Educator Evaluation System

1. Educator Evaluation System Harvard Public Schools August 22, 2012

2. RPS Educator Evaluation Wiki • Wiki with Resources • http://rpseducatorevaluation.wikispaces.com/ • Dropbox with forms

3. Topics to Discuss • Overview of the Five Step Process and What it Looks Like • How to Engage Educators in the Process • Collective Bargaining Process • Announced/Unannounced Observations • District Determined Measures • Additional Thoughts

5. Valve Handbook for New Employees Risks (What if I screw up?) “Nobody has ever been fired at Valve for making a mistake. It wouldn’t even make sense for us to operate that way. Providing the freedom to fail is an important trait of the company-we couldn’t expect so much of individuals if we also penalized people for errors. Even expensive mistakes, or ones which result in a very public failure, are genuinely looked at as opportunities to learn. We can always repair the mistake or make up for it.”

6. Valve (Continued) “Screwing up is a great way to find out that your assumptions were wrong or that your model of the world was a little bit off. As long as you update your model and move forward with a better picture, you’re doing it right. Look for ways to test your beliefs. Never be afraid to run an experiment or collect more data. It helps to make predictions and anticipate nasty outcomes. Ask yourself “what would I expect to see if I’m right?” As yourself “What would I expect to see if I’m wrong?” Then ask yourself, “what do I see?” If something totally unexpected happens, try to figure out why.”

7. Valve “There are still some bad ways to fail. Repeating the same mistake over and over is one. Not listening to customers or peers before or after failure is another. Never ignore the evidence; particularly when it says you’re wrong.”

8. Reading Public School Translation Risks (What if I make a mistake?) “Nobody has ever been fired in the Reading Public Schools for making an honest mistake that benefits students. It wouldn’t even make sense for us to operate that way. Providing the freedom to try new methods or ideas, and fail is an important trait of our organization-we couldn’t expect so much of individuals if we penalized our staff for taking risks and not succeeding. Even expensive mistakes, or ones which result in a very public failure, are genuinely looked at as opportunities to learn and grow. We can always repair the mistake or make up for it.”

9. Reading Public School Translation(Continued) “Making mistakes is a great way to discover that your assumptions were wrong or that your method was a little bit off. As long as you update your method and move forward with an improved way, you’re doing it right. Look for ways to test your beliefs and values. Never be afraid to pilot a new idea or collect more data.” “It helps to set goals and benchmarks and anticipate what would happen if you do not reach those goals. Ask yourself, “What would I expect to see if I am right? Or What would it look like if I am wrong?” Then ask yourself, “What do I see? What do I hear? What do I say?” If something totally unexpected happens, try to figure out why.”

10. Reading Public Schools TranslationContinued “There are still some bad ways to fail. Repeating the same mistake or using the same instructional strategy over and over again without any positive results is one. Not listening to feedback from peers, supervisors, parents, or students before or after a mistake is another. Never ignore the evidence or the data; particularly when it says you’re wrong.” “Remember, our overall collective goal, PreK-12 is to prepare all students to succeed in this ever-changing complex world that awaits them after high school. In other words, we need to prepare them for college and/or career readiness. The only way that we can do that is to continue to experiment with new ideas, make mistakes, learn from those mistakes, and grow from the experience.”

11. “We are all in this together”“It will not be perfect”“We will be making mistakes along the way.”“We need your help to make the process better.”

13. Educator Evaluation Process • New DESE Regulations approved on June 28, 2011 • Collaboratively Designed by • Massachusetts Teachers Association • Massachusetts Association of Secondary School Principals • Massachusetts Elementary School Principals Association • Massachusetts Association of School Superintendents • Department of Elementary and Secondary Education • Requires evaluation of all educators on a license • Designed to promote leaders and teachers growth and development • Designed to support and inspire excellent practice

14. Some of the concepts in the process Focuses on “Growth” and not “Gotcha” Applies to everyone (in positions requiring licenses) 4 Levels of Performance Rubrics (describing performance at standard, indicator, and element level) Self-Assessment (using rubrics and student learning data) Educator Goal Setting and Monitoring (Evaluator has final say)

15. Some of the concepts in the process Team Goals (Have to be considered) Unannounced Observations (of practice, not just classroom teaching) Formative or Midcycle Review Multiple Measures (of performance and student learning) District Determined Measures of Student Learning (Implemented in three years) Student Feedback ((Implemented in two years) Staff Feedback (For administrators)

16. Work that We Have Done Thus Far • Piloted • Educator Plan • Principal/Assistant Principal Evaluation • Superintendent Evaluation • Contract Language Approved • Created Several Forms • Self Assessment • SMART Goal Development Workbook • Educator Plan • Formative Evaluation • Summative Evaluation • Unannounced/Announced Observations • Developed an Electronic Portfolio System (Baseline Edge)

17. What we have done so far… • Presented at Several Workshops • Blue Ribbon • NEC/SEEM • MASS • Brookline Public Schools • Peabody Public Schools • Harvard Public Schools • Professional Development for Administrator, Team Chairs, Department Chairs, Directors • Difficult Conversations Workshop • SMART Goals/Supervision/Teacher Rubric Workshop • TAP Committee Meetings • Review of Forms • Discussion of Process

18. TAP CommitteeA Key to the Process-Established 2003 • Committee of Teachers, Building Administrators, Central Office Administrators • Representation from every school • Compared current rubric with model rubric system • Reviewed model contract language • Will be involved in development of forms for September, 2012

19. How to Engage Educators Harvard Public Schools Administrators

20. Engaging Educators FrameworkSource: Reform Support Network • Four Domains of Educator Engagement • I know • I apply • I participate • I lead • Each domain expects levels of mastery and involvement and different habits of mind. • We must intentionally engage educators across all four of the domains.

21. A Framework for Engaging Educators

22. I Know • I know how the evaluation system in my district works. I also know the rationale for the changes in policy. • I understand the observational framework used to assess my performance and I understand how it intersects with student growth measures. • I understand the rating system and how my rating information leads to different types of educator plans. • I know to whom I can turn for support in order to improve. • In short, the evaluation system is a set of clear signals I use to guide the improvement of my performance.

23. Strategies for “I Know” • All stakeholders (SEA, LEA, Union) are responsible • Develop feedback loops for misconceptions • Surveys, Focus Group Sessions • Communicate, Communicate, Communicate • Guidebooks • FAQ • Website • Newsletter • Email • Information Sessions • Podcasts/Webinars • Train the Trainer Models

24. I Apply • I apply what I know about the evaluation system to improve my practice and get better results with the students I teach. • I think through the expectations of the observation rubrics and apply those expectations to the design of my lesson plans. • I also use the information for other measures of student growth, to set expectations for my students, and to decide how to differentiate instruction. • I use feedback from observers and consider my strengths and weaknesses as a practitioner. • I use student data and other forms of feedback to assess my own performance and consider what to do to continue improving the results I get with my students.

25. Strategies to Support “I Apply” • Make resources and tools available for educators to use • Model lesson plans aligned to standards • Instructional coaching • Mentoring • Professional Development • Interim Assessments • Videos of high quality instruction

26. I Participate • I participate in the development, implementation and refinement of my district’s teacher evaluation system at both the practical and policy levels. • At my school, I work with leaders and colleagues to set shared expectations for how evaluations will be conducted. • I collaborate with others to review the observation rubric so we can understand what it means for us. • I work with my colleagues to interpret student data to inform instructional decisions. • As a member of my union, I participate in union-management collaborative sessions to calibrate video teaching samples using the observation rubric. • I work with union and district leadership to reflect how the new system will change the way my colleagues and I will use our time in my school.

27. Supporting “I Participate” • Feedback Loops • Surveys that gauge frequency and quality of feedback • Focus Group Sessions • Follow up on Feedback • Joint Union/Administration Communication Teams • Breaks down barriers and eliminates misconceptions • Identify teachers for additional roles and responsibilities • Peer Observation Pilot • Developing assessments for multiple measures • Tools and guidance with student learning objectives

28. I lead • I lead my colleagues to improve their performance and to improve the evaluation system as we go forward. • I am recognized as an excellent practitioner, whose classroom performance and student growth results stand out. • At my school, my principal and colleagues seek me out for my expertise. • I open my classroom as a demonstration site, and I am called upon to deliver model lessons. • I mentor new teachers and support other teachers as they develop. • At the district level, I collaborate with leaders from other schools, the union and district administration to improve the faculty’s understanding of how to improve the evaluation system. • With other leaders, I visit schools around my district and help others know, apply, participate, and lead. • I make sure that things are done with teachers, not to them.

29. Supporting “I Lead” • Identify excellent practitioners and give them opportunities to lead • Study groups which focus on particular evaluation standards or development of assessments • Participate on school/district evaluation advisory committees • Establish a culture that accommodates disagreement, but does not accept the status quo

30. 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

31. 5 Step Evaluation Cycle: Rubrics Every educator uses a rubric to self-assess against Performance Standards Professional Practice goals – team and/or individual must be tied to one or more Performance Standards Rubric is used to analyze performance and determine ratings on each Standard and Overall Evidence is collected for Standards and Indicators; rubric should be used to provide feedback Rubric is used to assess performance and/or progress toward goals 31 Part III: Guide to Rubrics Pages 4-5 Massachusetts Department of Elementary and Secondary Education

32. 32 Massachusetts Department of Elementary and Secondary Education

33. Counselor reviews data and identifies three areas for improvement, grade 8 transition issues for special education students, YRBS data for students feeling emotionally safe at school, and low participation levels for students in Teen Screen program Continuous Learning 5 Step Cycle in Action for Specialized Instructional Support Personnel Counselor works with Director of Guidance to develop a department professional practice goal on Grade 8 Transition. Works with health educators, social workers, and school psychologists on a team student learning goal to improve emotional safety of students, and works with Behavioral Health Coordinator on a team student learning goal increasing percentage of students who participate in Teen Screen program. Counselor receives a rating on each standard plus an overall rating based on performance against standards and progress on the three goals. Counselor gathers and synthesizes evidence on progress on goals in Educator Plan. Director of Guidance focuses data collection on goal areas. Midway through the cycle, the Director of Guidance and counselor and department/teams to review evidence and assess progress on goals: makes adjustments to action plan or benchmarks, if needed.

34. Step 1: Self-Assessment • Self Assessment Completed using one of three rubrics and a summary of results is sent to Primary or Supervising Evaluator by October 1st. • Includes • An analysis of evidence of student learning, growth, and achievement for students under the educator’s responsibilities • An assessment of practice against each of the four Performance Standards of effective practice using the district rubric. • Proposed goals to pursue.

35. Self-Assessment

36. Which Rubric Do I Use for Self-Assessment? • General Classroom Rubric • PreK-High School • Special Education • ELL • Vocational Education • World Languages • Health, PE, Family and Consumer Science, Arts • Specialized Instructional Support Personnel for Counselors • School Social Workers and Adjustment Counselors • Guidance Counselors • School Psychologists • Specialized Instructional Support Personnel for Nurses and Specialists • School Nurses • Library Media Specialists • Technology Integration Specialists • Reading specialists

37. Step 2: Proposing the Goals • Grade level, subject area, department, team goals strongly encouraged. • Goals can be constructed for individuals, teams, departments, or groups of educators who share responsibility for student results. • Exceptions • First Year Teachers (Year 2 or 3 teachers at guidance of Principal) • Teachers who have not received ratings of Proficient or Exemplary

38. Goal Setting ProcessFocus-Coherence-Synergy District Strategy Superintendent Goals School Committee School Improvement Principal Goals Plans Classroom Practice Teacher Goals Student Achievement

39. Goal Setting • Evaluator reviews goals the Educator has proposed in the self-assessment. • The evaluator retains final authority over goals to be involved in an educator’s plan. • Educators meet with the evaluator by October 15th to develop their educator plan. New educators must meet by October 1st. • Educator plan should be completed by October 30

42. Educator Plans • Designed to provide Educators with feedback for improvement, professional growth, and leadership • Plan must be aligned to the standards and indicators, as well as, district and school goals. • Shall include • At least one goal related to the improvement of practice tied to one or more Performance Standards • At least one goal for the improvement of the learning, growth, and achievement of the students under the Educator’s responsibility • An outline of actions the Educator must take to attain the goals and benchmarks to assess progress. Actions must include specified professional development and learning activities. • Examples could include, coursework, self-study, action research, curriculum development, study groups with peers, and implementing new programs.

43. Four Different Educator Plans • The Developing Educator Plan (Non-PTS Teachers and teachers new to a position)is developed by the educator and the evaluator and is for one school year or less. • The Self-Directed Growth Plan (PTS Teachers)applies to educators rated Proficient or Exemplary and is developed by the educator. When the Rating of Impact on Student Learning is implemented (beginning in 2013-14), educators with a Moderate or High Rating of Impact will be on a two-year plan; educators with a Low Rating will be on a one-year plan. • The Directed Growth Plan (PTS Teachers)applies to educators rated Needs Improvement and is a plan of one school year or less developed by the educator and the evaluator. • The Improvement Plan (PTS Teachers)applies to educators rated Unsatisfactory and is a plan of no less than 30 calendar days and no longer than one school year, developed by the evaluator.

44. Standards, Indicators and Rubrics • Standards (4)-Required in Regulations • Instructional Leadership (5 Indicators) • Management and Operations (5 Indicators) • Family and Community Engagement (4 Indicators) • Professional Culture (6 Indicators) • Indicators (20)-Required in Regulations • Elements (32)-May be modified, but most keep rigor • Rubrics • A tool for making explicit and specific the behaviors and actions present at each level of performance.

45. Note: A teacher will need to receive at least a score of proficient on both Standard I and II to be eligible to receive an overall rating of proficient.

47. The framework establishes four standards of practice, with supporting rubrics defining four levels of effectiveness * denotes standard on which educator must earn proficient rating to earn overall proficient or exemplary rating; earning professional teaching status without proficient ratings on all four standards requires superintendent review Massachusetts Department of Elementary and Secondary Education

48. Model Rubrics: Structure Part III: Guide to Rubrics Page 6 Massachusetts Department of Elementary and Secondary Education

49. Model Rubrics: Structure Part III: Guide to Rubrics Page 6 Massachusetts Department of Elementary and Secondary Education

50. The Model Rubrics are Aligned 50 Massachusetts Department of Elementary and Secondary Education