Educator Evaluation: The Model Process for Principal Evaluation

1. Educator Evaluation:The Model Process for Principal Evaluation July 26, 2012 Massachusetts Secondary School Administrators’ Association Summer Institute

2. Agenda • Overview of 5-Step Evaluation Cycle • Strategies for leveraging your evaluation for school improvement and professional growth • Resources • What’s available • What’s coming • Lessons from an Early Adopter District Massachusetts Department of Elementary and Secondary Education

3. Intended Outcomes 3 • Understand the 5-Step Cycle of Continuous Improvement that is the foundation of the new system • How it applies to you as an educator • How to marshal it for your own professional growth • How to leverage it for improvement in your school • Know the key components of the model system for evaluating principals • Know how to access resources that will help you lead effective implementation efforts back in your school and district Massachusetts Department of Elementary and Secondary Education

4. Overview of 5-Step Evaluation Cycle Massachusetts Model System for Educator Evaluation Part V: Implementation Guide for Principal Evaluation Massachusetts Department of Elementary and Secondary Education

5. “Educator” and “Evaluator” • Educator: any person employed in a position requiring a license or certificate • Principal • Assistant Principal • Superintendent • Teacher • Etc. • Evaluator: any person who has responsibility for evaluation • Superintendent • Principal • School Committee • Assistant Superintendent • Etc. Massachusetts Department of Elementary and Secondary Education

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

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

8. 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

9. 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

10. Goals: Plan includes School Improvement Goals, as well as Student Learning and Professional Practice goals Evaluation Cycle:Annual Cycle (not two-year) for Educator Plan, regardless of experience Note: Two Ways the 5-Step Cycle is different for Principals in the Model 10 Massachusetts Department of Elementary and Secondary Education

11. Step 1: Self-Assessment • Principals self-assess their performance using: • Student data, and • Local rubric • Based on the Standards and Indicators of Effective Administrative Leadership • Principals are encouraged to consult with their school leadership team • Principals propose 3 types of goals Massachusetts Department of Elementary and Secondary Education

12. Administrator Rubric At-a-Glance

13. Individual Reflection • Jot down one or two key priorities you want to focus on next year in your school to improve instruction and student learning Massachusetts Department of Elementary and Secondary Education

14. Step 2: Analysis, Goal Setting and Plan Development • Principal sets goals: • Student learning goal • Professional practice goal • 2-4 School improvement goals • Principals are required to consider team goals • Superintendent has final authority over goals Massachusetts Department of Elementary and Secondary Education

15. Types of goals • Student learning goal • “Specified improvement in student learning, growth and achievement” • Includes a goal statement, key actions and process/outcome benchmarks • Professional practice goal • Educator practice in relation to performance standards and/or indicators • Use rubric as starting point • School Improvement goals • Directly linked to school improvement priorities • Aligned to district improvement priorities Massachusetts Department of Elementary and Secondary Education

16. Coherence through aligned goals District Goals School Goals Team Goals Teacher Goals The Power of Concerted Action

17. Step 3: Implementation of the Plan - Principal • Principal completes the planned action steps • Principal collects evidence: • Described in the plan • Active outreach to families (Standard III) • Fulfillment of professional responsibilities and growth (Standard IV) Massachusetts Department of Elementary and Secondary Education

18. Step 3: Implementation of the Plan - Superintendent • Superintendent collects evidence on the professional practice of principal, including: • Multiple measures of student learning • Observations and artifacts • Additional evidence related to performance standards • Superintendent provides feedback on practice to principal Massachusetts Department of Elementary and Secondary Education

19. Observation and Feedback Superintendent Rubric (I-D-2): I-D. Evaluation Indicator: Provides effective and timely supervision and evaluation of all staff in alignment with state regulations and contract provisions 2) Typically makes at least three unannounced visits to each school to observe principal practice every year and provides targeted, constructive feedback to all administrators. Acknowledges effective practice and provides redirection and support for those whose practice is less than proficient. Massachusetts Department of Elementary and Secondary Education

20. Protocol for Superintendent’s School Visits • Ongoing and, at times, unannounced– a minimum of 3 (recommended) visits per year (Fall, Winter, Spring) • Foci of visits • Discuss progress and challenges • Examine artifacts • Observe teaching practice and share analyses Massachusetts Department of Elementary and Secondary Education

21. Strategy: Align process to goals • What is the opportunity with Superintendent’s visits? • Discuss progress and challenges • Related to goals • Examine relevant artifacts (quality not quantity) • Aligned to priority areas • Ex: Interim assessment results, meeting plans, etc. • Observe classrooms and other practices; share analyses • Meetings: leadership team, faculty, parent, department • Transitions Massachusetts Department of Elementary and Secondary Education

22. Step 4: Formative Assessment/ Evaluation • Principal prepares a progress report • Review evidence and assess progress on principal’s goals • Superintendent completes the Mid-Cycle formative assessment • Provides feedback to the principal to help him or her improve professional practice Massachusetts Department of Elementary and Secondary Education

23. Step 5: Summative Evaluation • Principal submits collected data to Superintendent • Superintendent determines an overall summative rating of performance based on: • The principal’s performance against the four performance Standards (educators receive a rating for each Standard), and • Evidence of the attainment of goals Massachusetts Department of Elementary and Secondary Education

24. Step 5: Summative Evaluation, cont. • Superintendent provides feedback to the educator to help him or her improve professional practice • Principal uses summative evaluation to inform self-assessment • Continuous Improvement process Massachusetts Department of Elementary and Secondary Education

25. Proficient vs. Exemplary “Proficient is the expected, rigorous level of performance for educators. It is the demanding but attainable level of performance for most educators.” “Exemplary performance significantly exceeds Proficient and could serve as a model for leaders district-wide or even statewide. Few educators—principals included—are expected to demonstrate Exemplary performance on more than a small number of Indicators or Standards.” 26 Part III: Guide to Rubrics Page 9 Massachusetts Department of Elementary and Secondary Education

26. Next Steps – Suggestions for Principals • Review “SMART” Goal Setting and assess how “SMART” your current school improvement goals are • Read the Implementation Guide for Principal Evaluation (Part V of the Model System) and the Administrator rubric • Locate your school improvement focus areas in the Administrator and Teacher rubric Massachusetts Department of Elementary and Secondary Education

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

28. Implementation Guide for Principal Evaluation Massachusetts Department of Elementary and Secondary Education

29. ESE Evaluation Resources • What’s coming? • Summer 2012 • Guidance on District-Determined Measures • Training Modules with facilitator guides, PowerPoint presentations, and participant handouts • List of approved vendors • Updated website with new Resources section • Newsletter Massachusetts Department of Elementary and Secondary Education

30. ESE Evaluation Resources • What’s coming? • Fall/Winter 2012 • Solicit and review feedback on Model System; update • Research & develop student and staff feedback instruments • Collect and disseminate best practices • Collect and vet assessments to build a repository of district measures • Internal collaboration to support cross-initiative alignment • EX: Support for use of rubric for teachers of ELLs aligned to RETELL initiative Massachusetts Department of Elementary and Secondary Education

31. For More Information and Resources: 32 Visit the ESE educator evaluation website: www.doe.mass.edu/edeval Contact ESE with questions and suggestions: EducatorEvaluation@doe.mass.edu Presenters: Claudia Bach – cbach@doe.mass.edu Preeya Pandya – ppandya@doe.mass.edu Massachusetts Department of Elementary and Secondary Education

32. Lessons from an Early Adopter District Patricia Puglisi Assistant Principal Reading Memorial High School Massachusetts Department of Elementary and Secondary Education