Leveraging Performance Management
to Support School Priorities
PROFESSIONAL DEVELOPMENT FOR
EVALUATORS
Wednesday, July 31
Getting Started: Revising Goals
Please consider the goals – are there any
revisions you would suggest?
Characteristics of high-quality goals:
 SMART
 Aligned to school priorities
 High leverage
 Includes mid-year benchmark
Today’s Agenda
 Collecting Evidence

A Closer Look at Observations

A Closer Look at Artifacts
Lunch
 Evaluations
 Breakouts
 Planning for the work at your school
 Managing Directed Growth & Improvement plans
 Closing
What progress have we made
toward the goals of the 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).
What progress have we made
toward the goals of the training?
Goal 2:
Evaluators will leave with concrete, specific plans for
implementation in their school, including how to:
 Use the evaluation system to further their school
priorities
 Talk with teachers about the evaluation system
What progress have we made
toward the goals of the training?
Goal 3:
Evaluators will leave knowing the specific
responsibilities of evaluators and teachers
under the new evaluation system.
Evidence:
Observation & Artifacts
Evidence is collected throughout the cycle
Self-Assessment
 Every educator is an
Summative
Evaluation
Analysis, goal-setting
& plan development
Continuous
Learning
Formative
Assessment/Evaluation
Implementation of
the plan
active participant in an
evaluation
 Process promotes
collaboration and
continuous learning
All Evidence is entered in EDFS
 Both educators and
evaluators can upload
artifacts
 Evaluators upload both
observation evidence &
feedback
Evidence should be collected on …
Progress on
(2) Goals
* Student
Learning
* Professional
Practice
Ratings on
(4) Standards
- Curriculum, Planning
and Assessment
- Teaching All Students
- Family & Community
Engagement
- Professional Culture
OVERALL
RATING
- Exemplary
- Proficient
- Needs
Improvement
- Unsatisfactory
Evidence Collection
 Evidence should be explicitly related to specific
standards & goals.
 When appropriate, evaluator provides feedback to
educator using language from the rubric.
 Evaluator does not rate educator practice after
each piece of evidence, but during the formative or
summative evaluation.
11
Evidence vs. Feedback
Evidence
Feedback
• Facts
• Aligned to Rubric
• Claim & Interpretation
• Aligned to Rubric
• Ex 1: Lesson plan submitted as
artifact
• Ex 1: The lesson plan does not
include a closing activity. How is
summarizing incorporated into
the lesson?
• Ex 2: Ms. Y said, "Yes, I know.
• Ex 2: Ms. Y's response show that
You are working hard. You can do
she continues to foster a safe
this.”
intellectual environment where
students take academic risks.
Evidence from Observations
Observations
Turn & Talk:
What have your experiences with
observation been like?
What the Research Says . . .
15
 Evaluators need multiple opportunities and
settings to observe and assess educator practice
 Multiple observations paired with timely
feedback are a key part of a strong evaluation
system
Observing Lessons … CAUTION! …
We observe all the time, which means that it is easy to
do, but hard to do objectively.
Remember
• We tend to see what we want to see
• We have to be aware of and avoid bias, particularly
personal idiosyncrasies
• We have to avoid preconceptions
• Observation should be based on agreed upon criteria
Observation Bias
What is bias? What are some experiences you have had with bias?
What are some examples of bias you have about teaching?
What can we do to diminish the influence of bias in our work?
Principles of Brief Observations
 Frequent
 Focused
 Varied
 Useful and Timely Feedback
Strategies for Collecting Evidence
19
 Identify a focus ahead of time

Goals, specific Elements
 Record evidence, not judgment

Quotations, observed actions or movements by teacher
and students, times, numbers, literal descriptors, etc…
 Be an efficient note-taker

Establish abbreviations, paraphrase
 When possible, meet with the teacher

Check in briefly to ask questions/give feedback
Examples
 Observations & Tools from Sara
 Observations & Tools from Mary
Other forms of Observations: Team Feedback
Sara’s tracking tool
CHS approach to scheduling
Systems for Tracking Observations
Observations in the EDFS
 BPS developed an observation
tool in EDFS
 Evidence and feedback should be
entered in EDFS, and tagged to
an appropriate area of the rubric
 Observations may only be used
in formative or summative
evaluations if the educator
received feedback within 5 days
of the observation
Observations: EVALUATOR View
Observations: EVALUATOR View
Observations: EVALUATOR View
Next version of the observation tool
Next version of the observation tool
Observations: EVALUATOR View
Observations: Educator &Evaluator View
Observing Practice
Chris McCloud
7th Grade Math Teacher
C. McCloud’s self-assessment against the rubric
Strengths
Needs
•Improving student performance in
•Additional support for
math for students who enter my class implementing the revised MA
performing below grade level
Curriculum framework
Indicators/Elements:
•Teaching classrooms with diverse
needs (especially meeting the needs
of student with an IEP)
Indicators/Elements:
•Family outreach and
communication
Indicators/Elements:
Indicators/Elements:
•Improving communication with
families for whom English is a
second language
Indicators/Elements:
•Strengthen leadership skills
Indicators/Elements:
34
Chris McCloud’s Goals:
SL: Based on the fact that my 7th grade ELL students
averaged 30% on my pre-assessment, my goal is that
they will average at least 80% on each of the six unit
assessments that they will take before May 15.
PP: In order to support my ELL students in averaging
80% on unit assessments, I will consistently identify
and teach symbols, key terms and other math
vocabulary, and use daily exit tickets that measure
both vocabulary and conceptual understanding. I will
measure my progress through student vocabulary
notebooks and tracking exit ticket performance data.
Observation of Chris McCloud: Selective Scripting
Read over the two excerpted elements from the
rubric (I-A-4. Well-Structured Lessons, II-A-2.
Student Engagement)
2. Watch the video.
3. While you are watching the video, collect evidence
that will allow you to rate Mr. McCloud on the two
elements. Use the worksheet to selectively script
evidence related to each of the elements.
4. When you are finished, complete the worksheet
and rate Mr. McCloud.
1.
How did it go?
Value of Feedback
Targeted, Ongoing Feedback
Improved Educator Practice
Improved Student Achievement
Characteristics of Effective Feedback
 FOCUSED: feedback should focus on what was
observed
 EVIDENCE-BASED: feedback should be
grounded in evidence of practice
 ACTIONABLE: feedback should reinforce
effective practice and identify areas for continued
growth
 TIMELY: feedback should be provided shortly
after the observation
Constructing Feedback
Chris McCloud:
Using your observation notes and the rubric:
Draft two points of feedback for Chris
Focus on feedback that is
Focused
Evidence-based,
Actionable
and
Feedback conversations
What has been your experience with
feedback conversations?
Volunteers for a roleplay?
Feedback conversations: Resources
 Beyond the Scoreboard, from
Educational Leadership
 Talk About Teaching, by Charlotte
Danielson
 Leverage Leadership, by Paul
Bambrick-Santoyo
 Difficult Conversations, by Stone,
Patton & Heen
Reflect
What are the implications of what we
just discussed for your practice? For your
school community?
Evidence from Artifacts
Collecting Evidence: What can you see?
In the classroom
Outside of the
classroom
In artifacts/
conversations
• Well-structured
lessons
• Professional
collaboration
• Reflection
• Student engagement
• Family and
community
engagement
• Classroom
management
• Differentiated
instruction
• A safe learning
environment
• Results of data
analysis
• Adjustments to
practice
Collecting and Assessing Evidence - Artifacts
Artifacts may include:



Tracking & analysis of student assessment data
Student work
Lesson plans
Identify & chart possible sources of evidence in the
standard you are assigned. What kind of documents
would be useful for teachers upload?
Artifacts: Clarifying Expectations
 How many would you like people to submit?
 What kind of documents?
 How detailed of a rational would be useful?
Artifacts Guidance
A suggested format for rationales:
 Step 1: Identify the standard, indicator, element, or goal
that the artifact addresses.
 Step 2: Describe the artifact and identify the section that
directly connects to the standard, indicator, element, or
goal.
 Step 3: Highlight the artifact’s impact on student learning.
 Step 4: Specify the evidence of professional growth or
proficiency the artifact provides.
Artifacts Guidance
Look over the examples on p. 4-6
 What is strong?
 Anything more you would add?
Zil’s SLG and Action Steps
Zils SLG Artifact
Mid Year Check Point
Artifacts: Examples
 Looking at these artifacts, what evidence do you
have of the teacher’s practice?
Trio Activity
Thinking about a specific team or educator, think
about which artifacts you would suggest they upload.
Consider what kinds of artifacts would show…
- elements that cannot be observed?
- evidence of growth in areas noted for improvement?
- progress on goals?
- performance on each standard?
Artifacts on EDFS: Educator & Evaluator View
Artifacts: Educator & Evaluator View
Artifacts: Educator & Evaluator View
Artifacts: Educator & Evaluator View
Artifacts: Educator & Evaluator View
Artifacts: Educator & Evaluator View
Artifact Tips
 Start an electronic folder for artifacts on your
desktop
 Keep file names short (fewer than 32 characters)
 Upload videos somewhere else, and include a link
 Genius Scan – app for turning pictures into PDFs
Artifact Tips Cont’d
All artifacts have to be uploaded to EDFS – even if the
hard copy is not scanned, it has to be entered as
evidence and a hard copy kept in a binder.
You can comment on artifacts through EDFS, but the
online system is not a substitute for face-to-face
conversation.
Reflect
What are the implications of what we
just discussed for your practice? For your
school community?
Evaluations
Evaluations
 The basics
 Evaluations on EDFS
 Examples
What is a formative assessment?
 A mid-plan check-in
rating on progress towards each goal
 rating on each standard

 A document that considers all evidence
observations to date
 artifacts to date

 It may be used to change a plan

If there is a significant change in practice, however, this is
not mandatory. The plan may continue until the
summative.
What is a summative evaluation?
 A summary at the end of the plan
rating on progress towards each goal
 rating on each standard

 A document that considers all evidence
the formative assessment
 observations & artifacts since the formative
 consistency or change in practice since the formative

 The overall rating determines the next plan
Not the “evaluation” of the past
Evaluations are NOT write-ups of
individual, formal observations.
Formative Assessment & Summative Evaluation
Meetings



Upon request of educator or evaluator
Required for Summative if the overall rating is
NI or Unsatisfactory
Recommended for all educators
Evaluations in EDFS
Formative Assessment
Step 1
Step 2
Evaluations in EDFS
Evaluations in EDFS: Rating Goals
Evaluations in EDFS: Rating Standards
Evaluations in EDFS: Overall Rating
Evaluations in EDFS: Prescriptions
Prescriptions for any standard in which
an educator is rated NI or UNSAT.
Evaluations in EDFS: Comments
Comments are optional for both the
evaluator & the educator
Evaluations in EDFS: Release
Evaluations in EDFS: Sign-Off
Evaluation Examples
Read one of the examples you have.
What do you notice about how
evidence is used in the write-up?
Rationales for Ratings
Standard
Rating
Rationale
I. Curriculum, Planning, & Assessment
Exemplary, Proficient, Needs Improvement, Unsatisfactory
Claim/Connection to rubric:
Evidence 1:
Evidence 2:
Evidence 3:
Rationale: What claim can you make? What is the evidence to
support it (artifacts, observations)?
Reflect
What are the implications of what we
just discussed for your practice? For your
school community?
Breakouts
 Group
1:
Planning for evaluation work at your school
 Group
2:
Working with teachers on improvement or
directed growth plans
Planning the work at your school
Mary’s document
Planning the work at your school
Guiding Questions:
 What has your school done to support staff with the
evaluation process?
 What additional supports do you think would be
helpful?
 What are ways of structuring this support at the
school?
 What timelines should guide the work?
 How can you and your team find the time to do this
well?
Working with teachers rated NI or U
You can change the plan at the time
of the formative assessment
(though a formative assessment
does not HAVE to change the plan).
Timelines and Requirements
Type of Educator
Plan
Self-Directed
Growth Plan
1 school year*
Directed Growth
Plan
Less than 1 school
year
Announced
observations
None
required
1
None
required
2
30 calendar days to
1 school year
Developing
Educator Plan
1 school year
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.
Improvement
Plan
Unannounced
observations
1
1
2 if plan is less than 6
months
4 if plan is between 6
months and 1 year
4
Dates established in educator plan.
Oct. 1: Evaluator meets with 1st year
educators to assist with self-assessment and
goal-setting.
Other dates are same as above for 1-year SelfDirected Growth Plan.
Directed Growth and Improvement plans
Considerations:
• Choosing length
• Using a calendar to calculate dates of formative
assessment and summative evaluation
• Writing goals from prescriptions
• Developing the Action Plan, including supports and
timelines
• Collection of evidence
Supports:
 “Did I” sheets and timelines
http://educatoreffectiveness.weebly.com
• For more information, visit:
EDFS: http://eval.mybps.org/
 http://educatoreffectiveness.weebly.com

• Email questions, comments and feedback to:

bpsevaluation@boston.k12.ma.us
• MA Department of Elementary and Secondary
Education (DESE) Evaluation Site:

http://www.doe.mass.edu/edeval/
Office of Educator Effectiveness
• Ross Wilson, Assistant Superintendent for Educator Effectiveness
• Chason Ishino, Implementation Specialist
• Jared Joiner, Implementation Specialist
• Emily Kalejs Qazilbash, Implementation Specialist
• Angela Rubenstein, Implementation Specialist
• Kris Taylor, Implementation Specialist
• Jenna Costin, EDFS On-line System Coordinator
• Jen Kozin, Data Analyst
Evaluator Training Facilitators:
 Mary Driscoll, Edison K-8
 Sara Zrike, Hurley K-8
Contact us if you have questions
Ross Wilson, Asst. Superintendent for Educator
Effectiveness
Network
Implementation Specialists
BPS email
A
Emily Qazilbash
eqazilbash
B
Nicole Ireland
nireland
C
TBD
eval@mybps.org
D
Angela Rubenstein
arubenstein
E
Jared Joiner
jjoiner
F
Kris Taylor
ktaylor
High Schools Chason Ishino
EDFS tech
support
Jenna Costin
Data analysis Jen Kozin
cishino
jcostin
jkozin
What progress have we made
toward the goals of the 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).
What progress have we made
toward the goals of the training?
Goal 2:
Evaluators will leave with concrete, specific plans for
implementation in their school, including how to:
 Use the evaluation system to further their school
priorities
 Talk with teachers about the evaluation system
What progress have we made
toward the goals of the training?
Goal 3:
Evaluators will leave knowing the specific
responsibilities of evaluators and teachers
under the new evaluation system.
Closing
Please complete the exit ticket.
Thank you so much for participating, and please be in
touch!