1. The Massachusetts Model System for Educator Evaluation Unpacking the Rubrics and Gathering Evidence September 2012 Melrose Public Schools 1

2. The Massachusetts Model System for Educator Evaluation Unpacking the Rubrics September 2012 Melrose Public Schools 2

3. 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 3

4. Five-Step Evaluation Cycle: Rubrics 4 Massachusetts Department of Elementary and Secondary Education

5. 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 5

6. 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 6

7. 7 Four Performance Standards Teachers Curriculum, Planning, and Assessment Teaching All Students Family and Community Engagement Professional Culture Massachusetts Department of Elementary and Secondary Education

8. 8 Elements Indicator Standard

9. Massachusetts Department of Elementary and Secondary Education 9 Standard Indicator Elements Performance Descriptors

10. Massachusetts Teacher Performance Rubric Massachusetts Department of Elementary and Secondary Education 10 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

11. Learning Activity: Teacher Performance Rubric—What Does It Look Like? Reflect on Standard I: Curriculum, Planning, and Assessment 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 your ideas on your stick person. Massachusetts Department of Elementary and Secondary Education 11

12. Massachusetts Department of Elementary and Secondary Education 12 Knowledge and Understandings Teachers would have Actions the Teacher Takes Words the Teacher Would Use Standard I: Curriculum, Planning, and Assessment. The teacher promotes the learning and growth of all students by providing high-quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an ongoing basis, and continuously refining learning objectives.

13. 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 13

14. Massachusetts Department of Elementary and Secondary Education 14

15. Examining Proficient Practice Massachusetts Department of Elementary and Secondary Education 15 Example: Standard II: Teaching All Students 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 IIA. Instruction: Uses instructional practices that reflect high expectations regarding content and quality of effort and work; engage all students; and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness. Element II A-2. Student Engagement Proficient: Consistently uses instructional practices that are likely to motivate and engage most students during the lesson.

16. Examining Key Expectations for Performance Across Levels Massachusetts Department of Elementary and Secondary Education 16 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.

17. Horizontal and Vertical Analysis: Example I-B Massachusetts Department of Elementary and Secondary Education 17 I-B. Elements UnsatisfactoryNeeds Improvement Proficient Exemplary I-B-1. Variety of Assessment Methods Administers only the assessments required by the school and/or measures only point-in-time student achievement. May administer some informal and/or formal assessments to measure student learning but rarely measures student progress toward achieving state/local standards. Designs and administers a variety of informal and formal methods and assessments, including common interim assessments, to measure each student’s learning, growth, and progress toward achieving state/local standards. Uses an integrated, comprehensive system of informal and formal assessments, including common interim assessments, to measure student learning, growth, and progress toward achieving state/local standards. Is able to model this element. I-B-2. Adjustment to Practice Makes few adjustments to practice based on formal and informal assessments. May organize and analyze some assessment results but only occasionally adjusts practice or modifies future instruction based on the findings. Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students. Organizes and analyzes results from a comprehensive system of assessments to determine progress toward intended outcomes and frequently uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for individuals and groups of students and appropriate modifications of lessons and units. Is able to model this element. Indicator I-B.Assessment: Uses a variety of informal and formal methods of assessments to measure student learning, growth, and understanding to develop differentiated and enhanced learning experiences and improve future instruction.

18. The Massachusetts Model System for Educator Evaluation Gathering Evidence September 2012 Melrose Public Schools 18

19. Intended Outcomes At the end of this session, participants will be able to:  Explain the three types of evidence required by regulations, and identify concrete examples of each.  Create evidence-based statements, and connect these statements to relevant Standards and Indicators.  Identify tools and processes for gathering and organizing evidence. 19 Massachusetts Department of Elementary and Secondary Education

20. 20 Every educator is an active participant in the evaluation process. Collaboration and continuous learning are the focus. Every educator and evaluator collects evidence and assesses progress Massachusetts Department of Elementary and Secondary Education

21. What does this look like? Products of Practice Related to Standards Multiple Measures of Student Learning Other Evidence Related to Standards Artifacts Teacher-developed unit assessments Grade-level meeting notes Parent/teacher communication log PLC meeting notes Observations Notes/feedback from short, frequent observations (inside/outside classrooms) Notes and feedback from announced observations Student work (quizzes, homework, presentations, etc.) Portfolios Performance assessments (including arts, vocational, health and wellness) Interim assessments State or district assessments Student and staff feedback (2013–14 school year) 21 Massachusetts Department of Elementary and Secondary Education

22. Implementation Responsibility  Educator responsibilities: o Identifying, collecting, and 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 o Organizing and analyzing evidence over time 22 Massachusetts Department of Elementary and Secondary Education

23. Artifacts in the Educator Plan  Review the Educator Goal Setting and Educator Plan form for Tom Wilson.  For each action step, write down two artifacts that could be collected to show progress toward the goal.  Post your sticky note on the section of the chart paper with the same number as your action step. 23 Massachusetts Department of Elementary and Secondary Education

24. Artifact Cover Page Massachusetts Department of Elementary and Secondary Education 24

25. Running Record of Evidence Form 25 Massachusetts Department of Elementary and Secondary Education

26. Importance of Strategically Collecting Artifacts OR 26 Massachusetts Department of Elementary and Secondary Education

27. Importance of Strategically Collecting Artifacts  Artifacts should be a sample that demonstrates educator performance and impact: o Aligned with educator goals, the Model System Teacher Rubric, or school goals  Number of artifacts to collect varies by educator  Artifacts can provide evidence of more than one Standard or Indicator 27 Massachusetts Department of Elementary and Secondary Education

28. Strategies for Collecting Artifacts  Identify common artifacts that all or most educators will be expected to collect (e.g., lesson plans)  Share examples of high-quality, valuable evidence during faculty or team meetings: o Might include showing sample artifacts that provide evidence of more t han one Standard or Indicator 28 Massachusetts Department of Elementary and Secondary Education

29. Artifacts From Tom Wilson 29  Five artifacts with partially completed Artifact Cover Pages SetArtifactsLocation AA two-day lesson planHandout 3 BUnit assessment data Team meeting minutes Handouts 4 and 5 CParent communication log E-mail exchange Handouts 6 and 7 Massachusetts Department of Elementary and Secondary Education

30. Identifying Evidence in Artifacts  Within your grade level/department teams, divide into pairs.  Each pair will do the following: o Review one set of artifacts. o Complete the Artifact Cover Page for those two artifacts. o Consider these questions: –After reviewing these artifacts, what else might you want to know about Tom’s practice? –What would you want to ask this teacher? 30 Massachusetts Department of Elementary and Secondary Education

31. To Recap… Three categories of evidence: 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 31 Massachusetts Department of Elementary and Secondary Education

32. 1.Support 2.Organize 3.Communicate 32 Massachusetts Department of Elementary and Secondary Education

33. 1. Support Set Your School Up for Success  The more concrete the Educator Plan, the easier it is to identify and collect artifacts.  Share examples of high-quality, valuable evidence during faculty or team meetings: o Demonstrate example artifacts that provide evidence of more than one Standard or Indicator.  Identify common artifacts that all or most educators will be expected to collect (unit assessments, parent-teacher logs, etc.). 33 Massachusetts Department of Elementary and Secondary Education

34. 2. Organize  Adopt a process for organizing artifacts and observation notes by Standard or Indicator and/or goals: o Paper-based, e-mail-driven, or online “cloud-based” system  Calendar: o Review actions in Educator Plans and make agreed- upon supports and resources available to educator teams and individuals throughout the year. o Identify key points of contact throughout the year (observations and feedback, formative assessment conferences, and summative evaluations). 34 Massachusetts Department of Elementary and Secondary Education

35. 3. Communicate Expectations Avoiding the… OR 35 Massachusetts Department of Elementary and Secondary Education

36. 3. Communicate Expectations  Artifacts should be a sample that demonstrates educator performance and impact.  Evidence should be clearly tied to educator goals, Standards, or Indicators.  Provide everyone with a clear idea of what, how, and when to share products of practice. 36 Massachusetts Department of Elementary and Secondary Education

37. Back at your school… Work with your team to identify how you will: 1.Support, 2.Organize, and 3.Communicate expectations related to the collection of evidence at your school. 37 Massachusetts Department of Elementary and Secondary Education