2. PROFESSIONAL DEVELOPMENT FOR EVALUATORS DAY 1: TUESDAY, SEPTEMBER 25, 2012 Leveraging Performance Management to Support School Priorities

3. Today’s Agenda Overview of the five-step cycle and contract language How the online Employee Development & Feedback System helps the evaluator manage the evaluation cycle Resources Understanding the rubric and priority elements Self-assessment

4. Overall goals of the 3-day training Goal 1: Evaluators will know how to implement the new system (technical 5-step implementation) and how to get it done and done well (evaluation best practices).

5. Overall goals of the 3-day training Goal 2: Evaluators will leave with concrete, specific plans for implementation in their school, as they will adapt or adopt sample agendas for meetings that will help them: Talk with teachers about the evaluation system Use the evaluation system as a unifier to focus on instruction during teachers’ collaborative work time Use the evaluation system to further their school priorities

6. Overall goals of the 3-day training Goal 3: Evaluators will leave knowing the specific responsibilities of evaluators and teachers under the new evaluation system.

7. How’s it going? Where is your school in the evaluation implementation process? What questions do you hope to address over the next three days?

8. The new evaluation system: Empowers every educator to take ownership of their evaluation Promotes growth and development Places student learning at the center Recognizes excellence Sets a high bar for tenure Shortens timelines for improvement Aligns evaluations of every educator in the system  Can be a focal point from which to leverage other academic priorities

9. Leveraging Performance Evaluations How can BPS use this… to be successful in: Increasing Academic Rigor Using Data to Differentiate Instruction Professional Growth and Evaluation Engaging Families, Students & Partners Educator Performance Evaluation Ensure all students achieve MCAS proficiency Close access and achievement gaps Graduate all students from high school prepared for college completion and career success and achieve the AA Goals?

10. Five Step Evaluation System Cycle Key Change: Continuous Learning Self-Assessment Analysis, goal- setting, & plan development Implementation of the plan Formative Assessment/Evaluation Summative Evaluation

11. School-wide goals & priorities should guide the Five Step Evaluation System Cycle Self- Assessment Analysis, goal-setting & plan development Implementation of the plan Formative Assessment/Evaluation Summative Evaluation School-wide Analysis & Goal-Setting

12. Step 1: Self Assessment Educators self-assess their performance using:  Student data and  The Standards and Indicators of Effective Teaching Practice and/or Administrative Leadership Educators propose goals related to their professional practice and student learning needs Self-Assessment Analysis, goal- setting, & plan development Implementation of the plan Formative Assessment/Eva luation Summative Evaluation

13. Step 2: Analysis, Goal Setting, and Plan Development Educators set at least two goals:  Student learning goal (Aligned to their team’s/school’s student learning goals)  Professional practice goal (Aligned to the Standards and Indicators of Effective Teaching and/or Administrative Leadership Practice) Educators are required to consider team goals Evaluators have final authority over goals Self-Assessment Analysis, goal- setting, & plan development Implementation of the plan Formative Assessment/Eva luation Summative Evaluation

14. Step 3: Implementation of the Plan - Educator Educator completes the planned action steps. Educator collects evidence relative to standards and goals. Evaluator provides feedback on practice to educators. Self-Assessment Analysis, goal- setting, & plan development Implementation of the plan Formative Assessment/Eva luation Summative Evaluation

15. Step 4: Formative Assessment/Evaluation Educator submits collected data to evaluator Evaluator summarizes data collected, coming to a formative rating on each of the four standards of professional practice and/or assessment of progress toward goals Evaluator provides feedback to the educator to help him or her improve professional practice Self-Assessment Analysis, goal- setting, & plan development Implementation of the plan Formative Assessment/Eva luation Summative Evaluation

16. Step 5: Summative Evaluation Educator submits collected data to evaluator Evaluator determines an overall summative rating of performance based on:  The educator’s performance against the four performance Standards (educators receive a rating for each Standard), and  Evidence of the attainment of goals Self-Assessment Analysis, goal- setting, & plan development Implementation of the plan Formative Assessment/Eva luation Summative Evaluation

17. Step 5: Summative Evaluation cont’d Evaluator provides feedback to the educator to help him or her improve professional practice Educator uses summative evaluation to inform self- assessment Self-Assessment Analysis, goal- setting, & plan development Implementation of the plan Formative Assessment/Eva luation Summative Evaluation

18. Rubric for Effective Teaching: Key Change: 4 Standards Former Teacher Evaluation (8 Dimensions) 1.Equity and High Expectations 2.Professionalism 3.Safe, Respectful, Culturally Sensitive and Responsive Learning Communities 4.Partnership with Family and Community 5.Instructional Planning and Implementation: 6.Content Knowledge 7.Monitoring and Assessment of Progress 8.Reflection, Collaboration, and Personal Growth New Teacher Evaluation (4 Standards) 1.*Curriculum, Planning & Assessment 2.*Teaching All Students 3.Family & Community Engagement 4.Professional Culture

19. Rubric for Effective Teaching: Key Change: 4 Standards New Teacher Evaluation (4 Standards) 1.*Curriculum, Planning & Assessment 2.*Teaching All Students 3.Family & Community Engagement 4.Professional Culture New Principal/Admin Evaluation (4 Standards) 1.*Instructional Leadership 2. Management and Operations 3.Family & Community Partnerships 4.Professional Culture

20. Rubric for Effective Teaching: Key Change: 4 Standards Does not meet standards Does meet standards Former categories Unsatisfactory Needs Improvement ProficientExemplary New categories

21. Rubric for Effective Teaching: Key Change: 4 Standards Unsatisfactory Needs Improvement ProficientExemplary New categories Fully and consistently meets the requirements of a standard Proficient

22. Employee Development & Feedback System

23. EDFS: Manager View

24. EDFS: 5-Step View

25. Timelines and Requirements Type of Educator Plan Self-Directed Growth Plan 1 school year* Directed Growth Plan Less than 1 school year Improvement Plan 30 calendar days to 1 school year Developing Educator Plan 1 school year Announced observations None required 1 1 Unannounced observations 1 2 2 if plan is less than 6 months 4 if plan is between 6 months and 1 year 4 Required Dates Oct. 1: Educator submits self-assessment & proposes 2 goals Nov. 1: Evaluator completes educator plans by approving goals & action steps May 15: Evaluator completes Summative Evaluation Report June 1: Evaluator meets with educators whose overall Summative Evaluation ratings are moved from Proficient or Exemplary to Needs Improvement or Unsatisfactory Dates established in educator plan. Oct. 1: Evaluator meets with 1 st year educators to assist with self-assessment and goal-setting. Other dates are same as above for 1-year Self- Directed Growth Plan.

26. Contract Highlights  Timelines & Observation Requirements  Dates for educators rated proficient or exemplary  Set minimums for # of observations  Dates and minimums for educators on development plans  Includes some announced observations

27. Timelines  Self-Directed Plans of 1 year  By Oct1: Educator submits self-assessments & goals  By Nov 1: Evaluator approves goals and action steps  By May 15: Evaluator completes summative assessment  By June 1: Evaluator meets with anyone moving down plans  Directed & Improvement Plans  Dates established by evaluator in educator plan  Developing Educator Plans  By Oct 1: Evaluator meets to assist with goal setting

28. Observation Requirements Type of PlanAnnounced Observations Unannounced Observations At least 30 min (suggested) Post conference Feedback in EDFS in 5 days At least 10-15 min (suggested) Feedback in EDFS in 5 days Self-Directed None1 Directed None2 Improvement 12 for plans less than 6 mo. 4 for plans more than 6 mo. Developing 14

29. Directed and Improvement Plans  Meet with educator within 10 days of assigning the plan to provide goals and action steps  Educators should self-assess prior to meeting  Educators must sign off on the plan on EDFS  Suggested lengths: 30, 60 or 90 days  Calendar days, including weekends and holidays  Plan officially begins as soon as action steps are approved

30. Reflection With an elbow partner, discuss: What do these shifts mean for you and your school?

31. Goals and Ratings Progress on Ratings onOVERALL (2) Goals (4) Standards RATING * Student Learning * Professional Practice - Curriculum, Planning and Assessment - Teaching All Students - Family & Community Engagement - Professional Culture - Exemplary - Proficient - Needs Improvement - Unsatisfactory

32. Next year’s educator plan is determined by the performance rating and career stage

33. Transition year: educator plan is determined by previous performance rating and career stage

34. 3-2-1 Communication Strategy Plan 3: What are the three key messages that educators in your school need to know about the new educator evaluation system? 2: What are two key difference between the new system and our current evaluation system? 1: What is one source of available support in our school and/or district related to educator evaluation implementation?

35. Resources, Support, Questions, and Feedback For more information, visit:  EDFS: http://eval.mybps.org/http://eval.mybps.org/  http://educatoreffectiveness.weebly.com http://educatoreffectiveness.weebly.com Email questions, comments, and feedback to:  Bpsevaluation@boston.k12.ma.us Bpsevaluation@boston.k12.ma.us MA Department of Elementary and Secondary Evaluation (DESE) Evaluation Site:  http://www.doe.mass.edu/edeval/ http://www.doe.mass.edu/edeval/

36. http://educatoreffectiveness.weebly.com

37. Office of Educator Effectiveness Ross Wilson, Assistant Superintendent for Educator Effectiveness Jared Joiner, Implementation Specialist Emily Kalejs Qazilbash, Implementation Specialist Angela Rubenstein, Implementation Specialist Kris Taylor, Implementation Specialist Jenna Costin, EDFS On-line System Coordinator Evaluator Training Facilitators: Catherine Carney, Michele Davis, Jess Madden-Fuoco

38. Desired Outcomes As a result of this next conversation, you will be able to: 1. Plan how to use team-level student learning goals as a lever to promote coherence in your schools 2. Name key considerations to help teacher-leaders/teams select high-leverage team student learning goals

39. Where we’re going Goals, Goals, Goals  Making mandated goals make sense  Making use of them to move the work  Your role in teams’ goals This next session, you will be able to:  Plan to focus and align school, team, and individual goal-setting in your school to promote, coherence, accountability, and rapid progress

40. Goals, Goals, Goals School Turnaround Priorities Individual Student Learning Goal Individual Professional Practice Goal School Measurable Annual Goals School AYP Goals School Instructional Focus/Strategies All Schools Turnaround Schools New MA Educator Evaluation System School Mission and Vision Whole-School Improvement Plan Goals Personal Goal: Make them all make sense! Personal Goal: Make them all make sense!

41. If you can make the mandates make sense, you can make the mandates work for you! So… you can start acting on the assumption that you can use the new Evaluation System as a lever to help you do our core work better. What does that look like? Your school might already have: Urgent student learning goals A priority focused on developing teacher capacity to improve instruction Commitment to coaching teachers

42. Individual Professional Practice Goal School AYP Goals Other Important Stuff School Instructional Focus/Strategies School Measurable Annual Goals Individual Student Learning Goal School Mission and Vision Performance/ Learning Goals Practice Goals School Priorities Goals, Goals, Goals

43. Individual Professional Practice Goal School AYP Goals Performance/Learning GoalsPractice Goals School’s Measurable Annual Goals Individual Student Learning Goal School Level Teacher Level Team Level School Performance Goals Priorities School Mission & Vision School Instructional Focus/Strategies

44. Why add more ?!? Team-level student-learning goals: Promote alignment between individual and school-level goals, equity and transparency across grades Reinforce message of collective responsibility (“our work,” not just “your work”) – which can decrease anxiety Capitalize on teacher teams as site of teacher learning & collaboration (and your coaching!) Make individual goal-setting easy! NOTE: Team goals are encouraged but not required as part of the Educator Evaluation system Conversations with peers about the goal, what's important and why we feel so have been helpful.

45. School Instructional Focus/Strategies School Level Teacher Level Team Level School Performance Goals Individual Student Learning Goal Team Student Learning Goal Team Professional Practice Goal Performance/Learning GoalsPractice Goals Individual Professional Practice Goal Priorities School Mission & Vision ?

46. Use the evaluation system to make what you already do BETTER: focus, alignment, & accountability.

47. Making Goals Better: Self-check questions To test alignment of goals, ask:  “If you achieve that goal, is it highly likely that your students/team/school will achieve this student learning goal?”  “How is your work** this year helping the school meet our turnaround goals?” ** (work with kids, with team, and to improve own practice) To test commitment to goals, ask:  “The goal is going to serve as your yardstick later this year when you’re deciding ‘should we focus on this or focus on that?’ Does this feel like the right thing to drive your work with kids and colleagues throughout the year?”  “Is this a goal you can live with? Live out? Live up to?”

48. Self-Check“Cheat Sheet” Activity 1. Identify school priorities. 2. Be sure the school priorities are data-based. 3. Identify the school priorities as a leadership team or as an administrative team 4. Consider writing your school priorities using the SMART goal template. 5. Prepare to present these data-based school priorities to your school staff and draw connections with the self-assessment and goal-setting components of the new evaluation system.

49. Understanding the rubric and priority elements Evaluators will:  understand the four new standards  understand how district priorities are reflected in the rubric  understand changes in language across performance levels  be prepared to lead meetings with staff using the rubric

50. The purpose of a Rubric of Effective Teaching Develop a consistent, shared understanding of what proficient performance looks like in practice. Develop a common terminology and structure to organize evidence. Make informed professional judgments about formative and summative performance ratings on each standard and overall. The rubric is NOT a classroom observation tool.

51. Goals and Ratings Progress on Ratings onOVERALL (2) Goals (4) Standards RATING * Student Learning * Professional Practice - Curriculum, Planning and Assessment - Teaching All Students - Family & Community Engagement - Professional Culture - Exemplary - Proficient - Needs Improvement - Unsatisfactory

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

53. Indicator Element Standard

54. New Teacher Evaluation (4 Standards) 1.*Curriculum, Planning & Assessment 2.*Teaching All Students 3.Family & Community Engagement 4.Professional Culture New Principal/Admin Evaluation (4 Standards) 1.*Instructional Leadership 2. Management and Operations 3.Family & Community Partnerships 4.Professional Culture 53 Rubric for Effective Teaching Key Change: 4 Standards

55. How are district priorities reflected in the rubric? Your school can identify other priority elements that reflect your school goals.  How are existing practices in your school reflected on the rubric? District PriorityElement of rubric Common-core shiftsWell-Structured Lessons (I-A-4) DataAdjustments to Practice (I-B-2) Educator EffectivenessGoal Setting (IV-A-2) Cultural ProficiencyAccess to knowledge (II-D-3) Family and Community Engagement Parent/Family Engagement (III-A-1) and Two-way Communication (III-C-1)

56. Activity: Unpacking priority elements of the rubric Unpack each of the priority elements at the PROFICIENT performance level, by answering:  What should this look like for student learning?  What should this look like for teacher behavior?  What is it that we need to do or provide to increase peoples’ knowledge about this and skills in this area?

57. Communication Strategy Plan How will you use the rubric with your teachers in your school? Fill out the provided Template for Planning.

58. NOW, on to the self-assessment! Self- Assessment Analysis, goal-setting & plan development Implementation of the plan Formative Assessment/Evaluation Summative Evaluation School-wide Analysis & Goal-Setting

59. Self-Assessment in EDFS Educator submits a summary of strengths and areas of need Educator submits confirmation that s/he has completed self-assessment Educator will not submit a full rubric used for self- assessment; this aspect of self-assessment is private

60. Understanding Self-Assessment Consider: School Priorities District Rigor through Common Core ShiftsStandard I Using Data & DifferentiationStandard II Family & Community EngagementStandard III Educator EffectivenessStandard IV Student learning strengths & needs Professional practice in relation to the standards outlined in the rubric

61. The 5-Step Cycle in Action  Every educator is an active participant in an evaluation  Process promotes collaboration and continuous learning Self-Assessment Analysis, goal-setting & plan development Implementation of the plan Formative Assessment/Evaluation Summative Evaluation Continuous Learning

62. The 5-Step Cycle in Action Self-Assessment Analysis, goal-setting & plan development Implementation of the plan Formative Assessment/Evaluation Summative Evaluation Continuous Learning Every educator conducts an assessment of practice against performance standards Every educator conducts an analysis of evidence of student learning, growth, and achievement Prepares to strategically identify professional practice and student learning goals Collaboration and Continuous Learning are the focus

63. 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 62

64. Self-Assessment Components: 1. An analysis of evidence of student learning, growth, and achievement for students under the educator's responsibility; 2. An assessment of practice against the Performance Standards outlined in the Rubric; and 3. Proposed goal topics. 63

65. Teacher Rubric At-A-Glance Standard I: Curriculum, Planning, and Assessment Standard II: Teaching All Students Standard III: Family and Community Engagement Standard IV: Professional Culture A. Curriculum and Planning Indicator 1.Subject Matter Knowledge 2.Child and Adolescent Development 3.Rigorous Standards-Based Design 4.Well-Structured Lessons A. Instruction Indicator 1.Quality of Effort and Work 2.Student Engagement 3.Meeting Diverse Needs A. Engagement Indicator 1.Parent/Family Engagement A. Reflection Indicator 1.Reflective Practice 2.Goal Setting B. Professional Growth Indicator 1.Variety of Assessment Methods 2.Adjustments to Practice B. Assessment Indicator 1.Variety of Assessment Methods 2.Adjustments to Practice B. Assessment Indicator 1.Safe Learning Environment 2.Collaborative Learning Environment 3.Student Motivation B. Assessment Indicator 1.Learning Expectations 2.Curriculum Support C. Collaboration Indicator 1.Analysis and Conclusions 2.Sharing Conclusions With Colleagues 3.Sharing Conclusions With Students C. Analysis Indicator 1.Analysis and Conclusions 2.Sharing Conclusions With Colleagues 3.Sharing Conclusions With Students C. Analysis Indicator 1.Respects Differences 2.Maintains Respectful Environment C. Analysis Indicator 1.Two-Way Communication 2.Culturally Proficient Communication D. Assessment Indicator 1.Variety of Assessment Methods E. Shared Responsibility Indicator 1.Shared Responsibility D. Expectations Indicator 1.Clear Expectations 2.High Expectations 3.Access to Knowledge F. Professional Responsibility Indicator 1.Judgment 2.Reliability and Responsibility 64

66. StrengthsNeeds Improving student performance in math for students who enter my class performing below grade level Indicators/Elements: Teaching classrooms with diverse needs (especially meeting the needs of student with an IEP) Indicators/Elements: Family outreach and communication Indicators/Elements: Additional support for implementing the revised MA Curriculum framework Indicators/Elements: Improving communication with families for whom English is a second language Indicators/Elements: Strengthen leadership skills Indicators/Elements: Chris McCloud: Self-assessment against the rubric 65

67. Reflection What supports might help your teachers to be even more self-reflective?