Transcript What’s so Smart about SMART Goals?

Implementing the New Framework for the
Supervision and Evaluation of Educators
Day 1
Westfield Public Schools
May 2-3, 2013
Facilitator: Patricia Haggerty
Consultant, Teachers21
[email protected]
This is what it is all about!
One more thing . . .
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Goals for today’s session:
 Continue to explore how to build trust and create a
culture that encourages risk taking and self-reflection
 Ensure that all participants understand the purpose,
goals and structure of the new Massachusetts Educator
Evaluation System.
 Understand the aspects of the beginning of the five step
cycle (self-assessment, goal setting, implementation)
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It’s about questions---your
questions!
1. How do we create the
mindset for all staff to
embrace this system?
2. How do we create the buy
in and how will we know it
is changing practice?
3. How will the supervisor
have the time to do this
model with due diligence in
order to actually bring
about change?
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The Big Picture
Think of this process as a Monet rather than a
Picasso. Why?
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Monet
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Picasso
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Supervision & Evaluation That Works
 Please reflect upon your collective experiences with
the process of supervision and evaluation.
 Think of a time when you were on the receiving end
of supervision and evaluation and it was
particularly meaningful and helpful. What made it
so?
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Massachusetts Educator Evaluation System
 How is it different?
BIG PICTURE
COMPLEX
COMPREHENSIVE
COHERENT
COLLABORATIVE **
CULTURE-CHANGING
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Massachusetts Educator Evaluation System
 How is it different?
BIG PICTURE
1. Focus on evidence of student learning
2. Inclusive process where your success is dependent
upon my success and student success is tied to the
process.
3. Differentiated processes for educators in different
places in their careers and at different places with
outcomes for students.
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It is. . .
COMPLEX
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By the numbers
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2
1
16
5
13
4,4,4
3
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It is. . .
COMPREHENSIVE
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By the numbers!
 1
 2
 2
 3
 3
 4
 4
 4
 5
 16
 33
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Year Cycle
SMART Goals
Year Cycle
Categories of Evidence
Ratings of Impact on Student Learning
Standards of Educator Performance
Ratings of Educator Performance
Types of Educator Plans
Steps in the Evaluation Cycle
Indicators Defining the Standards
Elements Reflecting the Indicators
COLLABORATION
 If the supervision and evaluation process is seen as something
“done to us” and not a process that we help to shape, its value
as a learning tool and as a mechanism to improve and insure
quality will be greatly diminished.
 Self assessment
 Educator proposes goals
 Self directed growth plan
 Educator collects, analyzes, and presents evidence
 New system applies to every educator
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5 Step Evaluation Cycle
 Foundation for the
Framework & Model
 Every educator is an active
participant in an evaluation
 Process promotes
collaboration and
continuous learning
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Every educator
uses a rubric and
data about student
learning to identify
strengths and
weaknesses.
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Every educator
uses a rubric and
data about student
learning to identify
strengths and
weaknesses.
Every educator
proposes at least 1
professional practice
and 1 student
learning goal---team
goals must be
considered.
Evaluator approves
the Goals and Plan for
accomplishing them.
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Cycle continued:
Every educator
and evaluator
collects
evidence and
assesses
progress on
goals.
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Every
educator has a
mid-cycle
review
focusing on
progress on
goals.
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Every educator earns
one of four ratings of
performance.
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Every educator uses a
rubric and data to
identify strengths and
weaknesses.
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Paradigm Shift: Self-Assessment
 . . .the greatest effects on student learning occur when
teachers become learners of their own teaching, and when
students become their own teachers.
Hattie, Visible Learning for Teachers, 2012
Two areas of focus:
1. The learning record of my students
2. My own reflection about how to strengthen and
improve my practice
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Part 1: Analysis of Student
Learning, Growth, and Achievement
One of our district initiatives is to focus on non-fiction reading and
writing as delineated in the Massachusetts Common Core. We
understand the importance of improving reading and writing
beyond the scope of narration and description. As a strong
proponent of writer’s workshop, I might be able to work within
that construct to help students improve their non-fiction writing.
I will need to find some baseline data taken from some of our
existing information on the writing of our students. I did notice
that in the open response #2, the majority of the students scored
in the 2 category with some students even scoring 1 or 0.
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Part 2: Assessment of Practice
Against Performance Standards
Our district wants us to focus on Standard II: Teaching All Students.
I plan on looking at Indicator D---addressing expectations. After
having some professional development on “Academic Rigor,” I am
enthused about the topic. One can always look to “raise the bar.”
Thinking about Carol Ann Tomlinson’s article, “Teach up for
Excellence” in Ed Leadership, I will assess how I am raising the bar
for my students. To help me accomplish this, I might want to
consider looking at the Revised Bloom’s Taxonomy chart to create
lesson opportunities. This might serve a real need in addressing
issues of higher order thinking.
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SMART GOALS: What they are not!
 S---superficial or superfluous
 M---meant to be “busy work” for you
 A---all about you
 R---rely on your gut instincts about teaching and
learning
 T---timeless—like a good MasterCard purchase
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SMART GOALS: What they are!
 S---specific & strategic
 M---measurable
 A---action-oriented and attainable
 R---rigorous, realistic, results-focused
 T---timed and tracked
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SMART Goals: Clarifying
 Specific and Strategic: They need to be straightforward
with enough specificity to determine whether they have been
achieved; must have an impact on the over-all vision of the
school/district
 Measurable: Use a measure of quantity, quality, or impact
to determine if we’ve reached our goal. We can also measure
progress through “benchmarks.”
 Action-oriented: Goals have active, not passive verbs. We
attach action steps to them (in our educator plans) that tell us
“who” is doing “what.”
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SMART Goals (cont.)
 Rigorous, realistic, and results-focused: A goal makes
clear what will be different as a result of achieving it. Set
goals that are aiming high but not so ambitious that they are
discouraging.
 Timed: A goal needs to have a deadline. For a goal to be
accomplished, definite times need to be established when key
actions will be completed and benchmarks achieved.
Tracking the progress we’re making on our action steps is
essential.
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DESE example of a SMART goal from
our personal lives:
Between March 15 and Memorial Day, I will lose 10 pounds
and be able to run 1 mile nonstop.
 Specific and Strategic
 Measurable
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=10 pounds, 1 mile
=pounds and miles
 Action Oriented
=lose, run
 3 Rs
=weight loss/ running distance
 Timed and Tracked
=10 weeks
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Making the goal really SMART!
 Add an Action Plan and Benchmarks
Key Actions
 Reduce my daily calorie intake to fewer than 1200 calories for
each of the 10 weeks.
 Walk 15 min. per day; increase my time by 5 min. per week for
the next 4 weeks
 Starting in week 5, run and walk in intervals for 30 minutes,
increasing the proportion of time spent running until I can run a
mile, non-stop by the end of week 10
Benchmarks: maintain a daily record of calorie intake and
exercise; have biweekly weight loss and running distance targets
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Reflecting on Practice
 How does the evidence of learning, growth, and achievement
for the students that I am responsible for shape my goals?
 How does my own assessment of my practice against the four
Performance Standards shape my goals for the year?
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Where does my practice need to
improve?
2 Goals
(at least)
1. Student Learning Goal
1. Professional Practice Goal
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What’s next? Use the goal setting form
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Student Learning SMART Goal
Professional Practice SMART Goal
[ ] Individual
[ ]Team:_______________
[ ]Individual
[ ] Team:________________
By June 2013, 85% of grade 7 students in my
class, will score 3 or higher on the
organization and details criteria in the 6+1
Writing Traits rubric.
During the school year 2012-2013, I will
increase my use of higher order thinking
skills verbs in my directions for student
assignments. I will develop a baseline
from last year’s assignments and increase
the verbiage to use 90% of the verbs in
the analyze, evaluate and create columns.
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Educator Plan Form: Student Learning
Goal: Planned Activities
Action
1. Use writer’s workshop
to promote writing.
2. Familiarize the students
with the Write Traits
rubric
3. Have students
experiment with scoring
their own papers.
4. Use non-fiction writing
as mentor text examples
of good writing.
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Supports/Resources
From School/District
Timeline or Frequency
1. Have enough copies of
the Write Traits rubric
for all.
2. Provide portfolios for
students.
3. Find the baseline of the
organization/detail
categories.
4. School make sure that
there are enough nonfiction texts to work
from.
1. 3X per week
2. Have baselines and
portfolios at beginning
of year.
3. Read examples of good
non-fiction throughout
the year.
4. Score final assessments
in May for review at the
end of the year.
Professional Practice Goal: Planned
Activities
Action
Supports/Resources
from School/District
1. Post the Revised
1. It would be helpful if the
Bloom’s Taxonomy chart
school would laminate
(the one revised by
copies of the chart for
Anderson and
each teacher on my
Krathwohl) on the wall.
team.
2. Go through last year’s
2. I might ask my school
major units to
administrator if I could
determine the language I
take part in a conference
used on assignments.
or workshop on Higher
Get a baseline.
Order Thinking, such as
3. Keep track of how many
a Parker Palmer
words I am using from
workshop presented by
the higher order
the Center for Courage
thinking skills columns.
& Renewal.
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Timeline or Frequency
1. Post chart immediately
at beginning of school
year.
2. Go through last year’s
units immediately.
3. Keep a chart of words
used---ongoing.
4. End of year: what were
results?
Assessing myself against new teaching
standards:
Curriculum,
Planning,
Assessment
Professional
Culture
Teaching All
Children
Family &
Community
Engagement
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Developing a shared Understanding of
Effective Teaching
II. Significant Shift
Rubrics
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Rubrics as a Starting Point for Setting
Goals
Standards (4)
Indicators (16)
Elements (33)
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Significant Shift: New Ratings
Exemplary
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Proficient
Needs
Improvement
Unsatisfactory
Definitions of Ratings
 Exemplary shall mean that the educator’s performance consistently and
significantly exceeds the requirements of a standard or overall.
 Proficient shall mean that the educator’s performance fully and consistently
meets the requirements of a standard or overall.
 Needs improvement shall mean that the educator’s performance on a standard
or overall is below the requirements of a standard or overall, but is not
considered to be unsatisfactory at this time. Improvement is necessary and
expected.
 Unsatisfactory shall mean that the educator’s performance on a standard or
overall has not significantly improved following a rating of needs improvement,
or the educator’s performance is consistently below the requirements of a
standard or overall and is considered inadequate, or both.
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It is. . .
COHERENT
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Coherence
Standard
for
Superinten
dent
District
and
School
Goals
Standards
for
Principals
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Standards
for Teachers
& Caseload
Educators
The Model Rubrics are Aligned
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COHERENCE
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Administrators
Standard I: Curriculum, planning &
assessment
Standard I: Instructional Leadership
Standard II: Teaching All Students
Standard II: Management & Operations
Standard III: Family & Community
Outreach
Standard III: Family & Community
Outreach
Standard IV: Professional Culture
Standard IV: Professional Culture
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Superintendent
COHERENCE
Principal
Classroom Teacher
Instruction
Instruction
Teaching All Students
Diverse Learners Needs
Diverse Learners Needs
Instruction
Meeting Diverse Needs
While observing principal practice, ensures that
principals look for and identify a variety of
strategies and practices that are effective with
diverse learners when they observe practices and
review unit plans
While observing practice and
reviewing unit plans, looks
for and identifies a variety
of teaching strategies and
practices that are effective
with diverse learners
Uses appropriate practices, including
tiered instruction and scaffolds, to
accommodate differences in learning
styles, needs, interests, and levels of
readiness, including those students
with disabilities and English learners
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What is good teaching?
 Clearly defined learning objective
 All learning experiences purposefully tied to the learning
objective
 Frequent, relevant and timely assessment & feedback
 Focus on engaging each learner – matching strategies to need
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Review Teaching Standards and
Indicators
 Which standards and indicators do you anticipate will create
some concern/worry?
OMG
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NBD
You as the
Administrator
(Evaluatee)
You as the
Administrator
(Evaluator)
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Indicator 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 standardsbased units of instruction consisting
of well-structured lessons with
measurable outcomes.
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Indicator I-B
Assessment:
Uses a variety of informal and formal
methods of assessments to measure
student learning, growth, and
understanding to develop
differentiated and enhanced learning
experiences and improve future
instruction.
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Indicator I-C
Analysis:
Analyzes data from assessments,
draws conclusions, and shares them
appropriately.
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Indicator II-A
Instruction:
Uses instructional practices that
reflect high expectations regarding
content and quality of effort and
work; engage all students; and are
personalized to accommodate
diverse learning styles, needs,
interests, and levels of readiness.
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Indicator II-B
Learning Environment:
Creates and maintains a safe and
collaborative learning environment
that motivates students to take
academic risks, challenge
themselves, and claim ownership of
their learning
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Indicator II- C
Cultural Proficiency:
Actively creates and maintains an
environment in which students’
diverse backgrounds, identities,
strengths, and challenges are
respected.
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Indicator II-D
Expectations:
Plans and implements lessons that
set clear and high expectations and
also make knowledge accessible for
all students.
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CULTURE
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Frankness:
Engaging in frank conversation about what good practice
looks like can be culturally and logistically challenging in
schools: it requires time, professionalism, and an
environment of trust that places student needs at the center
of the decision-making and dialogue.
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COLLABORATIVE
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TRUST
---an essential ingredient in successful implementation of this new framework
“School leaders and teachers need to create schools, staffrooms,
and classroom environments in which error is welcomed as a
learning opportunity, in which discarding incorrect
knowledge and understanding is welcomed, and in which
teachers can feel safe to learn, re-learn, and explore
knowledge and understanding.”
---John Hattie, 2012
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Perspective
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Significant Shift: Multiple Measures of
Student Learning
 Teacher effectiveness must be linked to student learning
 Moving our “sensors” so that data about learning as well as
teaching can be collected
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Regulation alert!
 The regulations require the use of multiple categories of
evidence, including:
 Multiple measures of student learning, growth, and
achievement:
 Judgments based on observations and artifacts of professional
practice, including unannounced observations of practice of any
duration: and
 Additional evidence relevant to one or more Performance
Standards.
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Judgments About Practice
Classroom Observations (including
unannounced of any duration)
Artifacts-Lesson & Unit Plans
Assessments
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Other Evidence
Evidence compiled and presented by the
educator
Fulfillment of professional responsibilities and
growth
Active outreach to and on-going engagement
with families
Any other relevant evidence from any source
that the evaluator shares with the educator
Student/staff feedback (2013-14)
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Multiple Measures of Student Learning, Growth &
Achievement
Measures of student progress on classroom assessments
(aligned with Mass Curriculum Assessments) and are
comparable within grades or subjects in a school
Measures of student progress on learning goals set
between educator & evaluator for the school year
State-wide growth measures (MCAS GROWTH and
MEPA)
District-determined measures comparable across grade
or subjects district wide
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Summative Rating
Educators earn two separate ratings:
Exemplary
Proficient
2-YEAR SELF-DIRECTED
GROWTH PLAN
Needs
Improvement
DIRECTED GROWTH PLAN
Unsatisfactory
IMPROVEMENT PLAN
Based on:
Rating of Performance
on
each of 4 Standards +
Attainment of Goals
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1-YEAR SELFDIRECTED
GROWTH PLAN
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Low
Moderate
High
Rating of Impact on Student Learning
(multiple measures of performance, including MCAS Student Growth
Percentile and MEPA where available)
Based on Trends and Patterns on stateand district-determined measures of
student learning gains
V. Impact on student learning based
on a review of “trends and patterns”
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Low
Moderate
High
• Significantly
lower than one
year of growth
relative to
academic peers
in the grade or
subject
• One year of
growth relative
to academic
peers in the
grade or subject
• Significantly
higher than one
year of growth
relative to
academic peers
in the grade or
subject
Patterns-consistent results from multiple measures
Trends-shall be based on at least two years of data
Four Types of Plans

Plan is based on overall rating and their impact on student
learning and growth.
1. Developing Educator Plan (1 yr)
2. Self-Directed Growth Plan (1-2 yrs)
3. Directed Growth Plan (≤1 year)
4. Improvement Plan ( 30 days-1 yr)
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PLANS
Plan is based on overall rating and their impact on student
learning and growth.

Developing Educator Plan
1.

One school year or less for teachers without PTS,
administrators in their first three years, or at the discretion of
an evaluator, for an educator in a new assignment
Self-Directed Growth Plan-for one or two school
years for educators rated proficient or exemplary
3. Directed Growth Plan-for one school year or less for
educators who are in need of improvement
4. Improvement Plan-for 30 calendar days and no more
than one year for educators rated unsatisfactory
2.
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Multiple sources of evidence inform the evaluation
Evidence
Standards
R
R
U
UBRI
CB
R
I
C
S
Standard 1
Standard 2
SStandard 3
Standard 4
Summative
Performance
Rating
Exemplary
Proficient
Needs
Improvement
Unsatisfactory
Attainment of Educator Plan Goals and student
learning goals as identified in the Education Plan
Trends and patterns in at least two measures of Student Learning Goals: MCAS
growth and MEPA gains where available; measures must be comparable across schools,
grades, and subject matter district-wide
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Consequences:
Recognition &
Rewards
Type &
duration of
Educator Plan
Rating of Impact
on Student
Learning
Low, moderate,
high
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