Defining and Supporting Effective Teaching through Educator Evaluation

1. Defining and Supporting Effective Teaching through Educator Evaluation September 8, 2014

2. Who we are Boston Public Schools Office of Educator Effectiveness Ross Wilson, Assistant Superintendent Teacher Development & Advancement Tamika Estwick Shakera Walker Implementation Nicole Ireland Chason Ishino Jared Joiner Leah Levine Emily Kalejs Qazilbash Angela Rubenstein Kris Taylor Analytics & Technology Jenna Costin, Online System Coordinator Jen Kozin, Data Analyst

3. Agenda • Overview of the evaluation process • The Teacher Rubric • Stages of the evaluation cycle • Self-assessment • Goals & action plans • Implementing the plan • Formative Assessment & Summative Evaluation • Tools & Resources

4. Overview of the evaluation process

5. Who is in the room? New to teaching? New to BPS? What are your hopes for the evaluation process? What are your fears?

6. The evaluation cycle: • Creates shared understanding of effective practice • Common definitions & expectations • Places student learning at the center • Student learning goals drive the process • Empowers educators to take ownership of their evaluation • Setting goals, identifying action steps, submitting artifacts • Can be a tool to achieve school, team, & individual priorities • Alignment of goals and actions across teams & schools

7. Leveraging evaluation as a tool How can schools use this… to be successful in: and achieve the AA Goals? Engaging Families, Students & Partners Graduate all students from high school prepared for college completion and career success Increasing Academic Rigor Close access and achievement gaps Using Data to Differentiate Instruction Educator Performance Evaluation Building Inclusive Schools Ensure all students achieve MCAS proficiency

8. Summative Evaluation Components of the Process: Cycle of continuous learning

9. School-wide goals guide each step of the process School-wide goals

10. Components of the Process: Rubrics of Effective Practice

11. Components of the Process: 4 rating categories Former categories New categories

12. Components of the Process: Educators evaluated on Goals & Standards Progress on Ratings on OVERALL (2) Goals (4) Standards RATING

13. Exemplary Self-Directed Growth Plan (2-year or1-year) Developing Educator Plan (1 year) Components of the Process: Plan determined by rating & career stage Proficient Ratings Educator Plans PTS educators Non-PTS educators Needs Improvement Directed-Growth Plan (up to1year) Unsatisfactory Improvement Plan (30 days -1 year)

14. The Teacher Rubric

15. Teacher Rubric At-A-Glance

16. Standard Indicator Element

17. How are district priorities reflected in the rubric? Your school can identify other priority elements that reflect your school goals.

18. Activity: Examining Performance Levels With a partner, 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

19. The purpose of a 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.

20. Rubric Look-fors

21. Video Observation • Watching teaching together deepens out shared understanding

22. Example of school-wide “unpacking”

23. Stages of the evaluation cycle • Self-assessment • Goals & action plans • Implementing the plan • Formative Assessment & Summative Evaluation

24. Self-Assessment Each educator must identify at least • one area of strength • one area for growth … each tagged to an element in the rubric Consider… • school & district priorities • student learning strengths & needs • practice in relation to the standards outlined in the rubric • previous evaluations

25. Preparing for self-assessment Using the look-fors packet for reference, reflect on aspects of your practice that you might identify as areas of strength and areas of growth.

26. EDFS: Employee Development & Feedback System https://eval.mybps.org/ User ID & Password are the same as for mybps.org

27. EDFS: Educator View

28. Self-Assessment in EDFS Use EDFS to submits a summary of strengths and areas of need

29. Self-Assessment in EDFS

30. Self-Assessment in EDFS

31. Stages of the evaluation cycle • Self-assessment • Goals & action plans • Implementing the plan • Formative Assessment & Summative Evaluation

32. Setting Goals 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

33. Goals in EDFS

34. Goals in EDFS

35. Goals in EDFS

36. Goals in EDFS

37. Goals in EDFS

38. Goals in EDFS

39. Goal Approval The evaluator must review the goals in EDFS and: • Approve them • Return them with suggested revisions If one or both goals are returned, the educator must revise and re-submit. Goals and action plans for achieving the goals must be approved in EDFS by November 1, 2013

40. Attributes of a Strong Goal Specific: Goals should be explicit about what will change Measurable: Goals should be able to be quantified and tracked with assessments and other data throughout the cycle, and when. Attainable: Goals should be both challenging and realistic. Results-focused: Goals should directly impact student learning. Time-bound: Goals should provide a specific timeframe for completion, prior to the end date of the plan.

41. Sample Goals Schoolwires screenshot

42. Activity: Revising Goals Read over each goal… • Is it a student learning goal or a professional practice goal? • Is it SMART? • What revisions would make it SMARTer?

43. Developing Your Action Plan An action plan… • Details 3-5 action steps per goal • Includes a timeframe or frequency for each step • Identifies supports & resources necessary for each step Think about… • Benchmark assessments • Potential artifacts • Possible roadblocks

44. Developing Your Action Plan • After writing your goals, • click on the “Action Steps” icon. • Both goals and action plans must be • approved by November 1.

45. Developing Your Action Plan • When you click on the icon, • you will see your goals. • Select “Add New Steps.”

46. Developing Your Action Plan Action Supports Timeline For each step, identify:

47. Developing Your Action Plan Use the Action Planning Worksheet to develop each step before entering them in EDFS

48. Stages of the evaluation cycle • Self-assessment • Goals & action plans • Implementing the plan • Formative Assessment & Summative Evaluation

49. Implementing the Plan • Educator teaches, and completes the planned action steps. • Both Educator and Evaluator collect evidence of performance relative to standards and goals. • Evaluator provides feedback on practice to educatorsthrough classroom observation and artifact collection.

50. Timelines and Requirements (per BPS-BTU contract)