1. 1 Triangulated Standards-based Evaluation Framework Kathleen J. Skinner, Ed.D. Director, MTA Center for Education Policy & Practice Kansas Evaluation Committee March 14, 2011

2. 2 Statutory Requirements MGL, Chapter 69, Section 1B Establish guidelines Encourage districts MGL, Chapter 71, Section 38 Comprehensive system Performance standards Annual evaluation – administrators & teachers without Pts At least biannual evaluation – teachers with PTS

3. 3 Standards of Professional Practice Teachers High Expectations Curriculum & Instruction Assessment Reflective Practice Professional Responsibility Administrators Instructional Leadership Management and Operations Family and Community Relations Reflective Practice Professional Responsibility

4. 4 Standards - adopted Teachers Curriculum, Instruction, Assessment Teaching All Students Family & Community Engagement Professional Culture Administrators Curriculum, Instruction, Assessment OR Instructional Leadership Supporting Teaching & Learning Family & Community Engagement Professional Culture

5. 5 Teacher & Administrator Evaluation Framework

6. 6 Observations of Practice & Examination of Artifacts Such as… Self-Assessment Formal Observations Informal Observations Walk-throughs Instructional Rounds Such as… Lesson Plans Assignments Assessments IEPs/504 Plans School Improvement Plans + Judgments about Practice

7. 7 Measures of Student Learning and Outcomes Such as… Teacher-created assessments Projects, reports, performances District-developed assessments Growth trends on state assessments Graduation & promotion rates Validate Judgments about Practice

8. 8 Evidence of Contributions to School or Profession Such as… Curriculum Development Committee Work Grade level team work Conference attendance Student teacher supervision Staff developer Validate Judgments about Practitioner

9. 9 Significance The Massachusetts Race to the Top application uses the word significant without definition. The Merriam-Webster Online Dictionary defines significant as having meaning; having or likely to have influence or effect: importantinfluenceimportant probably caused by something other than mere chance

10. 10 Four Performance Categories ExemplaryEducator consistently and significantly exceeds proficiency on the standard. ProficientEducator demonstrates competence on the standard. Needs Improvement Educator demonstrates lack of proficiency on the standard. UnsatisfactoryEducator demonstrates lack of competence on the standard.

11. 11 Evaluation by Standard StandardUNIPE T: High Expectations A: Instructional Leadership T: Curriculum and Instruction A: Management and Operations T: Assessment A: Family and Community Relations Reflective Practice Professional Responsibilities

12. 12 Professional Growth Plans Type of PGPElements Self-directedGoals set by educator in consultation with supervisor and peers. Activities in collaboration with peers to expand knowledge and skills. Directed (PTS) Goals set with supervisor focused on becoming proficient. Activities guided by standards where rating was below proficient. Developing (without PTS) Goals set with supervisor focused on becoming proficient. Activities must include induction and mentoring. ImprovementGoals set by supervisor based on diagnosis of areas deemed unsatisfactory. Activities include substantial supervisory support and guidance.

13. 13 Application RatingPlanApplication Exemplary Proficient Self-determined Growth 2 years Peer Observation and Review Supervisor Walkthrough Overall Rating by Supervisor Needs Improvement Directed Growth Annual Supervisor Evaluation Peer Assistance and Observation Overall Rating and PTS decision by Supervisor UnsatisfactoryImprovement (PTS only) At least 1 year Supervisor Assistance, Benchmarking and Evaluation Peer Assistance and Observation Decision to dismiss or renew by Principal

14. 14 Personnel Decisions To achieve PTS, Proficient on all four standards. To advance into leadership roles – teacher leader and administrative positions – three years of Proficient or Exemplary on all four standards. See career roles on pages 36-38 in MTA policy brief.

15. 15 Unsatisfactory 1-Year Improvement Plan Dismissed or Demoted Does Not Improve Proficient 2-Year Self- Determined Growth Plan Eligible for Additional Roles & Responsibilities: e.g. Teacher Leader, Administrator, Promotional Positions Recommended for Professional Teacher Status Evaluation Cycle Evaluation Rating Improves Needs Improvement 1-Year Directed Growth Plan Exemplary

16. 16 Observer Preparation All observers must earn a DESE approved endorsement to their license. Adult Learning Theory Conducting Difficult Conversations Observing Practice Developing Professional Growth or Improvement Plans Two demonstrations of learning Inter-rater reliability test observing videotaped practice using standard rubric. Develop a PGP.

17. 17 Endorsements of MTA Plan Linda Darling-Hammond Charlotte Danielson Susan Moore Johnson Julia Koppich Jillian Darwish Peter McWalters

18. 18 Any Questions??