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MA Ed Eval Teacher Training: Overview

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Judith Evans

on 4 October 2012

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Transcript of MA Ed Eval Teacher Training: Overview

Massachusetts Department of Elementary and Secondary Education Q & A Massachusetts Department of Elementary and Secondary Education
Our Next Steps: Orientation to the Evaluation Framework Orientation: Overview of Educator Evaluation Framework
Workshop 1: Rubric Review
Workshop 2: Self-Assessment
Workshop 3: Goal Setting Training Workshops for Teachers and Staff Massachusetts Department of Elementary and Secondary Education Evaluators Massachusetts Department of Elementary and Secondary Education Massachusetts Department of Elementary and Secondary Education Massachusetts Department of Elementary and Secondary Education A Step-by-Step Review The 5-Step Evaluation Cycle Massachusetts Department of Elementary and Secondary Education The Evaluation Framework’s Two Ratings Massachusetts Department of Elementary and Secondary Education Effective teachers and leaders matter
No other school-based factor has as great an influence on student achievement as an effective teacher.
Effective leaders create the conditions that enable powerful teaching and learning to occur.
Therefore, ensuring that every child is taught by effective teachers and attends a school that is led by an effective leader is key to preparing all students for success after high school. Context Orientation: Overview of Educator Evaluation Framework
Workshop 1: Rubric Review
Workshop 2: Self-Assessment
Workshop 3: Goal Setting Training Workshops for Teachers and Staff Massachusetts Department of Elementary and Secondary Education Massachusetts Department of Elementary and Secondary Education The new evaluation frameworks require regular evaluations of all educators, including teachers, staff, and administrators
All districts are required to issue Student Impact Ratings this year.
All educators will be evaluated on a 4 point scale.
All educators will have a summative evaluation at the end of each year.
The 5 steps of the evaluation cycle are self-assessment, goal setting/plan development, plan implementation, formative assessment/evaluation, and summative evaluation. Check for Understanding 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 new educators or educators who are
struggling Observations Massachusetts Department of Elementary and Secondary Education Prioritize based on goals and focus areas

Quality not quantity

Artifacts should be “naturally occurring” sources of evidence (e.g. lesson plans) Strategic Evidence Collection Context Massachusetts Department of Elementary and Secondary Education The evaluation framework helps schools and districts support teachers and leaders by:
Encouraging them to reflect upon and take an active role in improving their teaching/leadership practices
Providing them with timely, relevant feedback and guidance
Every educator in an ESE-licensed position will be evaluated Massachusetts Department of Elementary and Secondary Education Orientation to the Evaluation Framework
Context
The Evaluation Framework’s Two Ratings
Summative Performance Rating
Student Impact Rating
The 5-Step Evaluation Cycle
Check for Understanding
Q&A Agenda Part II: School Level Guide
Pages 48-53 Massachusetts Department of Elementary and Secondary Education Evaluator determines an overall summative rating of performance based on:
Comprehensive picture of practice captured through multiple sources of evidence

Summative Performance Rating reflects:
Ratings on each of the four Standards
Progress toward goals Step 5: Summative Evaluation 16 5-Step Evaluation Cycle - Timeframe Massachusetts Department of Elementary and Secondary Education Summative
Performance Rating Massachusetts Department of Elementary and Secondary Education 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 4 Types of Educator Plans Summative
Performance Rating Massachusetts Department of Elementary and Secondary Education Model Rubric Excerpt Summative
Performance Rating Massachusetts Department of Elementary and Secondary Education A 4-Point Scale Massachusetts Department of Elementary and Secondary Education 4 Participants will understanding the new educator evaluation framework, including:
The evaluation framework’s two ratings
The new performance standards and aligned rubrics
The 5-Step Cycle of Evaluation Intended Outcomes Part II: School Level Guide
Pages 40-47 Massachusetts Department of Elementary and Secondary Education
Occurs mid-way through the 5-Step Cycle
Typically Jan/Feb for educators on a 1-year plan (formative assessment)
Typically May/June for educators on a 2-year plan (formative evaluation)

Educator and Evaluator review evidence and assess progress on educator’s goals Step 4: Formative Assessment/ Evaluation Part II: School Level Guide
Pages 32-39 Massachusetts Department of Elementary and Secondary Education Educator completes the planned action steps of his/her plan
Educator and evaluator collect evidence of practice and goal progress, including:
Multiple measures of student learning
Observations and artifacts
Additional evidence related to performance standards
Evaluator provides feedback Step 3: Implementation of the Plan Massachusetts Department of Elementary and Secondary Education The educator plan is based on S.M.A.R.T. goals. Step 2: Analysis, Goal Setting and Plan Development Part II: School Level Guide
Pages 23-31 Massachusetts Department of Elementary and Secondary Education
Educators set S.M.A.R.T. goals:
Student learning goal
Professional practice goal
(Aligned to the Standards and Indicators of Effective Practice)
Educators are required to consider team goals Step 2: Analysis, Goal Setting and Plan Development Part II: School Level Guide
Pages 14-22 Massachusetts Department of Elementary and Secondary Education Educators self-assess their performance using:
Student data, and
Performance rubric

Educators propose goals related to their professional practice and student learning needs Step 1: Self-Assessment Massachusetts Department of Elementary and Secondary Education Every educator is an active participant in their own evaluation
Process promotes collaboration and continuous learning Continuous
Learning 5 Step Evaluation Cycle *For more information on district-determined measures, see Part VII: Rating Educator Impact on Student Learning Using District-Determined Measures of Student Learning Impact
Rating
on
Student
Performance The Student Impact Rating must be based on at least 2 years of data across multiple measures, and therefore is unlikely to 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 Student Impact Rating Impact
Rating
on
Student
Performance Massachusetts Department of Elementary and Secondary Education Determining Plan Duration Summative
Performance Rating Massachusetts Department of Elementary and Secondary Education Determining Your Educator Plan Summative
Performance Rating Massachusetts Department of Elementary and Secondary Education All districts will evaluate educators using a rigorous and comprehensive performance rubric aligned to the Standards and Indicators. Performance Rubrics Evidence includes:
Multiple measures of student learning, growth and achievement
Judgments based on observations and artifacts of professional practice
Additional evidence relevant to Standards (student/staff feedback) Summative
Performance Rating Massachusetts Department of Elementary and Secondary Education Rating reflects:
Performance based on Standards and Indicators of Effective Practice
Progress toward educator goals Summative Performance Rating *Most districts will not begin issuing Impact Ratings before the 2014-2015 school year. Every educator will eventually receive two ratings: Two Ratings Massachusetts Department of Elementary and Secondary Education Summative
Performance Rating * Standards requiring proficient rating or above to achieve overall rating of proficient or above Massachusetts Department of Elementary and Secondary Education Standards & Indicators Rating reflects:
At least 2 years of data from which trends and patterns can be identified *Most districts will not begin issuing Impact Ratings before the 2014-2015 school year. Impact
Rating
on
Student
Performance Massachusetts Department of Elementary and Secondary Education 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 Student Impact Rating Step 4: Every educator has a mid-cycle review Step 5: Every educator earns one of four ratings of performance Step 3: Educators and their evaluator collect evidence and assesses progress. Step 2: Every educator proposes at least 1 professional practice goal and 1 student learning goal. Team goals must be considered Step 1: Every educator uses a rubric and data about student learning Collaboration and Continuous Learning are the focus Continuous
Learning Massachusetts Department of Elementary and Secondary Education Every educator is an active participant in the evaluation process Massachusetts Department of Elementary and Secondary Education Massachusetts Department of Elementary and Secondary Education Observations Prioritize based on goals and focus areas

Quality not quantity

Artifacts should be “naturally occurring” sources of evidence (e.g. lesson plans) Strategic Evidence Collection Evaluator determines an overall summative rating of performance based on:
Comprehensive picture of practice captured through multiple sources of evidence

Summative Performance Rating reflects:
Ratings on each of the four Standards
Progress toward goals Step 5: Summative Evaluation
Educators set S.M.A.R.T. goals:
Student learning goal
Professional practice goal

Educators are required to consider team goals Step 2: Analysis, Goal Setting and Plan Development 5 Step Evaluation Cycle 5-Step Evaluation Cycle - Timeframe 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 Four Types of Educator Plans Every educator will eventually receive two ratings: Two Ratings Educator completes the planned action steps of his/her plan.

Educator and evaluator collect evidence of practice and goal progress, including:
Multiple measures of student learning
Observations and artifacts
Additional evidence related to performance standards

Evaluator provides feedback. Step 3: Implementation of the Plan Educators self-assess their performance using:
Student data, and
Performance rubric

Educators propose goals related to their professional practice and student learning needs Step 1: Self-Assessment All districts will evaluate educators using a rigorous and comprehensive performance rubric aligned to the Standards and Indicators. Performance Rubrics Step 4: Formative Assessment/ Evaluation
Occurs mid-way through the 5-Step Cycle
Typically Jan/Feb for educators on a 1-year plan (formative assessment)
Typically May/June for educators on a 2-year plan (formative evaluation)

Educator and Evaluator review evidence and assess progress on educator’s goals The educator plan is based on S.M.A.R.T. goals. Step 2: Analysis, Goal Setting and Plan Development Rating reflects:
At least 2 years of data from which trends and patterns can be identified 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 Student Impact Rating: 2014 * Standards requiring proficient rating or above to achieve overall rating of proficient or above Standards & Indicators Developing educators get:
one formal (announced) observation and at least four unannounced observations
Other educators get:
at least three informal, unannounced observations NPST: Developing Educator Plan for first three years

PTS on-cycle: Year 1 of Self-Directed Growth Plan

PTS Off-Cycle: Completes self-assessment and goals for PD purposes; no formative or summative this school year Medway Plan Types Summary All educators:
Complete a self-assessment
Set at least one professional practice goal and one student learning goal
Have three or more informal, unannounced observations
Collect evidence Teachers without professional status:
Have one announced, formal observation
Have a formative assessment (Jan 2013)
Have a summative assessment (May 2013) Teachers with professional status:
Have a formative assessment (May 2013)
Have a summative assessment (May 2014) Medway Public Schools Fall 2012 Educator Evaluation: Overview s
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