Educator Evaluation ESE Model System

Educator

Evaluation:

The Model Process for

Principal Evaluation

July 26, 2012

Massachusetts Secondary School

Administrators’ Association

Summer Institute

1

Agenda

 Overview of 5-Step Evaluation Cycle o Strategies for leveraging your evaluation for school improvement and professional growth

 Resources o What’s available o What’s coming

 Lessons from an Early Adopter District

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Massachusetts Department of Elementary and Secondary Education

Intended Outcomes

 Understand the 5-Step Cycle of Continuous

Improvement that is the foundation of the new system o How it applies to you as an educator o How to marshal it for your own professional growth o How to leverage it for improvement in your school

 Know the key components of the model system for evaluating principals

 Know how to access resources that will help you lead effective implementation efforts back in your school and district

3


Overview of

5-Step Evaluation Cycle

Massachusetts Model System for

Educator Evaluation

Part V: Implementation Guide for



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“Educator” and “Evaluator”

 Educator: any person employed in a position requiring a license or certificate o Principal o Assistant Principal o Superintendent o Teacher o Etc.

 Evaluator: any person who has responsibility for evaluation o Superintendent o Principal o School Committee o Assistant

Superintendent o Etc.


5

4 Performance Standards

Principals & Administrators

Instructional Leadership *

Teachers

Curriculum, Planning & Assessment *

Management and Operations Teaching All Students *

Family & Community Engagement Family & Community Engagement

Professional Culture Professional Culture

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* Standards requiring proficient rating or above to achieve overall rating of proficient or above


Educators earn two separate ratings

1-YEAR SELF-

DIRECTED

GROWTH PLAN

2-YEAR SELF-DIRECTED

GROWTH PLAN

Needs

Improvement

Rating of Impact on Student Learning

(multiple measures of performance, including MCAS

Student Growth Percentile and MEPA where available)

7


5 Step Evaluation Cycle

Continuous

Learning

 Every educator is an active participant in an evaluation

 Process promotes collaboration and continuous learning

 Foundation for the

Model

8


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 – team goals must be considered

Every educator earns one of four ratings of performance

Every educator has a mid-cycle review

Continuous

Learning

Every educator and evaluator collects evidence and assesses progress.

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Collaboration and Continuous Learning are the focus


Note: Two Ways the 5-Step Cycle is different for Principals in the Model

 Goals: Plan includes School Improvement Goals, as well as Student Learning and Professional Practice goals

 Evaluation Cycle: Annual Cycle (not two-year) for

Educator Plan, regardless of experience


Step 1: Self-Assessment

 Principals self-assess their performance using: o Student data, and o Local rubric

Based on the Standards and Indicators of Effective

Administrative Leadership o Principals are encouraged to consult with their school leadership team

 Principals propose 3 types of goals

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I. Instructional

Leadership

A. Curriculum

B. Instruction

C. Assessment

D. Evaluation

E. Data-Informed

Decision Making

Administrator Rubric

At-a-Glance

Principal Rubric At-a-Glance

II. Management

& Operations

A. Environment

III. Family &

Community

Engagement

A. Engagement

B. HR Management &

Development

C. Scheduling &

Management

Information Systems

D. Law, Ethics &

Policies

E. Fiscal Systems

B. Sharing

Responsibility

C. Communication

D. Family Concerns

IV. Professional

Culture

A. Commitment to

High Standards

B. Cultural

Proficiency

C. Communications

D. Continuous

Learning

E. Shared Vision

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F. Managing Conflict

Individual Reflection

 Jot down one or two key priorities you want to focus on next year in your school to improve instruction and student learning


13

Step 2: Analysis, Goal Setting and Plan Development

 Principal sets goals: o Student learning goal o Professional practice goal o 2-4 School improvement goals

 Principals are required to consider team goals

 Superintendent has final authority over goals

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Types of goals

 Student learning goal o “Specified improvement in student learning, growth and achievement” o Includes a goal statement, key actions and process/outcome benchmarks

 Professional practice goal o Educator practice in relation to performance standards and/or indicators o Use rubric as starting point

 School Improvement goals o Directly linked to school improvement priorities o Aligned to district improvement priorities


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Coherence through aligned goals

District Goals

School Goals

Team Goals

The Power of

Concerted

Action

Teacher Goals

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Step 3: Implementation of the

Plan - Principal

 Principal completes the planned action steps

 Principal collects evidence: o Described in the plan o Active outreach to families (Standard III) o Fulfillment of professional responsibilities and growth (Standard IV)

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Step 3: Implementation of the

Plan - Superintendent

 Superintendent collects evidence on the professional practice of principal, including: o Multiple measures of student learning o Observations and artifacts o Additional evidence related to performance standards

 Superintendent provides feedback on practice to principal

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Observation and Feedback

Superintendent Rubric (I-D-2):

I-D. Evaluation Indicator: Provides effective and timely supervision and evaluation of all staff in alignment with state regulations and contract provisions

2) Typically makes at least three unannounced visits to each school to observe principal practice every year and provides targeted, constructive feedback to all administrators. Acknowledges effective practice and provides redirection and support for those whose practice is less than proficient.

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Protocol for Superintendent’s

School Visits

 Ongoing and, at times, unannounced– a minimum of 3 (recommended) visits per year

(Fall, Winter, Spring)

 Foci of visits o Discuss progress and challenges o Examine artifacts o Observe teaching practice and share analyses

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Strategy: Align process to goals

 What is the opportunity with Superintendent’s visits?

o Discuss progress and challenges

Related to goals o Examine relevant artifacts (quality not quantity)

Aligned to priority areas

Ex: Interim assessment results, meeting plans, etc.

o Observe classrooms and other practices; share analyses

Meetings: leadership team, faculty, parent, department

Transitions

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Step 4: Formative Assessment/

Evaluation

 Principal prepares a progress report

 Review evidence and assess progress on principal’s goals

 Superintendent completes the Mid-Cycle formative assessment o Provides feedback to the principal to help him or her improve professional practice

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Step 5: Summative Evaluation

 Principal submits collected data to

Superintendent

 Superintendent determines an overall summative rating of performance based on: o The principal’s performance against the four performance Standards (educators receive a rating for each Standard), and o Evidence of the attainment of goals

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Step 5: Summative Evaluation, cont.

 Superintendent provides feedback to the educator to help him or her improve professional practice

 Principal uses summative evaluation to inform self-assessment o Continuous Improvement process

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Proficient vs. Exemplary

“Proficient is the expected, rigorous level of performance for educators. It is the demanding but attainable level of performance for most educators.”

“Exemplary performance significantly exceeds

Proficient and could serve as a model for leaders district-wide or even statewide. Few educators—principals included—are expected to demonstrate Exemplary performance on more than a small number of Indicators or

Standards.”

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Part III: Guide to Rubrics

Page 9


Next Steps –

Suggestions for Principals

 Review “SMART” Goal Setting and assess how

“SMART” your current school improvement goals are

 Read the Implementation Guide for Principal

Evaluation (Part V of the Model System) and the

Administrator rubric

 Locate your school improvement focus areas in the Administrator and Teacher rubric

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Resources

Massachusetts Model System for

Educator Evaluation


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Implementation Guide for


Content Overview

The Model Evaluation Process for Principals

Guidance for Conducting the Evaluation Process

Cycle of Continuous Improvement

Select Appendices: Administrator Standards and

Indicators, Evaluation Report Forms, Roles and

Responsibilities, SMART Goals, Samples


29

ESE Evaluation Resources

 What’s coming?

− Summer 2012

 Guidance on District-Determined Measures

 Training Modules with facilitator guides, PowerPoint presentations, and participant handouts

 List of approved vendors

 Updated website with new Resources section

 Newsletter


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ESE Evaluation Resources

 What’s coming?

− Fall/Winter 2012

 Solicit and review feedback on Model System; update

 Research & develop student and staff feedback instruments

 Collect and disseminate best practices

 Collect and vet assessments to build a repository of district measures

 Internal collaboration to support cross-initiative alignment

 EX: Support for use of rubric for teachers of ELLs aligned to RETELL initiative

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For More Information and Resources:

Visit the ESE educator evaluation website: www.doe.mass.edu/edeval

Contact ESE with questions and suggestions:

EducatorEvaluation@doe.mass.edu

Presenters:

Claudia Bach – cbach@doe.mass.edu

Preeya Pandya – ppandya@doe.mass.edu


Lessons from an

Early Adopter District

Patricia Puglisi

Assistant Principal

Reading Memorial High School


33

Educator Evaluation ESE Model System

Educator

Evaluation:

Agenda

Intended Outcomes

Overview of

5-Step Evaluation Cycle

“Educator” and “Evaluator”

4 Performance Standards

5 Step Evaluation Cycle

Step 1: Self-Assessment

Administrator Rubric

At-a-Glance

Individual Reflection

Step 2: Analysis, Goal Setting and Plan Development

Types of goals

Coherence through aligned goals

The Power of

Concerted

Action

Step 3: Implementation of the

Plan - Principal

Step 3: Implementation of the

Plan - Superintendent

Observation and Feedback

Protocol for Superintendent’s

School Visits

Strategy: Align process to goals

Step 4: Formative Assessment/

Evaluation

Step 5: Summative Evaluation

Step 5: Summative Evaluation, cont.

Proficient vs. Exemplary

Next Steps –

Resources

Implementation Guide for

Principal Evaluation

ESE Evaluation Resources

ESE Evaluation Resources

Lessons from an

Early Adopter District

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