects Differences Maintains Respectful Environment Two-Way Communication Culturally Proficient Communication D. Decision-making Indicator Decision-making E. Shared Responsibility Indicator Shared Responsibility D. Expectations Indicator Clear Expectations High Expectations Access to Knowledge F. Professional Responsibility Indicator Judgment Reliability and Responsibility 2.40– 2.45 Take 5 minutes to share next 2 slides with the participants There are 4 standards and 37 indicators

Standard Indicator Element

How are district priorities reflected in the rubric? District Priority Element of rubric Common-core shifts Well-Structured Lessons (I-A-4) Data Adjustments to Practice (I-B-2) Educator Effectiveness Goal Setting (IV-A-2) Cultural Proficiency Access to knowledge (II-D-3) Family and Community Engagement Parent/Family Engagement (III-A-1) and Two-way Communication (III-C-1) Your school can identify other priority elements that reflect your school goals.  How are existing practices in your school reflected on the rubric?

Example of school-wide “unpacking”

Activity: Unpacking priority elements of the rubric Unpack one of the priority elements – one that is important to the work at your school – at the PROFICIENT performance level, by answering: What should this look like for student learning? What should this look like for teacher behavior? What is it that we need to do or provide to increase peoples’ knowledge about this and skills in this area?

How can we use the rubric? How are you using the rubric with your teachers in your school? Or in what way are you interested in using the rubric at your school? Activity: Break-outs depending on need for planning around using the rubric with a group of teachers / staff you work with using the rubric with an individual educator you are evaluating using the rubric in your own evaluation … OR you have a plan for using the rubric, but you want to plan other evaluation-related work ….

Employee Development & Feedback System

EDFS: Manager View

EDFS: 5-Step View

Self-assessment Step #1: Brainstorm about and choose strengths and areas for growth Step #2: Draft the text to include for each strength and area of growth Step #3: Log your self-assessment in EDFS (Employee Development & Feedback System)

Revising Goals: overview Modeling of the process of goal-revision Think-aloud analysis of goal: What makes it strong? How could it be revised? Role play a conference with each teacher about revising goals Guided practice: participants revise a goal Debrief

Revising Goals: activity

Revising Goals One of my individual goals is to increase communication with parents/guardians. I plan to maintain a phone and email log to document my outreach efforts.

Revising Goals Based on the fact that my 8th grade students currently average 33% from the district administrated formative assessment on Key Idea and Detail questions for texts that are in the category of classics, my goal is that by June, my 8th grade students will score 60% on the same types of questions within the classics genre. For his student learning goal, Mr. T will replace district assessments with ANET assessments for more progress monitoring.

Revising Goals: from the teacher’s email, page 1 My goal is around giving constructive feedback to students.  But I have no idea how to make that measurable.  The goal that I have crafted right now is:  "In order to provide constructive feedback to students, I will establish a dialogue with students about performance, progress and improvement.  I will measure this goal by keeping records of the feedback, in its various forms, that are given to students.“ But 1. I don't know if that would be considered an appropriate measurement and 2. I don't know if that is manageable to keep records of ways I give students feedback especially for 120 students.   

Revising Goals: email, page 2 I'm envisioning that I would keep a log of conversations I have with students as well as copies of written communication and feedback. But I don't know how practical it is for me to expect of myself that I will record all feedback driven conversations with students (I think making copies of written pieces is manageable enough). One idea that I've had and am wondering if it acceptable is to focus in on a cross section of students. While I will work on improving feedback with all of my students, if I just kept records regarding one class or a handful of students from across classes that might make it more manageable as compared to doing it for 120 students.

Goals: Educator View

Goals: Educator View

Goals: Educator View

Goals: Educator View

Goals: Educator View

Goals: Educator View

Goals: EVALUATOR View

Goals: EVALUATOR View

Goals: EVALUATOR View

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.

Observation Requirements Announced Observations Unannounced At least 30 minutes (suggested) Post conference Feedback in EDFS in 5 days At least 10-15 minutes (suggested)

Contract Highlights Timelines & Observation Requirements Dates for educators rated proficient or exemplary Set minimums for # of observations Dates and minimums for educators on development plans Includes some announced observations

Timelines Self-Directed Plans of 1 year Directed & Improvement Plans By Oct1: Educator submits self-assessments & goals By Nov 1: Evaluator approves goals and action steps By Nov 15: Every educator observed By May 15: Evaluator completes summative assessment By June 1: Evaluator meets with anyone moving down plans Directed & Improvement Plans Dates established by evaluator in educator plan Developing Educator Plans By Oct 1: Evaluator meets to assist with goal setting

Directed and Improvement Plans Meet with educator within 10 days of assigning the plan to provide goals and action steps Educators should self-assess prior to meeting Educators must sign off on the plan on EDFS Suggested lengths: ~30, 60 or 90 days Calendar days, including weekends and holidays Plan officially begins as soon as goals are approved

* Professional Practice Goals and Ratings Progress on Ratings on OVERALL (2) Goals (4) Standards RATING * Student Learning * Professional Practice - Curriculum, Planning and Assessment - Teaching All Students - Family & Community Engagement - Professional Culture - Exemplary - Proficient - Needs Improvement - Unsatisfactory

Next year’s educator plan is determined by the performance rating and career stage

Resources, Support, Questions, and Feedback For more information, visit: EDFS: http://eval.mybps.org/ http://educatoreffectiveness.weebly.com Email questions, comments, and feedback to: Bpsevaluation@boston.k12.ma.us MA Department of Elementary and Secondary Evaluation (DESE) Evaluation Site: http://www.doe.mass.edu/edeval/

http://educatoreffectiveness.weebly.com

Office of Educator Effectiveness Ross Wilson, Assistant Superintendent for Educator Effectiveness Jared Joiner, Implementation Specialist Emily Kalejs Qazilbash, Implementation Specialist Angela Rubenstein, Implementation Specialist Kris Taylor, Implementation Specialist Jenna Costin, EDFS On-line System Coordinator Evaluator Training Facilitators: Jess Madden-Fuoco, Harold Miller

Please complete the exit ticket, and we’ll see you tomorrow!