Springfield Public Schools
Springfield Effective Educator
Development System (SEEDS)
& the Common Core
January 2013
Agenda

Context and purpose

Curriculum

Unpacking the rubric

Formative assessments
2
Today’s training will focus on two important pieces of the work
The work
Coach, develop and
evaluate educators
based on a clear vision
of strong instruction
Deploy data that is
timely, accurate and
accessible to make
decisions for
students, schools
and the district
Implement a
consistent,
rigorous
curriculum built on
common standards
with common unit
assessments
Strengthen social,
emotional and academic
safety nets and
supports for all students
 Effective
instruction in
every class,
every day
 Students
achieve
grade level
proficiency
 Shared, high
expectations
for all
students
 Students
graduate
ready for
college
and career
3
The district has made progress on unannounced observations
Assessment criteria

Accurate ratings
Key takeaways

Ratings on track


Constructive and actionable
feedback


Frequent observations
Our hard work is
paying off!

Ratings show significant progress
towards an anticipated distribution
Feedback making good progress

Evaluators provided specific evidence
in feedback and aligned language to
the rubric

Evidence was frequently cited but

was not always linked to the feedback

was often not actionable
Observation numbers have an
opportunity to improve

Less than half of the schools are
currently on track to complete an
average of at least 3 observations per
teacher
4
Ratings on self-reported samples of unannounced observations
show significant progress towards anticipated distribution
District-wide distribution of sample ratings in observations through October
70%
60%
Percent of observations
60%
51%
50%
Self-reported
sample of
observations
39%
40%
30%
30%
Springfield
Anticipated
20%
10%
6% 5%
4% 5%
0%
Exemplary
Proficient
Needs
Improvement
Rating
Unsatisfactory
Note: Distribution based on a total of 70 principal selected unannounced observations, provided by 38 schools
5
Feedback language used evidence and aligned to the rubric but
could still be more actionable
Commendations
■
Recording specific,
concrete evidence on
both teacher and student
actions
■
Providing feedback for
“Needs Improvement”
ratings
■
Including rubric
standards and language
in feedback
Opportunities for improvement
■
Linking evidence to
feedback to make it more
relevant
■
Making feedback more
actionable by providing
concrete strategies to
implement
6
Less than half of the schools are currently on track to complete
an average of at least 3 observations per teacher
Distribution of projected observations per teacher by the end of the year
40%
19 or 38%
Percent of Schools
35%
30%
25%
Number of
schools:
11 or 22%
20%
11 or 22%
9 or 18%
15%
10%
5%
0%
No Data
0 to 2
3 to 4
5 or more
Projected Annual Number of Unannounced Observations per Teacher
Note: Projection based on self-reported data reported from 39 schools
7
Messages from the field
High School of Commerce
Renaissance School
8
Agenda

Context and purpose

Curriculum

Unpacking the rubric

Formative assessments
9
Today’s goal is to strengthen administrator understanding

Common core spotlight areas

Differences between “old” and “new” standards

How classroom instruction should evolve to meet college
and career readiness goals for 21st century learners
10
Elementary Math Common Core Focus for 2012-2013
Sept-Dec Jan
Common core
spotlight
School-wide high level
focus to help shift towards
Common Core, not content
specific
Elementary Math
content
Content/level specific
content focus to align
curriculum to common
core
Instructional
Content/level specific
high leverage
instructional practices to
help align to common
core
Feb
Mar
Apr
May
Jun
Math Practice Standard: Make Sense of problems and persevere in solving them
Understanding
the Common
Core math shifts
Math Practice Standard: Construct viable arguments and critique the reasoning of others
Academic
vocabulary
Math Content Domain: Operations & Algebraic Thinking
Math Content Domain: Number and Operations in Base Ten with Focus on Place
Value
1 – 2 summarizing questions per lesson
Provice students with opportunities to explain their thinking orally and in writing
11
“Old” Standard
4.N.12 Add and subtract (up to five-digit numbers) and multiply (up to
three digits by two digits) accurately and efficiently.
Question
2
5
6408
X7
_______________________________
4 4, 8 5 6
“Old Way”
7 X 8 = 56, put down
the 6 and carry the 5.
7 X 0 = 0, plus 5 = 5.
7 X 4 = 28, put down
the 8 and carry the 2.
7 X 6 = 42, plus 2 =
44.
12
“New” Standard
4NBT.5 Multiply a whole number of up to four digits by a one digit whole number
using strategies based on place value and the properties of operations. Illustrate
and explain the calculation by using equations, rectangular arrays, and/or area models.
Question
“New Way”
(7 X 6000) + (7 X 400) +
6408 X7=
(7 X 0) + (7 X 8) =
42000 +2800 + 0 + 56 =
44, 856
Strategy: Breaking apart by
place value to multiply
13
Elementary math video
Teaching Channel
“Sense Making in Multiplication”
Grades 3 – 5
14
Discussion questions

How are patterns used to help students learn multiplication?

How do students solve complex problems by breaking them
into simpler parts?

How does the lesson encourage sense-making rather than only
rote memorization?
15
Changes in instruction
Students must:

Make sense of problems as
they are solving

Solve problems using multiple
strategies


Teachers must :

Include instructional practices to
allow students to make sense of
problems

Use appropriate math
vocabulary during explicit
instruction

Ask 1 -2 summarizing questions
per lesson

Ask higher order questions to
allow for explanation of thinking
Explain their thinking either
verbally or written
Know arithmetic facts or have a
strategy to figure them out
16
Elementary Math Common Core Focus for 2012-2013
Sept-Dec Jan
Common core
spotlight
School-wide high level
focus to help shift towards
Common Core, not content
specific
Elementary Math
content
Content/level specific
content focus to align
curriculum to common
core
Instructional
Content/level specific
high leverage
instructional practices to
help align to common
core
Feb
Mar
Apr
May
Jun
Math Practice Standard: Make Sense of problems and persevere in solving them
Understanding
the Common
Core math shifts
Math Practice Standard: Construct viable arguments and critique the reasoning of others
Academic
vocabulary
Math Content Domain: Operations & Algebraic Thinking
Math Content Domain: Number and Operations in Base Ten with Focus on Place
Value
1 – 2 summarizing questions per lesson
Provice students with opportunities to explain their thinking orally and in writing
17
Secondary Math Common Core Focus for 2012-2013
Sept-Dec Jan
Common core
spotlight
School-wide high level
focus to help shift towards
Common Core, not content
specific
Secondary Math
content
Content/level specific
content focus to align
curriculum to common
core
Instructional
Content/level specific
high leverage
instructional practices to
help align to common
core
Feb
Mar
Apr
May
Jun
Math Practice Standard: Make Sense of problems and persevere in solving them
Understanding
the Common
Core math shifts
Math Practice Standard: Construct viable arguments and critique the reasoning of others
Academic
vocabulary
Math Content Domain: Number System
Math Content Domain: Expressions and Equations
1 – 2 summarizing questions per lesson
Provice students with opportunities to explain their thinking orally and in writing
18
“Old” standard
8.P.6 - Identify the roles of variables within an equation, e.g., y = mx + b, expressing y as a function
of x with parameters m and b.
Total Cost of
Silver Chain and Beads
Lisa bought a silver chain. She wants to
buy glass beads to put on the chain. The
equation below can be used to determine
y, Lisa’s total cost, in dollars, to buy a
silver chain and x glass beads
y = 2x + 10
Number of Beads
(x)
Total Cost
(y)
0
$10
5
$20
10
15
25
Copy and complete the table using the
equation.
40
1.What does the 2 in the equation
represent? Explain your reasoning.
2.What does the 10 in the equation
represent? Explain your reasoning.
19
“New” standard
8F4 Construct a function to model a linear relationship between two
quantities. Determine the rate of change and initial value of the
function from a description of a relationship or from two (x,y) values,
including reading these from a table or from a graph. Interpret the rate
of change and initial value of a linear function in terms of the situation
it models, and in terms of its graph or a table of values.
You have $100 to spend on a barbeque where you want to serve
chicken and steak. Chicken costs $1.29 per pound and steak
costs $3.49 per pound.
1. Find a function that relates the amount of chicken and the
amount of steak you can buy.
2. Graph the function.
a. What is the meaning of each intercept in this context?
b. What is the meaning of the slope in this context?
c. Use this (and any other information represented by the
equation or graph) to discuss what your options are for
the amounts of chicken and amount of steak you can buy
for the barbeque.
20
“Old” versus “New”
Question
Answer
Old
1. What does the 2 in the
equation represent?
2. What does the 10 in the
equation represent?
1. Slope
2. Y -intercept
New
1. Find a function that relates
1. 1.29c + 3.49s = 100
the amount of chicken and
2. Graphed where steak is a
the amount of steak you can
function of chicken, the
buy.
meaning of the vertical
2. What is the meaning of each
intercept shows we can buy
intercept in this context?
at most 28.65 pounds of
steak if we choose not to
buy any chicken at all
21
Secondary math video
Teaching Channel
Middle School 8th Grade
22
Discussion questions

How are students engaged in this activity?

In what ways are the math concepts represented in this
activity?

What are the questions the teacher asks of the students?
23
Changes in instruction
Students must:

Make sense of problems as
they are solving

Solve problems using multiple
strategies


Teachers must:

Include instructional practices to
allow students to make sense of
problems

Use appropriate math
vocabulary during explicit
instruction

Ask 1 -2 summarizing questions
per lesson

Ask higher order questions to
allow for explanation of thinking
Explain their thinking either
verbally or written
Know how to graph functions
and interpret the meaning of
points on the graph in the
context of real-world problems
24
Secondary Math Common Core Focus for 2012-2013
Sept-Dec Jan
Common core
spotlight
School-wide high level
focus to help shift towards
Common Core, not content
specific
Secondary Math
content
Content/level specific
content focus to align
curriculum to common
core
Instructional
Content/level specific
high leverage
instructional practices to
help align to common
core
Feb
Mar
Apr
May
Jun
Math Practice Standard: Make Sense of problems and persevere in solving them
Understanding
the Common
Core math shifts
Math Practice Standard: Construct viable arguments and critique the reasoning of others
Academic
vocabulary
Math Content Domain: Number System
Math Content Domain: Expressions and Equations
1 – 2 summarizing questions per lesson
Provice students with opportunities to explain their thinking orally and in writing
25
Elementary ELA Common Core Focus for 2012-2013
Sept-Dec Jan
Common Core
Spotlight
Text Complexity
Elementary ELA
Content
Clarifying
Opinion vs.
Narrative vs.
Expository
Instructional
Content/level specific
high leverage
instructional practices to
help align to common
core
Mar
Apr
May
Jun
Text-dependent questions/answers
School-wide high level
focus to help shift
towards Common Core,
not content specific
Content/level specific
content focus to align
curriculum to common
core
Feb
Academic vocabulary
…
Writing from sources for Opinion, Narrative and Expository writing
modes of writing
with teachers
Open Response and
Text-Dependent Questions
Understanding
of how the
Common Core
Shifts impact
instruction
Book study: The Core Six
Strategy Focus: Reading for Meaning, Talking About Text
(Conversation Module), Writing to Learn
26
Changes in text complexity
Text Complexity Grade Bands and Associated Lexile Ranges
Text Complexity Grade
Band in the Standards
Old Lexile Ranges
Lexile Ranges
Aligned to CCR
expectations
K-1
N/A
N/A
2-3
450-725
450-790
4-5
645-845
770-980
6-8
860-1010
955-1155
9-10
960-1115
1080-1305
11-CCR
1070-1220
1215-1355
27
What is Text Complexity? How is it Measured?
Qualitative: How complex are the
themes and main ideas in the text
that students are reading?
Quantitative: What is the lexile
level of the text that students are
reading?
For example – Even thought the Grapes of
Wrath has a grade 2 lexile level, its themes
and the questions appropriate for students
to discuss make this a text worthy of study in
high school.
Reader and Task: How is the
teacher developing a task that
appropriately engages students
based on the intersection of the
lexile and theme ?
28
MCAS versus PARCC
Current MCAS
PARCC Assessment
Students:
Students could be asked to:
•
•
•
•
•
read a passage and answer
multiple choice questions
read a passage and answer an
open response question
answer a prompt to write a
narrative, expository or opinion
(grade 4)
use paper and pencil
•
•
•
read 2 passages on the same
topic and answer text-dependent
questions
read a passage and watch a
video on similar topics and
answer text-dependent questions
read 2 passages and synthesize,
analyze or write an opinion citing
evidence from the texts
take the assessment online
29
Standards Assessed in the PARCC Prototype
Standards Assessed in the PARCC Prototype:
Reading Informational Text Standard 1 (3.RI.1) Answer questions to demonstrate
understanding of a text, referring explicitly to the text as the basis for the answers
Reading Informational Text Standard 9 (3.RI.9) Provides a comparison and contrast of
the most important points and/or key details presented in two texts on the same topic
The Common Core State Standards call for students in grade 3 to:

proficiently read grade-appropriate complex literature and informational text (RL/RI.3.10)

ask and answer questions by referring explicitly to a text (RL/RI.3.1)

delve deeply into texts to uncover both the central message and supporting details

identify the logical connections between sentences and paragraphs in a text

compare and contrast two or more works with the same topic, author, or character

describe the traits, motivations, and feelings of characters or how ideas relate to one another.
30
Common Core Spotlight: Text Dependent Questions and
Text Complexity
8
#1: Textual evidence –
Read closely to determine
what the text says
explicitly and to make
logical inferences from it;
cite specific textual
evidence when writing or
speaking to support
conclusions drawn from
the text.
7
6
5
#10: Text
Complexity
4
3
2
31
PARCC – Grade 3 Sample - Reading Informational Text (Insects)
Students will be asked to:
1. Read the passage, “Crunch, Crunch, Crunch:
The More Caterpillars Eat, The Faster They
Grow”, National Geographic Explorer. May 2011:
2-4. Print. (Lexile Level 720) (see handout)
http://www.qg.com/smartools/ebook/hosted.rails?issue=ab8c0f59
71564456b2c7820e93a13a99142c8c4c42b54f4bb133820e93a13
a99
http://ngexplorer.cengage.com/pathfinder/1105/pdf/pa_teachersgu
ide_1105.pdf
2. Watch the video "Praying Mantis Life Cycle."
youtube.com. 2007 Web. 15 February 2012.
http://www.youtube.com/watch?v=urk-_Uh2vbgbg. (Web)
3.
Complete the performance assessment on slide
32
PARCC Grade 3 - Reading Informational Text (Insects)
STUDENT DIRECTIONS
Below are several key details that explain what happens during the development of one or both of these insects.
Some details are from the article called “Crunch, Crunch, Crunch,” and some are from the video called “Praying
Mantis Life Cycle.”
Butterfly
Both Insects
Drag and drop key details
that are only about
butterfly development.
Drag and drop key details
that show what is the
same about how both
insects develop.
Praying Mantis
Drag and drop key details
that are only about
Praying Mantis
development.
Drag and drop each detail into the appropriate column on the chart above.
A. The insect becomes a pupa or chrysalis.
B. The insect sheds its skin, or molts.
C. The insect’s body breaks down into jelly, and it grows a new shape.
D. The insect has its full-grown wings at the end of the process.
E. The insect does not go through a pupa stage
33
Table Discussion
1.
Based on the performance task that was just shared with
you, what do you anticipate will be problematic for students?
2.
What changes in instruction are needed to address prepare
students for the new assessments?
Anticipated Problems for Students
Needed Changes in Instruction
34
PARCC SAMPLE QUESTIONS --- GRADE 3
Needed Changes in Text
Complexity and approach to text
Students must:
•
•
•
•
•
Read a range of text complexity with
teacher support and independently
Read multiple texts on the same topic
Engage in a range of collaborative
discussions with diverse partners (1-on-1,
in groups, and teacher led) on grade level
topics and texts building on others’ ideas
and expressing their own clearly. (SL.1)
Support answers by citing evidence from
text orally and in writing
Write about text every day
Needed Changes in Instructional
Practices
Establish classroom,
management, routines and
procedures that allow for:
•
Establish classroom routines, procedures
and structures that allow for:
•
Effective engagement in a range of
collaborative discussions
•
Independent reading of a range of
texts followed by a clear, complete
and accurate written response to the
text
•
Consistent use of text-dependent
questioning, orally and in print,
across content areas
35
Elementary ELA Common Core Focus for 2012-2013
Sept-Dec Jan
Common Core
Spotlight
Text Complexity
Elementary ELA
Content
Clarifying
Opinion vs.
Narrative vs.
Expository
Instructional
Content/level specific
high leverage
instructional practices to
help align to common
core
Mar
Apr
May
Jun
Text-dependent questions/answers
School-wide high level
focus to help shift
towards Common Core,
not content specific
Content/level specific
content focus to align
curriculum to common
core
Feb
Academic vocabulary
…
Writing from sources for Opinion, Narrative and Expository writing
modes of writing
with teachers
Open Response and
Text-Dependent Questions
Understanding
of how the
Common Core
Shifts impact
instruction
Book study: The Core Six
Strategy Focus: Reading for Meaning, Talking About Text
(Conversation Module), Writing to Learn
36
Secondary ELA Common Core Focus for 2012-2013
Sept-Dec Jan
Common Core
spotlight
School-wide high level
focus to help shift towards
Common Core, not content
specific
Secondary ELA
content
Content/level specific
content focus to align
curriculum to Common
Core
Instructional
Content/level specific
high leverage
instructional practices to
help align to Common
Core
Unders
tandin
g the 6
shifts
in ELA
Feb
Mar
Apr
May
Jun
Text-dependent questions answers
Clarifying
Argumentative vs.
Narrative vs.
Expository writing with
teachers
Beginning
understanding of how
the Common Core
Shifts impact
instruction
Text Complexity
Academic Vocabulary
Writing from sources - Argumentative vs. Narrative vs.
Expository writing)
Grammar (Moving
from drill in kill to
grammar in context of
writing )
Accountable Talk + Cold Calling + No Opt Out
(Speaking and Listening)
Meaningful Student to Student Content-based
discussion (Text and conversation, Speaking and
Listening, Evidence/text-dependent questions and
answers)
37
Changes in text complexity
Text Complexity Grade Bands and Associated Lexile Ranges
Text Complexity Grade
Band in the Standards
Old Lexile Ranges
Lexile Ranges
Aligned to CCR
expectations
K-1
N/A
N/A
2-3
450-725
450-790
4-5
645-845
770-980
6-8
860-1010
955-1155
9-10
960-1115
1080-1305
11-CCR
1070-1220
1215-1355
38
What is Text Complexity? How is it Measured?
Qualitative: How complex are the
themes and main ideas in the text
that students are reading?
Quantitative: What is the lexile
level of the text that students are
reading?
For example – Even thought the Grapes of
Wrath has a grade 2 lexile level, its themes
and the questions appropriate for students
to discuss make this a text worthy of study in
high school.
Reader and Task: How is the
teacher developing a task that
appropriately engages students
based on the intersection of the
lexile and theme ?
39
PARCC texts for sample question: Grade 7
TASK:
Scan the three texts describing Amelia
Earhart and examine the length and
text complexity:
“Biography of Amelia Earhart”
“Earhart's Final Resting Place Believed
Found”
“Amelia Earhart’s Life and
Disappearance”
40
PARCC SAMPLE QUESTIONS --- GRADE 7
QUESTION 1
Student Directions :
You have read three texts describing Amelia
Earhart. All three include the claim that
Earhart was a brave, courageous person.
The three texts are:
“Biography of Amelia Earhart”
“Earhart's Final Resting Place Believed
Found”
“Amelia Earhart’s Life and Disappearance”
Consider the argument each author uses to
demonstrate Earhart’s bravery.
Write an essay that analyzes the strength of
the arguments about Earhart’s bravery in at
least two of the texts. Remember to use
textual evidence to support your ideas.
QUESTION 2
Student Directions :
Based on the information in the text
“Biography of Amelia Earhart,” write an
essay that summarizes and explains the
challenges Earhart faced throughout her
life.
Remember to use textual evidence to
support your ideas.
41
Table Discussion
1.
Based on the performance task that was just shared with
you, what do you anticipate will be problematic for students?
2.
What changes in instruction are needed to address prepare
students for the new assessments?
Anticipated Problems for Students
Needed Changes in Instruction
42
PARCC texts for sample question: Grade 10
TASK:
Read the passage from
Ovid's Metamorphoses : Daedalus and
Icarus (in your packet)
43
PARCC texts for sample question: Grade 10
TASK:
To a Friend Whose Work Has Come to Triumph
By Anne Sexton
Consider Icarus, pasting those sticky wings on,
testing that strange little tug at his shoulder blade,
and think of that first flawless moment over the lawn
of the labyrinth. Think of the difference it made!
There below are the trees, as awkward as camels;
and here are the shocked starlings pumping past
and think of innocent Icarus who is doing quite well.
Larger than a sail, over the fog and the blast
of the plushy ocean, he goes. Admire his wings!
Feel the fire at his neck and see how casually
he glances up and is caught, wondrously tunneling
into that hot eye. Who cares that he fell back to the sea?
See him acclaiming the sun and come plunging down
while his sensible daddy goes straight into town.
44
PARCC SAMPLE QUESTIONS --- GRADE 10
QUESTION 1
Student Directions :
Use what you have learned from reading
"“Daedalus and Icarus"”by Ovid and “"To a
Friend Whose Work Has Come to Triumph"”
by Anne Sexton to write an essay that
provides an analysis of how Sexton
transforms “Daedalus and Icarus.”
As a starting point, you may want to
consider what is emphasized, absent, or
different in the two texts, but feel free to
develop your own focus for analysis.
QUESTION 2
Student Directions :
Use what you have learned from reading “
Daedalus and Icarus ” by Ovid and “ To a
Friend Whose Work Has Come to Triumph ”
by Anne Sexton to write an essay that
analyzes how Icarus’s experience of flying
is portrayed differently in the two texts.
Develop your essay by providing textual
evidence from both texts. Be sure to follow
the conventions of standard English.
Develop your essay by providing textual
evidence from both texts. Be sure to follow
the conventions of standard English.
45
Table Discussion
1.
Based on the performance task that was just shared with
you, what do you anticipate will be problematic for students?
2.
What changes in instruction are needed to address prepare
students for the new assessments?
Anticipated Problems for Students
Needed Changes in Instruction
46
PARCC SAMPLE QUESTIONS --- GRADE 10
Needed Changes in Text
Complexity and approach to text
Students must:
•
•
•
•
read a range of text complexity
read a range of text complexity
independently
stretch to analyze complex text, even
if only in smaller volume or excerpts
gain confidence in level texts AND
higher level texts
Needed Changes in Instructional
Practices
Establish classroom,
management, routines and
procedures that allow for:
•
•
•
•
Engaging in classroom dialogue
through Text-Dependent Questions
and Answers
Accountable talk about texts
Independent reading of a range of
texts followed by Text-Dependent
Questions
Student-to-student meaningful
dialogue about texts (small groups,
literature circles, strategic
partnering)
47
Secondary ELA Common Core Focus for 2012-2013
Sept-Dec Jan
Common Core
spotlight
School-wide high level
focus to help shift towards
Common Core, not content
specific
Secondary ELA
content
Content/level specific
content focus to align
curriculum to Common
Core
Instructional
Content/level specific
high leverage
instructional practices to
help align to Common
Core
Unders
tandin
g the 6
shifts
in ELA
Feb
Mar
Apr
May
Jun
Text-dependent questions answers
Clarifying
Argumentative vs.
Narrative vs.
Expository writing with
teachers
Beginning
understanding of how
the Common Core
Shifts impact
instruction
Text Complexity
Academic Vocabulary
Writing from sources - Argumentative vs. Narrative vs.
Expository writing)
Grammar (Moving
from drill in kill to
grammar in context of
writing )
Accountable Talk + Cold Calling + No Opt Out
(Speaking and Listening)
Meaningful Student to Student Content-based
discussion (Text and conversation, Speaking and
Listening, Evidence/text-dependent questions and
answers)
48
Curriculum implementation leader work time
1.
Draft an agenda for your next school leadership meeting to discuss/share the common
core focus area slide
2.
Draft an agenda for your next meeting with your ILS to discuss how you can work
together to support teachers migrate to the common core
a. What PD should be offered
b. What teachers should the ILS focus on – certain grades or content areas?
c. What are the actions YOU are going to take as the principal to support your ILS?
3.
4.
Identify 5 high potential teachers that can be coached to adapt instruction to be more
common core aligned
a.
Write a goal for this teacher – what do you want to see from him/her re: common core by June?
b.
Provide a description of the teacher – why do you think there are a high potential teacher? What are
his/her relevant development areas?
c.
Schedule observations/check-ins with this teacher to discuss common core implementation
d.
Identify at least 2 PD opportunities that the teacher needs to reach his/her goal
Draft a high level plan to deliver school-based PD on the 1-2 instructional strategies
that you think your school could benefit from most
a)
What is the strategy?
b)
When will the PD be held?
c)
Who will develop the content?
d)
Who will facilitate the session?
e)
How will you follow up with teachers as a principal to ensure the PD impacts what teachers do in their
classrooms?
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Agenda

Context and purpose

Curriculum

Unpacking the rubric

Formative assessments
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Activity – unpacking the rubric exercise

Refer to the “Guide to Prioritizing and Making
Connections in the Teacher Rubric”
Exercise #1 – Prioritizing:

Go to “Standards At-A-Glance” on pg. 1

Each element has been categorized as “foundational,”
“intermediate,” or “advanced.”

Look at one category at a time (by color) – discuss how
you could use this information to help prioritize your
feedback to an educator in your building
Exercise #2 – Making Connections:

Read what it means to be Proficient in “Well-Structured
Lessons” (Element I-A-4)

In pairs, give examples of how a teacher proficient in
“Well-Structured Lessons” would also be proficient in
“Rigorous Standards-Based Unit Design” and “Student
Engagement”

In pairs, give examples of how a teacher would
incorporate the Common Core in becoming proficient in
“Well-Structured Lessons”
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Agenda

Context and purpose

Curriculum

Unpacking the rubric

Formative assessments
52
Today we will review the formative assessments
Self
Assessment
Analysis, GoalSetting, & Plan
Development
Summative
Evaluation
The first three
steps in the
evaluation cycle
need to be
complete before
an evaluator can
conduct a
formative
assessment.
Continuous Learning
Today’s
Focus
Formative
Assessment /
Evaluation
Implementation
of the Plan
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Recommended deadlines
Activity
Completed by
October 1st
Self-assessment
Goal setting and educator plan
1st observation of non-PTS educator
Educators submits evidence
November 1st
November 30th
January 18th
February 15th
Formative assessment
Non-PTS educators submit evidence
March 11th
PTS educators submits evidence
April 20th
Summative evaluation for non-PTS educators
April 22nd
Summative evaluation for PTS educators
Formative evaluation
June 1st
June 20th (end of school year)
Required deadline; included in the contract as a firm date
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Artifacts
OR
55
Massachusetts Department of Elementary and
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Formative assessments and evaluations are largely the
same, with a few differences
Formative assessment and
evaluation SIMILARITIES

Assess an educator’s performance
against the rubric and progress
against goals (district’s
recommendation is to assess both)

Typically occurs mid-cycle but can
occur at any time

Formative conferences are
encouraged but not contractually
obligated

An educator may be placed on a
different educator plan, if the
educator’s performance significantly
differs from the summative rating
received at the previous evaluation
Formative assessment and
evaluation DIFFERENCES

Formative evaluations are only
applicable for educators on two-year
evaluation cycles

Typically formative evaluations occur
mid-cycle, which would be at the end
of year one

Formative assessments are
applicable for all educators not on
two-year evaluation cycles
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Prerequisites for Changing an Educator’s Plan

Self-assessment and Goal Setting needs to be complete
 Part I of the Self-assessment Goal Setting form of the current
Educator Plan is completed
 Part II of the Self-assessment Goal Setting form of the
current Educator Plan is completed

Educator Plan needs to be complete
 Conference between evaluator and educator to review the
current Educator Plan has occurred. If the educator is
currently on a Directed Growth Plan or an Improvement Plan,
the meeting will have to be solely between the evaluator and
the educator; however, an SEA representative may attend the
meeting.
 Educator Plan must be signed and dated (date of
conference) by the educator and evaluator
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Changing an Educator’s Plan Best Practices

Changing an educator’s plan should only occur when there is a
significant change in educator performance

Knowing if there has been a significant change in educator
performance takes a lot of evidence and careful
consideration

The formative assessment or formative evaluation is
the process step that needs to take place to formalize and
document the educator plan change

Once the change is made and the documentation is in place:

A new evaluation cycle starts

The union should be notified (notification responsibility varies)
Please see guidance document for more detail.
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