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Educator Evaluation

Educator Evaluation. Gathering Evidence. Intended Outcomes. At the end of this session, participants will be able to: Explain the three types of evidence required by regulations, and identify concrete examples of each. Identify tools and processes for gathering and organizing evidence.

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Educator Evaluation

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  1. Educator Evaluation Gathering Evidence

  2. Intended Outcomes At the end of this session, participants will be able to: • Explain the three types of evidence required by regulations, and identify concrete examples of each. • Identify tools and processes for gathering and organizing evidence. • Organize evidence into appropriate Standards and Indicators • We will create a fictitious binder today Massachusetts Department of Elementary and Secondary Education

  3. Every educator is an active participant in the evaluation process. Every educator and evaluator collects evidence and assesses progress Collaboration and continuous learning are the focus. Massachusetts Department of Elementary and Secondary Education Massachusetts Department of Elementary and Secondary Education

  4. Implementation Responsibility • Educator responsibilities: • Identifying, collecting, and organizing artifacts/evidence related to goal progress • Documenting action steps completed • Collecting and submitting common artifacts • Collecting and submitting evidence related to Standards III and IV • Evaluator responsibilities: • Making resources and supports available • Observing practice and providing regular and specific feedback on performance • Monitoring progress—including midpoint check-ins • Help with organizing and analyzing evidence over time Massachusetts Department of Elementary and Secondary Education

  5. Sources of Evidence for Summative Ratings • Three categories of evidence must be collected for each educator: • Multiple measures of student learning, growth, and achievement • Judgments based on observations and artifacts of professional practice • Additional evidence relevant to standards • This includes evidence collected by the educator and shared with the evaluator relating to fulfilling Standard III: Family and Community Engagement and Standard IV: Professional Culture from the Model System Teacher Rubric Massachusetts Department of Elementary and Secondary Education

  6. What does this look like? Massachusetts Department of Elementary and Secondary Education

  7. Importance of Strategically Collecting Artifacts • Artifacts should be a sample that demonstrates educator performance and impact: • Aligned with educator goals, the Model System Teacher Rubric, and school goals • Number of artifacts to collect varies by educator • Artifacts can provide evidence of more than one Standard or Indicator Massachusetts Department of Elementary and Secondary Education

  8. Strategies for Collecting Artifacts • Identify common artifacts that all or most educators will be expected to collect (e.g., unit plans, student work) • Today we will share examples of high-quality, valuable evidence during faculty or team meetings: Massachusetts Department of Elementary and Secondary Education

  9. Identifying Evidence in Artifacts • Within your school team, divide into fours or teams. • Each team will do the following: • Review one set of artifacts. • Complete the Artifact Cover Page for artifacts. • Designate which standard and indicator is represented by the artifact • Consider these questions: • After reviewing these artifacts, where would you place these artifacts? • What might you want to know about this teacher’s practice? • What would you want to ask this teacher? Massachusetts Department of Elementary and Secondary Education

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