Professional Growth Through
Self-Assessment and
Goal Writing
Type Date Here
Type Presenter
September
2012 Name/Contact Here
Objectives for today
If we have done our job today, you will:
• Draft your self-assessment summary
• Draft or revise student learning and
professional practice goals and
action plans.
• Understand how to enter the selfassessment and goals into the EDFS
• Understand how to access more
resources
Resources, Support, Questions, and Feedback
• 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/
Educator Feedback and Development System
http://eval.mybps.org/
User ID & Password – Same as MyBPS & The Hub
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/
Today’s Agenda
Brief Overview of Key Changes
o Rubric of Effective Teaching
o 5 -Step Cycle
o EDFS Online System
o Ratings & Plans
Self-Assessment
Goal Writing
Using EDFS
Key Change #1:
Rubric for Effective Teaching with 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
Teacher Evaluation
NewNew
Principal/Admin
Evaluation
(4 Standards)
1.*Curriculum, Planning
& Assessment
1.*Instructional
Leadership
2.*Teaching
All Students
2.
Management
and Operations
3.Family &
& Community
Community Partnerships
Engagement
3.Family
4.Professional Culture
Culture
4.Professional
Key Change #2: 5-Step Cycle,
Continuous Learning
Self-Assessment
Summative
Evaluation
Formative
Assessment/Evaluation
Analysis, goal-setting
& plan development
Implementation of
the plan
Key Change #3:
Employee Development &
Feedback System (EDFS)
Key Change #4: 4 Rating Categories,
4 Educator Growth Plans
Former categories
Does not
meet
standards
Does meet
standards
Proficient
New categories
Fully and consistently meets the
Needs
Unsatisfactory
requirements of Proficient
a standard
Improvement
Exemplary
Educator plans are determined by
performance rating and career stage
Ratings
Educator Plans
PTS educators
Exemplary
Non-PTS educators
Self-Directed
Growth Plan
1 or 2 years
Proficient
Needs
Improvement
Directed-Growth
Plan
Up to 1 year
Unsatisfactory
Improvement Plan
30 days – 1 year
Developing
Educator Plan
1 year
11
Transition year: educator plan is determined
by previous performance rating and career
stage
Existing Rating
Educator Plans
PTS educators
Teachers with
Overall “Meets
Standard”
Non-PTS educators
Self-Directed
Growth Plan
1 or 2 years
Developing
Educator Plan
Teachers with 1
Overall “Does Not
Meet Standard”
Directed-Growth
Plan
Up to 1 year
Teachers with 2+
Overall “Does Not
Meets”
Improvement Plan
30 days to 1 year
1 year
12
Goals and Ratings
Progress on
Ratings on
Overall
(2) Goals
(4) Standards
Rating
Student
Learning
Professional
Practice
•
Curriculum, Planning
and Assessment
• Exemplary
• Proficient
•
Teaching All Students
•
Family & Community
Engagement
• Needs
Improvement
•
Professional Culture
• Unsatisfactory
Today’s Agenda
Brief Overview & Key Changes
o Rubric of Effective Teaching
o 5 -Step Cycle
o EDFS Online System
o Ratings & Plans
 Self-Assessment
Goal Writing
Using EDFS
Understanding Self-Assessment
Self-Assessment
Summative
Evaluation
Formative
Assessment/Evaluation
What are my
strengths and
areas for
development?
Analysis, goalsetting & plan
development
Implementation of
the plan
Understanding Self-Assessment
Consider:
• School Priorities
• District
Rigor through Common Core Shifts
Standard I
Using Data & Differentiation
Standard II
Family & Community Engagement
Standard III
Educator Effectiveness
Standard IV
• Student learning strengths & needs
• Professional practice in relation to the standards
outlined in the rubric
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 Unit
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. 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
B. Professional Growth Indicator
1.Professional Learning and
Growth
D. Expectations Indicator
1.Clear Expectations
2.High Expectations
3.Access to Knowledge
E. Shared Responsibility
Indicator
1.Shared Responsibility
F. Professional Responsibility
Indicator
1.Judgment
2.Reliability and Responsibility
Self-Assessment in EDFS
• Educator submits a
summary of strengths and
areas of need
• Educator will not submit a
full rubric used for selfassessment; this aspect of
self-assessment is private
Today’s Agenda
Brief Overview & Key Changes
o Rubric of Effective Teaching
o 5 -Step Cycle
o EDFS Online System
o Ratings & Plans
 Self-Assessment
Goal Writing
Using EDFS
Where do I need
to grow this
year? Where do
I want my
students to grow
this year?
Understanding Goal Setting
Self-Assessment
Summative
Evaluation
Formative
Assessment/Evaluation
Analysis, goalsetting & plan
development
Implementation of
the plan
Proposing and Setting Goals
Each educator is responsible for at least:
o One goal for student learning, growth and
achievement
• Using baseline student data
o One goal for professional practice
• Written to support the achievement of the
student learning goal
• Linked to an element of the rubric
Consider team, grade, or department goals
Educator proposes by October 1st, supervisor
approves
Attributes of a Strong Goal
Specific
Measurable
Attainable
Results-Focused
Time-bound
Make sure the goal
is written clearly
enough so that both
you and your
evaluator can
determine your
degree of success in
meeting the goal!
Goal Proposal in EDFS
• Propose one student learning and
one professional practice goal
• Evaluator will accept or return
goals for revision
• Templates are included in the EDFS
to support goal-writing
Self-Assessment Activity
Self-Assessment is an opportunity for personal
reflection on student learning and practice.
Directions:
• Complete the Self-Assessment worksheet
-Review district priorities
-Consider school priorities
-Consider student learning needs
Writing Goals Activity
Directions:
• Use the Goal Writing worksheet to begin writing
student learning and professional practice goals.
• To aid your thinking, use the page of sample goals
which are linked to a district priority and an element
of the rubric.
• Complete the Action Plan Development worksheet
to identify specific steps to reach.
Goals and Ratings
Progress on
Ratings on
Overall
(2) Goals
(4) Standards
Rating
Student
Learning
Professional
Practice
•
Curriculum, Planning
and Assessment
• Exemplary
• Proficient
•
Teaching All Students
•
Family & Community
Engagement
• Needs
Improvement
•
Professional Culture
• Unsatisfactory
EDFS: Student Learning Goal Proposal
27
27
EDFS: Action Steps and Plan Development
• Each goal must have action
steps to support educators’
completion of the goal
• The action steps develop the
plan into actionable steps
including
- Actions;
- Supports or resources
required;
- Timeline and frequency.
• These steps will also be entered
into the EDFS
28
28
Today’s Agenda
Brief Overview & Key Changes
o Rubric of Effective Teaching
o 5 -Step Cycle
o EDFS Online System
o Ratings & Plans
 Self-Assessment
Goal Writing
Using EDFS
Employee Feedback and Development System
Log on to:
http://eval.mybps.org/
Resources, Support, Questions, and Feedback
• 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
• Jared Joiner, Implementation Specialist
• Emily Kalejs Qazilbash, Implementation Specialist
• Angela Rubenstein, Implementation Specialist
• Kris Taylor, Implementation Specialist
• Jenna Costin, EDFS On-line System Coordinator
Have we met our goals for today?
If we have done our job today, you:
• Have started a draft of your selfassessment summary
• Have started to write or revise
student learning and professional
practice goals
• Understand how to enter the selfassessment and goals into the EDFS