Connecting the Model Curriculum Project to Educator Evaluation

1. Connecting the Model Curriculum Project to Educator Evaluation August 2012

2. Overview: The 5-Step Evaluation Cycle Massachusetts Department of Elementary and Secondary Education

3. Continuous Learning 5 Step Evaluation Cycle • Every educator is an active participant in an evaluation • Process promotes collaboration and continuous learning • Foundation for the Model Massachusetts Department of Elementary and Secondary Education

4. Continuous Learning Every educator is an active participant in the evaluation process Every educator proposes at least 1 professional practice goal and 1 student learning goal – team goals must be considered Every educator uses a rubric and data about student learning Every educator earns one of four ratings of performance Every educator and evaluator collects evidence and assesses progress. Every educator has a mid-cycle review Collaboration and Continuous Learning are the focus Massachusetts Department of Elementary and Secondary Education

5. Educators earn two separate ratings Massachusetts Department of Elementary and Secondary Education

6. 4 Performance Standards 6 * Standards requiring proficient rating or above to achieve overall rating of proficient or above Massachusetts Department of Elementary and Secondary Education

8. Multiple sources of evidence inform the summative performance rating Unannounced observations are required; announced observations are not Including Classroom, School, District and State Measures when available & applicable Student and Staff Survey Data required in 2013-14 based on ESE Guidance by June 2013 8 Massachusetts Department of Elementary and Secondary Education

9. Putting the two ratings together 9 Massachusetts Department of Elementary and Secondary Education

10. Performance Ratings Proficient: “Proficient is the expected, rigorous level of performance for educators. It is the demanding but attainable level of performance for most educators.” Exemplary: “The educator’s performance significantly exceeds Proficient and could serve as a model for leaders districtwide or even statewide. Few educators—principals included—are expected to demonstrate Exemplary performance on more than a small number of Indicators or Standards.” Part III: Guide to Rubrics Page 9 & 14 Massachusetts Department of Elementary and Secondary Education

11. S.M.A.R.T and S.M.A.R.T.erGoals Massachusetts Department of Elementary and Secondary Education

12. MA Department of Elementary and Secondary EducationMassachusetts Department of Elementary and Secondary Education

13. Step 2: Analysis, Goal Setting and Plan Development • Educators set at least two goals: • Student learning goal • Professional practice goal (Aligned to the Standards and Indicators of Effective Teaching and/or Administrative Leadership Practice) • Educators are required to consider team goals • Evaluators have final authority over goals Massachusetts Department of Elementary and Secondary Education

14. Rubrics as a Starting Point for Professional Practice Goals

15. S.M.A.R.T. Goals • S = Specific and Strategic • M = Measurable • A = Action Oriented • R = Rigorous, Realistic and Results- focused (the 3 R’s) • T = Timed and Tracked

16. A Massachusetts“S.M.A.R.T.er GOAL”= A Goal Statement + Key Actions + Benchmarks (Process & Outcome) = The Heart of the Educator Plan Massachusetts Department of Elementary and Secondary Education

17. Process and Outcome Benchmarks • Process benchmarks – monitor plan implementation • Outcome benchmarks – monitor effectiveness of the plan

18. Guided Practice: A Teacher’s Professional Practice Goal Goal Statement for Rigorous Standards-Based Unit Design: Through my work on the Model Curriculum Units, I will design units of instruction with measurable outcomes that require higher-order thinking skills which enable students to learn the knowledge and skills defined in MA Curriculum Frameworks. (Aligned to I-A-3) 18 Massachusetts Department of Elementary and Secondary Education

19. Guided Practice: A Teacher’s Professional Practice Goal Next Steps: • Personalize this goal to your individual work on the Model Curriculum Unit project. • Rewrite goal statement to be specific to you • Make it S.M.A.R.T.er • Key action steps • Process benchmarks • Outcome benchmarks Massachusetts Department of Elementary and Secondary Education

20. Resources Massachusetts Model System for Educator Evaluation Massachusetts Department of Elementary and Secondary Education

21. ESE Homepage http://www.doe.mass.edu/

22. Educator Evaluation Homepage http://www.doe.mass.edu/edeval/

23. Educator Evaluation Model System http://www.doe.mass.edu/edeval/model/

24. Questions ? Massachusetts Department of Elementary and Secondary Education

25. For More Information and Resources: 25 Visit the ESE educator evaluation website: www.doe.mass.edu/edeval Contact ESE with questions and suggestions: EducatorEvaluation@doe.mass.edu Presenter: Preeya Pandya – ppandya@doe.mass.edu Massachusetts Department of Elementary and Secondary Education