Transcript Planning for District Optimization

Making Evaluation Work at Your School
Type Date Here
Leadership Institute 2012
Type Presenter Name/Contact Here
Rubric for Effective Teaching with 4 Standards
Former Teacher Evaluation
(8 Dimensions)
1. Equity and High Expectations
2. Professionalism
3. Safe, Respectful, Culturally
Sensitive and Responsive Learning
Communities
4. Partnership with Family and
Community
5. Instructional Planning and
Implementation:
6. Content Knowledge
7. Monitoring and Assessment of
Progress
Type Date Here
8. Reflection, Collaboration, and
Personal Growth
Teacher Evaluation
NewNew
Principal/Admin
Evaluation
(4 Standards)
1.*Curriculum, Planning
& Assessment
1.*Instructional
Leadership
2.*Teaching
All Students
2.
Management
and Operations
3.Family &
& Community
Community Partnerships
Engagement
3.Family
4.Professional Culture
Culture
4.Professional
Type Presenter Name/Contact Here
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
Type Date Here
D. Expectations Indicator
1.Clear Expectations
2.High Expectations
3.Access to Knowledge
Type Presenter Name/Contact Here
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.
WellStructured
Lessons
Develops lessons with
inappropriate student
engagement strategies, pacing,
sequence, activities, materials,
resources, and/or grouping for
the intended outcome or for the
students in the class.
Develops lessons with only
some elements of appropriate
student engagement strategies,
pacing, sequence, activities,
materials, resources, and
grouping.
Develops well-structured
lessons with challenging,
measurable objectives and
appropriate student
engagement strategies,
pacing, sequence, activities,
materials, resources,
technologies, and grouping.
Develops wellstructured and highly
engaging lessons with
challenging,
measurable objectives
and appropriate
student engagement
strategies, pacing,
sequence, activities,
materials, resources,
The Overall Rating
• There are 4 standards
- Teachers are assessed for proficiency in each
standard
• Everyone sets 2 goals:
- A goal for student learning
• tied to data
- A goal for professional practice
• tied to rubric
• will help you accomplish your student learning
goal
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The Overall Rating
At least one
SL and one
PP goal
+
Ratings on the
Four Standards
of the Rubric
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School-wide goals & priorities should guide the
Five Step Evaluation System Cycle
School-wide Analysis
& Goal-Setting
Self-Assessment
Summative
Evaluation
Formative
Assessment/Evaluation
Analysis, goalsetting & plan
development
Implementation of
the plan
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Your Context
District
• District-level Data Trend
• District Priority Areas
School
• School-level Data Trends
• WSIP and School Priority Areas
Team
• Previous/current year Data Trends
• Areas of Strength/Growth
Individual
• Student Data
• Areas of Strength/Growth
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District priorities reflected in the teacher rubric:
District Priority
Element of rubric
Professional Growth and
Evaluation
Goal Setting
(IV-A-2)
Using Data to Differentiate Adjustments to Practice
Instruction
(I-B-2)
Access to Knowledge (II-D-3)
Increasing Academic
Rigor
Well-Structured Lessons
(I-A-4)
Engaging Families,
Community and Partners
Parent/Family Engagement (III-A-1) and TwoWay Communication (III-C-1)
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Getting started at your school
Identify your priority elements for your
school
• at least one in each of the 4 standards
• Identify the behaviors you expect to see
with teachers
• Then, ask educators to:
– Self-assess
– Set goals
– Focus on student outcomes
– Note: If an educator is less than proficient,
don’t look ONLY at these priorities
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Example from the Edison
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District priorities reflected in the administrator
rubric:
District Priority
Element of teacher rubric
Element of admin rubric
Professional
Growth and
Evaluation
Goal Setting
(IV-A-2)
Educator Goals (I-D-1 )
Observation & Feedback (ID-2)
Using Data to
Differentiate
Instruction
Adjustments to Practice
(I-B-2)
Access to Knowledge
(II-D-3)
Adjustments to Practice
(I-C-2)
Diverse Learners’ Needs
(I-B-3)
Increasing
Academic
Rigor
Well-Structured Lessons
(I-A-4)
Lesson Development
Support
(I-A-2)
Engaging
Families,
Community
and Partners
Parent/Family Engagement
(III-A-1)
Two-Way Communication
(III-C-1)
Parent/Family Engagement
(III-A-1)
Two-Way Communication
(III-C-1)
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Writing your own professional practice goal
Standard I: Instructional Leadership. The education leader promotes the learning
and growth of all students and the success of all staff by cultivating a shared
vision that makes powerful teaching and learning the central focus of schooling.
Indicator I-A. Curriculum: Ensures that all teachers design effective and rigorous
standards-based units of instruction consisting of well-structured lessons with
measurable outcomes.
I-A-2.
Lesson
Development
Support
Proficient:
Supports educators to develop
well-structured lessons with
challenging, measurable
objectives and appropriate
student engagement
strategies, pacing, sequence,
activities, materials,
technologies, and grouping.
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Coming Soon
• Contract information
• Resources
• Webinar
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Resources, Support, Questions, and Feedback
• For more information, visit:
- http://connect.mybps.org/groups/effectiveteaching/
- http://educatoreffectiveness.weebly.com
• Email questions, comments and feedback to:
- [email protected]
• MA Department of Elementary and
Secondary Education (DESE) Evaluation Site:
- http://www.doe.mass.edu/edeval/
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