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Quincy Public Schools Educator Evaluation Process

Learn about the development and procedures of the new educator evaluation process in Quincy Public Schools, Massachusetts. This collaborative effort promotes growth, recognizes excellence, and places student learning at the center.

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Quincy Public Schools Educator Evaluation Process

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  1. QUINCY PUBLIC SCHOOLS QUINCY PUBLIC SCHOOLS September 2013 EDUCATOR EVALUATION PROCESS AND PROCEDURES

  2. Development of New Evaluation Process On June 28, 2011, the MA Board of Elementary and Secondary Education adopted new regulations for the evaluation of all Massachusetts educators. 603 CMR 35.00 QUINCY PUBLIC SCHOOLS

  3. Collaboration This pilot system is the result of collaboration and bargaining between the Quincy School Committee and the Quincy Education Association A joint labor-management team has been established to review and refine the evaluation procedures consistent with 603 CMR 35 QUINCY PUBLIC SCHOOLS

  4. ADAPTATION OF MODEL LANGUAGE The QEA and Quincy School Committee teams adapted the DESE Model Language ADOPTION OF MODEL FORMS & RUBRICS The QEA and Quincy School Committee teams adopted Forms and DESE Model Rubrics for Classroom Teachers and Specialized Instructional Support Personnel (Caseload Educators) QUINCY PUBLIC SCHOOLS

  5. The regulations are designed to: Promote growth and development of leaders and teachers Place student learning at the center, using multiple measures of student learning, growth, and achievement Recognize excellence in teaching and leading Set a high bar for professional teaching status Shorten timelines for improvement QUINCY PUBLIC SCHOOLS

  6. QPS Educators’ Transition to the new Educator Evaluation System At least 50% of Educators in Quincy Public Schools will be evaluated using the new procedures beginning in September 2013 QUINCY PUBLIC SCHOOLS

  7. Educators to be Evaluated2013-2014 All Non-Professional Teacher Status educator staff Professional educator staff due for evaluation in 2013-14 Professional educator staff chosen in inverse order of building seniority QUINCY PUBLIC SCHOOLS

  8. Overview of MA DESE Regulations: 4 Educator Plans 5-Step Cycle State-wide Standards (Rubrics) 3 Categories of Evidence 4 Performance Levels Summative Rating Impact on Student Learning Rating (coming Oct. 2016) QUINCY PUBLIC SCHOOLS

  9. FOUR TYPES OF PLANS • Developing Educator Plan For educators without Professional Teacher Status, administrators in the first three years in a district, or at the discretion of an evaluator for an educator in a new assignment*; one school year or less in length • Self-Directed Growth Plan For experienced educators rated Proficient or Exemplary on their last evaluation; these plans can be one or two school years in length • Directed Growth Plan For educators rated Needs Improvement on their last evaluation; up to one school year in length • Improvement Plan For educators rated Unsatisfactory on their last evaluation; min. of 30 school days, up to one school year in length * See Educator Evaluation Handbook, page 8, section g QUINCY PUBLIC SCHOOLS

  10. Types of Educator Plans All PTS Educators for 2013 start here. All Non-PTS Educators start here. QUINCY PUBLIC SCHOOLS

  11. OVERVIEW: 5 STEP CYCLE QUINCY PUBLIC SCHOOLS

  12. STEP ONE: SELF ASSESSMENT Every educator uses a rubric and data about student learning QUINCY PUBLIC SCHOOLS

  13. STEP ONE: SELF ASSESSMENT • Assistance will be given at all levels/sites during the scheduled Assessment Day meetings. • The Self-Assessment is completed by the educator/team and submitted to the primary evaluator by: • Pre-K to 8 due October 1st; • High School due October 8th. • A completed Self-Assessment includes: • Analysis of student learning, growth and achievement regarding their students • Assessment of practice against the rubrics • Proposed goals they’d like to discuss with the evaluator • One must be relative to professional growth – the other relative to student learning QUINCY PUBLIC SCHOOLS

  14. STEP TWO: ANALYSIS, GOAL SETTING, & PLAN DEVELOPMENT Every educator proposes at least 1 professional practice goal and 1 student learning goal – team goals must be considered QUINCY PUBLIC SCHOOLS

  15. STEP TWO: ANALYSIS, GOAL SETTING, & PLAN DEVELOPMENT • Using analysis of the Self-Assessment, the Educator and Evaluator will meet to develop goals • Goals shall be connected to either the School or District Improvement Plans • Goals must be SMART • Team goals must be considered • Goals become the focus of the Educator’s Plan (Due on November 1st) QUINCY PUBLIC SCHOOLS

  16. STEP THREE: IMPLEMENTATION Every educator & evaluator collects evidence and assesses progress QUINCY PUBLIC SCHOOLS

  17. STEP THREE: IMPLEMENTATION • Focus is on professional growth • Unannounced Observations of Educators • Announced Observations of Educators • Evidence Collection • Educator and Evaluator • Evaluator provides feedback for continuous improvement. QUINCY PUBLIC SCHOOLS

  18. Strategic Evidence Collection • Prioritize based on goals • Quality not quantity • Artifacts should be “naturally occurring” sources of evidence (e.g. lesson plans) • Consider common artifacts for which all educators are responsible QUINCY PUBLIC SCHOOLS

  19. STEP FOUR: FORMATIVE ASSESSMENT/EVALUATION Every educator has a mid-cycle review QUINCY PUBLIC SCHOOLS

  20. STEP FOUR: FORMATIVE ASSESSMENT/EVALUATION • Educator and Evaluator review evidence and assess progress on educator’s goals • Occurs mid-way through the 5-Step Cycle • February 1 for educators on a 1-year plan (formative assessment) • February 15 educators may request meeting to discuss formative assessment with evaluator • Typically May/June for educators on a 2-year plan (formative evaluation) QUINCY PUBLIC SCHOOLS

  21. STEP FIVE: SUMMATIVE ASSESSMENT Every educator earns one of four ratings of performance QUINCY PUBLIC SCHOOLS

  22. STEP FIVE: SUMMATIVE EVALUATION • Summative Performance Rating reflects: • Ratings on each of the four Standards • Progress toward goals • Evaluator determines an overall summative rating of performance based on: • Comprehensive picture of practice captured through multiple sources of evidence • Completed by May 15th QUINCY PUBLIC SCHOOLS

  23. How a Rating is Determined Four Standards of Practice -- Educator Goals Exemplary – Proficient – Needs Improvement -- Unsatisfactory Summative Performance Rating QUINCY PUBLIC SCHOOLS

  24. 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 Educators and their evaluator collect evidence and assesses progress. Every educator has a mid-cycle review Collaboration and Continuous Learning are the focus QUINCY PUBLIC SCHOOLS

  25. Standards, Indicators, & Elements of Effective Teaching Practice QUINCY PUBLIC SCHOOLS

  26. 4 PERFORMANCE LEVELS Exemplary Proficient Needs Improvement Unsatisfactory Summative Performance Rating QUINCY PUBLIC SCHOOLS

  27. 4 PERFORMANCE LEVELS Performance consistently and significantly exceeds the requirements of a standard or overall Exemplary Proficient Needs Improvement Unsatisfactory Performance fully and consistently meets the requirements of a standard or overall Summative Performance Rating QUINCY PUBLIC SCHOOLS

  28. PERFORMANCE RATINGS • Exemplary • Significantly exceeds Proficient • Could serve as a model of practice for district-wide/statewide • Proficient • The expected, rigorous level of performance for educators • It is the demanding but attainable level of performance for most educators QUINCY PUBLIC SCHOOLS

  29. PERFORMANCE RATINGS • Needs Improvement • Educator not at proficient level • Improvement is necessary and expected • Unsatisfactory • Educator’s performance on a standard or overall has not significantly improved following a rating of needs improvement and/or • Educator’s performance is consistently below the requirements of a standard or overall and is considered inadequate QUINCY PUBLIC SCHOOLS

  30. Summative Rating Determines the Type of Educator Plan QUINCY PUBLIC SCHOOLS

  31. TWO-RATING SYSTEM Summative Performance Rating Exemplary Proficient Needs Improvement Unsatisfactory Impact Rating on Student Performance (first reported in 2016) High Moderate Low QUINCY PUBLIC SCHOOLS

  32. SUMMATIVE RATING Rating reflects: • Performance based on Standards and Indicators of Effective Practice • Progress toward educator goals Evidence includes: • Multiple measures of student learning, growth and achievement • Judgments based on observations and artifacts of professional practice • Additional evidence relevant to Standards (student/staff feedback) Summative Performance Rating Exemplary Proficient Needs Improvement Unsatisfactory QUINCY PUBLIC SCHOOLS

  33. QPS EDUCATOR RESOURCES • Module trainings (see QPS Educator Evaluation Implementation Timeline) • QPS Educator Evaluation Handbook(http://quincypublicschools.com/qpsinfo/download/district/human-resources/QPS%20EDUCATOR%20EVALUATION%20HANDBOOK%202013-2014.pdf) • Language • Rubrics • Forms • BaselineEdge Educator Evaluation Website • MA Educator Performance Standards At-a-glance QUINCY PUBLIC SCHOOLS

  34. Questions? QUINCY PUBLIC SCHOOLS

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