Transcript Unpacking the New Educator Evaluation System

Unpacking the
Educator Evaluation
System
Non-Professional Status Teachers
entering the Evaluation System
Goals for Today:
• Broad overview of the New Teacher
Evaluation System
• Understand requirements and action items for
Educators on the “Non-Professional Teacher
Status” Evaluation System
Rubric at a Glance
4 Standards
16 Indicators
33 Elements
www.natickps.org
www.natickps.org
Unofficial goal:
Avoid feeling like this.
What the Process Looks Like
Steps in the Cycle
Step 1: Self Assessment Due October 1 or within the first four
weeks of school.
Step 2: Goal Setting and Plan Development Meeting with your
Evaluator by October 15 with Revision and Approval Complete
by November 1
Step 3: Implementation of the Plan and Collection of Evidence
On-going throughout the Year
Step 4: Formative Assessment and Evaluation Process
completed by February 15
Step 5: Summative Evaluation Process completed by May 15
What’s the same:
Student Learning Goal
What’s the same:
Professional Practice Goal
Evaluation Cycle:
Self-Assessment
• Educator completes a self-assessment by October 1st or
within four weeks of the start of their employment at
the school via Teachpoint.
• The self-assessment includes:
• An assessment of practice against each of the four
Performance Standards
• One goal directly related to improving the Educator’s
own professional practice.
• One goal directed related to improving student learning
Summative Evaluation
To be rated Proficient overall, a
teacher must have been, at
minimum, rated as Proficient on:
Standard 1: Curriculum, Planning, and Assessment
&
Standard 2: Teaching all Students
Here is What it Looks Like
Meet Sally Smith
Profile for Sally Smith
• Sally Smith - 4th grade teacher with 1 year of teaching
experience
• Her school:
• Elementary level with 400 students
• 16% disabilities
• 10% limited English proficiency
After Sally Completed the Self
Assessment:
Self Assessment Compared to the
Rubric
ACTION STEPS: Sally Smith’s
Professional Practice Goal
An example about Family and Community Engagement (ELL)
Use Student Learning and other Data to Identify Goal Areas
Improving communication with families for
whom English is a second language. (III-B-2:
Curriculum Support
ACTION STEPS: Sally Smith’s
Professional Practice Goal
An example about Family and Community Engagement (ELL)
Draft the Goal Statement :
During this school year, I will communicate in
writing monthly with LEP families about
specific strategies to support learning.
Specific
Measurable
Attainable
Relevant to Learning
Timebound
ACTION STEPS: Sally Smith’s
Professional Practice Goal
An example about Family and Community Engagement (ELL)
Add Key Actions and Benchmarks:
•Goal Statement: what do I want to accomplish by when?
•Key Actions: what will I/we do to achieve to accomplish it?
1. By September 30 I will contact in writing each LEP family to share my contact
information in both English and their native language.
2. By October 15, I will know the WIDA Can-Do Descriptors for ELL Proficiency
with regard to learning.
3. Beginning October, I will send home monthly newsletters with strategies for
parents to practice.
4. I will attend a WIDA (World-Class Instructional Design and Assessment)
Consortium to better understand the relationship between academic language
and content knowledge
ACTION STEPS: Sally Smith’s
Professional Practice Goal
An example about Family and Community Engagement (ELL)
Benchmarks: how will I/we know if I am on track to accomplish
it/have accomplished it?
1. Mid-year I will survey families to solicit feedback about their student’s learning
experience. (process outcome)
2. EOY: I will survey families at year end to determine what information about
learning strategies was most useful during the school year. I will use this
feedback in future planning.
3. On-going evidence for each action step is collected by Educator and shared with
Evaluator for the Formative and Summative assessments.
Timelines for the Evaluation System
RTTT Districts
Timeline
2016-17
2015-16
2014-15
2013-14
2012-13
Implement 50%
of building in
new system
+1st Ratings for
NPTS
+Add 50% and
+Pilot/Select
DDMs
+First PTS
ratings given
+Add 1st year
of DDM data
collected
+Pilot Surveys
+1st Ratings
PTS to second
50%
+ 2nd year DDM
data collection
+ First Growth
Rating
+Student & Parent
surveys
implemented
The whole
system
implemented
with all
measures
DDMs for
Staff
Natick Public Schools
Direct Measures
• Staff will receive a Student Impact Rating of high, moderate,
or low based on trends and patterns in student learning,
growth and achievement, by November 2016. Most likely
spring 2016
• Direct Measure Examples: MCAS (SGP), sub-group
performance, pre- and post- assessments in specific subjects,
writing prompts, progress monitoring, progress in raising the
advanced level on MCAS, progress in AP scores, percent
reading at above grade level
• One DDM must be a direct measure
PARCC
• Science will continue to be assessed through MCAS.
• Performance Based Assessment in March of 2015
• End of Year in May of 2015
Indirect Measures
• Indirect measures will not always be measures of student
growth, but rather measures of an educator’s impact on
conditions that will enable student growth.
• Examples: reducing tardies to school or class, suspension
rates, promotion and graduation rates, attendance rates,
discipline referrals, reduced bullying, teacher attendance,
college matriculation,
Other
• DDMs should be common across roles. DESE
recommends that educators in similar roles in a district
use identical DDMs to ensure comparability across
schools.
• Administrators with Staff Members must Determine
baseline data points and set parameters for high,
moderate and low growth.
Median SGP
• A district is required to use median SGPs from
MCAS/PARCC as one of the measures used to
determine a staff members Student Impact Rating. See
–DESE brief Using Student Growth Percentiles.
• Grades 4,5,6,7,8,10.
• Administrators required to use SGPs –
SUPERINTENDENT, PRINCIPALS,
DEPARTMENT HEADS FOR ELA, MATH
• 2014-2015
DDM 1
Low –
Moderate High
• 2015-2016
• Spring 2016
DDM 1
Low –
Moderate High
=
DDM 2
Low –
Moderate High
DDM 2
Low –
Moderate High
Final Impact
Rating
Low –
Moderate High
Student & Staff Surveys
• Evidence used in educator evaluation shall include:
• Student feedback collected by the district starting in 2014
– 2015
• Staff feedback with respect to administrators collected by
the district, starting 2014 – 2015
• Surveys must be related to the Standards
• In July 2014, DESE will release model surveys for
students and staff that will be closely aligned to the
Standards. Districts can adopt or adapt these surveys.
How does feedback get incorporated into
an educator's evaluation?
There is no weight or value associated with feedback in an
educator’s evaluation. Districts have the flexibility to determine
how student and staff feedback informs the Summative
Performance Rating. It is recommended that student and staff
feedback be used to inform an educator’s self-assessment or shape
goal-setting.
Natick’s Plan
• Adopt or adapt the model surveys to be implemented in the
spring of 2015
• K-2 – make a good decision
• For 2014 – 2015 teacher keeps the data and uses it to inform
self-assessments and goals set in the fall of 2015
• For 2015 – 2016 survey data is shared with administration.
Administrators and educators use data to inform selfassessment and goal setting.
For Success
• Work with Evaluator and Mentor
• Use www.natickps.org
• Collect evidence throughout the year
Informational Web site
http://www.natickps.org/districtinfo/educatorevaluation.cfm
• Thank you all for your patience
• HAVE A GREAT YEAR!