1. The Massachusetts Framework for Educator Evaluation OVERVIEW September 2012 1

2. Welcome Please sit with members from your school or district team Massachusetts Department of Elementary and Secondary Education 2

3. ESE Training Modules for Evaluators  Overview  Module 2: Unpacking the Rubric  Module 3: Self-Assessment  Module 4: S.M.A.R.T. Goals & Educator Plan Development  Module 5: Gathering Evidence  Module 6: Observations and Feedback 3

4. Agenda  Key Components of the new Educator Evaluation Framework o Summative Performance Rating ̶Performance Standards & Rubrics o Student Impact Rating o 5-Step Cycle  Next Steps 4 Massachusetts Department of Elementary and Secondary Education

5. Intended Outcomes  Participants will have a clear understanding of the new educator evaluation framework, including: o The two ratings o New performance standards o The 5-Step Cycle of Evaluation  Participants will identify concrete “next steps” related to: o Training school staff on educator evaluation o Implementation at your school or district 5 Massachusetts Department of Elementary and Secondary Education

6. 6 Developing the New Educator Evaluation Framework Race to the Top (August 2010) (with district and local union agreement) Task Force Report (March 2011) (Wide representation from the field, Listening Tour) New Regulations (June 2011) (500+ comments) Model System (January 2012) (collaboration with Level 4 schools, Early Adopter districts, unions and state associations) Building Effective Educators

7. Connecting: Think-Pair-Share: A 3-Words Activity  Complete the first column under Think: What 3 words describe your most effective experiences with educator evaluation up to this point in your career?  Complete the second column: What 3 words describe your worst experiences with educator evaluation?  Find a table partner. Create 1 set of words for each column (5 minutes).  Partners share at your table and the table creates 1 set of words for each column (5 minutes). Massachusetts Department of Elementary and Secondary Education 7

8. Connecting: Think-Pair-Share: A 3-Words Activity  Table Groups share out their lists of 3 words for each column.  Whole Group Discussion and Reflection o What is similar among all lists of words? o What is different? o How do these words (and the experiences and stories behind them) help us collectively envision what an effective evaluation process can and should accomplish? Massachusetts Department of Elementary and Secondary Education 8

9. Priorities of the new evaluation framework Place Student Learning at the Center – Student learning is central to the evaluation and development of educators Promote Growth and Development – Provide all educators with feedback and opportunities that support continuous growth and improvement through collaboration Recognize Excellence – Encourage districts to recognize and reward excellence in teaching and leadership Set a High Bar for Tenure – Entrants to the teaching force must demonstrate Proficient performance on all standards within three years to earn Professional Teacher Status Shorten Timelines for Improvement – Educators who are not rated Proficient face accelerated timelines for improvement Massachusetts Department of Elementary and Secondary Education 9 We want to ensure that each student in the Commonwealth is taught by an effective educator, in schools and districts led by effective leaders.

10. Key Components of the New Evaluation Framework Massachusetts Department of Elementary and Secondary Education 10

11. “Beginning with the End in Mind -Means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.”  Steven R. Covey 11

12. Key Components of the New Evaluation Framework  Summative Performance Rating o New Performance Standards & Indicators o Four Plans  Impact Rating on Student Performance  5-Step Cycle Massachusetts Department of Elementary and Secondary Education 12

13. Everyone earns two ratings Exemplary Proficient Needs Improvement Unsatisfactory High Moderate Low Massachusetts Department of Elementary and Secondary Education 13 Summative Performance Rating Impact Rating on Student Performance *Districts will begin issuing Impact Ratings during the 2014-2015 school year.

14. Summative Performance Rating Massachusetts Department of Elementary and Secondary Education 14

15. Summative Performance Rating Exemplary Proficient Needs Improvement Unsatisfactory Rating reflects:  Performance based on Standards and Indicators of Effective Practice  Progress toward educator goals Evidence includes: 1.Multiple measures of student learning, growth and achievement 2.Judgments based on observations and artifacts of professional practice 3.Additional evidence relevant to Standards (student/staff feedback) Massachusetts Department of Elementary and Secondary Education 15 Summative Performance Rating

16. 4 Performance Levels Exemplary Proficient Needs Improvement Unsatisfactory Massachusetts Department of Elementary and Secondary Education 16 Summative Performance Rating

17. 4 Performance Levels Exemplary Proficient Needs Improvement Unsatisfactory Massachusetts Department of Elementary and Secondary Education 17 Performance consistently and significantly exceeds the requirements of a standard or overall Performance fully and consistently meets the requirements of a standard or overall Summative Performance Rating

18. 18 4 Standards of Effective Practice *Standards requiring Proficient rating or above to achieve overall Summative Rating of Proficient or above Massachusetts Department of Elementary and Secondary Education School & District Administrators Teachers & Specialized Instructional Support Personnel Instructional Leadership* Curriculum, Planning & Assessment* Management & OperationsTeaching All Students* Family & Community Engagement Professional Culture Summative Performance Rating

19. 19 Standards and Indicators of Effective Teaching Practice I. Curriculum, Planning, & Assessment II. Teaching All Students III. Family & Community Engagement IV. Professional Culture A.Curriculum and Planning B. Assessment C. Analysis A.Instruction B.Learning Environment C.Cultural Proficiency D. Expectations A.Engagement B. Collaboration C. Communication A.Reflection B. Professional Growth C. Collaboration D. Decision-making E. Shared Responsibility F. Professional Responsibilities

20. 20 Standards and Indicators of Effective Teaching Practice (with ESE Model Rubric elements) I. Curriculum, Planning, & Assessment II. Teaching All Students III. Family & Community Engagement IV. Professional Culture A.Curriculum and Planning 1.Subject Matter Knowledge 2.Child and Adolescent Development 3.Rigorous Standards-Based Unit Design 4.Well-Structured Lessons B. Assessment 1.Variety of Assessment Methods 2.Adjustments to Practice C. Analysis 1.Analysis and Conclusions 2.Sharing Conclusions with Colleagues 3.Sharing Conclusions with Students A.Instruction 1.Quality and Effort of Work 2.Student Engagement 3.Meeting Diverse Needs B. Learning Environment 1.Safe Learning Environment 2.Collaborative Learning Environment 3.Student Motivation C. Cultural Proficiency 1.Respects Differences 2.Maintains Respectful Environment D. Expectations 1.Clear Expectations 2.High Expectations 3.Access to Knowledge A. Engagement 1.Parent/Family Engagement B. Collaboration 1.Learning Expectations 2.Curriculum Support C. Communication 1.Two-Way Communication 2.Culturally Proficient Communication A.Reflection 1.Reflective Practice 2.Goal Setting B. Professional Growth 1.Professional Learning and Growth C. Collaboration 1.Professional Collaboration D. Decision-making 1.Decision-Making E. Shared Responsibility 1.Shared Responsibility F. Professional Responsibilities 1.Judgment 2.Reliability and Responsibility

21. 21 II. Teaching All Students A.Instruction 1.Quality and Effort of Work 2.Student Engagement 3.Meeting Diverse Needs B. Learning Environment 1.Safe Learning Environment 2.Collaborative Learning Environment 3.Student Motivation C. Cultural Proficiency 1.Respects Differences 2.Maintains Respectful Environment D. Expectations 1.Clear Expectations 2.High Expectations 3.Access to Knowledge Standards and Indicators of Effective Teaching Practice (with ESE Model Rubric elements) Standard of Effective Practice Indicator of Effective Practice Model System Rubric Element Massachusetts Department of Elementary and Secondary Education Summative Performance Rating Part III: Guide to Rubrics Page 6 Part III: Guide to Rubrics Page 6

22. Four Model System Rubrics  Similarities across rubrics underscore common responsibilities and understandings  Role-Specific Indicators can supplement rubrics to provide differentiation by role Massachusetts Department of Elementary and Secondary Education 22 Superintendent Rubric (District-Level Administrators) Principal Rubric (School-Level Administrators) Classroom Teacher Rubric Specialized Instructional Support Personnel Rubric Summative Performance Rating

23. Four Standards of Practice -- Educator Goals Exemplary – Proficient – Needs Improvement -- Unsatisfactory Massachusetts Department of Elementary and Secondary Education 23 Summative Performance Rating

24. Summative Rating Determines Your Educator Plan Summative Rating Exemplary 1-yr Self-Directed Growth Plan 2-yr Self-Directed Growth Plan Proficient Needs Improvement Directed Growth Plan UnsatisfactoryImprovement Plan *Developing Educator Plan: for new teachers & administrators Massachusetts Department of Elementary and Secondary Education 24 Summative Performance Rating

25. Four Types of Educator Plans  Developing Educator Plan For educators without Professional Teaching Status, administrators in the first three years in a district, or at the discretion of an evaluator for an educator in a new assignment; one school year or less in length  Self-Directed Growth Plan For experienced educators rated Proficient or Exemplary on their last evaluation; these plans can be one or two school years in length  Directed Growth Plan For educators rated Needs Improvement on their last evaluation; up to one school year in length  Improvement Plan For educators rated Unsatisfactory on their last evaluation; min. of 30 calendar days, up to one school year in length Massachusetts Department of Elementary and Secondary Education 25 Summative Performanc e Rating

26. Student Impact Rating Massachusetts Department of Elementary and Secondary Education 26

27. Student Impact Rating Rating reflects:  At least 2 years of data from which trends and patterns can be identified  Multiple measures of student learning, growth & achievement Evidence must include:  State-wide growth measures, where available (e.g. MCAS student growth percentiles, ACCESS scores)  District-determined measures comparable across the district for all educators in the same grade or content area High Moderate Low Massachusetts Department of Elementary and Secondary Education 27 Impact Rating on Student Performance *Districts will begin issuing Impact Ratings during the 2014-2015 school year.

28. Student Impact Rating Determines Plan Duration Summative Rating Exemplary 1-yr Self-Directed Growth Plan 2-yr Self-Directed Growth Plan Proficient Needs Improvement Directed Growth Plan UnsatisfactoryImprovement Plan LowModerateHigh Rating of Impact on Student Learning Massachusetts Department of Elementary and Secondary Education 28 Impact Rating on Student Performance

29. Student Impact Rating  The Student Impact Rating must be based on at least 2 years of data across multiple measures, and therefore won’t be issued until the following years:  Level 4 districts: 2014-2015 school year  All other districts: 2015-2016 school year  Districts will begin identifying and piloting district- determined measures* in 2013 * For more information on district-determined measures, see Part VII: Rating Educator Impact on Student Learning Using District-Determined Measures of Student Learning Massachusetts Department of Elementary and Secondary Education 29 Impact Rating on Student Performance Part VII: Rating Educ. Impact Page 6 Part VII: Rating Educ. Impact Page 6

30. The 5-Step Evaluation Cycle A Step-by-Step Review Massachusetts Department of Elementary and Secondary Education 30

31. 31 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

32. Step 1: Self-Assessment  Educators self-assess their performance using: o Student data, and o Performance rubric ̶Based on the Standards and Indicators of Effective Teaching Practice and/or Administrative Leadership  Educators propose goals related to their professional practice and student learning needs Massachusetts Department of Elementary and Secondary Education 32 Part II: School Level Guide Pages 14-22 Part II: School Level Guide Pages 14-22

33. Step 2: Analysis, Goal Setting and Plan Development  Educators set S.M.A.R.T. goals: o Student learning goal o Professional practice goal (Aligned to the Standards and Indicators of Effective Practice)  Educators are required to consider team goals  Evaluators have final authority over goals Massachusetts Department of Elementary and Secondary Education 33 Part II: School Level Guide Pages 23-31 Part II: School Level Guide Pages 23-31

34. 34 A “S.M.A.R.T.er GOAL” A Goal Statement + Key Actions + Benchmarks (Process & Outcome) = Educator Plan Massachusetts Department of Elementary and Secondary Education

35. Step 3: Implementation of the Plan  Educator completes the planned action steps of his/her plan  Educator and evaluator collect evidence of practice and goal progress, including: o Multiple measures of student learning o Observations and artifacts o Additional evidence related to performance standards  Evaluator provides feedback Massachusetts Department of Elementary and Secondary Education 35 Part II: School Level Guide Pages 32-39 Part II: School Level Guide Pages 32-39

36. Strategic Evidence Collection  Prioritize based on goals and focus areas  Quality not quantity  Artifacts should be “naturally occurring” sources of evidence (e.g. lesson plans)  Consider common artifacts for which all educators are responsible Massachusetts Department of Elementary and Secondary Education 36

37. Observations 37  The regulations define Proficient practice with regard to evaluation as including “frequent unannounced visits to classrooms” followed by “targeted and constructive feedback to teachers” (604 CMR 35.04, “Standards and Indicators of Effective Administrative Leadership Practice)  The Model System recommends short, frequent unannounced observations for all educators, as well as at least one announced observation for non-PTS and struggling educators.

38. Step 4: Formative Assessment/ Evaluation  Occurs mid-way through the 5-Step Cycle o Typically Jan/Feb for educators on a 1-year plan (formative assessment) o Typically May/June for educators on a 2-year plan (formative evaluation)  Educator and Evaluator review evidence and assess progress on educator’s goals Massachusetts Department of Elementary and Secondary Education 38 Part II: School Level Guide Pages 40-47 Part II: School Level Guide Pages 40-47

39. Step 5: Summative Evaluation  Evaluator determines an overall summative rating of performance based on: o Comprehensive picture of practice captured through multiple sources of evidence  Summative Performance Rating reflects: o Ratings on each of the four Standards o Progress toward goals Massachusetts Department of Elementary and Secondary Education 39 Part II: School Level Guide Pages 48-53 Part II: School Level Guide Pages 48-53

42. 42 Every educator is an active participant in the evaluation process Continuous Learning Collaboration and Continuous Learning are the focus Every educator uses a rubric and data about student learning Massachusetts Department of Elementary and Secondary Education Every educator proposes at least 1 professional practice goal and 1 student learning goal. Team goals must be considered Educators and their evaluator collect evidence and assesses progress. Every educator earns one of four ratings of performance Every educator has a mid-cycle review

43. UNPACKING THE RUBRIC 43

44. Intended Outcomes At the end of this session, participants will be able to:  Identify the characteristics of effective practice.  Understand the use of standards-based rubrics and use of the four performance descriptors to analyze and assess practice.  Describe the structure of the Massachusetts Model Rubrics. Massachusetts Department of Elementary and Secondary Education 44

45. Five-Step Evaluation Cycle: Rubrics 45 Massachusetts Department of Elementary and Secondary Education 45

46. Connecting Content Massachusetts Department of Elementary and Secondary Education 46 4321 ContentMy essay includes answers to all the required questions and to at least five questions of my own. My answers are complete and factual. I have a bibliography. My essay includes answers to all the required questions, including five of my own, but some answers are incomplete. I have a bibliography. I answered the required questions but made up fewer than five of my own. Some answers are incomplete or incorrect. My bibliography is incomplete. I have too few questions, or my questions are trivial or irrelevant. The answers I included are mostly incomplete or incorrect. OrganizationMy first paragraph introduces the person interviewed and gives highlights of the interview. The body of my essay answers the questions in a logical order. I have a conclusion that gives a wrap- up. I have an introduction, a body, and a conclusion, but the introduction (or conclusion) is too brief or incomplete. The questions and answers are in order, but my paper has no introduction, no conclusion, and no main idea. The questions and answers are out of logical sequence. My paper has no introduction, no conclusion, and no main idea. Word ChoiceI use a variety of sophisticated words—including new and challenging vocabulary— correctly. I use a variety of words correctly. I do not use a variety of words, but I use common words correctly. I repeat simple words, I use big words incorrectly, or I copied words from my sources. Voice and ToneMy writing is in first and second person (“I” and “you”) and sounds like a conversation. I use first and second person, but my writing sounds like a list of questions and answers, not a conversation. My writing sounds more like a list of facts than a conversation. My writing is a list of facts in the third person (“he” or “she”). Sentence StructureMy sentences are clear, begin in different ways, and vary in length. I have no fragments. My sentences are mostly well constructed, with some minor errors. My sentences are often awkward. They vary little in length. I have many sentences that begin with the same word. My paper is hard to read because almost all of my sentences are incomplete, run- ons, or awkward. ConventionsI use correct capitalization, spelling, punctuation, and grammar. I made a few errors in grammar and punctuation. My spelling is correct on common words. I made a lot of errors, but the reader could understand what I am trying to say. There are so many errors that my paper is hard to read and understand.

47. Connecting Content Instructional rubrics:  Make expectations for student knowledge and skills clear.  Help teachers assess student performance.  Enable teachers to monitor and track student progress.  Assist teachers in planning targeted instruction.  Support student understanding regarding what they need to learn. Massachusetts Department of Elementary and Secondary Education 47

48. Connecting Instructional and Performance Rubrics Instructional RubricsPerformance Rubrics Easy for teachers to use and explainEasy for evaluators to use and explain Make shared learning expectations very clear Make shared performance expectations clear Provide students with informative feedback about strengths and areas in need of improvement Provide all educators with informative feedback about strengths and areas in need of improvement Support learning Support skill developmentSupport professional growth Support development of understanding (why was I successful?) Massachusetts Department of Elementary and Secondary Education 48

49. Describing Effective Practice The learning activities will focus on:  Identifying the characteristics of effective teaching practice  Examining the structure of the model teacher performance rating rubric Massachusetts Department of Elementary and Secondary Education 49

50. Effective Teaching Practice We know what effective educators do and We can measure those actions and behaviors Massachusetts Department of Elementary and Secondary Education 50

51. Model Rubrics  Teacher Rubric  Specialized Instructional Support Personnel (SISP) Rubric  School-Level Administrator (Principal) Rubric  District-Level Administrator (Superintendent) Rubric Massachusetts Department of Elementary and Secondary Education 51

52. Massachusetts Teacher Rubric Massachusetts Department of Elementary and Secondary Education Standard I: Curriculum, Planning, and Assessment Indicator A Element 1 Element 2 Element 1 Indicator B Element 2 Performance Descriptors Unsatisfactory  Needs Improvement  Proficient  Exemplary Performance Descriptors Unsatisfactory  Needs Improvement  Proficient  Exemplary 52

53. Learning Activity 1: Teacher Performance Rubric—What Does It Look Like? Index cards on your tables:  Standard I: Curriculum, Planning, and Assessment  Standard II: Teaching All Students Guiding questions: What does the teacher need to know, understand, and be able to do to demonstrate effectiveness for that standard? What are some of the critical knowledge, skills, and behaviors that you would expect to see or hear?  Write one idea per Post-it Note Massachusetts Department of Elementary and Secondary Education 53

54. 54 Four Performance Standards Principals and AdministratorsTeachers Instructional Leadership * Management and Operations Family and Community Engagement Professional Culture Curriculum, Planning, and Assessment * Teaching All Students * Family and Community Engagement Professional Culture * Standards requiring Proficient rating or above to achieve overall rating of Proficient or above Massachusetts Department of Elementary and Secondary Education Part III: Guide to Rubrics and Model Rubrics for Superintendent, Administrator, and Teacher, p. 6

55. Massachusetts Teacher Performance Rubric Massachusetts Department of Elementary and Secondary Education 55 Standards:Broad categories of knowledge and skills Indicators:Specific knowledge, skills, and behaviors for each standard Elements:Subcategories of knowledge, skills, and behaviors for each indicator Performance Descriptors: Unsatisfactory – Needs Improvement – Proficient – Exemplary

56. Proficient “Proficient is the expected, rigorous level of performance for educators. It is the demanding but attainable level of performance for most educators.” Massachusetts Department of Elementary and Secondary Education 56

57. Learning Activity 2: Rubric Unpacking—A Team Deep Dive Massachusetts Department of Elementary and Secondary Education 57 Team NumberStandard and Indicator Team 1Standard I-Indicator A Team 2Standard I-Indicator B Team 3Standard I-Indicator C Team 4Standard II-Indicator A Team 5Standard II-Indicator B Team 6Standard II-Indicator C Team 7Standard II-Indicator D

58. Examining Proficient Practice Massachusetts Department of Elementary and Secondary Education 58 Example: Standard III: Family and Community Engagement Guiding questions: 1.What does Proficient performance look like? What, exactly, would you expect a teacher to be doing? 2.Using your own words, describe Proficient performance for your Indicator, as demonstrated across the elements. Indicator III A. Engagement: Welcomes and encourages every family to become active participants in the classroom and school community. Element III A-1. Parent and Family Engagement Proficient: Uses a variety of strategies to support every family to participate actively and appropriately in the classroom and school community.

59. Examining Key Expectations for Performance Across Levels Massachusetts Department of Elementary and Secondary Education 59 1.Read across the rows for each element. 2.Highlight the key descriptions of performance at each level. 3.Look down the column (across elements) and circle the key words or ideas that best summarize each of the four performance levels.

60. Horizontal and Vertical - Family & Community Engagement Analysis: Example III-B - Collaboration Massachusetts Department of Elementary and Secondary Education 60 III-B. Elements UnsatisfactoryNeeds Improvement Proficient Exemplary III-B-1. Learning Expectations Does not inform parents about learning or behavior expectations. Sends home only a list of classroom rules and the learning outline or syllabus for the year. Consistently provides parents with clear, user-friendly expectations for student learning and behavior. Successfully conveys to most parents student learning and behavior expectations. Is able to model this element. III-B-2. Curriculum Support Rarely, if ever, communicates with parents on ways to support children at home or at school. Sends home occasional suggestions on how parents can support children at home or at school. 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. Successfully prompts most families to use one or more of the strategies suggested for supporting learning at school and home and seeks out evidence of their impact. Is able to model this element.

61. Model Rubrics: Horizontal Alignment Across an Element  The same behaviors are measured at each level of performance  Behaviors across each element are distinguished on the basis of: Quality Consistency Scope of impact Massachusetts Department of Elementary and Secondary Education 61

62. SELF-ASSESSMENT

63. Intended Outcomes At the end of this session, participants will be able to:  Explain the three parts of a comprehensive self- assessment process  Analyze a completed self-assessment from a sample educator  Identify strategies to transition to goal proposal 63 Massachusetts Department of Elementary and Secondary Education

64. 64 The 5-Step Cycle in Action Continuous Learning  Every educator is an active participant in an evaluation  Process promotes collaboration and continuous learning  Foundation for the Model Massachusetts Department of Elementary and Secondary Education

65. 65 Every educator is an active participant in the evaluation process Collaboration and Continuous Learning are the focus Massachusetts Department of Elementary and Secondary Education Continuous Learning Every educator conducts an analysis of evidence of student learning, growth, and achievement Every educator conducts an assessment of practice against Performance Standards. Prepares to strategically identify professional practice and student learning goals.

66. Practices to Build Upon  Consider practices, processes, and structures that you can build upon at your school  Keep in mind specific times during the year that reflection and analysis already occur 66 Massachusetts Department of Elementary and Secondary Education

67. The self-assessment process …  Establishes a continuous improvement plan for every educator  Promotes professional growth and continuous learning  Keeps student learning at the core of all instructional and professional practice decisions  Accelerates and builds upon work by supporting a through-line of goals informed by district and school goals  Builds consistency across the school and district 67 Massachusetts Department of Elementary and Secondary Education

68. Self-Assessment Components Self-assessment must include: 1.“an analysis of evidence of student learning, growth, and achievement for students under the educator's responsibility; 2.an assessment of practice against Performance Standards; and 3.proposed goals to pursue to improve practice and student learning, growth, and achievement” (35.06(2)(a)(1-3)) 68 Massachusetts Department of Elementary and Secondary Education

69. Goal Setting Requirements After conducting the self-assessment, educators are required to:  Propose goals to pursue to improve practice and student learning, growth, and achievement, including at least one: o Student learning goal; and o Professional practice goal  Team goals should be considered 69 Massachusetts Department of Elementary and Secondary Education

70. Meet Sally Smith  Sally Smith: o Fourth grade teacher o 11 years of teaching experience o Two-Year Self-Directed Growth Plan  Her school: o Elementary level with 400 students o 16% Students with disabilities o 10% with limited English proficiency o Student growth on MCAS in recent years has contributed to a positive school climate 70 Massachusetts Department of Elementary and Secondary Education

71. Sally Smith’s Brainstorm 71 StrengthsNeeds Improving student performance in both Math and ELA for students who enter my class performing below grade level Teaching classrooms with diverse needs (especially meeting the needs of student with an IEP) Family outreach and communication Additional support for implementing the revised MA Curriculum Frameworks Improving communication with families for whom English is a second language Strengthen leadership skills Massachusetts Department of Elementary and Secondary Education

72. In Sally’s Shoes After looking at Sally’s brainstorm, put yourself in her shoes for a moment. o How does Sally know these are her strengths and areas of need? o What are some sources of evidence that might have informed her brainstorm? 72 Massachusetts Department of Elementary and Secondary Education

73. Summary of Sally Smith’s Student Stats 73 Part 1: Analysis of Student Learning, Growth, and Achievement Briefly summarize areas of strength and high-priority concerns for students under your responsibility for the upcoming school year. Cite evidence such as results from available assessments. This form should be individually submitted by educator, but Part 1 can also be used by individuals and/or teams who jointly review and analyze student data. 603 CMR 35.06 (2)(a)1 Strengths: the DRA-II shows that most of my incoming students have strong reading foundations, including accuracy and fluency. According to their previous teachers, students enjoy reading fiction and creative writing. In 3 rd grade overall, students have Reading and Math scores that are higher than the state average with Math (68% Proficient) slightly higher than Reading (62% Proficient). High-priority concerns: 5/20 incoming students are ELLs and 5/20 have IEPs (mostly focused on literacy goals). Six have reading comprehension at the 2 rd grade level and five have reading comprehension around the 3 rd grade level according to the DRA-II. Students with weak reading comprehension also have weaker reading fluency. Students will need additional support to be reading and comprehending successfully at grade level by the end of the year. There are also four students reading above grade level as well, so instruction and materials in that area will need to be strongly differentiated. Massachusetts Department of Elementary and Secondary Education

74. Sally’s Source Data Consider the following questions: 1.What types of information did Sally use to develop this student profile? ̶Circle any types of data that your school also provides to teachers 2.What other sources of data could Sally have considered? 3.Based on this analysis, what types of “student learning needs” might Sally focus on in the coming year? 74 Massachusetts Department of Elementary and Secondary Education

75. 3. What types of “student learning needs” might Sally focus on in the coming year? 75 Massachusetts Department of Elementary and Secondary Education

76. What types of “student learning needs” might Sally focus on in the coming year? Discuss...... And record your table’s thoughts on the chart paper Needs Analysis Student Professional Learning Practice Needs Analysis Student Professional Learning Practice 76

77. Sally Smith’s Brainstorm 77 StrengthsNeeds Improving student performance in both Math and ELA for students who enter my class performing below grade level Teaching classrooms with diverse needs (especially meeting the needs of student with an IEP) Family outreach and communication Additional support for implementing the revised MA Curriculum Framework Improving communication with families for whom English is a second language Strengthen leadership skills PROMPT: Where do I feel most comfortable in my profession? Where have I seen positive results? PROMPT: What do I find most difficult? Where would I like more help from others? Massachusetts Department of Elementary and Secondary Education

78. Sally Smith’s Professional Practice Skills  Pull out the Rubric-at-a-Glance page  Circle the Indicator(s) that best align with Sally Smith’s strengths and areas of need  Jot down at least one Indicator beside each strength and need on Sally’s brainstorm 78 Massachusetts Department of Elementary and Secondary Education

79. 79 StrengthsNeeds Improving student performance in both Math and ELA for students who enter my class performing below grade level ( I-A: Curriculum & Planning; II-A: Instruction) Teaching classrooms with diverse needs (especially meeting the needs of student with an IEP) (II-A: Instruction; II-B: Learning Environment; II-D: Expectations) Family outreach and communication (Standard III) Additional support for implementing the revised MA Curriculum framework (I-A: Curriculum & Planning) Improving communication with families for whom English is a second language (III-C: Communications) Strengthen leadership skills (IV-C: Collaboration; IV-D: Decision- Making) Sally’s Assessment of Practice Against the Rubric Massachusetts Department of Elementary and Secondary Education

80. What Sally Does Next… Read the elements of the Indicators you’ve identified, focusing on the “proficient” description 4.Which Indicators best align with Sally’s strengths and areas of need? 5.What key words are used to describe what it looks like to be “proficient” in these areas? 6.Based on what she identified as areas for improvement and using the rubric as a guide, what are some specific aspects of performance that Sally might need to focus on? 80 Massachusetts Department of Elementary and Secondary Education

81. 6. What are some specific aspects of performance that Sally might need to focus on? 81 Massachusetts Department of Elementary and Secondary Education

82. What are some specific aspects of performance that Sally might need to focus on? Discuss...... And record your table’s thoughts on the chart paper Needs Analysis Student Professional Learning Practice Needs Analysis Student Professional Learning Practice 82

83. Understanding Goal SettingSelf-Assessment Analysis, goal-setting & plan development Implementation of the plan Formative Assessment/Evaluation Summative Evaluation Where do I need to grow this year? Where do I want my students to grow this year? 83

84. Getting to Goal Topics  What needs jump out at you as the most pressing?  Do you see any that could be combined into a concrete student learning goal or a professional practice goal?  Do you see any opportunities for alignment between a student learning goal and a professional practice goal? 84 Massachusetts Department of Elementary and Secondary Education

85. Implementing: Review pages 16-18 of Part II: School-Level Planning and Implementation Guide  Highlight the 3 most important supports to a good self-assessment  Write down 3 specific action steps that your school needs to take to realize those supports on individual post-it notes 85 Massachusetts Department of Elementary and Secondary Education

86. Building on Existing Practices Discuss in your school teams:  How do the supports and action steps you identified align with the “Practices to Build Upon” that you brainstormed on Handout 1 in the beginning of the Module?  What structures or processes are already in place at your school that you can build on to support the self-assessment process? 86 Massachusetts Department of Elementary and Secondary Education

87. Preparing Educators to Conduct Self-Assessments  Create a meeting plan for preparing educators to conduct self-assessments  Use Handout 1 and Handout 6 to structure your conversation with your school team  Identify a note-taker  Before time is up, have the note-taker write one area of likely educator confusion at your school on a piece of chart paper and hang it near your table. 87 Massachusetts Department of Elementary and Secondary Education

88. S.M.A.R.T. Goals and Educator Plan Development 88

89. Every educator is an active participant in the evaluation process. Collaboration and continuous learning are the focus. Every educator conducts an analysis of evidence of student learning, growth, and achievement. Every educator conducts an assessment of practice against Performance Standards. Every educator prepares to strategically identify professional practice and student learning goals. Massachusetts Department of Elementary and Secondary Education 89

90. Intended Outcomes At the end of this session, participants will be able to:  Identify characteristics of “not-so-S.M.A.R.T.,” “S.M.A.R.T.,” and “S.M.A.R.T.er” goals.  Translate student learning and professional practice goals into S.M.A.R.T.er goals.  Develop a sample Educator Plan that describes what the educator and evaluator will do, support that will be provided, and timelines. Massachusetts Department of Elementary and Secondary Education 90

91. Massachusetts Department of Elementary and Secondary Education 91

92. Blazing a Trail Identify a challenging goal one team member has accomplished and is willing to discuss. Talk with your school team: 1.Did that person set the goal or did someone (doctor, partner, friend) set the goal for that person? How did that make a difference? 2.What plans did that person make to accomplish the goal? 3.What obstacles surfaced? 4.What was the outcome or result? Identify a recorder to write down the answers to these questions. Massachusetts Department of Elementary and Secondary Education 92

93. Massachusetts Department of Elementary and Secondary Education 93

94. Step 2: Goal setting and plan development facilitates a process that…  Promotes professional growth and continuous learning by empowering educators and by meeting real needs of the educator and his or her students.  Establishes a plan for every educator that emphasizes continuous improvement.  Keeps student learning at the core of all instructional and professional practice decisions. Massachusetts Department of Elementary and Secondary Education 94

95. Coherence Through Aligned Goals Massachusetts Department of Elementary and Secondary Education 95

96. An Example of Goal Coherence Dan, a ninth-grade biology teacher: LevelGoal Topic School Improvement Grants focus topic Literacy Individual student learning goal topic Scientific reading and writing Team professional practice goal topic Teaching content literacy in ninth- grade science Massachusetts Department of Elementary and Secondary Education 96

97. S.M.A.R.T. Goals  S= Specific and Strategic  M=Measurable  A=Action Oriented  R=Rigorous, Realistic, and Results Focused (the 3 Rs)  T=Timed and Tracked Massachusetts Department of Elementary and Secondary Education 97

98. What Makes a Goal “S.M.A.R.T.”? Individually:  Read Handout 1, What Makes a Goal “S.M.A.R.T.”?  Underline one phrase that you find most significant in the reading. At your table:  Share your phrases.  Discuss the phrases that emerged and any insights about the document.  Identify one phrase as a table that you will share with the larger group. Massachusetts Department of Elementary and Secondary Education 98

99. Identifying S.M.A.R.T. Goals  Work with a partner.  Determine if each of the four statements on Handout 2 are S.M.A.R.T. or if they need revision.  Revise one statement to make it S.M.A.R.T.er. I will improve student outcomes in Grade 4 mathematics during the 2012–13 school year. –Teacher Level During the 2012–13 school year, our beginner ELL students will improve their English language proficiency as measured by a second administration of the district language proficiency assessment used to determine student placement at the beginning of the year. –Team Level To increase my staff’s use of student data, I will design meetings to review, analyze, and interpret student data to inform curriculum and instruction. –Administrator Level I will manage my time more effectively in order to increase the frequency of classroom observations. –Administrator Level Massachusetts Department of Elementary and Secondary Education 99

100. Massachusetts Department of Elementary and Secondary Education 100 100

101. Making a S.M.A.R.T. Goal S.M.A.R.T.er S.M.A.R.T. Goal Statement + Key Action Steps + Benchmarks (Process and Outcome) Massachusetts Department of Elementary and Secondary Education 101

102. Educator Plan Development  Educator Plan Form Student Learning Goal(s) and Professional Practice Goal(s) Planned Activity ActionSupports/Resources From School/District Timeline/Benchmark or Frequency Massachusetts Department of Elementary and Secondary Education 102

103. Principal Educator Plan Example Sample Professional Practice Goal for a Principal: I will manage my time more effectively in order to increase the frequency and impact of classroom observations by learning how to do 10- minute observations with feedback and, by the start of the second semester, conducting eight visits per week, on average, that an increasing percentage of teachers report are useful. Student Learning Goal(s) and Professional Practice Goal(s) Planned Activity ActionSupports/ Resources From School/District Timeline/Benchmark or Frequency 1. By September 1, I will develop a schedule and method for logging at least eight classroom observations with feedback per week between October 15 and Memorial Day. 2. By October 15, I will study with colleague principals and my administrative team how to conduct 10-minute unannounced observations and write brief, useful feedback. 3. By January 1, I will share at least five samples of feedback with colleague principals and collect their feedback. 4. By January 1 and again on June 1, I will solicit anonymous feedback from teachers about their perceptions of the usefulness of the unannounced visits and feedback. Superintendent to facilitate teams of principals to collaborate on enhancing the observation and feedback process. Superintendent will help identify teams and provide scheduled time to hold study groups and conduct feedback sessions. 1. September 1—schedule developed January 15/March 15/May 15—check in to determine if eight observations per week (on average) have been completed 2. October 15—documented study time with colleague 3. January 1—five feedback samples will be shared with colleagues 4. January 1 and June 1—will have collected feedback via teachers regarding their perceived value of the process *Evidence provided through principals’ logs and example artifacts Massachusetts Department of Elementary and Secondary Education 103

104. Process and Outcome Benchmarks  Process benchmarks—monitor plan implementation o January 15/March 15/May 15—check in to determine if eight observations per week (on average) have been completed  Outcome benchmarks—monitor effectiveness of the plan o January 1 and June 1—will have collected feedback via teachers regarding their perceived value of the process Massachusetts Department of Elementary and Secondary Education 104

105. Four Types of Educator Plans  Developing Educator Plan For educators without Professional Teaching status, administrators in the first three years in a district, or at the discretion of an evaluation for an educator in a new assignment  Self-Directed Growth Plan For experienced educators rated Proficient or Exemplary on their last evaluation; these plans can be one or two years in length  Directed Growth Plan For educators rated Needs Improvement on their last evaluation  Improvement Plan For educators rated Unsatisfactory on their last evaluation Massachusetts Department of Elementary and Secondary Education 105

106. Educator Plans: Requirements and Timelines Self-Directed Growth Plan Rated Proficient or Exemplary  One- or two-year plan  Developed by the educator Directed Growth Plan Rated Needs Improvement  One-year plan or less  Developed by educator and evaluator Improvement Plan Rated Unsatisfactory  At least 30 calendar days; up to one year  Developed by the evaluator Developing Educator Plan Without Professional Status  One-year plan or less  Developed by the educator and evaluator Massachusetts Department of Elementary and Secondary Education 106

107. Implementation Responsibility  Educator Responsibilities: o Identifying, collecting & organizing artifacts/evidence related to goal progress. o Documenting action steps completed. o Collecting and submitting common artifacts. o Collecting and submitting evidence related to Standards III and IV.  Evaluator Responsibilities: o Making resources and supports available. o Identifying common artifacts/evidence. o Observing practice and providing regular and specific feedback on performance. o Monitoring progress – including midpoint check-ins. 107

108. Laying the Foundation 1.School teams will work together to develop a completed educator plan. 2.As a team, action steps will be identified. 3.Merge these activities into one Educator Plan that addresses each of the two goals in a strategic, coherent manner. Then document the needed supports and resources and determine a timeline. Massachusetts Department of Elementary and Secondary Education Student Learning Goal(s) and Professional Practice Goal(s) Planned Activity ActionSupports/Resources From School/District Timeline/Benchmark or Frequency 108

109. High-Quality Educator Plans As you walk around and read the other plans, consider the following questions:  Are supports/resources identified and strategically leveraged across goals?  Is a timeline and frequency of key benchmarks specified?  Are action steps specific and sequential? Massachusetts Department of Elementary and Secondary Education 109

110. Implementation Planning  Read Handout 5, Conditions for Readiness, an excerpt from Part II: School-Level Planning and Implementation Guide. o Underline key phrases and concepts.  How would you rank these three components in order of importance at your school?  What will you need to focus on from the standpoint of facilitating implementation of Step 2 this year? Massachusetts Department of Elementary and Secondary Education 110

111. Coherence Through Aligned Goals Massachusetts Department of Elementary and Secondary Education 111

112. Team Goal Setting  Districts that prioritize focus areas and support team goals have found this work more “doable”  Capitalizes on target Indicators and elements  Tips and strategies: o Support regular team time o Identify shared process and benchmark outcomes o Example: new curriculum frameworks—team goal, different roles Massachusetts Department of Elementary and Secondary Education 112

113. Creating a Through Line DistrictSchoolEducator Teams District Goals/InitiativesSchool Goals/Initiatives Standards for Effective Teaching Practice Target Indicators Potential Team Goals I.Curriculum, Planning, and Assessment II.Teaching All Students III.Family and Community Engagement IV.Professional Culture Create a through line from district  school  educator team goals Massachusetts Department of Elementary and Secondary Education 113

114. Reflecting  Take 5. Jot down your thoughts on the following questions: o Have you been provided the tools to recognize and write high-quality Educator Plans? o What do you foresee as opportunities within the development of Educator Plans? o What do you foresee as challenges in writing/implementing Educator Plans? Massachusetts Department of Elementary and Secondary Education 114

115. Homework Massachusetts Department of Elementary and Secondary Education 115

116. Next Steps  Determine school plans of action for working with staff.  Determine and plan for next steps for strategic implementation of the 5-Step Cycle of evaluation  Support staff in the development of their Educator Plan  Think about and plan for year long support Massachusetts Department of Elementary and Secondary Education 116

117. Suggested Homework for School Leadership Teams  As a team, read through the section Considerations for Planning on p. 26 of Part II: School-Level Planning and Implementation Guide.  Identify decisions that have been determined and processes already in place, and identify areas in which a process needs to be established in order to coordinate the development of Educator Plans at your school.  Draft an action plan that (1) merges existing practices with key practices that need to be established, (2) identifies individual roles and responsibilities associated with each logistical step, and (3) aligns the work to key target dates on a calendar, such that goal setting and Educator Plan development can occur at the appropriate time. Massachusetts Department of Elementary and Secondary Education 117

118. Suggested Homework for All School-Based Educators  Using the Teacher Rubric, work with a colleague in a small group or at a faculty meeting to select a particular Standard, and identify potential sources of evidence (data) to inform performance decisions.  Discuss if these data are easily accessible, valid, and comparable across classrooms. Massachusetts Department of Elementary and Secondary Education 118

119. Homework For Engaging All Educators in Your School  In teacher teams, identify and gather the following: o Data and other evidence of student learning, growth, and achievement o Evidence of professional practice  Discuss ways in which individual teachers and teacher teams can access, analyze and, interpret this data.  Identify additional resources and supports are needed. Massachusetts Department of Elementary and Secondary Education 119

120. Suggested Homework for School Leadership Teams Massachusetts Department of Elementary and Secondary Education  Use the key messages to prepare for the two- hour version of this training (Connecting and Learning) to all school staff.  Debrief as a school leadership team after delivering the key messages and training.  Be prepared to share the outcomes with other school teams at the beginning of Module 3. What worked well, and what obstacles did you encounter? How will this inform future work with your school staff? 120

121. Suggested Homework for All School-Based Educators  Continue the process of “unpacking” the rubric (from Learning Activity 2) in your grade level, subject area, or other educator team.  Select two more indicators that you want to learn more about, and use the protocol from the training to gain a shared understanding. Massachusetts Department of Elementary and Secondary Education 121

122. Activity: Affinity Diagram  What are the goals and objectives for educator evaluation at your school? (Individuals complete 1 idea per post-it note in 2 minutes). o Consider both cultural and logistical goals  Group similar ideas together and categorize them with a title for that group.  Prioritize the two most important objectives for year 1 implementation. Massachusetts Department of Elementary and Secondary Education 122

123. Affinity Diagram Visual Massachusetts Department of Elementary and Secondary Education 123

124. Activity: Targeted Action Planning Massachusetts Department of Elementary and Secondary Education 124 124

125. Activity: Quick 3-2-1 Communication Strategy Plan  Identify the following pieces of information: o 3 key messages that educators in your school need to know about the new educator evaluation system o 2 key differences between the new system and your current evaluation system o 1 available support in your school and district related to educator evaluation implementation Massachusetts Department of Elementary and Secondary Education 125

126. Next Steps – Team Time  Confirm educator evaluation training schedule for school staff o Training Modules for Evaluators o Training Workshops for Teachers http://www.doe.mass.edu/edeval/implementation/  What does your school or district need to focus on? Massachusetts Department of Elementary and Secondary Education 126

127. Implementing: Back At School http://www.doe.mass.edu/edeval/model/  Conditions for Readiness  Considerations for Planning Part II: School-Level Planning and Implementation Guide, pages 16-18 Massachusetts Department of Elementary and Secondary Education 127

128. Feedback and Questions  Please take a moment to complete the feedback form being handed out. We appreciate your feedback!  Questions? o About this training: E-mail [FACILITATOR/VENDOR EMAIL HERE] o About educator evaluation more generally: E-mail EducatorEvaluation@doe.mass.eduEducatorEvaluation@doe.mass.edu Massachusetts Department of Elementary and Secondary Education 128