Transcript ENGAGE Guide to Performance Management

ENGAGE Guide to Performance
Management
2010-11 Updates
The Purpose of ENGAGE

The ENGAGE performance management plan allows us to
create methodical and predictable ways to improve results
across the organization in an effort to achieve our strategic
targets.

The accompanying guide helps make ENGAGE clear,
comprehensive and cohesive.

Setting goals, tracking progress, and receiving feedback are
connected to supervisor and coach support.

Rubric expectations drive the performance management
process and help ensure excellence for our students!
Creating Greater Transparency

ENGAGE, along with other tools like Data Dashboards,
allows us to bring transparency to the performance of all
adults in our organization
Major Components of ENGAGE Guide

Pieces of the performance management puzzle

Step-by-step sequencing & timeline

Goal-setting & portfolio examples

Templates to document progress

Communication tips

Definitions of key terms

Answers to common questions
What’s New Since Last Year?

ENGAGE expanded to include all staff members (teachers, administrators, coaches, non-instructional,
etc.)

Common forms/procedures aligned with the steps outlined in the timeline for each role

Deadlines set for key benchmarks and reporting information

Goal-setting and feedback process better linked to ongoing observations and protocol for both
coaches and administrators

Better aligned to DCPS IMPACT AND BALTIMORE PBES

Technology like digital pens and posting to SharePoint should be used more consistently to create
efficient ways to document progress on a day-to-day basis

Using HRB system for electronic reporting of mid-year and end-of-year final ratings may be replaced
by a platform with broader analytic capabilities and greater ease-of-use – stay tuned!
What’s New Since Last Year?

For teachers - individual target to move 100% of students one grade level changed
to a range of between 80-100% to better recognize outstanding staff that may have
just a few students prevent them from hitting that target




Similarly, for teachers - individual target to move at least 25% of students more than
one grade level can also be partially achieved:




80-100% is full achievement of that target
50-79% is partial achievement of that target
Below 50% does not meet that target
25% or more is full achievement of that target
20-24% is partial achievement of that target
Below 20% does not meet that target
For teachers - when calculating an overall rating:




Rubric worth 40%
Individual targets 40%
School-wide targets 20%
Shift based on increasing demand to focus more on individual classroom data tied to student
achievement (matches Arne Duncan’s requirements for Race to the Top)
What’s New Since Last Year?

For teachers - number of self-selected goals reduced from 3 to 2 to be able
to give more weight to each one – selected from any two value-drivers,
but they must be two different value-drivers

For teachers - Self-Rating and Action Plan forms updated to be more
functional and user-friendly, more of a growth/support tool

For teachers - rubric supported by DICE handbook that outlines the
baseline practices that can lead to rubric proficiency and gives more detail
about techniques that can lead to growth in each area

For all staff - meeting enrollment eliminated from list of school-wide
targets to give more weight to other measures that have more of a yearlong focus

For all staff – “needs improvement” rating changed to “in progress”
Pieces of the ENGAGE puzzle
Updated ENGAGE Components for Teachers
ENGAGE Timeline: Setting Targets/Goals

Teachers complete self-assessment reflection and identify
areas of growth within the rubric standards

Supervisors and coaches conduct walkthroughs and use
classroom observation forms to note baseline info

Supervisors and staff discuss self-assessment and walkthrough
feedback together as they finalize self-selected goals and
review pre-set targets

Coaches follow up with staff members and help them flesh out
goals within action plan, listing key practices and techniques
they will employ to reach their goals, along with support
needed
ENGAGE Timeline: Tracking Progress

Supervisors and coaches regularly visit classrooms and provide
feedback using observation forms and teacher trackers

Coaches regularly meet with teachers and provide professional
development as part of coaching cycle/targeted support

Teachers start to collect artifacts from their teaching practice
for their portfolio to demonstrate rubric proficiency

Mid-year conference opportunity to review and discuss
progress to date (data includes observations, portfolio, data
dashboards, mid-year self-rating form, etc.)
ENGAGE Timeline: Giving Feedback

Teachers compile a final portfolio that includes all of the evidence
they have collected throughout the year to support their rubric
progress

Teachers fill out the end-of-year portion of their self-rating form and
submit to their supervisor

Supervisors add their comments and then discuss along with
accumulated data during end-of-year evaluation meetings

Any pending assessment data will be finalized by the Community
Office over the summer and added to final ratings

Cycle begins again with review of previous data and performance
while planning for the next fall
What does process look like for noninstructional staff?

Observations of performance made throughout the year based on
the non-instructional staff rubric

80% of rating based on rubric performance

All staff also held accountable for school-wide goals – 20% of rating

Non-instructional staff will fill out self-rating form before mid and
end-of-year conferences and review supervisor’s comments
together

Non-instructional staff do not have to complete a full portfolio, but
they are still welcome to submit relevant documents that support
their proficiency to their supervisor
Key Forms & Templates

Look in the appendix of your guide to find copies of the
following forms, as applicable to your role:

Annual Performance Plan
(includes Self-Assessment & Target-Setting Guidelines)








Action Planning Form
Portfolio Cover Sheet
Portfolio Reflection Sheet
Performance Behavior Rubric
Self-Rating Form
Classroom Observation Form
Teacher Tracker Example
Supervisors also have supportive templates for
classroom walkthroughs, improvement plans, etc.
Key Pages of the Guide








pg. 8-11 (Overview of process)
pg.13-14 (Timeline with deadlines)
pg. 31 (Overview of components & weightings)
pg. 33 (Quick Start guide to beginning the year)
pg. 43-55 (Annual Performance Plan & Action Plan
samples)
pg. 72 (Mid-Year Conference Checklist)
pg. 78 (End-of-Year Evaluation process)
Pg. 90 (Beginning of appendix/forms)
Other Structures that Support ENGAGE
ENGAGED TEACHING @ Friendship
 We expect our teachers to be ENGAGED educators with highly engaging and effective classrooms:


D.I.C. E. is the acronym of how we have organized our teacher trainings to ensure increase
performance and more engaged teachers. We have developed the DICE teacher handbook that
encompass practices all educators must be able to master as the work toward proficiency ratings
in ENGAGE. We have established baseline practices that we will look for in every classroom by the
end of September and will ensure to identify the wide range of practices are teachers must
master to receive a proficient rating in ENGAGE. We will ensure to build out DICE by establishing
a committee where teachers can share techniques that are positively impacting student
performance and ensuring they have the college ready skills America needs. The committee will
approve techniques and add them to our DICE handbook. The better we become at these
techniques and practice the more proficient teachers we will have in our classrooms and in the
end more proficient students we will produce.
ENGAGE with DATA @ Friendship

Our data talk cycle is at the heart of all our performance management work. We have witnessed
the better schools, teachers, leaders and all staff are at looking at student data weekly with a
different protocols, the better results for their students. In addition, at Friendship learn how all
students MUST use PDSA systems to “own their growth” as we push to have world class outcomes
in every classroom. Every adult at Friendship should look at weekly data to understand how the
demonstrating their ability to produce results that will produce proficient students.
Feedback





Any questions about how to proceed?
Anything in the guide that is not clear?
Your coaches/supervisors will continue to guide you
through the ENGAGE process.
We will seek continued feedback via survey throughout
the year
For more information, please contact:



Haroldine Pratt, Community Office
202-281-1700, ext. 758
[email protected]