Transcript seeds.sps.springfield.ma.us

Springfield Public Schools
Springfield Effective Educator
Development System (SEEDS)
April 12, 2012
Agenda
Context, purpose and overview
Classroom rubric
8:30 to 9:15am
9:15 to 10:00am
Break
10:00 to 10:10am
Self-assessment, goals, and curriculum
10:10 to 11:00am
Observations part 1
11:00 to 11:30am
Break
11:30 to 11:40am
Observations part 2
Evaluations and closing
11:40am to 12:00pm
12:00 to 12:30pm
2
Agenda

Context

Purpose

Overview

Components

Classroom Rubric

Self-assessment & Goals

Curriculum

Observations

Formative Reviews

Summative Evaluations
3
Springfield Improvement Framework
Creating a Culture of
Educational Excellence
THE SPRINGFIELD IMPROVEMENT FRAMEWORK
All Schools Will:
1.
Identify and implement a schoolwide instructional focus.
2.
Develop professional collaboration teams to improve teaching and learning for all students.
3.
Identify, learn and use effective evidence-based teaching practices to meet the needs of each student.
4.
Create a targeted professional development plan that builds expertise in selected best practices.
5.
Re-align resources (people, time, talent, energy and money) to support the instructional focus.
6.
Engage families and the community in supporting the instructional focus.
7.
Create an internal accountability system growing out of student learning goals that promote measurable
gains in learning for every student and eliminates achievement gaps.
Supported by the district office, each school will work to improve CORE instruction
within a climate and culture that is
GOAL FOCUSED, ADAPTIVE AND
COHESIVE
4
Springfield Public Schools has undertaken many valuable
efforts to develop teachers and raise student achievement
Teacher
Incentive
Fund
Educator
Evaluations
Achievement
Network
Partnership
Springfield
Improvement
Framework
School
Improvement
Grants
Literacy and
Numeracy
School
Improvement
Planning
MA
Curriculum
Frameworks
Wraparound
Services
Organizational
Health Initiative
Credit
Recovery
Mass Core
Data
Warehouse
Dropout
Prevention
Taskforce
Night
School
5
The various initiatives fit together with a common purpose
of raising student achievement
The work
Coach, develop and
evaluate educators
based on a clear vision
of strong instruction
SIF #1,2,3,4
Deploy data that is
timely, accurate and
accessible to make
decisions for
students, schools
and the district
SIF #5,7
Implement a
consistent,
rigorous
curriculum built on
common standards
with common unit
assessments
SIF #1, 3,4,7
Strengthen social,
emotional and academic
safety nets and
supports for all students
SIF #6
 Effective
instruction in
every class,
every day
 Students
achieve
grade level
proficiency
 Shared, high
expectations
for all
students
 Students
graduate
ready for
college
and career
6
Agenda

Context

Purpose

Overview

Components

Classroom Rubric

Self-assessment & Goals

Curriculum

Observations

Formative Reviews

Summative Evaluations
7
Exercise #1: Evaluation experience
 Refer
to the Exercise #1
worksheet
 Answer
the four questions and
discuss with your neighbors
8
Teacher effectiveness greatly impacts student
achievement*
Student achievement percentile after 2 years
Most
effective
school
Least effective
teacher
Most effective
teacher
37th %ile
96th %ile
50th %ile
(average school; average
teacher)
Least
effective
school
3rd %ile
63rd %ile
* Student achievement percentile after two years
Source: Marzano (2003) What Works in Schools: Translating Research into Action
9
Teacher effectiveness improves student outcomes
in adulthood
More likely to attend college
Earn higher salaries
Live in better neighborhoods
Save for retirement
Source: Chetty, Friedman, Rockoff (December 2011) The long-term impacts of teachers: teacher value-added and student outcomes in adulthood
10
But research indicates that the U.S. evaluation systems don’t
differentiate between varying levels of teacher effectiveness
Denver ratings from 2005-2008 on a binary scale
Satisfactory
Unsatisfactory
2,374
32
98.7%
1.3%
Chicago ratings from 2003-2008 on a 4-point scale
Superior
Excellent
25,332
9,176
99.6%
Satisfactory
Unsatisfactory
2,232
149
0.4%
Source: The New Teacher Project: The Widget Effect
11
The new development system provides an opportunity to
move our district in an exciting direction
Where we are now
A system that:
Where we are going
A system that:

Focuses on compliance

Encourages development and
continuous improvement

Lacks connection to the
educator’s goals

Aligns with and reinforces the
educator goals

Empowers educators

Is driven by data and evidence

Enables more accurate
assessments through short but
frequent observations



Is done to an educator
Excludes student learning and
growth
Relies on scripted, announced
observations
12
The new system also aligns with the state’s regulations and
teacher evaluation experts
Kim Marshall’s
4 part model
13
Agenda

Context

Purpose

Overview

Components

Classroom Rubric

Self-assessment & Goals

Curriculum

Observations

Formative Reviews

Summative Evaluations
14
The SEEDS framework consists of five key features
Five features of the new evaluation framework
1
2
Statewide
Standards
and Indicators
Three
categories of
evidence to
assess
performance
4
Four educator
plans
3
A statewide
performance
rating scale
5
Five-step
evaluation
cycle
15
1. Statewide Standards and Indicators
Performance Standards and Indicators have been
defined to understand what effective teaching looks like
Curriculum, Planning and
Assessment
 Curriculum and Planning

Family and Community
Engagement
Engagement

Assessment

Collaboration

Analysis

Communication
Standard
Teaching All Students
Professional Culture

Instruction

Reflection

Learning Environment

Professional Growth

Cultural Proficiency

Collaboration

Expectations

Decision making

Shared Responsibility

Professional Responsibilities
Indicator
16
2. Three categories of evidence
Three categories of evidence will be gathered for evaluation:
1. Observations

Includes unannounced and announced observations
2. Multiple measures of student learning

Includes MCAS growth when applicable and district-determined
measures of student learning

Effective 2013-2014
3. Other evidence

Educator’s collection of evidence, including:

Evidence of fulfillment of professional responsibilities and growth

Evidence of family engagement
17
3. Statewide Performance Rating Scale
Ratings
Exemplary
• Consistently exceeds requirements of a standard
• Able to model the standard to other educators
Proficient
• Fully and consistently meets the requirements of
a standard
Needs
Improvement
• Below requirements of a standard - improvement
is necessary
Unsatisfactory
• Consistently below the requirements of a
standard
18
4. Four Educator Plans
Educator Plans
Developing
Self-Directed
Growth
(1 or 2 years)
Directed
Growth
Improvement
Teacher status
w/o PTS
(<3 years)
w/ PTS
w/ PTS
w/ PTS
Developed by
Educator and
evaluator
Educator only
Educator and
evaluator
Educator and
evaluator
Performance
rating
N/A
Proficient or
Exemplary
Needs
Improvement
Unsatisfactory
1 year or less
1 year or less,
but at least 30
days
Duration / cycle
1 year or less
1 or 2 years
19
5. Five-step Evaluation Cycle
Self
Assessment
Analysis, GoalSetting, & Plan
Development
Summative
Evaluation
Continuous Learning
Formative
Assessment /
Evaluation
Implementation
of the Plan
20
Agenda

Context

Purpose

Overview

Components

Classroom Rubric

Self-assessment & Goals

Curriculum

Observations

Formative Reviews

Summative Evaluations
21
What does the new rubric look like?
Old STEDS (43 elements)
Principle I: Currency in the
Curriculum
Principle II: Effective Planning
and Assessment of Curriculum and
Instruction
New SEEDS (33 elements)
Standard I: Curriculum, Planning, and
Assessment
Principle III: Effective Management of Standard II: Teaching All Students
Classroom Environment
Principle IV: Effective Instruction
Principle V: Promotion of High
Standards and Expectations for
Student Achievement
Principle VI: Promotion of Equity and
Appreciation of Diversity
Standard III: Family and Community
Engagement
Principle VII: Fulfillment of
Professional Responsibilities
Standard IV: Professional Culture
22
What’s 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, and
 Make informed professional judgments about
formative and summative performance ratings on each
standard and overall.
Not a classroom observation tool
23
How does the rubric fit into the 5-step evaluation cycle?
Every educator uses a
rubric to self-assess
against Performance
Standards
Rubric is used
to analyze
performance
and determine
ratings on
each Standard
and Overall
Self
Assessment
Professional Practice
goals – team and/or
individual must be tied to
one or more
Performance Standards
Analysis, GoalSetting, & Plan
Development
Summative
Evaluation
Continuous Learning
Rubric is used to
assess performance
and/or progress
toward goals
Formative
Assessment /
Evaluation
Implementation
of the Plan
Evidence is
collected for
Standards and
Indicators; rubric
should be used to
provide feedback
24
The rubrics are designed to have alignment vertically,
horizontally, and comprehensively (across rubrics)
Vertical alignment
(down the rubric)
Standard
Teacher Rubric
Indicator
Element
Unsatisfactory
Needs
Improvement
Proficient
Exemplary
(descriptors)
(descriptors)
(descriptors)
(descriptors)
Horizontal alignment
(across element)
Comprehensive alignment
(across rubrics)
25
Exercise #2: Teacher rubric at-a-glance handout
 Refer
to the Exercise #2
worksheet
 Review
the 4 standards, 16
indicators, and 33 elements
 Discuss
your initial reactions at
your table:
 Familiarity?
 Strengths?
 Comments?
26
Vertical alignment means consistency from standards, to
indicators, down to elements
Standard
Indicator
Element
I. Curriculum, Planning, and
Assessment
A. Curriculum
and Planning
B. Assessment
B1. Variety of
Assessment Methods
C. Analysis
B2. Adjustment to
Practice
27
Horizontal alignment is established by setting a consistent
definition of what is “Proficient”

Proficient
 The educator’s performance fully and consistently meets the
requirements of a standard.
 It is the expected, rigorous, demanding, but attainable level of
performance for educators.
 Proficient educators integrate the knowledge, skills and abilities
needed for effective content-area instruction

Exemplary: exceeds proficient

Needs Improvement: below proficient

Unsatisfactory: consistently below proficient
28
Element descriptions from exemplary, to proficient, to needs
improvement, to unsatisfactory are based on three factors
Quality
Element
descriptions
Scope of
impact
Consistency
29
Comprehensive alignment means consistency between
teacher, administrator, and superintendent rubrics
Rubric
Description
Teacher –
Uses appropriate practices, including tiered
Element II-A-3:
instruction and scaffolds, to accommodate
Meeting Diverse Needs differences in learning styles, needs,
interests and levels of readiness, including
those of students with disabilities and English
learners.
Administrator –
Element I-B-3:
Diverse Learners’
Needs
While observing practice and reviewing unit
plans, looks for and identifies a variety of
teaching strategies and practices that are
effective with diverse learners.
Superintendent –
Element I-B-3:
Diverse Learners’
Needs
While observing principal practice, ensures
that principals look for and identify a variety
of teaching strategies and practices that are
effective with diverse learners when they
observe practices and review unit plans.
30
Let’s take a break!
31
Agenda

Context

Purpose

Overview

Components

Classroom Rubric

Self-assessment & Goals

Curriculum

Observations

Formative Reviews

Summative Evaluations
32
Step One & Two: Self-Assessment, Goal Setting, and
Plan Development
Self
Assessment
Analysis, GoalSetting, & Plan
Development
Summative
Evaluation
Continuous Learning
Formative
Assessment /
Evaluation
Implementation
of the Plan
33
The self-assessment and goal proposal provides an
opportunity for educators to take ownership of the process
Self-assessment


Analyze previous year’s
student learning, growth, and
achievements
Goal proposal

Reflect on personal practice
against the Performance
Standards

Propose goals to improve
student learning, growth, and
achievement:

Minimum of one individual or
team student learning goal

Minimum of one individual or
team professional practice
goal
The goals should be SMART
(Specific, Measurable,
Aggressive yet Attainable,
Realistic, and Timely)
34
Self-assessment begins by reflecting on how professional
practice impacts student learning
Classroom
rubric
analysis
District and
school
initiatives
Student
learning
assessment
Selfassessment
35
Educators propose student learning and professional
practice goals based on the self-assessment
Student
Learning
Goal
informed by
professional practice
Professional
Practice
Goal
to support
student learning
36
Team-based student learning goals are set to support
district and school goals
District
goal School
goal
Team-based student
learning goal
37
Professional practice goals support student learning goals
Setting a
professional
practice goal
Meeting
student
learning
goal
Improving
professional
practice
every day
38
Exercise #3: Self-assessment and goals
 Educators
in level four schools
have had an opportunity to go
through the self-assessment
and goal setting process
 Refer
to the level four educator
good example
 Discuss
your initial reactions at
your table:
 Strengths?
 Improvement opportunities?
39
Goals are set in collaboration between the evaluator and
educator, with different levels of autonomy by plan
Developed by
educator
• Self-Directed Growth Plan
Developed by
evaluator and
educator
• Developing Educator Plan
• Directed Growth Plan
Developed by
evaluator
• Improvement Plan
40
Goals provide the content for the educator plan
Educator Plans
Developing
Self-Directed
Growth
(1 or 2 years)
Directed
Growth
Improvement
Teacher status
w/o PTS
(<3 years)
w/ PTS
w/ PTS
w/ PTS
Developed by
Educator and
evaluator
Educator only
Educator and
evaluator
Educator and
evaluator
Performance
rating
N/A
Proficient or
Exemplary
Needs
Improvement
Unsatisfactory
1 year or less
1 year or less,
but at least 30
days
Duration / cycle
1 year or less
1 or 2 years
41
Educator plans will be based on the most recent
summative evaluation
Former evaluation program (STEDS)
New evaluation program (SEEDS)
Non-Instructional
Principles
Instructional Principles
Educator Plan
Overall
Principal Judgment
I
Exceeds
or Meets
II
III
IV
V
VI
VII
Educator
with PTS
Educator
without PTS
Developing
0 does not meet indicators or
0 to 1 does not meet
indicators
Self-Directed
Growth
(2-year)
1 does not meet indicator or
2 does not meet
indicators
Self-Directed
Growth
(1-year)
2 or more does not meet indicators or
3 or more does not
meet indicators
Developing
Principal holds discretion
to move educator to a
self-directed growth 2year plan
Directed
Growth
Developing
Principal holds discretion
to move educator to a
self-directed growth 1year plan
PIP
Improvement
Developing
New (no
history)
Not applicable
Developing
Exceeds
or Meets
Exceeds
or Meets
42
Process steps to place educators on educator plans
1. Gather your educator roster and last two years of summative
evaluations
2. Place all non-PTS educators on Developing Educator Plans
3. Place all educators on PIPs on an Improvement Educator Plans
4. For remaining PTS teachers, locate the most recent evaluation
• If the teacher is odd, he/she should have an evaluation from SY1011
• If the teacher is even, he/she should have an evaluation from
SY11-12
• If an evaluation was missed (e.g., maternity leave), find the most
recently completed evaluation from SY09-10, SY08-09, SY07-08,
etc.
Time saving tip: place your educators on their
educator plans this school year after completing the
educator’s summative evaluation!
43
Process steps to place educators on educator plans (cont.)
5. Count the number of “does not meets” in Principles I, II, III, IV, V
6. Count the number of “does not meets” in Principles VI, VII
7. Refer to placement slide (starting from the bottom of the chart and
working up) to determine the starting plan for each teacher, based
on the number of “does not meets”
8. Use discretion to determine if teachers should move up one plan
type
Time saving tip: place your educators on their
educator plans this school year after completing the
educator’s summative evaluation!
44
Example of Educator A (Instructional Principles)
Principle
Principle I. Currency in the Curriculum.
Principle II. Effective Planning and Assessment
of Curriculum and Instruction.
Principle III. Effective Management of
Classroom Environment.
Principle IV. Effective Instruction.
Principle V. Promotion of High Standards and
Expectations for Student Achievement.
Indicator
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
D
M
x
E
NA
NO
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Does Not Meet Principle I, II, III, IV, and V Subtotal
45
Example of Educator A (Non-Instructional Principles)
Principle
Principle VI. Promotion of Equity and
Appreciation of Diversity.
Principle VII. Fulfillment of Professional
Responsibilities.
Indicator
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
D
M
x
E
NA
NO
x
x
x
x
x
x
x
x
x
x
x
x
Does Not Meet Principle VI, VII Subtotal
• Educator A has PTS
• What’s the educator plan?
46
Example of Educator B (Instructional Principles)
Principle
Principle I. Currency in the Curriculum.
Principle II. Effective Planning and Assessment
of Curriculum and Instruction.
Principle III. Effective Management of
Classroom Environment.
Principle IV. Effective Instruction.
Principle V. Promotion of High Standards and
Expectations for Student Achievement.
Indicator
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
D
M
x
E
NA
NO
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Does Not Meet Principle I, II, III, IV, and V Subtotal
47
Example of Educator B (Non-Instructional Principles)
Principle
Principle VI. Promotion of Equity and
Appreciation of Diversity.
Principle VII. Fulfillment of Professional
Responsibilities.
Indicator
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
D
M
x
E
NA
NO
x
x
x
x
x
x
x
x
x
x
x
x
Does Not Meet Principle VI, VII Subtotal
• Educator B has PTS
• What’s the educator plan?
48
Agenda

Context

Purpose

Overview

Components

Classroom Rubric

Self-assessment & Goals

Curriculum

Observations

Formative Reviews

Summative Evaluations
49
The district will provide MA aligned unit assessments and unit plans to
teachers, who can tailor the daily instruction based on student need
Common Unit
Assessments
Provided by the district to
create shared, high
expectations for all students
Revision Process
Common Unit Plans
Incorporated by teachers
and the District to ensure
assessments and plans
reflect effective evidencebased teaching practices
Provided by the district to
ensure consistent rigorous
standards in every class
every day
Lesson Plans
Developed by teachers to
allow teachers to plan for
and respond to their specific
students’ needs
50
The new Massachusetts curriculum framework has guiding
principles for English language arts and mathematics
Mathematics curriculum
guiding principles summary
ELA curriculum
guiding principles summary
1.
Develop thinking and language together
through interactive learning.
2. Develop understanding of a students’
literary heritage.
3. Draw on texts and multimedia to build
academic vocabulary.
4. Develops students’ oral language and
literacy.
5. Emphasizes writing arguments,
explanatory/informative texts, and
narratives.
6. Holds high expectations for all students.
7. Provides explicit skill instruction in
reading and writing.
8. Builds on the language, experiences,
knowledge, and interests that students
bring to school.
9. Nurtures students’ sense of their common
ground as American citizens.
10. Reaches out to families and
communities in order to sustain a literate
society
1.
Explore mathematical ideas to stimulate
curiosity, create enjoyment, and
develop depth of understanding.
2.
Design content standards that are clear
and specific, focused, and articulated
over time as a coherent sequence.
3.
Use technology strategically in
mathematics education.
4.
Prepare all students for college and
career through a high quality
mathematics program.
5.
Build upon and develops students’
literacy skills and knowledge.
6.
Inform instruction and learning through
assessments of student learning.
51
The MA curriculum framework builds literacy through reading, writing,
speaking, listening and language across subject areas
Demonstrate
independence
Understands
other
perspectives
and cultures
Strong
content
knowledge
College
and career
ready
student
Uses
technology
strategically
and capably
Value
evidence
Responds to
varying
demands
Comprehend
as well as
critique
52
The MA curriculum standards of mathematical practice prepare
students to be college and career ready
Make sense
of problems
Express
regularity in
repeated
reasoning
Make use of
structure
Reason
quantitatively
College
and career
ready
student
Attend to
precision
Construct
viable
arguments
Model with
mathematics
Use
appropriate
tools
strategically
53
How we will build and implement a consistent,
rigorous, district-wide curriculum
1. Design
•
•
Recruit teacher
teams to build
common unit
plans, pacing, and
unit assessments
2. Introduce
•
Introduce to
CSOs over
several meetings
•
Introduce to
Principals, APs,
ILSs during
Summer PD
Academic
Directors support
teacher teams
Academic
Directors and CSO
ensure high quality
materials through
careful review
•
•
•
•
3. Implement
Introduce to
teachers over 2 to
3 professional
development days
and then followup in PLCs and
PD
Teachers will
develop lesson
plans aligned to
unit plans and
administer
common
assessments
4. Monitor
•
ILTs will monitor
that unit
assessments are
administered and
teachers are
following pacing
•
CSOs and
Academic Team
will monitor and
support schools
Principals, APs,
Academic
Directors, and ILSs
will coach teachers
to continuously
improve
5. Revise
•
Ongoing revision based on data collection effective evidence-based teaching
practices based on data and teacher feedback
54
Supports will ensure teachers and students meet the
rigorous, consistent standards of the new curriculum
When supports
work together,
they become
even more
powerful
Coaching Supports
- CSOs
- Principals
- APs
- Academic Directors
- ILSs
Tool-based
Supports
Support
Structures
- Common Unit Plans
and Instructional
Guidance Documents
- PLCs
- Common Unit
Assessments
- Student learning data
- Faculty Meetings
- PD
- Coaching and
Evaluation
55
Agenda

Context

Purpose

Overview

Components

Classroom Rubric

Self-assessment & Goals

Curriculum

Observations

Formative Reviews

Summative Evaluations
56
Step Three: Implementation of the Plan
Self
Assessment
Analysis, GoalSetting, & Plan
Development
Summative
Evaluation
Continuous Learning
Formative
Assessment /
Evaluation
Implementation
of the Plan
57
During the plan implementation, the educator and the
evaluator will continuously gather evidence
Three categories of evidence will be gathered for evaluation:
1. Observations

Includes unannounced and announced observations
2. Multiple measures of student learning

Includes MCAS growth when applicable and district-determined
measures of student learning

Effective 2013-2014
3. Other evidence

Educator’s collection of evidence, including:

Evidence of fulfillment of professional responsibilities and growth

Evidence of family engagement
58
How traditional evaluation fails

It doesn’t discern between levels of teaching:
 Excellent
 Good
 Mediocre
 Poor

So it doesn’t affirm the best teachers, use their talents, and keep
them on board.

And it doesn’t help less-effective teachers get better or leave the
profession.
Source: Kim Marshall
59
But are unannounced visits possible?

Yes, if they are:
 Frequent

Short

Systematic

Clear criteria

Coaching feedback each time

Informal tone

Fair

Integrated with unit planning and data analysis
Source: Kim Marshall
60
Unannounced observations: frequent sampling,
and coaching

Short visits to fit them in to very busy days

Unannounced to see what kids are experiencing daily

Lots of them to sample all aspects of teaching, blend in

Prompt, thoughtful feedback to each teacher

Early intervention with ineffective teachers, follow-up

Informal to maximize adult learning; formative feedback

Systematic cycling through the whole staff

Integrated with curriculum planning and student learning
Source: Kim Marshall
61
“You can observe a lot by watching”

Slow down, breathe, listen, pay attention

Don’t impose a checklist on the situation; “free range”

Look at the learning task, check in with kids

Look for student understanding vs. superficial stuff

You’ll notice 1-3 main points to discuss.

So as not to miss anything, I suggest a mental checklist
 What every lesson, K-12, should contain
 Shared with teachers – everyone on the same page
Source: Kim Marshall
62
SOTEL
S - Safety
O - Objectives
T - Teaching
E - Engagement
L - Learning
Source: Kim Marshall
63
What very effective principals look for

Student engagement, learning, and understanding
 Participation, thinking, talking, making sense
 The rigor and cognitive complexity of the work
 Asking students “What are you working on?”
 Listening in on turn-and-talks

Climate, tone, and atmosphere

Effective teaching: clarity, modeling, explaining, listening,
checking for understanding

And what these principals looked for, they got!
Source: Kim Marshall
64
Insights versus time in classroom
Source: Kim Marshall
65
The logic of unannounced observations

Unannounced to see everyday reality.

But it would be unfair to observe just once a year.

So observations must be frequent to sample accurately.

But if frequent, don’t have time to stay for full lessons.

So observations need to be short.

But if visits are short, full write-ups aren’t possible.

But it’s easy to lose track, miss teachers, double up.

So the process must be systematic.
Source: Kim Marshall
66
What does unannounced observation feedback look like?
Elementary school example
Standard II-A-2: Student
Engagement
“The teacher was assisting students at their desks.
Students were working on four division problems that
were on the board. Throughout the class she
circulated around the room stood by the students'
desks and talked with students about the problems in
a soft tone. Hold students responsible for writing the
necessary work. Encourage them to copy the
information correctly. Also make them responsible for
getting the classroom material(s) such as the Math
strips which were used to make trains.”
Standard II-B-3: Student
Standard I-A-2: Child and
Adolescent Development
Motivation
Source: Urban District – Evaluator and Educator is Confidential
67
What does unannounced observation feedback look like?
Secondary school example
Standard I-A-3: Rigorous
Standards-Based Unit Design
“An essential question is posted and the current
activity relates to the e.q. Students are presenting in
the front of the class the promotional materials they
created for the middle or southern colonies they have
chosen. The activity is relevant and all students were
engaged in the learning based on individual interests.
Research is obvious as students present facts and
information. The teacher is evaluating presentations
using a pre-designed checklist and is asking students
clarifying questions. Teacher is also complimenting
student work and effort. Students are attentive.”
Standard IIB-2:
Collaborative
Learning
Environment
Standard II-D-2: High
Expectations
Source: Urban District – Evaluator and Educator is Confidential
68
What does unannounced-observation feedback look like?
Another example
“The teacher was providing instructions and clear
examples for each group before transitioning to
learning centers.”
How does this example compare to the two
examples we looked at earlier?
Source: Urban District – Evaluator and Educator is Confidential
69
So, what have the district, SEA and MTA tentatively agreed upon?
Decision areas
Number of
observations
Pre-conference
•
Announced
Minimum of 1
formal per
cycle
Minimum of 30
minutes
Required
Report
documentation
Post-conference
•
Observation report documented within 10 school days
•
Required
•
Observation length •
•
Unannounced
Minimum of 1 formal per school year
Exception – Minimum of 2 formal per school
year for a non-renewal
Minimum of 10 minutes
•
None
•
•
•
•
Required based on:
• Teacher receives a Needs Improvement
or Unsatisfactory rating on any standard
• Teacher request
Not required based on:
• Teacher receives an Exemplary or
Proficient on all standards
• No request made by teacher
70
Let’s take a break!
71
Exercise #4: unannounced observation practice
Video
• TIMSS Video – 7th
grade Science
• Third lesson in a
sequence of eight
lessons on the
circulatory and
respiratory systems.
• The lesson is 45
minutes in duration
• There are 33 students
in the class
• http://timssvideo.com/78
• Minutes 5 to 10
Instructions
• Step 1: provide
feedback for the
educator in the video
• Step 2: evaluate your
feedback against
SOTEL, rubric
standards and Kim
Marshall’s four part
model
72
Agenda

Context

Purpose

Overview

Components

Classroom Rubric

Self-assessment & Goals

Curriculum

Observations

Formative Reviews

Summative Evaluations
73
Step Four: Formative Assessment / Evaluation
Self
Assessment
Analysis, GoalSetting, & Plan
Development
Summative
Evaluation
Continuous Learning
Formative
Assessment /
Evaluation
Implementation
of the Plan
74
The formative review ensures an opportunity for educators
to receive feedback during the evaluation cycle



Formative Assessment

Can occur at any time during the evaluation cycle, but usually occurs
mid-cycle

Assesses progress towards educator goals set forth in the plan, and/or
performance on performance standards (rubric)
Formative Evaluation

Only applicable for educators on a two-year evaluation cycle

Occurs at the end of year one

A rating is determined on progress towards educator goals set forth in the
plan
An educator may be placed on a different educator plan, if the formative
rating significantly differs from the summative rating received at the
previous evaluation
75
Agenda

Context

Purpose

Overview

Components

Classroom Rubric

Self-assessment & Goals

Curriculum

Observations

Formative Reviews

Summative Evaluations
76
Step Five: Summative Evaluation
Self
Assessment
Analysis, GoalSetting, & Plan
Development
Summative
Evaluation
Continuous Learning
Formative
Assessment /
Evaluation
Implementation
of the Plan
77
Summative evaluations are similar to formative reviews
but differ in three key ways
1. Educator Plans

All educators will be assigned a new educator plan
2. Multiple measures of student learning

Summative reviews will provide a separate rating on an educator’s impact on
student learning effective 2013-2014
3. Timing

End of the evaluation cycle

End of the 2nd year for educators on a self-directed growth plan (2-year)

End of the year for all other educators

Educators on Directed Growth or Improvement Plans may have more than
one summative evaluation in a single school year
78
During the summative evaluation, evidence will be used to
determine a rating against the classroom rubric
Curriculum, Planning and
Assessment
 Curriculum and Planning

Assessment

Analysis

Family and Community
Engagement
Engagement

Collaboration

Communication
Standard
Teaching All Students
Professional Culture

Instruction

Reflection

Learning Environment

Professional Growth

Cultural Proficiency

Collaboration

Expectations

Decision making

Shared Responsibility

Professional Responsibilities
Indicator
79
Educators will receive one of four performance ratings
Ratings
Exemplary
• Consistently exceeds requirements of a standard
• Able to model the standard to other educators
Proficient
• Fully and consistently meets the requirements of
a standard
Needs
Improvement
• Below requirements of a standard - improvement
is necessary
Unsatisfactory
• Consistently below the requirements of a
standard
80
Next year’s educator plan is determined by the
performance rating
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
Unsatisfactory
Improvement Plan
81
The district’s recommended timing for each step:
By September (at the
latest), all educators should
be on educator plans
Educator on a 1-year
evaluation cycle
Educator on a 2-year
evaluation cycle
October 1st
October 1st
November 1st
November 1st
February 1st
Not applicable
Formative evaluation
Not applicable
June 1st of year 1
Summative evaluation
June 1st
June 1st of year 2
Self-assessment
Goal setting
Formative assessment
= tentative contractual agreement
82
In closing…
Please give us your
feedback and ideas!
Don’t forget to pick-up your
the rubric and form!
83