PT Status PowerPoint - Natick Public Schools

The New Massachusetts
Educator Evaluation System
Natick Public Schools
PTS On New Two
Year Cycle
Year 1
1. Complete Self- Assessment using the district's rubric
2. One goal related to improving the Educator’s own
professional practice – tied to Standards
3. One goal related to improving student learning *not to be
confused with impact on student learning* (Developed in
collaboration with your PLC.)
4. Student Learning goals may be team (PLC) goals
5. SMART – (Specific, Measurable, Action-Oriented,
Rigorous and Tracked)
Sample Professional
practice Goals
- I will be able to give an explanation to colleagues of how I am
embedding text types and purposes of writing into my teaching
practice of writing fiction and non-fiction texts with reasoning,
organization and well-chosen details into at least one lesson each
- I will design one curriculum unit to incorporate the design and
engineering process including a final STEM project utilizing the 5-step
design process.
- I will create a website that will provide two-way communication by
posting course expectations for work, effort and behavior, updating
grades, posting assignments and offers sources for curriculum support.
• All goals will be submitted via TeachPoint. You will
receive an email this week instructing you how to activate
your account.
• Professional Practice
• SMART Goal(s)
• Action/Planned Activities
• Supports/Resources from School/District
• Timeline or Frequency
Sample student
learning goals
- Improve our MCAS Long Composition score average from
13.87 in 2011-2012 (grade 7) to 16.00 (out of 20) in 2012-2013.
- By June 2013 all students in grade 3 will demonstrate mastery
on key math standards/objectives as indicated by……….
- This year the % of Spanish 40 receiving a 9 or 10 using our
common grammar rubric will increase by 10%
- Needs two forms of assessment. One will be an intensive
writing assignment.
Goals Continued
• Self-Directed Educator Plan:
- The goals
- Actions needed to obtain the goals
- Benchmarks to assess progress
- Meet with Evaluator by October 15th to develop
- Completed and signed by November 1st
• Frequent high-quality conversations
with a skillful observer
who has evidence about what went on
and how it is impacting students
can be immensely valuable to teachers.
We should focus on that.
Jon Saphier, 2008
Year 1 Continued
• At least one unannounced observation by May 15th
• Unannounced observations may be walkthroughs
• Evaluator will provide written feedback within 3-5 days
Year 1 Continued
• End of Year 1 Formative Evaluation
• The Formative Evaluation report provides written feedback
and ratings to the Educator about his/her progress towards
attaining the goals and performance towards the
Performance Standards.
How it should work under
ideal conditions
A. There is a shared definition of good teaching.
B. Principals see typical teaching in action.
C. Administrators remember key points from
D. Administrators give teachers meaningful feedback.
E. Teachers understand and accept the feedback.
F. Teachers improve their classroom practice.
G. As a result, student achievement improves.
• Curriculum, Planning and Assessment (9 Elements)
• Teaching All Students (11 Elements)
• Family and Community Engagement (5 Elements)
• Professional Culture (8 Elements)
Rubric lists the Standards, Indicators, Elements and
Performance Ratings
• Exemplary
• Proficient
• Needs Improvement
• Unsatisfactory
2nd Rating of Educator
Impact on Student
• A rating of high, moderate or low based on trends and
patterns on state assessments and district-determined
• Not until 2014-2015
Year 2
• Continued Work on Goals
• Continued Data Collection
• Concludes with Summative Evaluation Report
• The Evaluator determines a rating on each standard and an
overall rating based on the Evaluator’s professional
judgment, and evidence
• Evidence: multiple measures of student learning, growth and
achievement; judgments based on observation and artifacts of
professional practice, including unannounced observations of
practice of any duration; and additional evidence relevant to
one of more Performance Standards
To be rated Proficient overall, a
teacher must have been, at
minimum, rated as Proficient on
Standard 1: Curriculum, Planning,
and Assessment, and Standard 2:
Teaching all Students.
Next Step
• Your final rating determines what type of Educator
Plan you will begin the next year with.
• What was described was the plan for Exemplary and
• Impact of Student Growth will not start until 2013-2014
• Student Feedback in Educator Evaluation 2013-2014
• In order to qualify to apply for a teacher leader position, the
Educator must have had a Summative Evaluation performance
rating of proficient or exemplary for at least the previous two
Informational Web