Leveraging Performance
Management to Support School
Priorities
PROFESSIONAL DEVELOPMENT FOR
EVALUATORS
DAY 3
Today’s Agenda
 Practice observation
 Artifacts
 Formative assessment
 Breakouts
Planning for peer evaluation work at your school
 Working with teachers on improvement or directed
growth plans
 Managing your time to get this done
 Exit ticket and wrap up

Practice Observation
Chris McCloud
7th Grade Math Teacher
C. McCloud’s self-assessment against the rubric
Strengths
Areas for Growth
•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:
4
C. McCloud’s self-assessment against the rubric
Strengths
•Improving student performance in
math for students who enter my class
performing below grade level
II-D. Expectations
•Teaching classrooms with diverse
needs (especially meeting the needs of
student with an IEP)
Areas for Growth
•Additional support for implementing
the revised MA Curriculum framework
I-A-1. Subject Matter Knowledge,
I-A-3. Rigorous Standards-Based Unit
Design
•Improving communication with
families for whom English is a second
language
II-A. Instruction
III-C-2. Culturally Proficient
Communication
•Family outreach and communication
•Strengthen leadership skills
III-A-1. Parent/Family Engagement,
III-C. Communication
IV-B-1. Professional Learning and
Growth
5
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 three excerpted elements from the
rubric.
2. Watch the video.
3. While you are watching the video, collect evidence
that will allow you to rate Mr. McCloud on the
three 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
 CONSTRUCTIVE: 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, and
 Constructive

Feedback conversations
What has been your experience with
feedback conversations?
Feedback conversations: Resources
 Beyond the Scoreboard, Educational Leadership
 We need to focus on development, not just ratings
 Talk About Teaching, Charlotte Danielson
 How professional conversations can promote ongoing
teacher learning
 Leverage Leadership, Paul Bambrick-Santoyo
 Instructional & cultural levers for school change,
including observation & feedback
 Difficult Conversations, Stone, Patton & Heen
 How to approach tough issues & manage emotions
Collecting Evidence: What can you see?
In the classroom
Outside of the
classroom
In artifacts
• 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
Evidence from Artifacts
Basics
Examples
Artifacts
in EDFS
Collecting and Assessing Evidence - Artifacts
Artifacts may include:
 Student
assessment data
 Student work
 Lesson plans
 Teacher-made assessments
Identify possible sources of evidence in the
standard you are assigned. What kind of
documents can teachers upload?
Artifacts: Clarifying Expectations
 How many would you like people to submit?
 What kind of documents?
 How detailed of a rationale would be useful?
Zils PP Goal and Action Steps
Zils PP Artifact #1
Zils PP Artifact #2
Strong SLG and Action Steps
Zils SLG Artifact #1
Zils SLG Artifact #2
Mid Year Check Point
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
Artifacts
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.
Formative Assessments
 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
 evidence 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.
Formative Assessments
A formative assessment IS the end
product!
It is NOT a formal observation and
a write up of that observation.
Formative Assessment & Summative Evaluation
Meetings


Upon request of educator or evaluator
Required for Summative if the overall rating is
NI or Unsatisfactory
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
Formative Assessment Examples
Read one of the formative
assessment examples you have.
What strikes you 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
and what is the evidence to support it?
Case Study: Ms. Z
Examine the artifacts and observations of a BPS
teacher, “Ms. Z.”
 What claims might we make in the formative
assessment?
 Do we have enough evidence to make informed
ratings for each goal and standard?
 Which observations & artifacts are the most
informative? The least? Why?
Breakouts
 Group
1:
Planning for peer evaluation work at your school
 Group
2:
Working with teachers on improvement or
directed growth plans
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?
Peer Evaluation
 Stick
to teachers on self-directed plans
 Resource: Danielson’s Talking About
Teaching
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
Making the Time
How can my team and I manage our time
to get this important work done?
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
• Jared Joiner, Implementation Specialist
• Emily Kalejs Qazilbash, Implementation Specialist
• Angela Rubenstein, Implementation Specialist
• Kris Taylor, Implementation Specialist
• Jenna Costin, EDFS On-line System Coordinator
Evaluator Training Facilitators:
 Jess Madden-Fuoco, Charlestown High school
 Sam Varano, Edison K-8
Closing
Please complete the exit ticket.
Thank you so much for participating, and please be in
touch!