Teacher Evaluation and Professional Growth Program Module 1: MSFE TEPG Rubric

 Module 1: MSFE TEPG Rubric The first module provides an overview of the MSFE TEPG Rubric. Participants will unpack the basic structure and terminology and examine the rubric standard indicators in order to reflect on professional practice and on how to engage in analysis of student data to inform professional S.M.A.R.T. goal development.  Module 2: Student Learning Objectives  Module 3: Observation and Feedback  Module 4: Reflecting and Adjusting  Module 5: Learner Perception  Module 6: Reflecting and Planning for Next Year Module 1: MSFE TPEG Rubric 2

 Welcome (10 minutes) Intended outcomes Introduction to modules  Connecting (20 minutes) Rubric in the Four-Step Evaluation Cycle  Learning (1 hour, 45 minutes) Levels of performance Sources of evidence S.M.A.R.T.er goals  Implementing (40 minutes) Setting goals  Reflecting and Wrap-Up (20 minutes) reflection Agenda 3

 At the end of this session, participants will know and be able to Understand the rubric’s structure and use it in evaluation Complete an accurate self-evaluation grounded in the TEPG Rubric Use data and the language of the rubric to set S.M.A.R.T. professional goals Intended Outcomes 4

Connecting 20 minutes 5

The Four-Step Evaluation Cycle in Action 6

 Work with an elbow partner  Turn to Handout 1  Sort the evaluation activities into the Four-Step Evaluation Cycle Connecting Activity: Rubric in the Four-Step Evaluation Cycle 7

The Rubric in the Four-Step Evaluation Cycle 8 A B C D E F G H IJ K

Learning 1 hour, 45 minutes 9

 Five core propositions based on the National Board for Professional Teaching Standards Several standard indicators for each core proposition  Evidence for each standard indicator can be gathered in multiple ways, including Observation and related conferences Teacher-led evidence collection  Four performance-level definitions Learning Content 1: MSFE TEPG Rubric 10

 Work with your table group  Identify key words that are used across the performance level  Record your responses on Handout 2 Learning Activity 1a: Levels of Performance 11

MSFE TEPG Rubric 12 Distinguished Effective Developing Ineffective Teacher displays poor performance levels, consistently not meeting goals and expectations. Significant evidence of poor teacher performance is available. Teacher is recognized by others (teachers, administration, students, and/or parents) for needing significant development to achieve acceptable levels of performance. Teacher displays below average performance levels, sometimes not meeting goals and expectations or only meeting goals after established timeframes. Evidence of below average teacher performance is available. Teacher is recognized by others (teachers, administration, students, and/or parents) for needing some development to achieve acceptable levels of performance. Teacher displays average or above average performance levels, consistently meeting goals and expectations within established timeframes. Evidence of expected teacher performance is available. Teacher is recognized by others (teachers, administration, students, and/or parents) for fully proficient performance. Teacher displays exemplary performance levels, consistently exceeding goals and expectations within established timeframes. A significant amount of evidence of high teacher performance is available. Teacher is recognized by others (teachers, administration, students, and/or parents) for exemplary performance.

 Count off and go to the chart indicated by the facilitator  Spend 3 minutes at that chart with your group  Identify Evidence statements, statements that reflect what can be seen or heard in an observation or recorded from other data sources. The data sources for each of the standard indicators from the rubric are listed here for your reference. – 1-a—Observation conferences; teacher’s collection of evidence – 2-a—Classroom observations; observation conferences – 3-a—Classroom observations – 4-a—Observation conferences; informal conversations and meetings, e.g., data team meetings – 5-a—Teacher’s collection of evidence; evidence of professional growth goal progress; informal conversations and meetings, e.g., staff meetings  When directed by the facilitator, move to the next chart Learning Activity 1b: Sources of Evidence 13

 Share some of the statements of evidence and examples of evidence that were identified for the standard indicator where your group started. Wrap-Up/Debrief From Activity 1b 14

 Step 1: Expectations and Goal-Setting Teachers complete self-evaluation (Form 1) using the TEPG Rubric (included as Handout 3). Teachers use those results to identify a professional practice goal on the goal-setting form (Form 2) (included as Handout 4).  Review student learning data.  Set student learning objectives.  Teacher and evaluator have a fall conference. Learning Content 2: Self-Evaluation and Goal-Setting 15

 The self-evaluation process should inform the goal-setting process. Meet Teacher Smith 16

S.M.A.R.T. Goals 17 The S.M.A.R.T. goal concept was introduced by G. T. Doran, A. Miller, and J. Cunningham in “There’s a S.M.A.R.T. Way to Write Management’s Goals and Objectives,” Management Review 70, no. 11 (1981), 35–36. What Makes a Goal “S.M.A.R.T.”? also draws from the work of Ed Costa, Superintendent of Schools, Lenox, Massachusetts; John D’Auria, Teachers; and Mike Gilbert, Northeast Field Director, Massachusetts Association of School Committees. DescriptionQuestions to ask SpecificWell-defined, clear outcome Clear to anyone who does not know anything about the project What do I want to accomplish? MeasurableKnow when it has been achieved How is achievement measured? How will I know it is accomplished? AttainableAchievable Agreement with stakeholders on what the goal should be How can it be accomplished? RelevantWhat are the urgent needs? Is the goal aligned with other projects? Is this the right time? Time-boundA specific date is set. Date is realistic. What can I do six weeks from now? SpecificWell-defined, clear outcome Clear to anyone who does not know anything about the project What do I want to accomplish?

 Review Teacher Smith’s S.M.A.R.T. goals included on Handout 5  With a partner, identify how the goals can be made S.M.A.R.T.-er Learning Activity 2: S.M.A.R.T.er Goals 18

 How did you and your partner improve the example goals? Goal 1 Goal 2 Wrap-Up/Debrief From Activity 2 19

Implementing 40 minutes 20

 Setting goals S.M.A.R.T. goals and SLOs Implementing Content: S.M.A.R.T. Goals and SLO Process 21

 Complete the self-evaluation using Form 1 (Handout 5) and the TEPG Rubric.  Draft a S.M.A.R.T. professional practice goal on Form 2, Goal-Setting (Handout 6).  Ask your partner to provide you with feedback on the quality of your goals.  Continue completing Form 2, Goal-Setting, if you finish. Implementing Activity: Setting Goals 22

 Discuss your goal-setting work with your grade-level, subject-area, or table team.  Check the S.M.A.R.T. goals against the tools included on Handout 6. Wrap-Up/Debrief From Implementing Activity 23

Reflecting and Wrap-Up 20 minutes 24

 On Handout 6, write down 3 next steps 2 things you learned today 1 outstanding question you have about the TEPG system Reflecting Activity:

 Meet with your evaluator and finalize Form 2, Goal-Setting  Bring some student data to Module 2, Student Learning Objectives, relevant to the class/course that will be the focus of your SLO. These data may include Student assessment scores from the prior year (both for classes you taught last year and test scores of your current students) Data from course preassessments Information on students with IEPs, 504 plans, and gifted and talented designations Course grades to date Next Steps 26

Module 2 will provide details about the SLO process. Participants will engage in activities designed to increase their understanding of the SLO process and have time to begin drafting their SLO for the 2013–14 school year. Looking Forward to Module 2 27

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