Educator Evaluation Workshop: - PowerPoint Presentation

Slide1

Educator Evaluation Workshop:S.M.A.R.T. Goals & Educator Plan DevelopmentMSSAA Summer Institute

July 26, 2012Slide2

AgendaS.M.A.R.T. Goals The role of goals in the 5-Step CycleTwo types of goalsWhy team goals?

S.M.A.R.T.er Goals = Educator Plans

What makes a goal S.M.A.R.T.er?

Guided practice: turning goals into plansTips & StrategiesResources

2Slide3

3Intended Outcomes

Understand the rationale and framework for the MA “

SMARTer

Goal” model

Be able to identify characteristics of S.M.A.R.T and S.M.A.R.T.er goals

Be able to translate a “

SMARTer

” goal into an Educator PlanIdentify at least one key strategy to take back to your school that will facilitate goal-setting and plan development

3

Massachusetts Department of Elementary and Secondary EducationSlide4

4

4

5 Step Evaluation Cycle

Foundation for the Framework & Model

Every educator is an active participant in an evaluation

Process promotes collaboration and continuous learning

Massachusetts Department of Elementary and Secondary EducationSlide5

5

5

5-Step Cycle in Action: 9

th

Gr

Biology Teacher

Continuous

Learning

9

th

Gr

Biology teacher identifies two needs: scientific reading and writing and incorporating new curricular standards into his instruction.

Massachusetts Department of Elementary and Secondary Education

Teacher proposes 1 student

learning goal

and one team professional practice goal. His department head helps refine the goals before approving the goals & plan.

Teacher gathers and synthesizes evidence on goal progress, while department head and principal focus data collection on goal areas.

Department head meets with team and teacher to review evidence and assess progress on goals, adjusting benchmarks if necessary.

Teacher earns

one of 4 ratings based on performance against the standards and progress on goals Slide6

S.M.A.R.T. Goals

6Slide7

How to begin?A thoughtful self-assessment leads to targeted, results-oriented goals.

7Slide8

8

Formative Assessment – Monitoring progress and making needed adjustments

Collection of evidence and documentation demonstrating improvements in professional practice and student growth

The Power of Educator-Driven, Targeted ActionSlide9

Step 2: Analysis, Goal Setting and Plan DevelopmentEducators set at least two goals:Student learning goalProfessional 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

Massachusetts Department of Elementary and Secondary Education

9Slide10

Data as a Starting Point for Student Learning GoalsIncoming Student Data – how did these students do last year? Are there any anomalies or subgroups that require specific attention?Past Student Data – how have

your

students typically performed in the past?

Aggregate Student Data – are there any trends in performance, positive or negative, that characterize students in your school, content area, and/or grade level?

10Slide11

Rubrics as a Starting Point for Professional Practice Goals

Principal

Rubric At-a-Glance

I. Instructional

Leadership

II.

Management & Operations

III. Family & Community EngagementIV. Professional CultureCurriculum

EnvironmentEngagementCommitment to High Standards

B. Instruction

B. HR

Management & Development

B. Sharing Responsibility

B. Cultural Proficiency

C.

Asssessment

C.

Scheduling & Management Information Systems

C. Communication

C. Communications

D.

Evaluation

D. Law, Ethics & Policies

D. Family ConcernsD. Continuous Learning

E. Data-Informed DecisionmakingE. Fiscal SystemsE. Shared VisionF. Managing Conflict

11Slide12

12S.M.A.R.T. Goals

S

=

Specific and

S

trategic

M

= Measurable A = Action OrientedR = Rigorous, Realistic and Results- focused (

the 3 R’s)T = Timed and TrackedSlide13

13What 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

Turn to a partner:

Share your phrases

Discuss the phrases that emerged and any insights about the documentSlide14

S.M.A.R.T.er Goals=Educator Plans

14Slide15

15A Massachusetts

“SMARTer GOAL”

=

A Goal Statement

+

Key Actions

+

Benchmarks (Process & Outcome)=

The Heart of the Educator PlanMassachusetts Department of Elementary and Secondary EducationSlide16

Process and Outcome BenchmarksProcess benchmarks – monitor plan implementationOutcome benchmarks – monitor effectiveness of the plan

16Slide17

17

17

Guided Practice: A Principal’s Observations and Feedback

Goal Statement for Classroom Observation & Feedback:

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 and conducting eight visits with feedback per week, on average.

(Aligned to I.D.2 (Observations & Feedback))

Massachusetts Department of Elementary and Secondary EducationSlide18

18Guided Practice

In pairs:

Review the

key actions

(are they tightly linked to the goal?)

Review

benchmarks

: are there process benchmarks (actions done)?outcome benchmark(s) (results)?Identify two revisions and/or additions to the actions and/or benchmarks that will make this SMART Goal “S.M.A.R.T.er”

Massachusetts Department of Elementary and Secondary EducationSlide19

19

19

Guided Practice: A Principal’s Observations and Feedback

Goal Statement for Classroom Observation & Feedback:

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 and

by the start of second semester

conducting eight visits with feedback per week, on average,

that an increasing percentage of teachers report are useful beginning with at least 60%.(Aligned to I.D.2 (Observations & Feedback))

Massachusetts Department of Elementary and Secondary EducationSlide20

Principal Educator Plan ExampleSample 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

Action

Supports/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

th and Memorial Day.2. By October 15

th

, I will study with a colleague principals

and my administrative team how to conduct 10 minute unannounced observations and write brief, useful feedback.

3. By January 1

st

, I will share at least 5 samples of feedback with principal

colleagues and collect their feedback.

4. By January 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 of 8 observations per week (on average) have been completed.

2. October 15th

– documented study time with colleague3. January 1st – 5 feedback samples will be shared with colleagues4. January 1st and June 1

st will have collected feedback via teachers regarding their perceived value of the process.*Evidence provided through principals logs and example artifacts20Slide21

Process and Outcome BenchmarksProcess benchmarks – monitor plan implementationJanuary 15/March 15/May 15 – check in to determine if 8 observations per week (on average) have been completed.Outcome benchmarks – monitor effectiveness of the plan

January 1

st

and June 1st will have collected feedback via teachers regarding their perceived value of the process.

21Slide22

Four Types of Educator Plans

Developing Educator Plan

For educators without Professional Teaching status, administrators in the first three years in a district, or at the discretion of an evaluation for an educator in a new assignment

Self-Directed Growth Plan

For experienced educators rated proficient or exemplary on their last evaluation; these plans can be one or two years in length

Directed Growth Plan

For educators rated in need of improvement of on their last evaluation

Improvement Plan

For educators rated unsatisfactory on their last evaluationMassachusetts Department of Elementary and Secondary Education

22Slide23

Educator Plans: Requirements and Timelines

Self-Directed Growth Plan

Directed Growth Plan

Improvement Plan

Developing

Educator Plan

Rated Proficient or Exemplary

1- or 2-year plan

developed by the educator

Rated Needs Improvement

1-year plan or less

developed by the educator & evaluator

Rated as Unsatisfactory

At least 30 calendar days; up to 1 year

developed by the evaluator

Without Professional Status

1-year plan or less

Developed by the educator & evaluator

Massachusetts Department of Elementary and Secondary Education

23Slide24

Educator Plan Cheat SheetFormative Assessment/Evaluation:Formative Assessments: plans that are 1-year or less in duration, mid-cycle check-in on goalsFormative Evaluations

: 2-year plans, occur end-of-year, ratings default to previous Summative Rating unless evidence indicates significant change

Student learning goals lend themselves to one-year goals

IPDPs can be merged into educator plans (see revised licensure regulations)

24Slide25

Tips & Strategies

25Slide26

26Where to begin?

Strategy 1: Aligned Goals

District Goals

School Goals

Team Goals

Teacher Goals

The Power of Concerted ActionSlide27

Strategy 1: Aligned GoalsAn Example

District Goal

Anti-Bullying

Initiative

Standard/

Indicator

School Improvement Goal

Support the behavioral health needs of all students.

School Administrator Team Goal

During the 2011 – 2012 school year, the HS Administrative Team will review and refine protocols in an effort to reach 100% consistency in administrating policy to support students’ social/emotional/behavioral needs.

II.A (Environment)

Teacher

Goal

During

the 2011-2012 school year,

I will learn and appropriately use an increasing number of effective rituals, routines and responses that prevent most behaviors that interfere with student learning.

II.B

(Learning Environment)

27Slide28

28

Where to begin?

Strategy 2: Focus the Self-Assessment

Murkland

ES

School leaders aligned District Core Issues and School Improvement Goals to specific parts of the rubric

Led to focused and coherent self-assessment and goal-setting processes for

all

educators,Promoted collaboration and shared accountability throughout the school

“not just one more thing but something we’re already doing”

Note: all Standards and Indicators are still important. This is about

focusing

and

prioritizing

to support coherence and “

doability

”

Massachusetts Department of Elementary and Secondary EducationSlide29

29Teacher Rubric-at-a-Glance

Think of

one

major initiative or focus in your school for 2012-2013.

Using the teacher rubric at-a-glance, identify

two

Indicators (or elements) that you would most likely focus on with teachers related to this initiative. (Ex: Revised MA Curricular Frameworks)

Massachusetts Department of Elementary and Secondary EducationSlide30

30

Districts that promote team goals have found this work more ‘doable’

Team goals support collaboration, communication, and likelihood of success (admin teams too!)

Tips & Strategies

Promote school or district goals

Support regular team time

Identify common process & benchmark outcomes

Massachusetts Department of Elementary and Secondary Education

Where to begin?

Strategy 3: Promote Team

GoalsSlide31

Where to begin?Strategy 4: Backward MappingStart with the PD you have planned – what do you expect your teachers to accomplish this year?

Locate these objectives in the rubric and let those drive the self-assessment and goal-setting processes back at your school

Massachusetts Department of Elementary and Secondary Education

31Slide32

32Next Steps – Suggestions for Principals

Review “SMART” Goal Setting and assess how “SMART” your current school improvement goals are.

Read School-Level Planning & Implementation Guide (Part II of the Model System) and the School-Level Administrator Rubric (Part III, Appendix B)

Locate your school improvement focus areas in the Administrator and Teacher rubric

Massachusetts Department of Elementary and Secondary EducationSlide33

ResourcesMassachusetts Model System for Educator EvaluationMassachusetts Department of Elementary and Secondary Education

33Slide34

34School-Level Planning & Implementation Guide

Content Overview

The Massachusetts Model System for Educator Evaluation

Step 1: Self-Assessment

Step 2: Goal Setting and Plan Development

Step 3: Implementation of the Plan

Step 4: Formative Assessment and Evaluation

Step 5: Summative Evaluation

Appendices: Forms for Educator Evaluation, Setting SMART Goals

Massachusetts Department of Elementary and Secondary EducationSlide35

ESE Evaluation ResourcesWhat’s coming? Summer 2012

Guidance on District-Determined Measures

Training Modules with facilitator guides, PowerPoint presentations, and participant handouts

List of approved vendors

Updated website with new Resources section

Newsletter

Massachusetts Department of Elementary and Secondary Education

35Slide36

What’s coming? Fall/Winter 2012Solicit and review feedback on Model System; update

Research & develop student and staff feedback instruments

Collect and disseminate best practices

Collect and vet assessments to build a repository of district measures

Internal collaboration to support cross-initiative alignment

EX: Support for use of rubric for teachers of ELLs aligned to RETELL initiative

Massachusetts Department of Elementary and Secondary Education

36

ESE Evaluation ResourcesSlide37

Overview of Training ModulesModule 1: Overview

Module 2: Unpacking the Rubric

Module 3: Self-Assessment

Module 4: S.M.A.R.T. Goals and Educator Plan Development

Module 5: Gathering Evidence

Module 6: Observations and Feedback

Module 7: Rating Educator Performance

Module 8: Rating Impact on Student Learning37Slide38

38For More Information and Resources:

Visit the ESE educator evaluation website:

www.doe.mass.edu/edeval

Contact ESE with questions and suggestions:

EducatorEvaluation@doe.mass.edu

Presenters:

Claire Abbott –

cabbott@doe.mass.edu

Preeya Pandya –

ppandya@doe.mass.edu

Massachusetts Department of Elementary and Secondary Education

38