Unpacking the Educator Evaluation System Non-Professional Status Teachers entering the Evaluation System

Goals for Today: Broad overview of the New Teacher Evaluation SystemBroad overview of the New Teacher Evaluation System Understand requirements and action items for Educators on the “Non-Professional Teacher Status” Evaluation SystemUnderstand requirements and action items for Educators on the “Non-Professional Teacher Status” Evaluation System

Rubric at a Glance 4 Standards 16 Indicators 33 Elements

Unofficial goal: Avoid feeling like this.

What the Process Looks Like

Steps in the Cycle Step 1: Self Assessment Due October 1 or within the first four weeks of school. Step 2: Goal Setting and Plan Development Meeting with your Evaluator by October 15 with Revision and Approval Complete by November 1 Step 3: Implementation of the Plan and Collection of Evidence On-going throughout the Year Step 4: Formative Assessment and Evaluation Process completed by February 15 Step 5: Summative Evaluation Process completed by May 15

What’s the same: Student Learning Goal

What’s the same: Professional Practice Goal

Evaluation Cycle: Self-Assessment Educator completes a self-assessment by October 1st or within four weeks of the start of their employment at the school via Teachpoint.Educator completes a self-assessment by October 1st or within four weeks of the start of their employment at the school via Teachpoint. The self-assessment includes:The self-assessment includes: An assessment of practice against each of the four Performance StandardsAn assessment of practice against each of the four Performance Standards One goal directly related to improving the Educator’s own professional practice.One goal directly related to improving the Educator’s own professional practice. One goal directed related to improving student learningOne goal directed related to improving student learning

Summative Evaluation To be rated Proficient overall, a teacher must have been, at minimum, rated as Proficient on: Standard 1: Curriculum, Planning, and Assessment & Standard 2: Teaching all Students

Here is What it Looks Like Meet Sally Smith

Profile for Sally Smith Sally Smith - 4th grade teacher with 1 year of teaching experienceSally Smith - 4th grade teacher with 1 year of teaching experience Her school:Her school: Elementary level with 400 studentsElementary level with 400 students 16% disabilities16% disabilities 10% limited English proficiency10% limited English proficiency

After Sally Completed the Self Assessment:

Self Assessment Compared to the Rubric

ACTION STEPS: Sally Smith’s Professional Practice Goal An example about Family and Community Engagement (ELL) Use Student Learning and other Data to Identify Goal Areas Improving communication with families for whom English is a second language. (III-B-2: Curriculum Support

ACTION STEPS: Sally Smith’s Professional Practice Goal An example about Family and Community Engagement (ELL) Draft the Goal Statement : During this school year, I will communicate in writing monthly with LEP families about specific strategies to support learning. Specific Measurable Attainable Relevant to Learning Timebound

ACTION STEPS: Sally Smith’s Professional Practice Goal An example about Family and Community Engagement (ELL) Add Key Actions and Benchmarks: Goal Statement: what do I want to accomplish by when? Key Actions: what will I/we do to achieve to accomplish it? 1.By September 30 I will contact in writing each LEP family to share my contact information in both English and their native language. 2.By October 15, I will know the WIDA Can-Do Descriptors for ELL Proficiency with regard to learning. 3.Beginning October, I will send home monthly newsletters with strategies for parents to practice. 4.I will attend a WIDA (World-Class Instructional Design and Assessment) Consortium to better understand the relationship between academic language and content knowledge

ACTION STEPS: Sally Smith’s Professional Practice Goal An example about Family and Community Engagement (ELL) Benchmarks: how will I/we know if I am on track to accomplish it/have accomplished it? 1.Mid-year I will survey families to solicit feedback about their student’s learning experience. (process outcome) 2.EOY: I will survey families at year end to determine what information about learning strategies was most useful during the school year. I will use this feedback in future planning. 3.On-going evidence for each action step is collected by Educator and shared with Evaluator for the Formative and Summative assessments.

Timelines for the Evaluation System RTTT Districts Timeline Implement 50% of building in new system +1 st Ratings for NPTS +Add 50% and +Pilot/Select DDMs +First PTS ratings given +Add 1 st year of DDM data collected +Pilot Surveys +1 st Ratings PTS to second 50% + 2 nd year DDM data collection + First Growth Rating +Student & Parent surveys implemented The whole system implemented with all measures

DDMs for Staff Natick Public Schools

Direct Measures Staff will receive a Student Impact Rating of high, moderate, or low based on trends and patterns in student learning, growth and achievement, by November Most likely spring 2016Staff will receive a Student Impact Rating of high, moderate, or low based on trends and patterns in student learning, growth and achievement, by November Most likely spring 2016 Direct Measure Examples: MCAS (SGP), sub-group performance, pre- and post- assessments in specific subjects, writing prompts, progress monitoring, progress in raising the advanced level on MCAS, progress in AP scores, percent reading at above grade levelDirect Measure Examples: MCAS (SGP), sub-group performance, pre- and post- assessments in specific subjects, writing prompts, progress monitoring, progress in raising the advanced level on MCAS, progress in AP scores, percent reading at above grade level One DDM must be a direct measureOne DDM must be a direct measure

PARCC Science will continue to be assessed through MCAS.Science will continue to be assessed through MCAS. Performance Based Assessment in March of 2015Performance Based Assessment in March of 2015 End of Year in May of 2015End of Year in May of 2015

Indirect Measures Indirect measures will not always be measures of student growth, but rather measures of an educator’s impact on conditions that will enable student growth.Indirect measures will not always be measures of student growth, but rather measures of an educator’s impact on conditions that will enable student growth. Examples: reducing tardies to school or class, suspension rates, promotion and graduation rates, attendance rates, discipline referrals, reduced bullying, teacher attendance, college matriculation,Examples: reducing tardies to school or class, suspension rates, promotion and graduation rates, attendance rates, discipline referrals, reduced bullying, teacher attendance, college matriculation,

Other DDMs should be common across roles. DESE recommends that educators in similar roles in a district use identical DDMs to ensure comparability across schools.DDMs should be common across roles. DESE recommends that educators in similar roles in a district use identical DDMs to ensure comparability across schools. Administrators with Staff Members must Determine baseline data points and set parameters for high, moderate and low growth.Administrators with Staff Members must Determine baseline data points and set parameters for high, moderate and low growth.

Median SGP A district is required to use median SGPs from MCAS/PARCC as one of the measures used to determine a staff members Student Impact Rating. See –DESE brief Using Student Growth Percentiles.A district is required to use median SGPs from MCAS/PARCC as one of the measures used to determine a staff members Student Impact Rating. See –DESE brief Using Student Growth Percentiles. Grades 4,5,6,7,8,10. Grades 4,5,6,7,8,10. Administrators required to use SGPs – SUPERINTENDENT, PRINCIPALS, DEPARTMENT HEADS FOR ELA, MATHAdministrators required to use SGPs – SUPERINTENDENT, PRINCIPALS, DEPARTMENT HEADS FOR ELA, MATH

DDM 1 Low – Moderate - High DDM 2 Low – Moderate - High DDM 1 Low – Moderate - High DDM 2 Low – Moderate - High Final Impact Rating Low – Moderate - High = Spring 2016

Student & Staff Surveys Evidence used in educator evaluation shall include:Evidence used in educator evaluation shall include: Student feedback collected by the district starting in 2014 – 2015Student feedback collected by the district starting in 2014 – 2015 Staff feedback with respect to administrators collected by the district, starting 2014 – 2015Staff feedback with respect to administrators collected by the district, starting 2014 – 2015 Surveys must be related to the StandardsSurveys must be related to the Standards In July 2014, DESE will release model surveys for students and staff that will be closely aligned to the Standards. Districts can adopt or adapt these surveys.In July 2014, DESE will release model surveys for students and staff that will be closely aligned to the Standards. Districts can adopt or adapt these surveys.

How does feedback get incorporated into an educator's evaluation? There is no weight or value associated with feedback in an educator’s evaluation. Districts have the flexibility to determine how student and staff feedback informs the Summative Performance Rating. It is recommended that student and staff feedback be used to inform an educator’s self-assessment or shape goal-setting.

Natick’s Plan Adopt or adapt the model surveys to be implemented in the spring of 2015Adopt or adapt the model surveys to be implemented in the spring of 2015 K-2 – make a good decisionK-2 – make a good decision For 2014 – 2015 teacher keeps the data and uses it to inform self-assessments and goals set in the fall of 2015For 2014 – 2015 teacher keeps the data and uses it to inform self-assessments and goals set in the fall of 2015 For 2015 – 2016 survey data is shared with administration. Administrators and educators use data to inform self- assessment and goal setting.For 2015 – 2016 survey data is shared with administration. Administrators and educators use data to inform self- assessment and goal setting.

For Success Work with Evaluator and MentorWork with Evaluator and Mentor Use Collect evidence throughout the yearCollect evidence throughout the yearCollect evidence throughout the yearCollect evidence throughout the year

Informational Web site

Thank you all for your patienceThank you all for your patience HAVE A GREAT YEAR!HAVE A GREAT YEAR!