1. EDUCATOR EVALUATION August 25, 2014 Wilmington

2. OVERVIEW 5-Step Cycle

3. Continuous Learning Collaboration and Continuous Learning are the focus

4. STEP 1 – SELF- ASSESSMENT Analysis of Student Learning, Growth, and Achievement  Students’ strengths and areas of concerns  Using assessment data Assessment of Practice Against Performance Standards  Your strengths and areas for growth  using the standards on the performance rubric  specific standards, indicators, or elements

5. WHAT WILL I NEED TO DO MY SELF- ASSESSMENT? 1. Rubric *Teacher *SISP 2. Data *District-Determined Measures (DDM) *Other local data

6. RUBRIC: STANDARDS OF EFFECTIVE PRACTICE Teachers & SISPs  I. Curriculum, Planning, & Assessment  II. Teaching All Students  III. Family & Community Engagement  IV. Professional Culture

7. SELF-ASSESSMENT If you are a 1 st year educator, your evaluator will help you with the self-assessment and goal- setting PTS educators who just completed a 1-Year Educator Plan and Non-PTS educators complete the self-assessment and share with the evaluator by October 1, 2014 The Self-Assessment Form is located in Aspen.

8. Continuous Learning Collaboration and Continuous Learning are the focus

9. STEP 2A – GOAL-SETTING Two Types of Goals:  Professional Practice Goals  Student Learning Goals Your goals will be:  Outcome Oriented  SMART *PTS educators who just completed a 1- Year Educator Plan and Non-PTS educators complete proposed goals and share with the evaluator by October 1, 2014  The Goal-Setting Form is located in Aspen

10. SMART GOALS S pecific/Strategic: Targets student population M easurable: Identifies evidence/data A ction Oriented: Identifies outcomes, “who” is doing “what” R igorous, Realistic, and Results-Focused: students will increase scores by 10% T i med and Tracked: Timelines clearly defined

11. IS YOUR GOAL SMART? S Specific Strategic  What area of teaching?  What subject?  What indicator or element from the rubric?

12. IS YOUR GOAL SMART? M Measurable  What is the baseline?  What information will you use to measure progress?

13. IS YOUR GOAL SMART? A Attainable & Action-oriented  What will you do?

14. IS YOUR GOAL SMART? R Rigorous Realistic Results-oriented  What results do you expect?  How will this be measured?

15. IS YOUR GOAL SMART? T Timed Tracked  When will you start?  When will you end?  How will you monitor progress as you go?

16. STEP 2B: DEVELOP THE PLAN 4 Types of Educator Plans  Self-Directed Growth Plan  1-Year or 2-Year  Directed Growth Plan  1-Year  Improvement Plan  Less than 1 year  Developing Educator Plan  1-Year (for all Non-PST)

17. STEP 2B: DEVELOP THE PLAN The Educator Plan will include:  1 professional practice goal  1 student learning goal  Team goals must be considered and are recommended The plan should be drafted by the educator or in collaboration with the evaluator Evaluator meets with educator (or teams) to discuss the Educator Plan by October 16, 2014 Educator Plans must be completed by October 30, 2014

18. Continuous Learning Collaboration and Continuous Learning are the focus

19. STEP 3: IMPLEMENTATION OF THE PLAN Educators and their evaluator collect evidence (artifacts) and assess progress on goals Evaluators conduct announced and unannounced observations, and provide written feedback - Educators on a 1-Year plan will submit evidence on Standard 3 and 4 by January 5, 2015 -It is recommended that all educators share evidence with evaluators by January 5, 2015

20. OBSERVATIONS Announced  Pre-conference  30 minute observation  Post-conference  Written feedback Unannounced  -At least 10 minutes  -Written feedback

21. ARTIFACTS What is an artifact? “Products of an educator’s work that demonstrate knowledge and skills of the educator.” Artifacts should never be documents manufactured for the evaluation.  This definition of artifact comes from state regulations, 603 CMR 35.02.

22. IMPORTANCE OF STRATEGICALLY COLLECTING ARTIFACTS -Artifacts should be a sample that demonstrates educator performance and impact:  Evidence should be clearly tied to:  Goals  Standards/Indicators -Artifacts can provide evidence of more than one Standard or Indicator -Number of artifacts for each educator will vary **Focus your artifact gathering on Standard III and Standard IV and on indicators you identified as areas for growth in your Self-Assessment

23. ARTIFACT COVERSHEET Don’t forget to complete an Artifact Coversheet for each artifact.

24. RUNNING RECORD OF EVIDENCE FORM Using a running record helps you keep track of your evidence collection (optional)

25. Continuous Learning Collaboration and Continuous Learning are the focus

26. FORMATIVE REPORTS Every educator has a mid-cycle review 1-Year Educator Plans Formative Assessment Reports will be completed by February 3, 2015 Formative Assessment meetings (if requested) will be held by February 24, 2015 2-Year Educator Plans Formative Evaluation Reports and meetings (if requested) will be completed by June 1, 2015

27. FORMATIVE REPORTS Formative Assessment Report  Mid-cycle in a 1-Year Plan (February)  No ratings Formative Evaluation Report  Mid-cycle in a 2-Year Plan (June of Year 1)  Ratings on goals and standards

28. Continuous Learning Collaboration and Continuous Learning are the focus

29. REPORTS Summative Evaluation Report  End of cycle –both 1-Year and 2-Year Plans (April)  Ratings on goals and standards  Summative Evaluation Reports will be completed by April 29, 2015

30. RATINGS Every educator earns one of four ratings of performance every year Every educator earns one of three ratings of impact on student learning each year (after three years of DDM data are available)

31. PERFORMANCE RATINGS Performance Ratings  Exemplary  Proficient  Needs Improvement  Unsatisfactory - Performance ratings are part of the Formative Evaluation Report (end of Year 1 of a 2-Year Plan) and the Summative Evaluation Report -Given for performance in each standard and overall performance -Cannot receive an overall rating of Proficient or Exemplary if rating for Standard I or II is Needs Improvement or Unsatisfactory

32. IMPACT RATINGS Impact Rating  High  Moderate  Low -Based on 3 years of DDM data (2 DDMs annually) -Low impact rating only influences the Educator Plan to be written