Educator Evaluation Workshop: S.M.A.R.T. Goals & Educator Plan Development MSSAA Summer Institute

1. Educator Evaluation Workshop:S.M.A.R.T. Goals & Educator Plan DevelopmentMSSAA Summer Institute July 26, 2012

2. Agenda • S.M.A.R.T. Goals • The role of goals in the 5-Step Cycle • Two types of goals • Why team goals? • S.M.A.R.T.er Goals = Educator Plans • What makes a goal S.M.A.R.T.er? • Guided practice: turning goals into plans • Tips & Strategies • Resources

3. Intended Outcomes 3 • Understand the rationale and framework for the MA “SMARTer Goal” model • Be able to identify characteristics of S.M.A.R.T and S.M.A.R.T.er goals • Be able to translate a “SMARTer” goal into an Educator Plan • Identify at least one key strategy to take back to your school that will facilitate goal-setting and plan development Massachusetts Department of Elementary and Secondary Education

4. 5 Step Evaluation Cycle • Foundation for the Framework & Model • Every educator is an active participant in an evaluation • Process promotes collaboration and continuous learning 4 Massachusetts Department of Elementary and Secondary Education

5. Continuous Learning 5-Step Cycle in Action: 9thGr Biology Teacher Teacher proposes 1 student learning goal and one team professional practice goal. His department head helps refine the goals before approving the goals & plan. 9thGr Biology teacher identifies two needs: scientific reading and writing and incorporating new curricular standards into his instruction. Teacher earns one of 4 ratings based on performance against the standards and progress on goals Teacher gathers and synthesizes evidence on goal progress, while department head and principal focus data collection on goal areas. Department head meets with team and teacher to review evidence and assess progress on goals, adjusting benchmarks if necessary. 5 Massachusetts Department of Elementary and Secondary Education

6. S.M.A.R.T. Goals

7. How to begin? • A thoughtful self-assessment leads to targeted, results-oriented goals.

8. The Power of Educator-Driven, Targeted Action Formative Assessment – Monitoring progress and making needed adjustments Collection of evidence and documentation demonstrating improvements in professional practice and student growth

9. 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

10. Data as a Starting Point for Student Learning Goals • Incoming Student Data – how did these students do last year? Are there any anomalies or subgroups that require specific attention? • Past Student Data – how have your students typically performed in the past? • Aggregate Student Data – are there any trends in performance, positive or negative, that characterize students in your school, content area, and/or grade level?

11. Rubrics as a Starting Point for Professional Practice Goals

12. 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

13. What Makes a Goal “S.M.A.R.T.”? Individually: • Read “What Makes a Goal S.M.A.R.T.?” • Underline one phrase that you find most significant in the reading Turn to a partner: • Share your phrases • Discuss the phrases that emerged and any insights about the document

14. S.M.A.R.T.er Goals = Educator Plans

15. A Massachusetts“SMARTer GOAL”= A Goal Statement + Key Actions + Benchmarks (Process & Outcome) = The Heart of the Educator Plan Massachusetts Department of Elementary and Secondary Education

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

17. Guided Practice: A Principal’s Observations and Feedback Goal Statement for Classroom Observation & Feedback: I will manage my time more effectively in order to increase the frequency and impact of classroom observations by learning how to do 10-minute observations and conducting eight visits with feedback per week, on average. (Aligned to I.D.2 (Observations & Feedback)) 17 Massachusetts Department of Elementary and Secondary Education

18. Guided Practice In pairs: • Review the key actions (are they tightly linked to the goal?) • Review benchmarks: • are there process benchmarks (actions done)? • outcome benchmark(s) (results)? • Identify two revisions and/or additions to the actions and/or benchmarks that will make this SMART Goal “S.M.A.R.T.er” Massachusetts Department of Elementary and Secondary Education

19. Guided Practice: A Principal’s Observations and Feedback Goal Statement for Classroom Observation & Feedback: I will manage my time more effectively in order to increase the frequency and impact of classroom observations by learning how to do 10-minute observations and by the start of second semester conducting eight visits with feedback per week, on average, that an increasing percentage of teachers report are useful beginning with at least 60%. (Aligned to I.D.2 (Observations & Feedback)) 19 Massachusetts Department of Elementary and Secondary Education

20. Principal Educator Plan Example Sample Professional Practice Goal for a Principal: I will manage my time more effectively in order to increase the frequency and impact of classroom observations by learning how to do 10-minute observations with feedback, and by the start of the second semester, conducting eight visits per week, on average, that an increasing percentage of teachers report are useful.

21. Process and Outcome Benchmarks • Process benchmarks – monitor plan implementation • January 15/March 15/May 15 – check in to determine if 8 observations per week (on average) have been completed. • Outcome benchmarks – monitor effectiveness of the plan • January 1st and June 1st will have collected feedback via teachers regarding their perceived value of the process.

22. Four Types of Educator Plans • Developing Educator Plan For educators without Professional Teaching status, administrators in the first three years in a district, or at the discretion of an evaluation for an educator in a new assignment • Self-Directed Growth Plan For experienced educators rated proficient or exemplary on their last evaluation; these plans can be one or two years in length • Directed Growth Plan For educators rated in need of improvement of on their last evaluation • Improvement Plan For educators rated unsatisfactory on their last evaluation Massachusetts Department of Elementary and Secondary Education

23. Educator Plans: Requirements and Timelines • Self-Directed Growth Plan • Directed Growth Plan • Improvement Plan • Developing Educator Plan • Rated Proficient or Exemplary • 1- or 2-year plan • developed by the educator • Rated Needs Improvement • 1-year plan or less • developed by the educator & evaluator • Rated as Unsatisfactory • At least 30 calendar days; up to 1 year • developed by the evaluator • Without Professional Status • 1-year plan or less • Developed by the educator & evaluator Massachusetts Department of Elementary and Secondary Education

24. Educator Plan Cheat Sheet • Formative Assessment/Evaluation: • Formative Assessments: plans that are 1-year or less in duration, mid-cycle check-in on goals • Formative Evaluations: 2-year plans, occur end-of-year, ratings default to previous Summative Rating unless evidence indicates significant change • Student learning goals lend themselves to one-year goals • IPDPs can be merged into educator plans (see revised licensure regulations)

25. Tips & Strategies

26. Where to begin? Strategy 1: Aligned Goals District Goals School Goals Team Goals Teacher Goals The Power of Concerted Action

27. Strategy 1: Aligned GoalsAn Example

28. Where to begin? Strategy 2: Focus the Self-Assessment • Murkland ES School leaders aligned District Core Issues and School Improvement Goals to specific parts of the rubric • Led to focused and coherent self-assessment and goal-setting processes for all educators, • Promoted collaboration and shared accountability throughout the school • “not just one more thing but something we’re already doing” • Note: all Standards and Indicators are still important. This is about focusing and prioritizing to support coherence and “doability” Massachusetts Department of Elementary and Secondary Education

29. Teacher Rubric-at-a-Glance Think of one major initiative or focus in your school for 2012-2013. Using the teacher rubric at-a-glance, identify two Indicators (or elements) that you would most likely focus on with teachers related to this initiative. (Ex: Revised MA Curricular Frameworks) Massachusetts Department of Elementary and Secondary Education

30. Where to begin?Strategy 3: Promote Team Goals • Districts that promote team goals have found this work more ‘doable’ • Team goals support collaboration, communication, and likelihood of success (admin teams too!) • Tips & Strategies • Promote school or district goals • Support regular team time • Identify common process & benchmark outcomes Massachusetts Department of Elementary and Secondary Education

31. Where to begin?Strategy 4: Backward Mapping • Start with the PD you have planned – what do you expect your teachers to accomplish this year? • Locate these objectives in the rubric and let those drive the self-assessment and goal-setting processes back at your school Massachusetts Department of Elementary and Secondary Education

32. Next Steps – Suggestions for Principals • Review “SMART” Goal Setting and assess how “SMART” your current school improvement goals are. • Read School-Level Planning & Implementation Guide (Part II of the Model System) and the School-Level Administrator Rubric (Part III, Appendix B) • Locate your school improvement focus areas in the Administrator and Teacher rubric Massachusetts Department of Elementary and Secondary Education

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

34. School-Level Planning & Implementation Guide Massachusetts Department of Elementary and Secondary Education

35. 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

36. 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

37. Overview of Training Modules • Module 1: Overview • Module 2: Unpacking the Rubric • Module 3: Self-Assessment • Module 4: S.M.A.R.T. Goals and Educator Plan Development • Module 5: Gathering Evidence • Module 6: Observations and Feedback • Module 7: Rating Educator Performance • Module 8: Rating Impact on Student Learning

38. For More Information and Resources: 38 Visit the ESE educator evaluation website: www.doe.mass.edu/edeval Contact ESE with questions and suggestions: EducatorEvaluation@doe.mass.edu Presenters: Claire Abbott – cabbott@doe.mass.edu Preeya Pandya – ppandya@doe.mass.edu Massachusetts Department of Elementary and Secondary Education