Natick Public Schools

 No other school-based factor has as great an influence on student achievement as an effective teacher.
 Effective leaders create the conditions that enable powerful teaching and learning to occur.
Therefore,
 Ensuring that every child is taught by effective teachers and attends a school that is led by an effective leader is key to addressing the achievement gap.
Attracting, developing, and retaining an effective, academically capable, diverse, and culturally proficient educator workforce is essential.

• To understand the requirements for nonprofessional status teachers as we transition to the new educator evaluator rubric
• To become familiar with the components of the rubric and how they relate to teaching and learning
• To use the rubric to self-assess to determine one professional practice goal
• To understand new timelines for evaluation

Every educator is an active participant in the evaluation process
Every educator uses a rubric and data about student learning
Every educator proposes at least 1 professional practice goal and 1 student learning goal – tams goals must be considered
Every educator earns one of four ratings of performance
Every educator has a mid-cycle review
Continuous
Learning
Collaboration and Continuous Learning are the focus
Every educator & evaluator collects evidence and assesses progress
4

• Self Assessment
• Two Goals – (Student Learning and Professional Practice)
• Develop Educator Plan
• One announced observation (Pre- conference, Evaluation,
Post-conference)
• Multiple unannounced observations (at least 4)
• Formative Assessment Mid-Year (ratings on each standard)
• Summative Evaluation (rating on each standard and overall rating)

non-pts EDUCATORS annual cycle
1. Complete Self-Assessment using the district's rubric
1. Write Two Goals:
1.
One goal related to improving the Educator’s own professional practice – tied to Standards one and two
2.
One goal related to improving student learning *not to be confused with impact on student learning* (Developed in collaboration with your PLC)
3.
The goal is department, level, grade etc. specific
4.
Goals are SMART – (Specific, Measurable, Action-
Oriented, Rigorous and Timed)

Structure of a Rubric
A Continuum of Professional
Practice
Standards
Indicators
Elements
Descriptors of each Element at 4 performance Levels
7
7

• Standard I: Curriculum, Planning and Assessment
• Standard II: Teaching All Students
• Standard III: Family and
Community Engagement
• Standard IV: Professional Culture

• Exemplary
Performance on Indicator could serve as a model
• Proficient
Fully satisfactory; Rigorous & Expected Level of
Performance; Demanding but Attainable
• Needs Improvement
Performance below requirements of standard; Improvement necessary and expected
• Unsatisfactory
Performance has not significantly improved following a rating of Needs Improvement

Standard #1: Instructional Leadership
Indicator: Evaluation
Element : Supervision
Descriptors:
Exemplary: Ensures that each educator has challenging and measurable professional practice and student learning goals and an effective system for monitoring progress.
Proficient: Ensures that each educator has measurable professional practice and student learning goals.
Needs Improvement: Ensures each educator has goals, but does not vet them for quality and/or relevance to their own and the school’s needs.
We expect that most educators will be rated proficient.
Unsatisfactory: Does not ensure that each educator has goals, or the goals are not of good quality. clear the difference between “proficient” and
“exemplary” practice are essential.
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• Standard I: Curriculum, Planning and Assessment
• Standard II: Teaching All Students
• Standard III: Family and Community Engagement
• Standard IV: Professional Culture
• Go to this link:
• http://www.natickps.org/districtinfo/educatoreval uation.cfm
• What do you notice?
• Turn and talk to your neighbor, and report out

Principal and Vice Principals are the
Primary Evaluators and Departments
Heads are the Supervising Evaluators

• Everyone will start with a Self-Assessment
• 1st year teacher meeting with evaluator to assist with self-assessment (completed by 10/15/12 )
 Use self-assessment
 All documents can be found on TeachPoint
 Educator plan completed and approved for all teachers and evaluators by 11/1/12
 First unannounced evaluation must happen before 12/1
• Teacher comes to meeting with draft of proposed goals
 One goal related to improving the teacher’s own professional practice
 One goal related to improving student learning, created with PLC
• Goals must be SMART goals (Specific, Measurable,
Action-Oriented, Rigorous and Timed)

• The self-assessment includes:
• an assessment of practice against each of the four
Performance Standards of effective practice using the district’s rubric
• at least one goal directly related to improving the
Educator’s own professional practice.
• at least one goal directed related to improving student learning (PLC goal setting - teachers in the partial implementation plan do not report on this goal to their primary evaluator).
• The educator comes to the goal meeting with a draft of both goals, which will be finalized with evaluator’s approval

•
1 st unannounced observation completed by 12/01/12

1 st year teachers: 1 announced and 4 unannounced observations at minimum

2 nd & 3 rd year teachers: 3 unannounced observations at minimum

All information on observations will be documented on
TeachPoint
•
Unannounced observations may be walk-throughs
•
Evaluator will provide feedback within 3-5 days
• Individual teachers will also collect evidence (data and artifacts) to support goal attainment and performance on the four standards.

Examples of Measures for student learning
Examples:
 MCAS
 District-wide common assessments across grade or subject, “ including but not limited to”:
• portfolios
• approved commercial assessments
• district-developed pre/post unit and course assessments
 School-wide and teacher-developed assessments (individual and/or team)
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STUDENT LEARNING SMART GOAL
ELA teacher
- Improve our MCAS Long Composition score average from
13.87 in 2011-2012 (grade 7) to 16.00 (out of 20) in 2012-2013.
STUDENT LEARNING SMART GOAL
Science teacher
- Improve student’s technical writing on research-based projects by one performance category using a common technical writing rubric by the end of the 2013 school year

Any Educator:
• I will increase parent/student communication by
• Sending at least 5 emails per week
• Creating a newsletter for students and parents twice a year
• Electronic posting of classroom activities once a month
Any Educator
- 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 week

Example Smart Goals: middle school music teacher
• Professional Practice goal:
• I will collaborate with my colleagues in the music department to research, develop, pilot, analyze, revise and share 2 performance-based assessments
• Student Learning goal:
• My students will be able to identify and apply music terms, symbols and definitions in the curriculum guide for 6 th , 7 th and 8 th grade. Using a department-developed pre- and post-performance assessment,100% of my students will demonstrate progress, and 85% will demonstrate proficiency on the third quarter assessment.
Teams will meet during professional learning community
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• Professional Practice Goal:
• I will increase parent/student communication by:
• Sending at least 5 emails per week
• Creating a newsletter for students and parents twice a year
• Electronic posting of classroom activities once a month

Evidence:
• Collection of emails indicating an average of 5 emails/week
(October to May) to students or parents
• Samples of newsletters created during the year
• Copies of electronic postings of classroom activities each month

• Evaluator provides educator with notice of
Formative Assessment Report due date by 1/11/13
• Educator submits evidence of standards and progress on goals – professional and student learning submitted by 1/18/13 (Teach Point)
• Evaluator completes mid-cycle formative assessment report by 2/1/13 (Teach Point)
• Formal Assessment meetings, if requested, completed by 2/18/13

• Evaluator provides educator with notice of Summative
Evaluation Report due date by 4/17/13
• Educator submits evidence of standards and progress on goals – professional and student learning - submitted by 4/24/13
(Teach Point)
• Evaluator provides educator with notice of formative assessment report by 5/11/13
• Evaluator completes summative evaluation report by 5/15/13
(Teach Point)
• Evaluator completes observations required by Educator Plan by
5/15/13
• Educator provides evaluator with evidence of standards and progress on goals 5/18/13

• Evaluator meets with Educators whose overall summative assessment ratings are NI or U 6/1/1
• Evaluation completes Formative Evaluation
Report by 6/1/13
• Evaluator meets, if requested, with
Educators whose overall assessment ratings are Proficient or Exemplary by 6/15/13

Safari is preferred browswer
Go to: http://www.goteachpoint.com/
Click “Sign in” in upper right hand corner
Sign in:

Once signed in:
1. Be sure your name is highlighted in the panel on the left by clicking on it
2. Click button “New Form”—a drop-down menu will appear
3. Select “Self Assessment”
4. The form will appear on your screen

• Read the Rubric
• Type your self-assessment in the gray shaded box
• Select your proficiency level (it will highlight in a color)
• Save the form by clicking “Done”
• When completed share the form with your evaluator
• Sign the form

• Log in to Teach Point
• Find your name in the left-hand column
• Click on it
• Click on New Form
• Educator Self Assessment ( check name of form)

• Any observation or series of observations resulting in one or more standards JUDGED to be unsatisfactory or needs improvement for the first time must be followed by at least one observation of at least 30 minutes in duration within 3 days

• Impact of Student Growth will not start until
13-14
• Student Feedback in Educator Evaluation –
13-14
• 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 years.

• Evaluation is to improve professional practice; we will work together to capture the professional practices that support our learners and strengthen our educators
Questions? Just ask…
Have a productive year!