Transcript Slides from the workshop

Defining and Supporting
Effective Teaching
through Educator Evaluation
April 13, 2015
Who we are
Boston Public Schools Office of Educator Effectiveness
Ross Wilson, Assistant Superintendent
Implementation
Nicole Ireland
Chason Ishino
Jared Joiner
Leah Levine
Emily Kalejs Qazilbash
Angela Rubenstein
Kris Taylor
Teacher Development & Advancement
Tamika Estwick
Shakera Walker
Analytics & Technology
Jenna Costin, Online System Coordinator
Jen Kozin, Data Analyst
Agenda



Overview of the evaluation process
The Teacher Rubric
Stages of the evaluation cycle
 Self-assessment
 Goals
& action plans
 Implementing the plan
 Formative Assessment & Summative Evaluation

Tools & Resources
Overview of the evaluation process
Who is in the room?
New to teaching? New to BPS?
What are your hopes for the evaluation
process?
What are your fears?
The evaluation cycle:

Creates shared understanding of effective practice
•

Places student learning at the center
•

Student learning goals drive the process
Empowers educators to take ownership of their
evaluation
•

Common definitions & expectations
Setting goals, identifying action steps, submitting artifacts
Can be a tool to achieve school, team, &
individual priorities
•
Alignment of goals and actions across teams & schools
Leveraging evaluation as a tool
How can
schools use
this…
to be
successful in:
and achieve
the AA
Goals?
Graduate all students
from high school
prepared for college
completion and
career success
Close access and
achievement gaps
Ensure all students
achieve MCAS
proficiency
Components of the Process:
Cycle of continuous learning
SelfAssessment
Summative
Evaluation
Formative
Assessment/
Evaluation
Analysis,
Goal Setting,
and Plan
Development
Implementation
of the Plan
School-wide goals
guide each step of the process
School-wide goals
Self-Assessment
Summative
Evaluation
Formative
Assessment/
Evaluation
Analysis, goalsetting & plan
development
Implementation
of the plan
Components of the Process:
Rubrics of Effective Practice
New Teacher Standards
New Principal/Admin Standards
1. Curriculum, Planning & Assessment *
1. Instructional Leadership*
2. Teaching All Students*
2. Management and Operations
3. Family & Community Engagement
3. Family & Community Partnerships
4. Professional Culture
4. Professional Culture
Components of the Process:
4 rating categories
Former categories
Does not
meet
standards
Does meet
standards
New categories
Unsatisfactory
Needs
Improvement
Proficient
Exemplary
Components of the Process:
Educators evaluated on Goals & Standards
Progress on
(2) Goals
Student Learning
Professional Practice
Ratings on
(4) Standards
- Curriculum, Planning
and Assessment*
- Teaching All Students*
- Family & Community
Engagement
- Professional Culture
OVERALL
RATING
- Exemplary
- Proficient
- Needs
Improvement
- Unsatisfactory
Components of the Process:
Plan determined by rating & career stage
Ratings
Educator Plans
PTS educators
Exemplary
Proficient
Non-PTS educators
Self-Directed Growth
Plan
(2-year or
1-year)
Developing Educator
Plan
Needs Improvement
Directed-Growth Plan
(up to1year)
Unsatisfactory
Improvement Plan
(30 days -1 year)
(1 year)
The Teacher Rubric
Teacher Rubric At-A-Glance
Standard I: Curriculum,
Planning, and
Assessment
Standard II: Teaching All
Students
Standard III: Family and
Community Engagement
Standard IV:
Professional Culture
A. Curriculum and Planning
Indicator
1.Subject Matter Knowledge
2.Child and Adolescent
Development
3.Rigorous Standards-Based
Design
4.Well-Structured Lessons
A. Instruction Indicator
1.Quality of Effort and Work
2.Student Engagement
3.Meeting Diverse Needs
A. Engagement Indicator
1.Parent/Family Engagement
A. Reflection Indicator
1.Reflective Practice
2.Goal Setting
B. Assessment Indicator
1.Variety of Assessment Methods
2.Adjustments to Practice
B. Assessment Indicator
1.Safe Learning Environment
2.Collaborative Learning
Environment
3.Student Motivation
B. Assessment Indicator
1.Learning Expectations
2.Curriculum Support
C. Collaboration Indicator
1.Professional Collaboration
C. Analysis Indicator
1.Analysis and Conclusions
2.Sharing Conclusions With
Colleagues
3.Sharing Conclusions With
Students
C. Analysis Indicator
1.Respects Differences
2.Maintains Respectful Environment
C. Analysis Indicator
1.Two-Way Communication
2.Culturally Proficient
Communication
D. Decision-making Indicator
1.Decision-making
B. Professional Growth Indicator
1.Professional Learning and
Growth
D. Expectations Indicator
1.Clear Expectations
2.High Expectations
3.Access to Knowledge
E. Shared Responsibility
Indicator
1.Shared Responsibility
F. Professional Responsibility
Indicator
1.Judgment
2.Reliability and Responsibility
Standard
Indicator
Element
Standard I: Curriculum, Planning and Assessment: Promotes the learning and growth of all students by providing high quality and
coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and
growth data, using this data to improve instruction, providing students with constructive feedback on an on-going basis, and
continuously refining learning objectives.
I-A:
Curriculum
and
Planning
Knows the subject matter well, has a good grasp of child development and how students learn, and designs effective and rigorous
standards-based units of instruction consisting of well-structured lessons with measurable outcomes.
Unsatisfactory
Needs Improvement
Proficient
Exemplary
I-A-1.
Subject
Matter
Knowledge
Demonstrates limited
knowledge of the subject matter
and/or its pedagogy; relies
heavily on textbooks or
resources for development of
the factual content. Rarely
engages students in learning
experiences focused on
complex knowledge or skills in
the subject.
Demonstrates factual
knowledge of subject matter
and the pedagogy it requires by
sometimes engaging students
in learning experiences around
complex knowledge and skills
in the subject.
Demonstrates sound
knowledge and
understanding of the subject
matter and the pedagogy it
requires by consistently
engaging students in
learning experiences that
enable them to acquire
complex knowledge and
skills in the subject.
Demonstrates
expertise in subject
matter and the
pedagogy it requires
by engaging all
students in learning
experiences that
enable them to
synthesize complex
knowledge and skills in
the subject. Is able to
model this element.
I-A-4.
Well-
Develops lessons with
inappropriate student
Develops lessons with only
some elements of appropriate
Develops well-structured
lessons with challenging,
Develops wellstructured and highly
How are district priorities reflected in
the rubric?
District Priority
Element of rubric
Increasing Academic Rigor through
Common Core shifts
Well-Structured Lessons (I-A-4)
Using Data to Differentiate
Adjustments to Practice (I-B-2)
Inclusive Practices
Meeting Diverse Needs (II-A-3)
Family and Community Engagement
Parent/Family Engagement (III-A-1)
Your school can identify other priority elements that
reflect your school goals.
Activity: Examining Performance Levels
With a partner, examine one of the following elements.
Highlight changes in the language across the 4
performance levels.




I-A-4. Well-Structured Lessons
I-B-2. Adjustments to Practice
II-A-3. Meeting Diverse Needs
III-A-1. Parent/Family Engagement
The purpose of a Rubric



Develop a consistent, shared understanding of what
proficient performance looks like in practice.
Develop a common terminology and structure to
organize evidence.
Make informed professional judgments about
formative and summative performance ratings on
each standard and overall.
The rubric is NOT a classroom observation tool.
Rubric Look-fors
Video Observation
• Watching teaching together deepens
out shared understanding
Example of school-wide “unpacking”

Stages of the evaluation cycle
 Self-assessment
 Goals
& action plans
 Implementing the plan
 Formative Assessment & Summative
Evaluation
Self-Assessment
Summative Evaluation
Formative Assessment/Evaluation
Analysis, goal-setting, & plan
development
Implementation of the plan
Self-Assessment
Each educator must identify at least
• one area of strength
• one area for growth
… each tagged to an element in the rubric
Consider…
• school & district priorities
• student learning strengths & needs
• practice in relation to the standards outlined in the
rubric
• previous evaluations
Preparing for self-assessment
Using the look-fors packet for
reference, reflect on aspects of your
practice that you might identify as
areas of strength and areas of growth.
EDFS:
Employee Development & Feedback System
https://eval.mybps.org/
User ID & Password are the same as for mybps.org
EDFS: Educator View
Self-Assessment in EDFS
Use EDFS to submits
a summary of
strengths and areas
of need
Self-Assessment in EDFS
Self-Assessment in EDFS

Stages of the evaluation cycle
 Self-assessment
 Goals
& action plans
 Implementing the plan
 Formative Assessment & Summative
Evaluation
Summative
Evaluation
Formative
Assessment/
Evaluation
SelfAssessment
Analysis, goalsetting, & plan
development
Implementatio
n of the plan
Setting Goals
The self-assessment and first draft of goals are due in
EDFS on October 1, 2013
Each educator must submit at least:
 1 Student Learning goal: A goal for what students will
be able to do by the end of the cycle
 1 Professional Practice goal: A goal for what the
educator will do to help them get there (tagged to an
element in the rubric)
Teams of educators can submit the same goals
Goals in EDFS
Goals in EDFS
Goals in EDFS
Goals in EDFS
Goals in EDFS
Goals in EDFS
Goal Approval
The evaluator must review the goals in EDFS and:
 Approve them
 Return them with suggested revisions
If one or both goals are returned, the educator must
revise and re-submit.
Goals and action plans for achieving the goals must be
approved in EDFS by November 1, 2013
Attributes of a Strong Goal
Specific: Goals should be explicit about what will change
Measurable: Goals should be able to be quantified and
tracked with assessments and other data throughout the
cycle, and when.
Attainable: Goals should be both challenging and
realistic.
Results-focused: Goals should directly impact student
learning.
Time-bound: Goals should provide a specific timeframe
for completion, prior to the end date of the plan.
Sample Goals
Schoolwires screenshot
Activity: Revising Goals
Read over each goal…

Is it a student learning goal or a professional
practice goal?

Is it SMART?

What revisions would make it SMARTer?
Developing Your Action Plan
An action plan…

Details 3-5 action steps per goal

Includes a timeframe or frequency for each step

Identifies supports & resources necessary for
each step
Think about…

Benchmark assessments

Potential artifacts

Possible roadblocks
Developing Your Action Plan
• After writing your goals,
click on the “Action Steps” icon.
• Both goals and action plans must be
approved by November 1.
Developing Your Action Plan
• When you click on the icon,
you will see your goals.
• Select “Add New Steps.”
Developing Your Action Plan
For each step, identify:
Action
Supports
Timeline
Developing Your Action Plan
Use the Action Planning Worksheet to develop each step before
entering them in EDFS

Stages of the evaluation cycle
 Self-assessment
 Goals
& action plans
 Implementing the plan
 Formative Assessment & Summative
Evaluation
SelfAssessment
Summative
Evaluation
Formative
Assessment/
Evaluation
Analysis, goalsetting, & plan
development
Implementation
of the plan
Implementing the Plan



Educator teaches, and completes the planned action
steps.
Both Educator and Evaluator collect evidence of
performance relative to standards and goals.
Evaluator provides feedback on practice to
educators through classroom observation and
artifact collection.
Timelines and Requirements (per BPS-BTU contract)
Type of
Educator Plan
Announced
observations
Unannounced
observations
Required Dates
Oct. 1: Educator submits selfassessment & proposes 2 goals
Nov. 1: Evaluator completes educator
plans by approving goals & action steps
May 15: Evaluator completes
Summative Evaluation Report
Self-Directed
Growth Plan
1 or 2 school
years
None
required
1
Directed Growth
Plan
Less than 1
school year
None
required
2
Improvement
Plan
30 calendar days
to 1 school year
1
2 if plan is less than
6 months
4 if plan is between
6 months and 1 year
Dates established in educator plan.
Developing
Educator Plan
1 school year
1
4
Oct. 1: Evaluator meets with 1st year
educators to assist with selfassessment and goal-setting.
Other dates are same as above for 1year Self-Directed Growth Plan.
Dates established in educator plan.
Observation Requirements
Announced
Observations
• At least 30
minutes
(suggested)
• Feedback in EDFS
in 5 days
• Post conference
Unannounced
Observations
• At least 10-15
minutes
(suggested)
• Feedback in EDFS
in 5 days
Components of the Process:
Educators evaluated on Goals & Standards
Progress on
(2) Goals
Student Learning
Professional Practice
Ratings on
(4) Standards
- Curriculum, Planning
and Assessment*
- Teaching All Students*
- Family & Community
Engagement
- Professional Culture
OVERALL
RATING
- Exemplary
- Proficient
- Needs
Improvement
- Unsatisfactory
Evidence collected through observations & artifacts.
Collecting artifacts
Artifacts may include:
 Tracking
& analysis of student assessment data
 Student work
 Lesson plans
Identify & chart possible sources of evidence in one of
the following areas:
Uploading onto EDFS
Step 1:
Select the “Artifacts” icon
and you will get this screen:
Step 2:
Uploading onto EDFS
Description
(what is it?)
Rationale
(why this?)
Tags
(which goals
& standards?)
Choose
File & Save
Writing rationales
To help your artifact communicates what you want it to:
1.
Identify the element or goal that the artifact
addresses.
2.
Describe the artifact & identify the section that directly
connects to the element or goal.
3.
Highlight the artifact’s impact on student learning.
4.
Specify the evidence of professional growth or
proficiency in the element the artifact provides.

Stages of the evaluation cycle
 Self-assessment
 Goals
& action plans
 Implementing the plan
 Formative Assessment & Summative
Evaluation
SelfAssessment
Summative
Evaluation
Formative
Assessment/
Evaluation
Analysis, goalsetting, & plan
development
Implementation
of the plan
Components of the Process:
Educators evaluated on Goals & Standards
Progress on
(2) Goals
Student Learning
Professional Practice
Ratings on
(4) Standards
- Curriculum, Planning
and Assessment*
- Teaching All Students*
- Family & Community
Engagement
- Professional Culture
OVERALL
RATING
- Exemplary
- Proficient
- Needs
Improvement
- Unsatisfactory
Educators are responsible for providing evidence for
all standards and goals.
What is a formative assessment?

A mid-plan check-in
rating on progress towards each goal
 rating on each standard
 An overall rating



Ratings based on evidence from observations *
artifacts
It may be used to change a plan

If there is a significant change in practice, however, this is not
required. The plan may continue until the summative.
What is a summative evaluation?

A summary of performance over the course of the
cycle, by May 15 for 1-year plans
rating on progress towards each goal
 rating on each standard
 an overall rating



Ratings based on evidence from observations *
artifacts, building on the formative
The overall rating determines the next plan
Evaluations in EDFS
Evaluations in EDFS
Evaluations in EDFS: Rating Goals
Evaluations in EDFS: Rating Standards
Evaluations in EDFS: Overall Rating
Evaluations in EDFS: Release
Evaluations in EDFS: Educator SignOff
Formatives & Summatives
 Meetings
 Upon request of educator or evaluator
 Required for ratings of NI or Unsatisfactory
 Prescriptions issued for standards rated
less than proficient
 Questions?
For Resources, Support, Questions, &
Feedback

For more information, visit:
 EDFS:
http://eval.mybps.org/
 http://educatoreffectiveness.weebly.com

Email questions, comments, and feedback to:
 [email protected]

MA Department of Elementary and Secondary
Evaluation (DESE) Evaluation Site:
 http://www.doe.mass.edu/edeval/
New website:
boston.schoolwires.net/oee
boston.schoolwires.net/oee
Evaluation resources
boston.schoolwires.net/oee
Interactive rubric
boston.schoolwires.net/oee
Interactive rubric
Contact us if you have questions
Ross Wilson, Asst. Superintendent for Educator Effectiveness
Network
Implementation Specialists
BPS email
A
Emily Qazilbash
eqazilbash
B
Kris Taylor
ktayor
C
Nicole Ireland
nireland
D
Angela Rubenstein
arubenstein
E
Jared Joiner
jjoiner
F
Kris Taylor
ktaylor
Chason Ishino & Leah Levine
cishino
Jenna Costin
jcostin
Jen Kozin
jkozin
High Schools
EDFS tech
support
Data analysis