“SMARTer” Goals Winter A ESE-MASS Workshop for superintendents and representatives from their leadership teams

Please sit with your Team Members You will be talking in pairs/ trios and at your table during today’s workshop 2 Massachusetts Department of Elementary and Secondary Education

3 ESE Homepage 3

4 Educator Evaluation Homepage 4

5 Educator Evaluation Model System 5

6 3 – 2 – 1 (+ 1) 3 things I know about SMART goals are… 2 things I know about how goals fit into the Educator Evaluation system are… 1 burning question I have is… + 1 hold for later Massachusetts Department of Elementary and Secondary Education

7 Intended Outcomes for today:  Understand the rationale and framework for the MA “SMARTer Goal” model  Be able to identify characteristics of “not so SMART,” “SMART” and “SMARTer” goals  Be able to translate at least one school/district priority into a “SMARTer” goal  Have at least one “SMARTer” goal to take back to your school/district 7 Massachusetts Department of Elementary and Secondary Education

88 Agenda  Welcome, Warm Up & Intended Outcomes  Context: Goal Setting in the new Educator Evaluation Framework  Break (10 mins)  The Massachusetts “SMARTer” Goal Model  Guided Practice # 1  Guided Practice # 2  Guided Practice # 3  Wrap Up, Feedback and Questions Massachusetts Department of Elementary and Secondary Education

99 5 Step Evaluation Cycle  Foundation for the Framework & Model  Every educator is an active participant in an evaluation  Process promotes collaboration and continuous learning Massachusetts Department of Elementary and Secondary Education

10 Every educator is an active participant in the evaluation process Massachusetts Department of Elementary and Secondary Education Collaboration and Continuous Learning are the focus Every educator proposes at least 1 professional practice goal and 1 student learning goal – team goals must be considered. Evaluator approves the Goals and Plan for accomplishing them. Every educator uses a rubric and data about student learning to identify strengths and weaknesses

11 Every educator is an active participant in the evaluation process Massachusetts Department of Elementary and Secondary Education Collaboration and Continuous Learning are the focus Every educator & evaluator collects evidence and assesses progress on goals

12 Every educator is an active participant in the evaluation process Continuous Learning Collaboration and Continuous Learning are the focus Every educator has a mid-cycle review focusing on progress on goals Massachusetts Department of Elementary and Secondary Education

13 Every educator is an active participant in the evaluation process Massachusetts Department of Elementary and Secondary Education Collaboration and Continuous Learning are the focus Every educator earns one of four ratings of performance

MA Department of Elementary and Secondary EducationMassachusetts Department of Elementary and Secondary Education 14

15 Educators earn two separate ratings 15 Summative Rating Exemplary 1-YEAR SELF- DIRECTED GROWTH PLAN 2-YEAR SELF-DIRECTED GROWTH PLAN Proficient Needs Improvement DIRECTED GROWTH PLAN Unsatisfactory IMPROVEMENT PLAN LowModerateHigh Rating of Impact on Student Learning (multiple measures of performance, including MCAS Student Growth Percentile and MEPA where available) Massachusetts Department of Elementary and Secondary Education Summative Rating Exemplary 1-YEAR SELF- DIRECTED GROWTH PLAN 2-YEAR SELF-DIRECTED GROWTH PLAN Proficient Needs Improvement DIRECTED GROWTH PLAN Unsatisfactory IMPROVEMENT PLAN LowModerateHigh Rating of Impact on Student Learning (multiple measures of performance, including MCAS Student Growth Percentile and MEPA where available) Based on: Rating of Performance on each of 4 Standards + Attainment of Goals Based on Trends and Patterns on state- and district-determined measures of student learning gains

16 Note: Two Ways the 5-Step Cycle is different for Principals and Central Office Administrators  Goals: Model System includes district or school improvement goals, as well as student learning and professional practice goals  Evaluation Cycle: Annual Cycle (not two-year) for educator plan, regardless of experience  Your decision: Adopt or Adapt? Massachusetts Department of Elementary and Secondary Education 16

17 Summative Performance Rating = Performance on each of 4 Standards + Attainment of Goals (professional practice, student learning) + (district/school improvement) Massachusetts Department of Elementary and Secondary Education 17

18 Rubrics as a Starting Point for Setting Goals Massachusetts Department of Elementary and Secondary Education

19 Teacher Rubric-at-a-Glance With a partner, Identify 5 elements that you would most likely focus on with teachers in the work ahead to implement the new Massachusetts Curriculum Frameworks. Massachusetts Department of Elementary and Secondary Education

20 Rubrics as a Starting Point for Setting Goals Massachusetts Department of Elementary and Secondary Education

21 By the way: Why Rubrics? Why Model Rubrics  Consistent, shared understanding of what proficient performance looks like, e.g., High Expertise Teaching Project  Common language and structure to organize evidence during each step of the 5-Step Cycle  Descriptors are starting point for setting goals to improve professional practice, setting PD priorities, and providing PD  Basis for fair judgments about performance against the four standards Massachusetts Department of Elementary and Secondary Education 21

22 The Model Rubrics are Aligned Massachusetts Department of Elementary and Secondary Education 22

23 Rubric Alignment, e.g., Goal Setting Superintendent Rubric (I-D-1): Supports administrators and administrator teams to develop and attain meaningful, actionable, and measurable professional practice, student learning, and, where appropriate, district/school improvement goals. Principal/School-level Administrator Rubric (I-D-1): Supports educators and educator teams to develop and attain meaningful, actionable, and measurable professional practice and student learning goals. Teacher Rubric (IV-A-2): Proposes challenging, measurable professional practice, team, and student learning goals that are based on thorough self- assessment and analysis of student learning data. Massachusetts Department of Elementary and Secondary Education 23

24 Alignment of Rubrics, e.g., Goal Setting Massachusetts Department of Elementary and Secondary Education 24

25 An example Massachusetts Department of Elementary and Secondary Education

26 Massachusetts Department of Elementary and Secondary Education

27 3 – things I know about SMART goals are… 2 things I know about how goals fit into the Educator Evaluation system are… 1 burning question I have is… + 1 new burning question I have is… Massachusetts Department of Elementary and Secondary Education

28 Agenda  Welcome, Warm Up & Intended Outcomes  Context: Goal Setting in the new Educator Evaluation Framework  Break (10 mins)  The Massachusetts’ “SMARTer” Goal Model  Guided Practice # 1  Guided Practice # 2  Guided Practice # 3  Wrap Up, Feedback and Questions Massachusetts Department of Elementary and Secondary Education

29 Agenda  Welcome, Warm Up & Intended Outcomes  Context: Goal Setting in the new Educator Evaluation Framework  Break (10 mins)  The Massachusetts’ “SMARTer” Goal Model  Guided Practice # 1  Guided Practice # 2  Guided Practice # 3  Wrap Up, Feedback and Questions Massachusetts Department of Elementary and Secondary Education

The case for a state-wide approach to writing S.M.A.R.T. goals Massachusetts Department of Elementary and Secondary Education

31 What Makes a Goal “SMART”? Read the two pages on your own (about 5 minutes): By the end, underline one sentence, one phrase and one word that you think are particularly significant (Make notes along the way) Massachusetts Department of Elementary and Secondary Education

32 What Makes a Goal “SMART”? In groups of 6-8 people:  Round #1: share the sentence; mark them.  Round #2: share the phrase; mark them.  Round #3: share the word; mark them.  Discuss why each of you chose the phrase you chose and any new insights you gained from hearing your colleagues’ reasons for choosing the phrase they chose.  Identify one phrase to share with the larger group. Massachusetts Department of Elementary and Secondary Education

33 A Massachusetts “SMARTer GOAL” = A Goal Statement + Key Actions + Benchmarks (Process & Outcome) = The Heart of the Educator Plan Massachusetts Department of Elementary and Secondary Education

34 Agenda  Welcome, Warm Up & Intended Outcomes  Context: Goal Setting in the new Educator Evaluation Framework  Break (10 mins)  The Massachusetts’ “SMARTer” Goal Model  Guided Practice # 1  Guided Practice # 2  Guided Practice # 3  Wrap Up, Feedback and Questions Massachusetts Department of Elementary and Secondary Education

35 Step-by-Step with the MA “S.M.A.R.T.er” Goal Model  Step #1: Use data to identify goal area  Step #2: Identify relevant elements from rubric  Step #3: Focus on essential parts of elements  Step #4: Draft the Goal Statement  Step #5: Add Key Actions and Benchmarks Massachusetts Department of Elementary and Secondary Education

36 The S.M.A.R.T.er Goal Process: an iterative process Revise goal statement, key actions and benchmarks as needed BUT…….. Don’t obsess! Massachusetts Department of Elementary and Secondary Education

37 Agenda  Welcome, Warm Up & Intended Outcomes  Context: Goal Setting in the new Educator Evaluation Framework  Break (10 mins)  The Massachusetts’ “SMARTer” Goal Model  Guided Practice # 1 Guided Practice # 2  Guided Practice # 2  Guided Practice # 3  Wrap Up, Feedback and Questions Massachusetts Department of Elementary and Secondary Education

38 Guided Practice #2: A superintendent’s meetings Proficient Performance on IV-A-3: Plans and leads well-run and engaging administrator meetings that have clear purpose, focus on matters of consequence, and engage participants in a thoughtful and productive series of conversations and deliberations. Establishes clear norms for administrator team behavior. Massachusetts Department of Elementary and Secondary Education

39 Guided Practice #2 The goal statement: is it S.M.A.R.T.? The key actions: Is each one tightly linked to the goal? What is missing to ensure effective implementation? The benchmarks: Is there a process benchmark? (track actions done?) Is there an outcome benchmark? (track results achieved?) Massachusetts Department of Elementary and Secondary Education

40 Guided Practice #2: Sample Superintendent Goal Goal Statement : During , I will devote at least 75% of administrative meeting time to district improvement goals and get better at using appropriate strategies to actively engage administrators in developing and sharing ways to implement those goals effectively at the school level. Massachusetts Department of Elementary and Secondary Education

41 Guided Practice #2 Massachusetts Department of Elementary and Secondary Education

42 Guided Practice #2 The goal statement: is it S.M.A.R.T.? The key actions: is each one tightly linked to the goal? what is missing to ensure effective implementation? The benchmarks: is there a process benchmark? (actions done?) is there an outcome benchmark? (results?) Massachusetts Department of Elementary and Secondary Education

43 What’s really “new” here: professional practice goals  Student learning and school/district improvement goals are not “new” to us; developing them as MA “SMARTer” goals with goal statement, key actions, and process/outcome benchmarks is pretty new  What’s really new are professional practice goals in which educators have to be explicit about what we’re going to get better at, not just what we are going to do. Massachusetts Department of Elementary and Secondary Education

44 Agenda  Welcome, Warm Up & Intended Outcomes  Context: Goal Setting in the new Educator Evaluation Framework  Break (10 mins)  The Massachusetts’ “SMARTer” Goal Model  Guided Practice # 1 Guided Practice # 2  Guided Practice # 2 Guided Practice # 3  Guided Practice # 3  Wrap Up, Feedback and Questions Massachusetts Department of Elementary and Secondary Education

45 Guided Practice #3: A Principal’s Observations and Feedback Goal Statement for Classroom Observation & Feedback: I will manage my time more effectively in order to increase the frequency and impact of classroom observations by learning how to do 10-minute observations and conducting eight visits with feedback per week, on average. Massachusetts Department of Elementary and Secondary Education

46 Guided Practice #2: A Principal’s Observations and Feedback Goal Statement for Classroom Observation & Feedback: I will manage my time more effectively in order to increase the frequency and impact of classroom observations by learning how to do 10-minute observations and by the start of second semester conducting eight visits with feedback per week, on average, that an increasing percentage of teachers report are useful beginning with at least 60%. Massachusetts Department of Elementary and Secondary Education

47 Guided Practice #3 In pairs:  Review the key actions and benchmarks: is anything important missing?  Identify two revisions and/or additions to the actions and/or benchmarks that will make this SMART Goal “S.M.A.R.T.er” Massachusetts Department of Elementary and Secondary Education

48 Agenda  Welcome, Warm Up & Intended Outcomes  Context: Goal Setting in the new Educator Evaluation Framework  The Massachusetts’ “SMARTer” Goal Model  Break (10 mins)  Guided Practice # 1  Guided Practice # 2  Guided Practice # 3 Wrap Up, Feedback and Questions  Wrap Up, Feedback and Questions Massachusetts Department of Elementary and Secondary Education

49 Wrap up: Goal Statement “starters” In pairs, First, review Sample School or District Goal Statements; identify:  District/School Improvement Goal Statements  Student Learning Goal Statements  Professional Practice Goal Statements Next, identify which could be TEAM goals? Finally, choose one to make “SMARTer” back in your school or district Massachusetts Department of Elementary and Secondary Education

50 Your “Homework” 1. Back in your district, with your partner:  Refine the goal statement you chose to your context OR Develop another one  Draft 3 key actions  Draft 1 process benchmark  Draft 1 outcome benchmark 2. Exchange your draft SMARTer Goal with another pair 3. Work together to make each draft SMARTer so you can use the revised SMARTer Goal as one of the goals you propose to your evaluator for Massachusetts Department of Elementary and Secondary Education

51 Wrap up: finding a touchstone Think: Think of some time in your life when you achieved a goal – related to work or not - and it made you proud. What was it about the goal and how you went about achieving it that worked for you? Pair: If you are willing, share with your partner one thing about the goal or how you went about it that worked for you. Massachusetts Department of Elementary and Secondary Education

52 Intended Outcomes for today:  Understand the rationale and framework for the MA “SMARTer Goal” model  Be able to identify characteristics of “not so SMART”, “SMART” and “SMARTer” goals  Be able to translate at least one school/district priority into a “SMARTer” goal  Have at least one “SMARTer” goal to take back to your school/district 52 Massachusetts Department of Elementary and Secondary Education

53 3 – things I/we know about the MA Model for SMARTer goals are… 2 ways to make a goal “smarter” are… 1 next step I/we will take is… Massachusetts Department of Elementary and Secondary Education

54 PLUS - DELTA Massachusetts Department of Elementary and Secondary Education What worked?What would make it better?

55 More Resources Questions? Information? Link to Evaluation Overview on ESE website? Link to Massachusetts Model System: 55 Massachusetts Department of Elementary and Secondary Education

56 Handouts 1a Model System Highlights 1b The 5-Step Educator Evaluation Cycle: Train-the-Trainer Modules 2a Teacher Rubric-at-a-Glance 2b Administrator Rubric-at-a-Glance 3a Descriptors on Evaluation: Superintendent Rubric 3b Descriptors on Evaluation: Principal/School-Level Rubric 4a Protocol for a Superintendent’s School Visits 4b Strategies and Suggestions for Observations 5 What Makes a Goal SMARTer? 6 Step-by-Step with the Massachusetts “S.M.A.R.T.er Goal” Model 7a A Sample Professional Practice Goal for a Superintendent 7b Sample District-Level Goal Statements 8a A Sample Professional Practice Goal for a Principal 8b Sample School-Level Goal Statements Massachusetts Department of Elementary and Secondary Education