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“SMARTer” Goals

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  1. “SMARTer” Goals A ESE-MASS Workshop for superintendents and representatives from their leadership teams Winter 2012

  2. Please sit with your Team Members You will be talking in pairs/ trios and at your table during today’s workshop Massachusetts Department of Elementary and Secondary Education

  3. ESE Homepage 3 http://www.doe.mass.edu/

  4. Educator Evaluation Homepage 4 http://www.doe.mass.edu/edeval/

  5. Educator Evaluation Model System 5 http://www.doe.mass.edu/edeval/model/

  6. 3 – 2 – 1 (+ 1) 3 things I know about SMART goals are… 2 things I know about how goals fit into the Educator Evaluation system are… 1 burning question I have is… + 1 hold for later Massachusetts Department of Elementary and Secondary Education

  7. Intended Outcomes for today: 7 • Understand the rationale and framework for the MA “SMARTer Goal” model • Be able to identify characteristics of “not so SMART,” “SMART” and “SMARTer” goals • Be able to translate at least one school/district priority into a “SMARTer” goal • Have at least one “SMARTer” goal to take back to your school/district Massachusetts Department of Elementary and Secondary Education

  8. Agenda 8 Welcome, Warm Up & Intended Outcomes Context: Goal Setting in the new Educator Evaluation Framework Break (10 mins) The Massachusetts “SMARTer” Goal Model Guided Practice # 1 Guided Practice # 2 Guided Practice # 3 Wrap Up, Feedback and Questions Massachusetts Department of Elementary and Secondary Education

  9. 5 Step Evaluation Cycle • Foundation for the Framework & Model • Every educator is an active participant in an evaluation • Process promotes collaboration and continuous learning 9 Massachusetts Department of Elementary and Secondary Education

  10. Every educator is an active participant in the evaluation process Every educator proposes at least 1 professional practice goal and 1 student learning goal – team goals must be considered. Evaluator approves the Goals and Plan for accomplishing them. Every educator uses a rubric and data about student learning to identify strengths and weaknesses Collaboration and Continuous Learning are the focus Massachusetts Department of Elementary and Secondary Education

  11. Every educator is an active participant in the evaluation process Every educator & evaluator collects evidence and assesses progress on goals Collaboration and Continuous Learning are the focus Massachusetts Department of Elementary and Secondary Education

  12. Continuous Learning Every educator is an active participant in the evaluation process Every educator has a mid-cycle review focusing on progress on goals Collaboration and Continuous Learning are the focus Massachusetts Department of Elementary and Secondary Education

  13. Every educator is an active participant in the evaluation process Every educator earns one of four ratings of performance Collaboration and Continuous Learning are the focus Massachusetts Department of Elementary and Secondary Education

  14. MA Department of Elementary and Secondary EducationMassachusetts Department of Elementary and Secondary Education

  15. Educators earn two separate ratings Based on: Rating of Performance on each of 4 Standards + Attainment of Goals 15 Based on Trends and Patterns on state- and district-determined measures of student learning gains Massachusetts Department of Elementary and Secondary Education

  16. Goals: Model System includes district or school improvement goals, as well as student learning and professional practice goals Evaluation Cycle:Annual Cycle (not two-year) for educator plan, regardless of experience Your decision: Adopt or Adapt? Note: Two Ways the 5-Step Cycle is different for Principals and Central Office Administrators 16 Massachusetts Department of Elementary and Secondary Education

  17. Summative Performance Rating=Performance on each of 4 Standards+Attainment of Goals(professional practice, student learning)+(district/school improvement) 17 Massachusetts Department of Elementary and Secondary Education

  18. Rubrics as a Starting Point for Setting Goals 18 Massachusetts Department of Elementary and Secondary Education

  19. Teacher Rubric-at-a-Glance With a partner, Identify 5 elements that you would most likely focus on with teachers in the work ahead to implement the new Massachusetts Curriculum Frameworks. Massachusetts Department of Elementary and Secondary Education

  20. Rubrics as a Starting Point for Setting Goals 20 Massachusetts Department of Elementary and Secondary Education

  21. By the way:Why Rubrics? Why Model Rubrics 21 21 • Consistent, shared understanding of what proficient performance looks like, e.g., High Expertise Teaching Project • Common language and structure to organize evidence during each step of the 5-Step Cycle • Descriptors are starting point for setting goals to improve professional practice, setting PD priorities, and providing PD • Basis for fair judgments about performance against the four standards Massachusetts Department of Elementary and Secondary Education

  22. The Model Rubrics are Aligned 22 Massachusetts Department of Elementary and Secondary Education

  23. Rubric Alignment, e.g., Goal Setting Superintendent Rubric (I-D-1): Supports administrators and administrator teams to develop and attain meaningful, actionable, and measurable professional practice, student learning, and, where appropriate, district/school improvement goals. Principal/School-level Administrator Rubric (I-D-1): Supports educators and educator teams to develop and attain meaningful, actionable, and measurable professional practice and student learning goals. Teacher Rubric (IV-A-2): Proposes challenging, measurable professional practice, team, and student learning goals that are based on thorough self-assessment and analysis of student learning data. 23 23 Massachusetts Department of Elementary and Secondary Education

  24. Alignment of Rubrics, e.g., Goal Setting 24 24 Massachusetts Department of Elementary and Secondary Education

  25. An example Massachusetts Department of Elementary and Secondary Education

  26. 26 Massachusetts Department of Elementary and Secondary Education

  27. 3 – 2 - 1 3 things I know about SMART goals are… 2 things I know about how goals fit into the Educator Evaluation system are… 1 burning question I have is… + 1 new burning question I have is… Massachusetts Department of Elementary and Secondary Education

  28. Agenda 28 Welcome, Warm Up & Intended Outcomes Context: Goal Setting in the new Educator Evaluation Framework Break (10 mins) The Massachusetts’ “SMARTer” Goal Model Guided Practice # 1 Guided Practice # 2 Guided Practice # 3 Wrap Up, Feedback and Questions Massachusetts Department of Elementary and Secondary Education

  29. Agenda 29 Welcome, Warm Up & Intended Outcomes Context: Goal Setting in the new Educator Evaluation Framework Break (10 mins) The Massachusetts’ “SMARTer” Goal Model Guided Practice # 1 Guided Practice # 2 Guided Practice # 3 Wrap Up, Feedback and Questions Massachusetts Department of Elementary and Secondary Education

  30. The case for a state-wide approach to writing S.M.A.R.T. goals Massachusetts Department of Elementary and Secondary Education

  31. What Makes a Goal “SMART”? Read the two pages on your own (about 5 minutes): By the end, underline one sentence, one phrase and one word that you think are particularly significant (Make notes along the way) Massachusetts Department of Elementary and Secondary Education

  32. What Makes a Goal “SMART”? In groups of 6-8 people: • Round #1: share the sentence; mark them. • Round #2: share the phrase; mark them. • Round #3: share the word; mark them. • Discuss why each of you chose the phrase you chose and any new insights you gained from hearing your colleagues’ reasons for choosing the phrase they chose. • Identify one phrase to share with the larger group. Massachusetts Department of Elementary and Secondary Education

  33. A Massachusetts“SMARTer GOAL”= A Goal Statement + Key Actions + Benchmarks (Process & Outcome) = The Heart of the Educator Plan Massachusetts Department of Elementary and Secondary Education

  34. Agenda 34 Welcome, Warm Up & Intended Outcomes Context: Goal Setting in the new Educator Evaluation Framework Break (10 mins) The Massachusetts’ “SMARTer” Goal Model Guided Practice # 1 Guided Practice # 2 Guided Practice # 3 Wrap Up, Feedback and Questions Massachusetts Department of Elementary and Secondary Education

  35. Step-by-Step with the MA “S.M.A.R.T.er” Goal Model • Step #1: Use data to identify goal area • Step #2: Identify relevant elements from rubric • Step #3: Focus on essential parts of elements • Step #4: Draft the Goal Statement • Step #5: Add Key Actions and Benchmarks Massachusetts Department of Elementary and Secondary Education

  36. The S.M.A.R.T.er Goal Process: an iterative process Revise goal statement, key actions and benchmarks as needed BUT…….. Don’t obsess! Massachusetts Department of Elementary and Secondary Education

  37. Agenda 37 Welcome, Warm Up & Intended Outcomes Context: Goal Setting in the new Educator Evaluation Framework Break (10 mins) The Massachusetts’ “SMARTer” Goal Model Guided Practice # 1 Guided Practice # 2 Guided Practice # 3 Wrap Up, Feedback and Questions Massachusetts Department of Elementary and Secondary Education

  38. Guided Practice #2:A superintendent’s meetings Proficient Performance on IV-A-3: Plans and leads well-run and engaging administrator meetings that have clear purpose, focus on matters of consequence, and engage participants in a thoughtful and productive series of conversations and deliberations. Establishes clear norms for administrator team behavior. Massachusetts Department of Elementary and Secondary Education

  39. Guided Practice #2 The goal statement: is it S.M.A.R.T.? The key actions: Is each one tightly linked to the goal? What is missing to ensure effective implementation? The benchmarks: Is there a process benchmark? (track actions done?) Is there an outcome benchmark? (track results achieved?) Massachusetts Department of Elementary and Secondary Education

  40. Guided Practice #2: Sample Superintendent Goal Goal Statement: During 2012-2013, I will devote at least 75% of administrative meeting time to district improvement goals and get better at using appropriate strategies to actively engage administrators in developing and sharing ways to implement those goals effectively at the school level. Massachusetts Department of Elementary and Secondary Education

  41. Guided Practice #2 Massachusetts Department of Elementary and Secondary Education

  42. Guided Practice #2 The goal statement: is it S.M.A.R.T.? The key actions: is each one tightly linked to the goal? what is missing to ensure effective implementation? The benchmarks: is there a process benchmark? (actions done?) is there an outcome benchmark? (results?) Massachusetts Department of Elementary and Secondary Education

  43. What’s really “new” here: professional practice goals • Student learning and school/district improvement goals are not “new” to us; developing them as MA “SMARTer” goals with goal statement, key actions, and process/outcome benchmarks is pretty new • What’s really new are professional practice goals in which educators have to be explicit about what we’re going to get better at, not just what we are going to do. Massachusetts Department of Elementary and Secondary Education

  44. Agenda 44 Welcome, Warm Up & Intended Outcomes Context: Goal Setting in the new Educator Evaluation Framework Break (10 mins) The Massachusetts’ “SMARTer” Goal Model Guided Practice # 1 Guided Practice # 2 Guided Practice # 3 Wrap Up, Feedback and Questions Massachusetts Department of Elementary and Secondary Education

  45. Guided Practice #3: A Principal’s Observations and Feedback Goal Statement for Classroom Observation & Feedback: I will manage my time more effectively in order to increase the frequency and impact of classroom observations by learning how to do 10-minute observations and conducting eight visits with feedback per week, on average. 45 Massachusetts Department of Elementary and Secondary Education

  46. Guided Practice #2: A Principal’s Observations and Feedback Goal Statement for Classroom Observation & Feedback: I will manage my time more effectively in order to increase the frequency and impact of classroom observations by learning how to do 10-minute observations and by the start of second semester conducting eight visits with feedback per week, on average, that an increasing percentage of teachers report are useful beginning with at least 60%. 46 Massachusetts Department of Elementary and Secondary Education

  47. Guided Practice #3 In pairs: • Review the key actions and benchmarks: is anything important missing? • Identify two revisions and/or additions to the actions and/or benchmarks that will make this SMART Goal “S.M.A.R.T.er” Massachusetts Department of Elementary and Secondary Education

  48. Agenda 48 Welcome, Warm Up & Intended Outcomes Context: Goal Setting in the new Educator Evaluation Framework The Massachusetts’ “SMARTer” Goal Model Break (10 mins) Guided Practice # 1 Guided Practice # 2 Guided Practice # 3 Wrap Up, Feedback and Questions Massachusetts Department of Elementary and Secondary Education

  49. Wrap up: Goal Statement “starters” In pairs, First, review Sample School or District Goal Statements; identify: • District/School Improvement Goal Statements • Student Learning Goal Statements • Professional Practice Goal Statements Next, identify which could be TEAM goals? Finally, choose one to make “SMARTer” back in your school or district Massachusetts Department of Elementary and Secondary Education

  50. Your “Homework” 1. Back in your district, with your partner: • Refine the goal statement you chose to your context OR Develop another one • Draft 3 key actions • Draft 1 process benchmark • Draft 1 outcome benchmark 2. Exchange your draft SMARTer Goal with another pair 3. Work together to make each draft SMARTer so you can use the revised SMARTer Goal as one of the goals you propose to your evaluator for 2012-13. Massachusetts Department of Elementary and Secondary Education