The New Massachusetts Educator Evaluation

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The New Massachusetts Educator Evaluation

Natick Public Schools

Effective teachers and leaders matter

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.

Goals for today

To understand the requirements for non professional 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

Non-PTS Annual cycle

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.

2.

3.

4.

One goal related to improving the Educator’s own

professional practice

– tied to Standards one and two One goal related to improving

student learning

*not to be confused with impact on student learning* (Developed in collaboration with your PLC) The goal is department, level, grade etc. specific 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

Performance Standards •

Standard I: Curriculum, Planning and Assessment

Standard II: Teaching All Students

Standard III: Family and Community Engagement

Standard IV: Professional Culture

Ratings of Teacher Performance

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.

10

Review of the rubric

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

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

For 2012-2013

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)

Self Assessment

• • • •

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

Data Collection

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) 16

Sample Goals

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

Professional practice Smart Goals

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 assessment.

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

Teams will meet during professional learning community 19

Sample Evidence

• • • • •

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

Mid-cycle Formative Assessment timeline

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

Summative Evaluation To be rated Standards:

Proficient

overall, the educator shall, at minimum, have been rated as Proficient on 1 : Instructional Leadership 2 : Teaching All Students

Summative evaluation timeline

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

Summative evaluation timeline

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

Logging into TeachPoint

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

To initiate a form

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

Modeling

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

Teach Point

Log in to Teach Point

Find your name in the left-hand column

Click on it

• •

Click on New Form Educator Self Assessment ( name of form) check

Non PTS: an advisory

• 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

Other

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.

Next steps •

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!

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