Self Assessment

1. Self Assessment

2. A few of abbreviations • PTS = Professional Teacher Status • PST = Professional Status Teacher • SISP = Specialized Instruction Support Personnel • DESE = Department of Elementary and Secondary Education • MTA = Mass. Teachers’ Association

3. SISP: Specialized Instructional Support Personnel • All educators who don’t perform common teaching roles are now known as “specialized instructional support personnel”. • This includes speech and language therapists, OT’s, PT’s, guidance counselors, social workers, nurses, etc… if you work with kids but don’t give grades • The DESE didn’t forget about you, and we won’t either! There are special forms for SISP educators, but they need a lot of work.

4. 5 Step Cycle of Evaluation

5. Overview of Process • Self Assessment begins with educators rating their performance on each of the descriptors in the Professional Practice Rubric. • Then educators identify evidence which supports their ratings • Later educators use the information to develop two draft goals – one for professional practice, and one for student learning outcomes.

6. Teacher Rubric at a Glance 4 Standards, 16 Indicators, 33 Elements (take out this chart)

7. Teacher Rubric4 Standards, 16 Indicators, 33 Elements

8. Standards Performance standards encompass the broadly defined knowledge, skill and behavioral expectations for educators described in the four standards of professional practice for teachers and administrators. For Teachers I: Curriculum, Planning and Assessment II: Teaching All Students III: Family and Community Engagement IV. Professional Culture Pop Quiz: Which two are mandatory PSTs?

9. Answer: Teachers with PTS must be rated Proficient or better on the first two standards in order to receive an overall rating of Proficient: • Curriculum, Planning and Assessment • Teaching All Students Teachers without PTS, must be rated Proficient or better on all four standards in order to receive PTS status.

10. Indicators Indicators articulate the knowledge, skills, and behaviors by which the educator will be judged to inform the performance rating on the standard. For each standard, there is at least one indicator; the number of indicators depends on the complexity of the standard. Indicators in the rubric appear below each standard. Standard I • Curriculum and Planning Indicator • Assessment Indicator • Analysis Indicator

11. Elements Elements further define the specific qualities and traits of each of the indicators. Standard II • Instruction Indicator 1. Quality of Effort and Work 2. Student Engagement 3. Meeting Diverse Needs

12. Ratings and What They Mean • Exemplary • Proficient • Needs Improvement • Unsatisfactory

13. Exemplary • Exemplary shall mean that the educator’s performance consistently and significantly exceeds the requirements of a standard or overall. The educator demonstrates extensive knowledge and skills defined in the standard and indicators and should be considered a “master” in this area. The educator should be modeling his/her practice for others; teaching others in professional development, coaching other practitioners.

14. Proficient **A proficient rating is the high performance criteria expected of all educators.** • Proficient shall mean that the educator’s performance fully and consistently meets the requirements of a standard or overall. The educator demonstrates a solid understanding of the knowledge, content, and skills defined in the standard and indicators. The educator’s performance consistently fulfills the position responsibilities, resulting in quality work that impacts student learning or behavior in a positive manner.

15. Needs Improvement • Needs improvement shall mean that the educator’s performance on a standard or indicators is below the requirements for proficiency, but is not considered to be unsatisfactory at this time. Improvement is necessary and expected. The educator inconsistently meets responsibilities, resulting in less than quality work performance and poor student learning or behavior.

16. Unsatisfactory • Unsatisfactory shall mean that the educator’s performance has not significantly improved following a rating of needs improvement, or the educator’s performance is consistently below the requirements for proficiency, is considered inadequate, or both. The educator does not adequately fulfill responsibilities, resulting in inferior work performance and negatively impacting student learning or behavior.

17. 2013-2014 APS Priority Indicators Standard I - Curriculum, Planning, and Assessment A. Curriculum and Planning Indicator B. Assessment Indicator C. Analysis Indicator Standard II - Teaching All Students A. Instruction Indicator B. Learning Environment Indicator D. Expectations Indicator *Standard II, Indicator C – Cultural Proficiency is important but will not be a focus of APS Year 1 implementation.

18. Teacher Rubric4 Standards, 16 Indicators, 33 Elements

19. Examining the Rubric • In job-alike groups, choose one of the six priority indicators and review the criteria for each rating • Discuss: • What does it mean to be proficient? • What are some examples of proficient teaching? • What do you find challenging? • What questions do you have? Write them down on colored sheets! • If you have time, look at some of the other standards and indicators.

20. Self Assessment Worksheet • Now that you know what the criteria are for each standard, indicator, and element, you can begin the process of self-assessment. • We have agreed to use the MTA form at least for the first year.

21. Filling out the Self-Assessment • Rate your CURRENT teaching performance on the standards • You don’t need the evidence now- you’ll gather it during the school year. • “Reasonable Evidence”- Kathy Bodie. Not everything, not every category • Focusing specifically on your goals for now. • Assumed proficient in other areas unless there’s evidence otherwise- then you’ll need counter-evidence

22. Things to Keep in Mind… • Completing the self-assessment is a regulatory requirement. Sharing the actual self-assessment worksheet is not. • However, educators should be able to use elements of the self-assessment to support the goals they draft. • All educators complete the self assessment every year except for those on a 2 Year Self Directed Plan.

23. Your Homework • Fill out the Self Assessment Worksheet • Create a Professional Practice Goal based on it • Bring that and your Student Growth Goal (from your PLC) to the next training

24. Up Next Time… SMART Goal Development and Educator Plan Development