1. Monomoy Educator Evaluation System Training 2016-2017

2. Annual Orientation An overview of evaluation process, including goal setting and the educator plans Discuss District and School goals and priorities, and professional development opportunities related to these goals and priorities Directions for obtaining copies of forms used

3. Goals of Evaluation Process Promote growth and development amongst leaders and teachers Place student learning at the center, using multiple measures of student learning, growth, and achievement Recognize excellence in teaching and leading Set a high bar for professional teaching status Shorten timelines for improvement

4. 4 5 Step Evaluation Cycle Continuous Learning  Every educator is an active participant in their own evaluation  Process promotes collaboration and continuous learning Massachusetts Department of Elementary and Secondary Education

6. Teachpoint – The Web Based System We Use for Documentation Login can be acquired through contacting Holly Thyng at hthyng@monomoy.edu

7. Determining Your Plan

8. Self-Assessment Assessment of student learning and assessment of professional practice- See Form 1 in Teach Point Reflection/self-assessment questions to set student learning goal: What are the essential skills, content, and habits I expect my students to learn this year? Based on available data (formative baseline assessments, MCAS, PARCC, MAP, prior year performance, etc.) what is the current level of performance of my students? After analyzing the gap between where I want students to be at the end of the year and where they are now, what goal will I set for student growth? How will I measure student growth (this measurement can also be a DDM)? (see copy of Standards and Rubrics)

9. Goal Setting What is my intended impact on student learning? The self -assessments should then lead to your two goals for the year. (see Form 2A in Teach Point) Student Learning Goal –  What is critical for my students to learn this year?  How will I know when my students achieve proficiency or mastery (evidence and data I will analyze – DDM)?  What measurable, challenging, yet realistic learning/growth targets will I set for my students? Professional Practice Goal –  What standards and indicators will I focus on this year in order to have the greatest impact on student learning and ensure I meet my student learning goal?  What artifacts will I produce to demonstrate proficiency on my professional practice goal? Goals may be team goals or individual goals Align with District and School Goals (available online)

10. Meeting with Evaluator to Discuss Self-Assessment and Goals October Teachers will work in early PLC meetings to determine Impact Ratings and Goal Setting. When meeting with your evaluator for the first time be prepared to discuss:  My expectations for student learning this year are (academic, behavioral, etc.)…  The present level of performance for my students is…  The data and assessments I evaluated to determine priorities and areas of concern for my students includes…  If my students were to demonstrate moderate growth, (as determined by teacher cohorts for specific DDMs), this year I would expect to see… as measured by…(we can assume that anything below moderate would be low growth and anything above would be high growth)  My current level of proficiency in each standard is…  The evidence/artifacts I evaluated to rate my proficiency include…

11. Educator Completes and Submits Educator Plans (Form 2B-1) By the third Monday in November, and after evaluators have met with educators, the educator submits Form 2B-1, the Self- Directed/Developing Educator Plan This Educator Plan is designed to provide educators with feedback for improvement, professional growth, and leadership,and aligned to statewide Standards and Indicators

12. Classroom Observations In the first year of practice or first year in a new position (under a new license): At least one announced observation and at least four unannounced observations In the second year of practice: At least three unannounced observations (See Monomoy Short Unannounced Classroom Visit Form in Teach Point)

13. By the Third Monday in January/April Submission of Evidence All educators are required to submit evidence for Standard 3, (Family & Community Engagement) and Standard 4B, (Professional Growth) Evidence for Standard 1, (Curriculum, Planning, & Assessment), and Standard 2, (Teaching All Students), is determined via classroom observations. You should collect evidence and/or artifacts that support attainment toward your Goals and DDMs as well. Your evaluator may ask for other artifacts as needed

14. Monomoy Educator Evaluation Evidence Ideas StandardProficiency RubricPossible EvidenceStudents “Looks Like” Teacher “Looks Like” 3.A.1 Parent/Family Engagement Uses a variety of strategies to support every family to participate actively and appropriately in the classroom and school community. Classroom volunteers, class website, blog, newsletters, parent conferences, emails with parents, student agendas, translated documents, home-to-school communications such as journals. Elements do not lend themselves to this category, but I left it in as a suggestion from the 8-12-15 Eval Team meeting. Communication with families are current, encourages family involvement in classroom and school community. Uses a variety of strategies to support all families 3.B.1 Learning Expectations Consistently provides parents with clear, user-friendly expectations for student learning and behavior. Family Handbook, Open House presentation, emails with parents, phone log, conferences, class website, blog, newsletters. Sets and communicates student learning and behavior expectations 3.B.2. Curriculum Support Regularly updates parents on curriculum throughout the year and suggests strategies for supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency Emails with parents, conferences, translated documents, home-to-school communications, class website, blog, newsletters. Communicates curriculum changes to families and suggests home-based learning strategies to support learning. 3.C.1 Two Way Communication Regularly uses two-way communication with families about student performance and learning and responds promptly and carefully to communications from families. Home-to School communications, phone call logs, journals, student agendas, emails, parent meetings and conferences. Communicates with families using two-way tools, responds in a timely fashion to family communication. 3.C.2. Culturally Proficient Communication Always communicates respectfully with families and demonstrates understanding of and sensitivity to different families’ home language, culture, and values Phone call logs, emails, translated documents, class newsletter, website, blog. Demonstrates understanding of and sensitivity to different families’ home language, culture, and values. Responds in a timely fashion to family communication, seeks out tools to communicate effectively with all families. 4.B.1. Professional Learning and Growth Consistently seeks out and applies, when appropriate, ideas for improving practice from supervisors, colleagues, professional development activities, and other resources to gain expertise and/or assume different instruction and leadership responsibilities. CLT and PLC minutes and agendas, PD certificates, collaborative work products, committee minutes Collaborative, active participation, accountable to CLT, PLC.

15. Formative Evaluation February Form 4A provides written feedback to the Educator about his/her progress towards attaining the goals set forth in the Educator Plan, performance on Performance Standards and overall, or both. Educators in year 1 of a Two-Year Cycle will receive a Formative Evaluation report in June, (Form 4B)

16. Impact and Performance Ratings The Educator Evaluation Team believes student assessment is a tool to help students and educators grow. It should not be punitive. The purpose of assessment is to give teachers information on the impact and effectiveness of their practice and give learners information about their skill acquisition and understanding of content. We believe in using meaningful measures of student learning to evaluate our practices and make adjustments to instruction, curriculum, and systems. Impact ratings are separate from Overall Performance Ratings and do not determine whether or not an educator receives a rating of Exemplary, Proficient, Needs Improvement or Unsatisfactory. Impact ratings affect the length of plan (1 year or 2 year) for teachers on Self-Directed Plans. The chart below indicates how impact ratings affect plan length.

17. Impact on Student Learning What is my observed impact on student learning? When reviewing assessment data:  Did my students exceed my expectations (high growth), meet my expectations (moderate growth), or not meet my expectations (low growth)? In order to arrive at an overall performance rating, the cohort of educators who determine the growth measures, may choose to use changes in:  Median scores  Mean scores  Other change in performance Remember growth refers to changes in performance not simply meeting or failing to meet an achievement target. If you have questions about how to measure growth in a meaningful way, talk with your evaluator.

18. Determining a Student Impact Rating PROFESSIONAL JUDGMENT

19. Impact Ratings and Educator Plans Performance Rating Exemplary 1-yr Self-Directed Growth Plan 2-yr Self-Directed Growth Plan Proficient Needs ImprovementDirected Growth Plan UnsatisfactoryImprovement Plan LowModerateHigh Impact Rating

20. Summative Evaluation May The evaluation cycle concludes with a summative evaluation report. For Educators on a one year Educator Plan, the summative report is written and submitted to the educator by May 15, (Form 5) For Educators on a two year Educator Plan, the summative report is written and submitted by May 15 of year two.

21. Student and Parent Feedback What is the perceived impact of my instruction? Consider how you might get feedback from students that would help you be more effective Examples of questions you might ask students include: – What was the purpose of the unit or lesson? What did you learn? – What parts of the unit helped you learn? – What activities did you find most effective and why? – If you could change something about the lesson/unit/instruction, what would it be? Discuss the feedback you collect with your evaluator. What adjustments will you make to your curriculum or your instruction based on feedback?

22. Resources Teach Point for all required forms used in the Educator Evaluation process including: – Form 1-self-assessment; 2A-proposed goals; 2B-1- Educator Plan; 4A- Formative Assessment Report (one-year plans); 4B-Formative Evaluation (year one of two); 5-Summative Evaluation – Monomoy Short Unannounced Classroom Visit – Teacher Rubric

23. Resources Monomoy Website – Staff Tab: Educator Evaluation System – Timeline – Evidence Upload Information – Forms – Examples of Standard 3 Curriculum and Professional Development – Curriculum Resources for Teachers – Professional Development-Smart EDU – Professional Development Calendar

24. Resources District Tab: – Strategic Plan Individual School Improvement Plans-see your building principal

25. Teach Point