1. Improving student achievement through teacher observation and feedback
Boston public Schools ~
Office of educator effectiveness & New Teacher Center
Session #2
April 2, 2013

2. Today’s Agenda Welcome & Introduction Building the Foundation
Transparency
Time
Technology
Closing
Introduce ourselves
No Q & A section, but will post-its on tables, will collect questions throughout

3. Today’s Objectives
Today we will: Come to agreement (or close agreement!) on some foundational pieces of the work around observing teacher practice and giving feedback

4. Introduction Defining our goals:
Creating a syllabus with BPS-specific philosophy, activities and materials
Defining an appropriate approach to working with a variety of BPS schools
Cultivating a cadre of school leaders who will deliver the course
Pilot meets 7 times: 3 more times with NTC reviewing each day of the program, including a learning experience
Introduce ourselves
No Q & A section, but will post-its on tables, will collect questions throughout

5. Overview of BPS’s Human Capital Strategy

6. Building the Foundation
Common understandings / shared beliefs about observation and feedback Prioritizing elements of the rubric

7. Today’s Agenda Welcome & Introduction Building the Foundation
Transparency
Time
Technology
Closing

8. Clarity, Accountability, & Support
Transparency
Clarity, Accountability, & Support
Starting with clear expectations around:
The rubric
Goals
Observations & Feedback
Artifacts
Evaluations
Supports

9. Transparency: Lessons Learned
Clarity early on makes the whole process easier… and vice versa
goals
prescriptions

10. Transparency: Lessons Learned
Messaging from OEE/BTU/DESE can be confusing
Artifacts
Formative assessments

11. Transparency: Lessons Learned
Teacher leaders are a valuable resource
EEFs
Other facilitators, team leaders, coaches

12. Formative Assessment Role Play
Scenario 1: A teacher received a Needs Improvement overall rating on her formative assessment. She states that her evaluator told her it was because she did not upload enough artifacts. The educator is coming to you, the EEF, for help. What do you say?

13. Transparency: Your Input
Looking at the decisions involved throughout the evaluation process, discuss…
Who should be involved?
How/when should to communicate
Minimum expectations

14. Time I-D-2. Observations and Feedback
Makes two unannounced visits to classrooms each day
Provides targeted, constructive feedback
Acknowledges effective practice
Provides re-direction and support to those who are less than proficient
… How? When?

15. Time I-D-2. Observations and Feedback Consider…
What this means/should look like
What formats feedback should take, and how they may vary
The structures that would support
The guidance that evaluators may need

16. Technology
In what ways does our access to technology facilitate conversations about practice in a new way?
In what ways does technology get in the way of conversations about practice?

17. Upcoming meetings, 4:30-7:00 pm
Wednesday, April 10th – Philbrick Elementary School Tuesday, April 23 – Bates Elementary School Wednesday, May 8th – Charlestown HS Tuesday, May 14 – East Boston HS Wednesday, May 22nd – McCormack Middle
Make-up session

18. Looking Ahead Learning experiences built into each session with NTC
Reflecting on the NTC sessions & tweaking the course
Next Session: Wednesday, April 10, the Philbrick
Case Studies looking at trajectories of supervision
Approaches to Observation
Coaching Language
Giving Feedback
Make-up session

19. Feedback Please complete the Exit Ticket
What was positive about today? This experience overall?
What would you change?

20. Resources: on the Weebly

21. Office of Educator Effectiveness
Ross Wilson, Assistant Superintendent for Educator Effectiveness
Jared Joiner, Implementation Specialist (jjoiner)
Emily Kalejs Qazilbash, Implementation Specialist (eqazilbash)
Angela Rubenstein, Implementation Specialist (arubenstein)
Kris Taylor, Implementation Specialist (ktaylor2)
Jenna Costin, EDFS On-line System Coordinator (jcostin)
Chason Ishino, Consultant (cishino)
Shakera Walker, Senior Manager, Teacher Leadership (swalker)

22. 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.