Analyzing & Documenting Progress Toward Goals

Analyzing & Documenting Progress Toward Goals EEF Session #3 March 2013 Please have a seat and fill out the reflection sheet (Do Now)

Today’sAgenda • Welcome & Reflection • Table Group Check-ins • Formative Assessments • “Adjustments to Practice” & Tracking Progress Toward Goals • Closing

Norms & Community Agreements • Start and end on time. • Limit technology to break time. • Include everyone in conversations. • Vegas Rule: Confidentiality

Session #2 Homework Thanks for… • Summarizing & reflecting on rubric/evaluation meeting(s). • Attending All-Facilitators Meeting

Defining the Scope EEFs will: • Be conduits for feedback • Contribute expertise to develop resources for the district • Disseminate information and best practices • Lead conversations around effective instructional practice Make-up Session: • Tuesday, April 30 3-6 pm MPHS Green Tile Area

EEF Series Objective EEFs will be able to identify, discuss, and cultivate effective instructional practices within their school communities using the tools provided by the evaluation system.

Session 3 Objectives Today we will: • Share questions, challenges, & best practices • Continue to build expertise in the evaluation system • Explore proficient practice in Adjustments to Practice • Develop plans for work with colleagues

Session #3 Homework • Complete “Reflecting on Progress Toward a Team Goal”

Facilitation Moves Keep an eye on: • Praxis: action with reﬂection & learning by doing • Needs Assessment: participation of the learners in naming what is to be learned • Shared facilitation

Notes from the field • One EEF created a “Cash Cab” game show to review basics of the evaluation process. • Another EEF modeled the process of identifying her own artifacts. • Another EEF videotaped a teacher’s lesson & used with staff to unpack Well-Structured Lessons

Successes • “at the start of the meeting teachers were feeling very overwhelmed by the process of uploading artifacts and confused about appropriate artifacts… once teachers realized that all of these ‘activities’ [they were already doing] could be used to show growth towards their goal they were so relieved”

Challenges • “The team was pretty quiet when responding to questions. There was not a lot of feedback in terms of what student engagement is and how the class should look. I facilitated the meeting but also felt like I was giving them all the ideas that we wrote down during our EEF meeting. ”

Check-ins • Evaluation successes & challenges? • What kind of meeting(s) have you lead? How did it go?

Formative Assessment Role Play Scenario 1: A teacher received a Needs Improvement overall rating on her formative assessment. She states that her evaluator told her it was because she did not upload enough artifacts. The educator is coming to you, the EEF, for help. What do you say?

Formative Assessment Role Play • Scenario 1: How many artifacts? OEE says: • At least 1 for each standard and goal prior to the formative • More before the summative Earlier in the year, OEE said… 3-4 artifacts per goal and per standard

Overall Ratings Progress on Ratings on Overall Goals 4 Standards Rating Educators are responsible for providing evidence for all standards and goals • Exemplary • Proficient • Needs Improvement • Unsatisfactory • Student Learning • Professional Practice I. Curriculum, Planning and Assessment II. Teaching All Students III. Family & Community Engagement IV. Professional Culture

Formative Assessment Role Play Scenario 2: A teacher received a formative assessment after 1 classroom observation. The teacher thought there should be at least 10 classroom observations. The educator is coming to you, the EEF, for help. What do you say?

Formative Assessment Role Play Scenario 2: How many observations? Best Practice: 10 Points of Contact

Formative Assessment Role Play • Scenario 3: A teacher is concerned because the current data shows that he is not meeting his student learning goal. He is worried he will receive an unsatisfactory rating on his formative assessment. The educator is coming to you, the EEF, for help. What do you say?

Formative Assessment Questions • What happens when a teacher does not “sign-off” on a formative assessment within the 5 school days? • The signature box will read: “employee did not view within the required time”. • The educator will not be able to make comments. • The evaluation icon changes when the evaluation is sent.

Formative Assessment Questions • What happens if an evaluator does not make any comments on the artifacts I have uploaded? • There is no mandate for an evaluator to make comments on artifacts.

Formative Assessment Questions • I do not agree with the ratings on my Formative Assessment, what can I do? • An educator may request a meeting with his/her evaluator to discuss the formative assessment. • An educator may write comments regarding the formative assessment. This must be done within 5 days of receipt of the formative assessment. • An educator may file a grievance.

Formative Assessment Questions • Click on Evaluations • Click on Comments

Formative Assessment Questions • Isn’t my evaluator supposed to meet with me once I receive the Formative Assessment? • An educator may request a meeting before and/or after the formative assessment.

Formative Assessment Questions • What happens if I am placed on a different plan after I receive the Formative Assessment? • An evaluator may place a teacher on a different plan at the formative assessment. The evaluator will also determine the length of the new plan and depending on the type of plan, the evaluator may write goals, action steps and prescriptions for the educator to implement before the new plan ends.

Formative Assessment Questions • If I am assigned a new plan after receiving the formative assessment, when does the new plan start? • The new plan starts when goals are approved.

Evaluations in EDFS • Formative Assessment = mid-cycle evaluation • Summative Evaluation = end of cycle evaluation

Break

I-B-2. Adjustments to Practice “Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students.”

Midyear Goal Review Revisit goals • to make adjustments to practice • to prepare for the summative Potential Tools • Unpacking I-B-2 • Formative Assessment Report Form • Gap Analysis • Reflecting on Goals

Reflecting on Goals • With a partner, revisit your own goals and action plans using the “Reflecting on Progress toward Goals” sheet. • How could you use this with your colleagues?

What would you ask this teacher? Read through the sample goals, action steps & artifacts • How could you help this teacher examine her practice? • Try using the “Gap Analysis” worksheet

Bringing this back • How can you use these ideas & activities with your colleagues? • How can you use the principles of adult learning? • Needs assessment • Safety • Praxis • Respect • Clear roles and role development • Teamwork • Accountability

Challenges • Lack of communication from admin about their expectations • Lack of trust between teachers & their evaluators • Lack of time to meet • People focused on just “getting it done” • Teachers uncomfortable with computers

Voices from the Field • How evaluation has been going at a few schools

Clarifying Expectations • Questions to ask the school’s evaluators: • How many artifacts would be helpful for teachers to submit? • Are there specific kinds that you are looking for? • Would you prefer more or less detailed rationales? • By when would you like artifacts to be submitted?

Feedback • Please complete the Exit Ticket • What was positive? • What would you like to see next time? *Coming Soon* Evaluation Survey

Session #3 Homework • Complete “Reflecting on Progress Toward a Team Goal”

Thanks! See you at our next sessions on: • April 9th OR 11th, 3-6 pm, @ the Marshall Make-up Session: • Tuesday, April 30, 3-6 pm @ MPHS Green Tile Area

Resources: on the Weebly http://educatoreffectiveness.weebly.com

Office of Educator Effectiveness • Ross Wilson, Assistant Superintendent for Educator Effectiveness (rwilson@boston.k12.ma.us) • Jared Joiner, Implementation Specialist (jjoiner) • Emily Kalejs Qazilbash, Implementation Specialist (eqazilbash) • Angela Rubenstein, Implementation Specialist (arubenstein) • Kris Taylor, Implementation Specialist (ktaylor2) • Jenna Costin, EDFS On-line System Coordinator (jcostin) • Chason Ishino, Consultant (cishino) • Shakera Walker, Senior Manager, Teacher Leadership (swalker)

Timelines and Requirements

Analyzing & Documenting Progress Toward Goals