1. The Massachusetts Model System for Educator Evaluation S.M.A.R.T. Goals and Educator Plan Development August 2013 1

2. Agenda  Connecting to District and School Goals  Learning what Makes a SMART and SMARTer Goal  Implementing  Wrap-Up Massachusetts Department of Elementary and Secondary Education 2

3. 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 3

4. 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 4

5. 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 5

6. Coherence Through Aligned Goals Massachusetts Department of Elementary and Secondary Education 6

7. 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 7

8. 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 8

9. What Makes a Goal “S.M.A.R.T.”? Individually:  Read “What Makes a Goal “S.M.A.R.T.”?”  Underline one phrase that you find most significant in the reading. At your table:  Pair with a partner.  Discuss the phrases that emerged and any insights about the document. Massachusetts Department of Elementary and Secondary Education 9

10. Identifying S.M.A.R.T. Goals  Work with a partner.  Determine if each of the four statements on the handout 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 10

11. Identifying 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 11

12. Goal Statement Example Revision I will improve student outcomes in Grade 4 mathematics during the 2012–13 school year. –Teacher Level I will improve student performance on district-created benchmarks from 47.5 percent proficient (baseline) to 80 percent proficient in Grade 4 mathematics during the 2012–13 school year. During the 2012–13 school year, our beginner ELL students will improve 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 During the 2012–13 school year, at least 80 percent of our beginner ELL students will improve English language proficiency in all language domains as measured by a second administration of the district language proficiency assessment used to determine student placement at the beginning of the year. Massachusetts Department of Elementary and Secondary Education 12

13. Goal Statement Example Revision 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 To increase my staff’s use of student data, I will schedule monthly meetings for each department in which our data team works with teachers to review, analyze, and interpret student data to inform lesson planning, assessment, teaching strategies, and instructional interventions. I will manage my time more effectively in order to increase the frequency of classroom observations. –Administrator Level 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. Massachusetts Department of Elementary and Secondary Education 13

14. Identifying S.M.A.R.T. Goals  With members of your team, use the goal setting form to draft two goals: o Student Learning SMART Goal o Professional Practice SMART Goals Massachusetts Department of Elementary and Secondary Education 14

15. Student Learning Goal vs. Professional Practice Goal  Student Learning Goal (Individual): In order to ensure mathematical literacy in each of the three content areas for eighth-grade geometry, I will incorporate essay questions into unit assessments that require elaboration of mathematical reasoning so that by the end of 2012-2013 school year, 80% or more of my students demonstrate proficiency on essay questions on the end-of-the-year eighth grade geometry assessment. Massachusetts Department of Elementary and Secondary Education 15

16. Student Learning Goal vs. Professional Practice Goal  Professional Practice Goal (Team): Our eighth-grade mathematics team will become more familiar with instructional strategies to provide access to the mathematics curriculum for students with disabilities, such that we are able to implement a minimum of five targeted strategies by the end of the 2012-2013 school year and see improvements in the students’ achievement in mathematics as a result. Massachusetts Department of Elementary and Secondary Education 16

17. 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 17

18. 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 18

19. 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 19

20. 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 20

21. 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. 21

22. Laying the Foundation 1.School teams will work together to develop a completed educator plan. 2.As a team, identify SMART goals. 3.Identify action steps. 4.Outline supports and resources and determine a timeline. Massachusetts Department of Elementary and Secondary Education 22 Student Learning Goal(s) and Professional Practice Goal(s) Planned Activity ActionSupports/Resources From School/District Timeline/Benchmark or Frequency

23. The Massachusetts Model System for Educator Evaluation Unpacking the Rubrics and Gathering Evidence September 2013 Melrose Public Schools 23

24. The Massachusetts Model System for Educator Evaluation Unpacking the Rubrics September 2012 Melrose Public Schools 24

25. 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 25

26. Five-Step Evaluation Cycle: Rubrics 26 Massachusetts Department of Elementary and Secondary Education

27. 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 27

28. 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 28

29. 29 Four Performance Standards Teachers Curriculum, Planning, and Assessment Teaching All Students Family and Community Engagement Professional Culture Massachusetts Department of Elementary and Secondary Education

30. 30 Elements Indicator Standard

31. Massachusetts Department of Elementary and Secondary Education 31 Standard Indicator Elements Performance Descriptors

32. Massachusetts Teacher Performance Rubric Massachusetts Department of Elementary and Secondary Education 32 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

33. 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 33

34. Massachusetts Department of Elementary and Secondary Education 34 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.

35. 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 35

36. Massachusetts Department of Elementary and Secondary Education 36

37. Examining Proficient Practice Massachusetts Department of Elementary and Secondary Education 37 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.

38. Examining Key Expectations for Performance Across Levels Massachusetts Department of Elementary and Secondary Education 38 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.

39. Horizontal and Vertical Analysis: Example I-B Massachusetts Department of Elementary and Secondary Education 39 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.

40. The Massachusetts Model System for Educator Evaluation Gathering Evidence September 2012 Melrose Public Schools 40

41. 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. 41 Massachusetts Department of Elementary and Secondary Education

42. 42 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

43. 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) 43 Massachusetts Department of Elementary and Secondary Education

44. 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 44 Massachusetts Department of Elementary and Secondary Education

45. 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. 45 Massachusetts Department of Elementary and Secondary Education

46. Artifact Cover Page Massachusetts Department of Elementary and Secondary Education 46

47. Running Record of Evidence Form 47 Massachusetts Department of Elementary and Secondary Education

48. Importance of Strategically Collecting Artifacts OR 48 Massachusetts Department of Elementary and Secondary Education

49. 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 49 Massachusetts Department of Elementary and Secondary Education

50. 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 50 Massachusetts Department of Elementary and Secondary Education

51. Artifacts From Tom Wilson 51  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

52. 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? 52 Massachusetts Department of Elementary and Secondary Education

53. 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 53 Massachusetts Department of Elementary and Secondary Education

54. 1.Support 2.Organize 3.Communicate 54 Massachusetts Department of Elementary and Secondary Education

55. 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.). 55 Massachusetts Department of Elementary and Secondary Education

56. 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). 56 Massachusetts Department of Elementary and Secondary Education

57. 3. Communicate Expectations Avoiding the… OR 57 Massachusetts Department of Elementary and Secondary Education

58. 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. 58 Massachusetts Department of Elementary and Secondary Education

59. 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. 59 Massachusetts Department of Elementary and Secondary Education