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Student Learning in M assachusetts Educator Evaluation Framework

This article discusses the student learning and educator evaluation framework in Massachusetts, including the evaluator-centered and educator-centered models, the 5-step evaluation process, professional judgment, self-assessment, and SMART-ER student learning goals.

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Student Learning in M assachusetts Educator Evaluation Framework

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  1. Student Learning inMassachusetts Educator Evaluation Framework Student Learning & Educator Evaluation Framework Kathleen J. Skinner, Ed.D. Director, MTA Center for Education Policy & Practice Mark Sheehan Director, MTA Affiliate Services All Presidents’ Meeting, Waltham, MA January 25, 2014

  2. Student Learning & Educator Evaluation Framework

  3. Student Learning & Educator Evaluation Framework

  4. Student Learning & Educator Evaluation Framework

  5. The Evaluator- Centered Model Educator-Centered Model Evaluator Evaluator Colleagues Student Learning & Educator Evaluation Framework Educator Educator

  6. The 5-Step Evaluation Process Student Learning & Educator Evaluation Framework

  7. Professional Judgment Student Learning & Educator Evaluation Framework

  8. Self-Assessment to Educator Plan Student Learning & Educator Evaluation Framework

  9. SMART-ER Student Learning Goal • Specific • Measurable • Attainable • Relevant • Time-bound • Evaluate • Revise Student Learning & Educator Evaluation Framework

  10. InappropriateKindergarten SLG • By the end of the school year, all of my students will actively engage in small group reading activities (reading emergent reader text) with purpose and understanding as evidenced by an increase of 20-25 letters per minute on the Letter Naming Fluency subtest of the DIBELS Next assessment, in at least 80 percent of my students. Student Learning & Educator Evaluation Framework

  11. AppropriateKindergarten SLG • By the end of the school year, all of my students will actively engage in small-group reading activities using emergent-reader texts with purpose and understanding [MA ELA Reading Standards: Literature, K-10; Informational Text, K-10; Foundational Skills, K-4]. Student Learning & Educator Evaluation Framework

  12. InappropriateGrade 2 Arts SLG • By May 2014, I will improve student performance related to MA Arts Curriculum Frameworks 5.1 (Critical Response) and 8.2 (Concepts of Cultural Style) through the implementation of 3 new well-structured art lessons designed to support and enhance the new Kindergarten “Tools of the Mind” units of study. Ancient Egypt, Oceans and Space will be the topics. Instruction will include highly engaging resources, activities, and materials to challenge students’ higher order thinking skills. By May, 90% of students will have demonstrated proficiency in both Standards, as measured by a rubric assessing key skills for each Standard. Student Learning & Educator Evaluation Framework

  13. AppropriateGrade 2 Arts SLG • Students will improve their skills in listing images seen in a work of art and in identifying color and shapes in the work. [MA Arts Framework K-12 Standard 5 and PK-4 Standard 5.1] Student Learning & Educator Evaluation Framework

  14. Inappropriate Gr. 10 English-History-ESL SLG • In order to address historically low scores on open response items and help to raise the school’s overall AYP on the state mandated ELA test, 100 percent of our students will increase their average ELA open response scores by at least ½ point from the prior year. Student Learning & Educator Evaluation Framework

  15. AppropriateGR. 10 ENGLISH-HISTORY-ESL SLG • In all of our instructional areas, students will learn to write routinely over short time frames, such as a single sitting or a day or two, on a range of tasks, and for different purposes and audiences. [MA ELA Grade 10 writing standard 10]. Student Learning & Educator Evaluation Framework

  16. Educator Plan for Student Learning Goal Student Learning & Educator Evaluation Framework

  17. Student Learning & Educator Evaluation Framework

  18. Student Learning & Educator Evaluation Framework

  19. DDM Development and Implementation Process Student Learning & Educator Evaluation Framework

  20. Content Validity Student Learning & Educator Evaluation Framework

  21. Student Learning & Educator Evaluation Framework

  22. Student Learning & Educator Evaluation Framework

  23. Collective Bargaining - Process • Identify district‐DDMs and a process for reviewing and modifying DDMs; • Specify what meetings should take place between the educator and the evaluator to discuss DDM outcomes, growth patterns, trends and the educator’s student learning impact. • Define the professional development required for implementation.

  24. Collective Bargaining - Selection • Determine the type and number of measures that are used to identify the patterns and trends of student performance across multiple measures; • Establish what constitutes a baseline and final performance measure (and interim measures if the district uses them), and the resulting growth score; • Determine the number of years that constitute a trend, which must be at least two years but may be more; • Determine how the educator’s impact on student learning is derived from the pattern and trend data.

  25. Collective Bargaining - Attribution • Establish the amount of time that students must be physically present before the educator in order to be included in any impact metrics; and • Establish the method by which students are attributed to specific educators.

  26. Go to www.massteacher.org Student Learning & Educator Evaluation Framework

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