ENGAGE Guide to Performance Management

1. ENGAGE Guide to Performance Management 2010-11 Updates

2. 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!

3. 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

4. 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

5. 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!

6. 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 • 80-100% is full achievement of that target • 50-79% is partial achievement of that target • Below 50% does not meet that target • Similarly, for teachers - individual target to move at least 25% of students more than one grade level can also be partially achieved: • 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)

7. 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 year-long focus • For all staff – “needs improvement” rating changed to “in progress”

8. Pieces of the ENGAGE puzzle

9. Updated ENGAGE Components for Teachers

10. 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

11. 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.)

12. 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

13. What does process look like for non-instructional 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

14. 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.

15. 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)

16. 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.

17. 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 • hpratt@friendshipschools.org