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August 2013

The Massachusetts Model System for Educator Evaluation S.M.A.R.T. Goals and Educator Plan Development. August 2013. 1. Agenda. Connecting to District and School Goals Learning what Makes a SMART and SMARTer Goal Implementing Wrap-Up. Intended Outcomes.

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August 2013

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  1. The Massachusetts Model System for Educator EvaluationS.M.A.R.T. Goals and Educator Plan Development August 2013 1

  2. Agenda • Connecting to District and School Goals • Learning what Makes a SMART and SMARTer Goal • Implementing • Wrap-Up Massachusetts Department of Elementary and Secondary Education

  3. Intended Outcomes At the end of this session, participants will be able to: • Identify characteristics of “not-so-S.M.A.R.T.,” “S.M.A.R.T.,” and “S.M.A.R.T.er” goals. • Translate student learning and professional practice goals into S.M.A.R.T.er goals. • Develop a sample Educator Plan that describes what the educator and evaluator will do, support that will be provided, and timelines. Massachusetts Department of Elementary and Secondary Education

  4. Every educator is an active participant in the evaluation process. Every educator conducts an assessment of practice against Performance Standards. Every educator conducts an analysis of evidence of student learning, growth, and achievement. Every educator prepares to strategically identify professional practice and student learning goals. Collaboration and continuous learning are the focus. Massachusetts Department of Elementary and Secondary Education

  5. Goal setting and plan development facilitates a process that… • Promotes professional growth and continuous learning by empowering educators and by meeting real needs of the educator and his or her students. • Establishes a plan for every educator that emphasizes continuous improvement. • Keeps student learning at the core of all instructional and professional practice decisions. Massachusetts Department of Elementary and Secondary Education

  6. Coherence Through Aligned Goals Massachusetts Department of Elementary and Secondary Education

  7. An Example of Goal Coherence Dan, a ninth-grade biology teacher: Massachusetts Department of Elementary and Secondary Education

  8. S.M.A.R.T. Goals • S = Specific and Strategic • M = Measurable • A = Action Oriented • R = Rigorous, Realistic, and Results Focused (the 3 Rs) • T = Timed and Tracked Massachusetts Department of Elementary and Secondary Education

  9. What Makes a Goal “S.M.A.R.T.”? Individually: • Read “What Makes a Goal “S.M.A.R.T.”?” • Underline one phrase that you find most significant in the reading. At your table: • Pair with a partner. • Discuss the phrases that emerged and any insights about the document. Massachusetts Department of Elementary and Secondary Education

  10. Identifying S.M.A.R.T. Goals • Work with a partner. • Determine if each of the four statements on the handout are S.M.A.R.T. or if they need revision. • Revise one statement to make it S.M.A.R.T.er. Massachusetts Department of Elementary and Secondary Education

  11. Identifying S.M.A.R.T. Goals • S = Specific and Strategic • M = Measurable • A = Action Oriented • R = Rigorous, Realistic, and Results Focused (the 3 Rs) • T = Timed and Tracked Massachusetts Department of Elementary and Secondary Education

  12. Massachusetts Department of Elementary and Secondary Education

  13. Massachusetts Department of Elementary and Secondary Education

  14. Identifying S.M.A.R.T. Goals • With members of your team, use the goal setting form to draft two goals: • Student Learning SMART Goal • Professional Practice SMART Goals Massachusetts Department of Elementary and Secondary Education

  15. Student Learning Goal vs. Professional Practice Goal • Student Learning Goal (Individual): In order to ensure mathematical literacy in each of the three content areas for eighth-grade geometry, I will incorporate essay questions into unit assessments that require elaboration of mathematical reasoning so that by the end of 2012-2013 school year, 80% or more of my students demonstrate proficiency on essay questions on the end-of-the-year eighth grade geometry assessment. Massachusetts Department of Elementary and Secondary Education

  16. Student Learning Goal vs. Professional Practice Goal • Professional Practice Goal (Team): Our eighth-grade mathematics team will become more familiar with instructional strategies to provide access to the mathematics curriculum for students with disabilities, such that we are able to implement a minimum of five targeted strategies by the end of the 2012-2013 school year and see improvements in the students’ achievement in mathematics as a result. Massachusetts Department of Elementary and Secondary Education

  17. Making a S.M.A.R.T. Goal S.M.A.R.T.er S.M.A.R.T. Goal Statement + Key Action Steps + Benchmarks (Process and Outcome) Massachusetts Department of Elementary and Secondary Education

  18. Educator Plan Development • Educator Plan Form Massachusetts Department of Elementary and Secondary Education

  19. Principal Educator Plan Example Sample Professional Practice Goal for a Principal: 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 with feedback and, by the start of the second semester, conducting eight visits per week, on average, that an increasing percentage of teachers report are useful. Massachusetts Department of Elementary and Secondary Education

  20. Process and Outcome Benchmarks • Process benchmarks—monitor plan implementation • January 15/March 15/May 15—check in to determine if eight observations per week (on average) have been completed • Outcome benchmarks—monitor effectiveness of the plan • January 1 and June 1—will have collected feedback via teachers regarding their perceived value of the process Massachusetts Department of Elementary and Secondary Education

  21. Implementation Responsibility • Educator Responsibilities: • Identifying, collecting & organizing artifacts/evidence related to goal progress. • Documenting action steps completed. • Collecting and submitting common artifacts. • Collecting and submitting evidence related to Standards III and IV. • Evaluator Responsibilities: • Making resources and supports available. • Identifying common artifacts/evidence. • Observing practice and providing regular and specific feedback on performance. • Monitoring progress – including midpoint check-ins.

  22. Laying the Foundation • School teams will work together to develop a completed educator plan. • As a team, identify SMART goals. • Identify action steps. • Outline supports and resources and determine a timeline. Massachusetts Department of Elementary and Secondary Education

  23. The Massachusetts Model System for Educator EvaluationUnpacking the Rubrics and Gathering Evidence September 2013 Melrose Public Schools

  24. The Massachusetts Model System for Educator EvaluationUnpacking the Rubrics September 2012 Melrose Public Schools

  25. Intended Outcomes At the end of this session, participants will be able to: • Identify the characteristics of effective practice. • Understand the use of standards-based rubrics and use of the four performance descriptors to analyze and assess practice. • Describe the structure of the Massachusetts Model Rubrics. Massachusetts Department of Elementary and Secondary Education

  26. Five-Step Evaluation Cycle: Rubrics Massachusetts Department of Elementary and Secondary Education

  27. Model Rubrics • Teacher Rubric • Specialized Instructional Support Personnel (SISP) Rubric • School-Level Administrator (Principal) Rubric • District-Level Administrator (Superintendent) Rubric Massachusetts Department of Elementary and Secondary Education

  28. Massachusetts Teacher Rubric Standard I: Curriculum, Planning, and Assessment Indicator A Element 1 Performance Descriptors UnsatisfactoryNeeds ImprovementProficientExemplary Element 2 Indicator B Element 1 Performance Descriptors UnsatisfactoryNeeds ImprovementProficientExemplary Element 2 Massachusetts Department of Elementary and Secondary Education

  29. Four Performance Standards Massachusetts Department of Elementary and Secondary Education

  30. Standard Indicator Elements Massachusetts Department of Elementary and Secondary Education

  31. Standard Indicator Elements Performance Descriptors Massachusetts Department of Elementary and Secondary Education

  32. Massachusetts Teacher Performance Rubric Massachusetts Department of Elementary and Secondary Education

  33. Learning Activity: Teacher Performance Rubric—What Does It Look Like? Reflect on Standard I: Curriculum, Planning, and Assessment Guiding questions: What does the teacher need to know, understand, and be able to do to demonstrate effectiveness for that standard? What are some of the critical knowledge, skills, and behaviors that you would expect to see or hear? • Write your ideas on your stick person. Massachusetts Department of Elementary and Secondary Education

  34. Knowledge and Understandings Teachers would have Words the Teacher Would Use Standard I: Curriculum, Planning, and Assessment. The teacher 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 ongoing basis, and continuously refining learning objectives. Actions the Teacher Takes Massachusetts Department of Elementary and Secondary Education

  35. Proficient “Proficient is the expected, rigorous level of performance for educators. It is the demanding but attainable level of performance for most educators.” Massachusetts Department of Elementary and Secondary Education

  36. Massachusetts Department of Elementary and Secondary Education

  37. Examining Proficient Practice Example: Standard II: Teaching All Students Guiding questions: What does Proficient performance look like? What, exactly, would you expect a teacher to be doing? Using your own words, describe Proficient performance for your Indicator, as demonstrated across the elements. Massachusetts Department of Elementary and Secondary Education

  38. Examining Key Expectations for Performance Across Levels 1. Read across the rows for each element. 2. Highlight the key descriptions of performance at each level. 3. Look down the column (across elements) and circle the key words or ideas that best summarize each of the four performance levels. Massachusetts Department of Elementary and Secondary Education

  39. 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. Horizontal and Vertical Analysis: Example I-B Massachusetts Department of Elementary and Secondary Education

  40. The Massachusetts Model System for Educator EvaluationGathering Evidence September 2012 Melrose Public Schools 40

  41. Intended Outcomes At the end of this session, participants will be able to: • Explain the three types of evidence required by regulations, and identify concrete examples of each. • Create evidence-based statements, and connect these statements to relevant Standards and Indicators. • Identify tools and processes for gathering and organizing evidence. Massachusetts Department of Elementary and Secondary Education

  42. Every educator is an active participant in the evaluation process. Every educator and evaluator collects evidence and assesses progress Collaboration and continuous learning are the focus. Massachusetts Department of Elementary and Secondary Education Massachusetts Department of Elementary and Secondary Education

  43. What does this look like? Massachusetts Department of Elementary and Secondary Education

  44. Implementation Responsibility • Educator responsibilities: • Identifying, collecting, and organizing artifacts/evidence related to goal progress • Documenting action steps completed • Collecting and submitting common artifacts • Collecting and submitting evidence related to Standards III and IV • Evaluator responsibilities: • Making resources and supports available • Identifying common artifacts/evidence • Observing practice and providing regular and specific feedback on performance • Monitoring progress—including midpoint check-ins • Organizing and analyzing evidence over time Massachusetts Department of Elementary and Secondary Education

  45. Artifacts in the Educator Plan • Review the Educator Goal Setting and Educator Plan form for Tom Wilson. • For each action step, write down two artifacts that could be collected to show progress toward the goal. • Post your sticky note on the section of the chart paper with the same number as your action step. Massachusetts Department of Elementary and Secondary Education

  46. Artifact Cover Page Massachusetts Department of Elementary and Secondary Education

  47. Running Record of Evidence Form Massachusetts Department of Elementary and Secondary Education

  48. Importance of Strategically Collecting Artifacts OR Massachusetts Department of Elementary and Secondary Education

  49. Importance of Strategically Collecting Artifacts • Artifacts should be a sample that demonstrates educator performance and impact: • Aligned with educator goals, the Model System Teacher Rubric, or school goals • Number of artifacts to collect varies by educator • Artifacts can provide evidence of more than one Standard or Indicator Massachusetts Department of Elementary and Secondary Education

  50. Strategies for Collecting Artifacts • Identify common artifacts that all or most educators will be expected to collect (e.g., lesson plans) • Share examples of high-quality, valuable evidence during faculty or team meetings: • Might include showing sample artifacts that provide evidence of more than one Standard or Indicator Massachusetts Department of Elementary and Secondary Education

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