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Leveraging Evaluation to Support School Priorities & Increase Effectiveness. PROFESSIONAL DEVELOPMENT FOR EVALUATORS Tuesday, July 30. Today’s Agenda. Opening & Introductions Overview of the evaluation system Using the R ubric The online system: EDFS Self-Assessment Lunch
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Leveraging Evaluation to Support School Priorities & Increase Effectiveness PROFESSIONAL DEVELOPMENT FOR EVALUATORS Tuesday, July 30
Today’s Agenda • Opening & Introductions • Overview of the evaluation system • Using the Rubric • The online system: EDFS • Self-Assessment • Lunch • Goal setting and action planning • Contract language • Closing
Introductions Mary Driscoll, Principal of the Edison K-8 Sara Zrike, Director of Instruction at the Hurley K-8 Angela Rubenstein, Office of Educator Effectiveness Who is in the room?
Check In 1. What is your experience with evaluation? 2. If you are coming from a school that has been using the new evaluation system, what have been some successes? Challenges? 3. What do you hope to learn or focus on during this training?
Overall goals of the training Goal 1: Evaluators will know how to implement the new system (technical 5-step implementation) and how to get it done and done well (evaluation best practices).
Overall goals of the training Goal 2: Evaluators will leave with concrete, specific plans for implementation in their school, including how to: • Use the evaluation system to further their school priorities • Talk with teachers about the evaluation system
Overall goals of the training Goal 3: Evaluators will leave knowing the specific responsibilities of evaluators and teachers under the new evaluation system.
The new evaluation system: • Places student learning at the center • Empowers every educator to take ownership of their evaluation • Promotes growth and development • Recognizes excellence • Shortens timelines for improvement • Sets a high bar for tenure • Aligns evaluation of every educator in the system Can be a focal point from which to leverage academic priorities
School-wide goals guide each step School-wide goals
Components of the System:4 Rating Categories Former categories New categories
Components of the System:4 Rating Categories New categories Proficient Fully and consistently meets the requirements of a standard
Understanding the rubric Evaluators will understand: • the 4 standards • how district priorities are reflected • changes in language across performance levels Evaluators will be prepared to: • use the rubric to drive school planning • use the rubric to drive conversations around instruction
The purpose of the rubric • Develop a consistent, shared understanding of what proficient performance looks like in practice. • Develop a common terminology and structure to organize evidence. • Make informed professional judgments about formative and summative performance ratings on each standard and overall. The rubric is NOT a classroom observation tool.
Goals and Ratings Progress on Ratings on OVERALL (2) Goals (4) Standards RATING
Standard Indicator Element
How are district priorities reflected in the rubric? Your school can identify other priority elements that reflect your school goals. How are your school’s priorities reflected on the rubric?
Activity: Examining Performance Levels With your table group, examine one of the following elements. Highlight changes in the language across the 4 performance levels. • I-A-4. Well-Structured Lessons • I-B-2. Adjustments to Practice • II-A-3. Meeting Diverse Needs • III-A-1. Parent/Family Engagement
Activity: Unpacking priority elements of the rubric Take the look-fors one step further: unpack one of the priority elements at the PROFICIENT level • What should this look like for student learning? • What should this look like for teacher behavior? • What is it that we need to do or provide to increase peoples’ knowledge about this and skills in this area?
Activity: Planning for using the rubric How have you used the rubric with your teachers in your school? How would you like to? Specifically, when/how/with whom will you… • Decide on your school’s priority elements • Unpack those elements to name specific expectations for teacher practice • Identify teacher and student behaviors that should be evident in observations • Identify artifacts that illustrate performance in these areas
Reflect What are the implications of what we just discussed for your practice? For your school community?
Employee Development & Feedback System https://eval.mybps.org/ User ID & Password are the same as for mybps.org
Self-assessment #1: Reflect on your strengths and areas for growth, considering student data, school priorities, and your past performance #2: Identify at least 1 area of strength and 1 area for growth and draft the text that you will share with your evaluator #3: Log into EDFS and submit your self-assessment by entering at least 1 strength and 1 area for growth and tagging each to an element of the rubric
Approach to self-assessment • What are the advantages of asking people to self-assess on specific elements of the rubric? • Which areas of the rubric would you ask teachers at your school to consider in their self-assessment?
Reflect What are the implications of what we just discussed for your practice? For your school community?
Goals: Overview • Goal basics • Best practices in setting goals • Goal analysis: • What makes a goal strong? • How can revisions make them stronger?
Goal Basics The self-assessment and first draft of goals are due in EDFS on October 1, 2013 Each educator must submit at least: • 1 Student Learning goal: A goal for what students will be able to do by the end of the cycle • 1 Professional Practice goal: A goal for what the educator will do to help them get there (tagged to an element in the rubric) Teams of educators can submit the same goals
