Transcript Educator Evaluation System Salem Public Schools

Educator Evaluation System
Salem Public Schools
All DESE Evaluation Information and
Forms are on the SPS Webpage
Forms may be downloaded
Hard copies will be available for all staff for the start
of school
Go to the SPS Website
5 Step Evaluation Cycle: Rubrics
Every educator uses a
rubric to self-assess
against Performance
Standards
Professional Practice goals –
team and/or individual must
be tied to one or more
Performance Standards
Rubric is used to
analyze
performance and
determine ratings
on each Standard
and Overall
Rubric is used to
assess performance
and/or progress
toward goals
Part III: Guide to Rubrics
Pages 4-5
Evidence is collected
for Standards and
Indicators; rubric
10
should be used to
provide feedback
Massachusetts Department of Elementary and Secondary Education
Know the Four Standards
The New Standards
• Administrators
•Instructional Leadership*
•Management and Operations
•Family & Community Partnerships
•Professional Culture
•Teachers
•Curriculum, Planning & Assessment*
•Teaching All Students (Instruction)*
•Family & Community Engagement
•Professional Culture
•in* these
Indicates a “power standard” - Educators and leaders MUST be rated Proficient
standards in order to receive an overall summative performance rating of
Proficient.
DESE Forms
(Appendix A of Section II)
a.Educator Tracking Sheet
b.Self-Assessment Form
c.Goal-Setting Form
d.Educator Plan Form
e.Educator Record of Evidence Form
f. Educator Collection of Evidence Form
g.Formative Assessment Report Form
h.Formative Evaluation Report Form
i. Summative Evaluation Report Form
j. Educator Response Form
The Rubrics: Superintendent/
Administrators / Teachers - Section III
a.Appendix A - Superintendent Rubric
b.Appendix B - Principal Rubric
c.Appendix C - Teacher Rubric
d.Appendix D - Specialized Instructional Support Personnel
Multiple Sources of Evidence Inform the
Summative Performance Rating
8
Educators will eventually earn two separate
ratings:
Exemplary
Exemplary
Summ Proficient
ative
Proficient
Rating
Needs
Summative
Rating Improvement
Needs
1-YEAR SELFDIRECTED
1-YEAR
SELFGROWTH
PLAN
DIRECTED
GROWTH
PLAN
DIRECTED GROWTH PLAN
DIRECTED GROWTH PLAN
IMPROVEMENT PLAN
Improvement
Unsatisfactory
Unsatisfactory
2-YEAR SELF-DIRECTED
GROWTH PLAN
2-YEAR SELF-DIRECTED
GROWTH PLAN
IMPROVEMENT
PLAN
Moderate
Low
High
Low
Moderate
High
Rating of Impact
on Student Learning
(multipleRating
measures
of performance,
including
MCAS
of Impact
on Student
Learning
Student measures
Growth Percentile
and MEPA
where available)
(multiple
of performance,
including
MCAS Student
Growth Percentile and MEPA where available)
Massachusetts Department of Elementary and Secondary Education
9
Handout - Educator Evaluation Process:
Procedures for Educators: Teachers and
Specialized Instructional Personnel
Each of the five steps are charted over the course of a year
Dates, Resources and Actions are delineated
This chart outlines the process of evaluation of licensed
educators who will be evaluated by principals, asst. principals,
directors, and coordinators
Step I of Annual Cycle: Self-Assessment
September 4-15, 2012
Key Issues to be Addressed: Determine the appropriate
educator plan (see handout) for each staff member AND who
will evaluate each teacher
Review Forms and Rubrics
Using hardcopies of the Self-Evaluation Form and the
appropriate educator rubric, teachers will independently
complete the self-evaluation form
Step II of Annual Cycle: Analysis, Goal
Setting and Development
September 15-30, 2012
Refer to Appendix B - Setting SMART Goals and show video
(optional)
Teachers develop a minimum of one Student Learning Goal
and one Professional Practice Goal
S M A R T Goals are...
Specific / Strategic
Measurable
Action-Oriented
Rigorous/ Realistic/ Results-Focused
Timed and Tracked
Step II of Annual Cycle: Development,
Analysis and Goal Setting (continued)
October 1-15, 2012
TeachPoint Training to be provided for all staff (Aug. 15th “Train the
Trainer” - trainers present to staff )
Teachers will transfer hardcopy information on the Self-Evaluation and
Goal Setting forms to the TeachPoint software format
Educators develop plans
Evaluators weigh in and approve the plans. Plans are developed using
TeachPoint
Follow steps as outlined on the Educator Evaluation Process chart
Step III of Annual Cycle: Implementation of
the Plan and Collection of Evidence
October 2012 - May 2013
Both educator and evaluator begin the process of collecting
evidence
Evaluators conduct observations and walk throughs, and
review multiple products of practice, e.g. district determined
assessments, portfolios, lesson plans, course work, etc.
Educators document how they are working towards meeting
their SMART goals and collect ongoing evidence of having
met the four standards
Step IV of Annual Cycle: Formative
Assessment
January - February 2013
The evaluator assesses the educator’s progress on
attainment of goals and progress on achievement of the four
standards
The evaluator completes the Formative Assessment Report
Form (note the difference - Formative Evaluation Form)
Step V of Annual Cycle: Summative
Assessment
May - June 2013
Based upon the collected evidence, the evaluator determines
a rating for the educator on each of the four standards and
determines and overall rating
Remember the impact of the “power” standards
Frequently Asked Questions
Who will be evaluating me?
What’s my educator plan?
What part do I play in my own evaluation process?
How do I address concerns I may have about comments
made in observations, walk-throughs, formative and/or
summative assessments?
Table of Contents - Part II of the School
Level Implementation Guide
Common Questions.......................................................page
21
Definition of Plans.........................................................page 24
Educators Serving in More Than One Role.............. page 30
Change in Plan After the Formative Assessment......page 47