1. Leveraging Performance Management to Support School Priorities
PROFESSIONAL DEVELOPMENT FOR EVALUATORS
DAY 1: TUESDAY, JANUARY 22, 2013

2. Do Now
As soon as you are settled, please find a marker and answer the questions on the chart paper around the room.
The three prompts in the front are the same as the ones on the side of the room.
Thanks!

3. Today’s Agenda Overview of the evaluation system
How the online Employee Development & Feedback System helps the evaluator manage the evaluation cycle
Using the Rubric
Revising Goals
Contract language
Resources

4. Overall goals of the 3-day training
Goal 1: Evaluators will know how to implement the new system (technical 5-step implementation) and how to get it done and done well (evaluation best practices).

5. Overall goals of the 3-day training
Evaluators will leave with concrete, specific plans for implementation in their school, as they will adapt or adopt sample agendas for meetings that will help them:
Talk with teachers about the evaluation system
Use the evaluation system as a unifier to focus on instruction during teachers’ collaborative work time
Use the evaluation system to further their school priorities

6. Overall goals of the 3-day training
Goal 3: Evaluators will leave knowing the specific responsibilities of evaluators and teachers under the new evaluation system.

7. How’s it going? Chalk talk
On the poster paper, respond to the following questions:
What have been some highlights of your or your school’s work with the new evaluation system?
What have been some challenges or issues?
What do you hope to learn or focus on during this three day training?
Half-sheet of paper to answer: what parts of the evaluation process do you want to focus on during this training? What are you worried about? What questions do you hope to address over the next three days?

8. The new evaluation system:
Empowers every educator to take ownership of their evaluation
Promotes growth and development
Places student learning at the center
Recognizes excellence
Sets a high bar for tenure
Shortens timelines for improvement
Aligns evaluations of every educator in the system
 Can be a focal point from which to leverage other academic priorities

9. Five Step Evaluation System Cycle Key Change: Continuous Learning
Self-Assessment
Analysis, goal-setting, & plan development
Implementation of the plan
Formative Assessment/Evaluation
Summative Evaluation

10. School-wide Analysis & Goal-Setting
School-wide goals & priorities should guide the Five Step Evaluation System Cycle
School-wide Analysis & Goal-Setting
Self-Assessment
Analysis, goal-setting & plan development
Implementation of the plan
Formative Assessment/Evaluation
Summative Evaluation

11. Rubric for Effective Teaching: Key Change: 4 Standards
Former Teacher Evaluation
(8 Dimensions)
Equity and High Expectations
Professionalism
Safe, Respectful, Culturally Sensitive and Responsive Learning Communities
Partnership with Family and Community
Instructional Planning and Implementation:
Content Knowledge
Monitoring and Assessment of Progress
Reflection, Collaboration, and Personal Growth
New Teacher Evaluation
(4 Standards)
*Curriculum, Planning & Assessment
*Teaching All Students
Family & Community Engagement
Professional Culture

12. Rubric for Effective Teaching: Key Change: 4 Standards
New Teacher Evaluation
(4 Standards)
*Curriculum, Planning & Assessment
*Teaching All Students
Family & Community Engagement
Professional Culture
New Principal/Admin Evaluation
(4 Standards)
*Instructional Leadership
Management and Operations
Family & Community Partnerships
Professional Culture

13. Rubric for Effective Teaching: Key Change: 4 Standards
Former categories
Does not meet standards
Does meet
standards
New categories
Unsatisfactory
Needs Improvement
Proficient
Exemplary

14. Rubric for Effective Teaching: Key Change: 4 Standards
New categories
Unsatisfactory
Needs Improvement
Proficient
Exemplary
Proficient
Fully and consistently meets the requirements of a standard

15. Understanding the rubric and priority elements
Evaluators will:
understand the four new standards
understand how district priorities are reflected in the rubric
understand changes in language across performance levels
be prepared to lead meetings with staff using the rubric

16. The purpose of a Rubric of Effective Teaching
Develop a consistent, shared understanding of what proficient performance looks like in practice.
Develop a common terminology and structure to organize evidence.
Make informed professional judgments about formative and summative performance ratings on each standard and overall.
The rubric is NOT a classroom observation tool.

17. * Professional Practice
Goals and Ratings
Progress on Ratings on OVERALL (2) Goals (4) Standards RATING
* Student Learning
* Professional Practice
- Curriculum, Planning and Assessment
- Teaching All Students
- Family & Community Engagement
- Professional Culture
- Exemplary
- Proficient
- Needs Improvement
- Unsatisfactory

18. Teacher Rubric At-A-Glance
Standard I: Curriculum, Planning, and Assessment
Standard II: Teaching All Students
Standard III: Family and Community Engagement
Standard IV: Professional Culture
A. Curriculum and Planning Indicator
Subject Matter Knowledge
Child and Adolescent Development
Rigorous Standards-Based Design
Well-Structured Lessons
A. Instruction Indicator
Quality of Effort and Work
Student Engagement
Meeting Diverse Needs
A. Engagement Indicator
Parent/Family Engagement
A. Reflection Indicator
Reflective Practice
Goal Setting
B. Professional Growth Indicator
Professional Learning and Growth
B. Assessment Indicator
Variety of Assessment Methods
Adjustments to Practice
Safe Learning Environment
Collaborative Learning Environment
Student Motivation
Learning Expectations
Curriculum Support
C. Collaboration Indicator
Professional Collaboration
C. Analysis Indicator
Analysis and Conclusions
Sharing Conclusions With Colleagues
Sharing Conclusions With Students
Respects Differences
Maintains Respectful Environment
Two-Way Communication
Culturally Proficient Communication
D. Decision-making Indicator
Decision-making
E. Shared Responsibility Indicator
Shared Responsibility
D. Expectations Indicator
Clear Expectations
High Expectations
Access to Knowledge
F. Professional Responsibility Indicator
Judgment
Reliability and Responsibility
2.40– 2.45
Take 5 minutes to share next 2 slides with the participants
There are 4 standards and 37 indicators

19. Standard
Indicator
Element

20. How are district priorities reflected in the rubric?
District Priority
Element of rubric
Common-core shifts
Well-Structured Lessons
(I-A-4)
Data
Adjustments to Practice
(I-B-2)
Educator Effectiveness
Goal Setting
(IV-A-2)
Cultural Proficiency
Access to knowledge (II-D-3)
Family and Community Engagement
Parent/Family Engagement (III-A-1) and Two-way Communication (III-C-1)
Your school can identify other priority elements that reflect your school goals.  How are existing practices in your school reflected on the rubric?

21. Example of school-wide “unpacking”

22. Activity: Unpacking priority elements of the rubric
Unpack one of the priority elements – one that is important to the work at your school – at the PROFICIENT performance level, by answering:
What should this look like for student learning?
What should this look like for teacher behavior?
What is it that we need to do or provide to increase peoples’ knowledge about this and skills in this area?

23. How can we use the rubric?
How are you using the rubric with your teachers in your school? Or in what way are you interested in using the rubric at your school?
Activity: Break-outs depending on need for planning around
using the rubric with a group of teachers / staff you work with
using the rubric with an individual educator you are evaluating
using the rubric in your own evaluation
… OR you have a plan for using the rubric, but you want to plan other evaluation-related work ….

24. Employee Development & Feedback System

25. EDFS: Manager View

26. EDFS: 5-Step View

27. Self-assessment
Step #1: Brainstorm about and choose strengths and areas for growth Step #2: Draft the text to include for each strength and area of growth Step #3: Log your self-assessment in EDFS (Employee Development & Feedback System)

28. Revising Goals: overview
Modeling of the process of goal-revision
Think-aloud analysis of goal: What makes it strong? How could it be revised?
Role play a conference with each teacher about revising goals
Guided practice: participants revise a goal
Debrief

29. Revising Goals: activity

30. Revising Goals
One of my individual goals is to increase communication with parents/guardians. I plan to maintain a phone and log to document my outreach efforts.

31. Revising Goals
Based on the fact that my 8th grade students currently average 33% from the district administrated formative assessment on Key Idea and Detail questions for texts that are in the category of classics, my goal is that by June, my 8th grade students will score 60% on the same types of questions within the classics genre. For his student learning goal, Mr. T will replace district assessments with ANET assessments for more progress monitoring.

32. Revising Goals: from the teacher’s email, page 1
My goal is around giving constructive feedback to students.  But I have no idea how to make that measurable.  The goal that I have crafted right now is: 
"In order to provide constructive feedback to students, I will establish a dialogue with students about performance, progress and improvement.  I will measure this goal by keeping records of the feedback, in its various forms, that are given to students.“
But
1. I don't know if that would be considered an appropriate measurement and
2. I don't know if that is manageable to keep records of ways I give students feedback especially for 120 students. 

33. Revising Goals: email, page 2
I'm envisioning that I would keep a log of conversations I have with students as well as copies of written communication and feedback. But I don't know how practical it is for me to expect of myself that I will record all feedback driven conversations with students (I think making copies of written pieces is manageable enough). One idea that I've had and am wondering if it acceptable is to focus in on a cross section of students. While I will work on improving feedback with all of my students, if I just kept records regarding one class or a handful of students from across classes that might make it more manageable as compared to doing it for 120 students.

34. Goals: Educator View

35. Goals: Educator View

36. Goals: Educator View

37. Goals: Educator View

38. Goals: Educator View

39. Goals: Educator View

40. Goals: EVALUATOR View

41. Goals: EVALUATOR View

42. Goals: EVALUATOR View

43. 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.

44. Observation Requirements
Announced
Observations
Unannounced
At least 30 minutes (suggested)
Post conference
Feedback in EDFS in 5 days
At least minutes (suggested)

45. Contract Highlights Timelines & Observation Requirements
Dates for educators rated proficient or exemplary
Set minimums for # of observations
Dates and minimums for educators on development plans
Includes some announced observations

46. Timelines Self-Directed Plans of 1 year Directed & Improvement Plans
By Oct1: Educator submits self-assessments & goals
By Nov 1: Evaluator approves goals and action steps
By Nov 15: Every educator observed
By May 15: Evaluator completes summative assessment
By June 1: Evaluator meets with anyone moving down plans
Directed & Improvement Plans
Dates established by evaluator in educator plan
Developing Educator Plans
By Oct 1: Evaluator meets to assist with goal setting

47. Directed and Improvement Plans
Meet with educator within 10 days of assigning the plan to provide goals and action steps
Educators should self-assess prior to meeting
Educators must sign off on the plan on EDFS
Suggested lengths: ~30, 60 or 90 days
Calendar days, including weekends and holidays
Plan officially begins as soon as goals are approved

48. * Professional Practice
Goals and Ratings
Progress on Ratings on OVERALL (2) Goals (4) Standards RATING
* Student Learning
* Professional Practice
- Curriculum, Planning and Assessment
- Teaching All Students
- Family & Community Engagement
- Professional Culture
- Exemplary
- Proficient
- Needs Improvement
- Unsatisfactory

49. Next year’s educator plan is determined by the performance rating and career stage

50. Resources, Support, Questions, and Feedback
For more information, visit:
EDFS:
questions, comments, and feedback to:
MA Department of Elementary and Secondary Evaluation (DESE) Evaluation Site:

52. Office of Educator Effectiveness
Ross Wilson, Assistant Superintendent for Educator Effectiveness
Jared Joiner, Implementation Specialist
Emily Kalejs Qazilbash, Implementation Specialist
Angela Rubenstein, Implementation Specialist
Kris Taylor, Implementation Specialist
Jenna Costin, EDFS On-line System Coordinator
Evaluator Training Facilitators: Jess Madden-Fuoco, Harold Miller

53. Please complete the exit ticket, and we’ll see you tomorrow!