Making It Meaningful and Manageable: Implementing the New Educator Evaluation Regulations

1. Making It Meaningful and Manageable: Implementing the New Educator Evaluation Regulations MESPA Spring Conference May 2, 2012 Rachel Curtis

2. Stand Up if…

3. Maitre d’ • Table for two: What are two concerns you have about evaluating teachers using the new educator evaluation regulations? • Table for three: What is one concern you have about your own evaluation under the new regulations? • Table for four: What is one thing about the new educator evaluation regulations that excites you?

4. Session Objectives • Develop ways to strategically implement educator evaluation regulations to support school priorities and a professional culture and to improve the quality of teaching • Identify ways to maximize the positive impact and minimize the burden of implementing the educator evaluation regulations

5. Goals of the New Educator Evaluation Regulations • Define teaching excellence and set a high standard for performance • Create a culture of continuous improvement among all educators • Foster collaboration and a professional culture • Engage educators as central actors in their own evaluation • Assess performance based on practice, results and customer feedback

6. DESE’s Educator Evaluation Regulations The Basics

7. Continuous Learning Foundation of Educator Evaluation: 5 Step Evaluation Cycle • Foundation for the Framework & Model • Every educator is an active participant in an evaluation • Process promotes collaboration and continuous learning 7 Massachusetts Department of Elementary and Secondary Education

8. Step 1: Self-Assessment Student learning self-assessment Analysis of student learning Evidence from historical students Proposed goals to improve current students Professional practice self-assessment Professional practice against performance standards (rubric) Propose Goals

9. Step 2: Analysis, Goal Setting and Plan Development • All Educator Plans Must Have: • Professional practice goal • Include a minimum of one goal to improve the educator’s professional practice tied to one or more Performance Standards • Student learning goal • Include a minimum of one goal to improve the learning, growth and achievement of the students under the educator’s responsibility • Actions • Outline actions the educator must take to attain these goals, including but not limited to specified professional development activities, self-study, and coursework, as well as other supports that may be suggested by the evaluator or provided by the school or district

10. Massachusetts Department of Elementary and Secondary Education

11. 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.

12. Step 3: Implement the Plan

13. Step 4: Formative Assessment/Evaluation • Provide ongoing feedback to teachers on their performance based on observations • Review progress on their goals at mid-year.

14. Step 5: Summative Assessment • Three Categories of Evidence: • Observations & products of practice, including unannounced observations • Other evidence, including • educator’s collection on family engagement • feedback from students, staff (administrators), and parents (possibly) • Multiple measures of student learning, growth and achievement, including MCAS Growth where it is available

15. Observations: 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

16. Multiple sources of evidence inform the evaluation Evidence Standards Products of Practice (e.g., observations) Summative Performance RatingExemplary Proficient Needs Improvement Unsatisfactory • Outcomes for Educator: • Recognition and rewards • Type and duration of Educator Plan R U B R I C Standard 1 Standard 2 MultipleMeasures of Student Learning Standard 3 Other Evidence (e.g. student surveys) Standard 4 Attainment of Educator Practice Goal(s) and Student Learning Goal(s) as identified in the Educator Plan Rating of Impact on Student Learning Low, Moderate, or High Trends and Patterns in at Least Two Measures of Student Learning Gains MCAS growth and MEPA gains where available; measures must be comparable across schools, grades, and subject matter district-wide Massachusetts Department of Elementary and Secondary Education

17. Eventually, educators will earn 2 separate ratings Based on: Rating of performance on each of 4 Standards + Attainment of Goals 17 Based on Trends and Patterns on state- and district-determined measures of student learning gains Massachusetts Department of Elementary and Secondary Education

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

19. Educators earn two separate ratings Based on: Rating of Performance on each of 4 Standards + Attainment of Goals 19 Based on Trends and Patterns on state- and district-determined measures of student learning gains Massachusetts Department of Elementary and Secondary Education

20. Strategic Implementation vs. Compliance

21. Strategic Implementation vs. Compliance

22. How to Create the Conditions for Strategic Implementation Answer the $64,000 question: How can you use the educator evaluation regulations to support the work you have prioritized for your school?

23. Individual Reflection Jot down one or two key priorities you want to focus on next year at your school to improve instruction and student learning.

24. Principal Evaluation: Goal Setting as a Strategic Opportunity Chance to build focus, coherence and synergy

25. Continuous Learning Foundation of Educator Evaluation: 5 Step Evaluation Cycle • Foundation for the Framework & Model • Every educator is an active participant in an evaluation • Process promotes collaboration and continuous learning 25 Massachusetts Department of Elementary and Secondary Education

26. Continuous Learning Every educator is an active participant in the evaluation process Every educator uses a rubric and data about student learning to identify strengths and weaknesses Every educator proposes at least 1 professional practice goal and 1 student learning goal. Team goals must be considered. Evaluator approves the Goals and Plan for accomplishing them. Every educator earns one of 4 ratings based on performance against the standards and progress on goals Every educator and evaluator collects evidence and assesses progress on goals. Every educator has a mid-cycle review focusing on progress on goals 26 Collaboration and Continuous Learning are the focus Massachusetts Department of Elementary and Secondary Education

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

28. Two Types of GoalsIn Regulations - 35.02 Student Learning Goals: “specified improvement in student learning, growth, and achievement” Includes goal statement, key actions, and process/outcome to make them “SMARTer” Professional Practice Goals: “educator practice in relation to performance standards, educator practice in relation to indicators” Have to be explicit about what we’re going to get better at, not just what we are going to do.

29. Principal Student Learning Goal Goal Statement for English Language Proficiency: By June 2013, 2/3 of our English language learners will make progress toward English language proficiency by advancing at least one level on the Massachusetts English Proficiency Assessment (MEPA). 29 Massachusetts Department of Elementary and Secondary Education

30. Principal Professional Practice Goal: 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%. 30 Massachusetts Department of Elementary and Secondary Education

31. Goal setting as part of your evaluation What professional practice goals and student learning goals can you develop that address your priorities for your school?

32. SMART Goals S = Specific and strategic M = Measurable A = Action Oriented R = Rigorous, Realistic and Results-focused (the 3 R’s) T = Times and Tracked

33. 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

34. Step-by-Step with the MA “S.M.A.R.T.er” Goal Model • Step #1: Use data to identify goal area • Step #2: Identify relevant elements from rubric • Step #3: Focus on essential parts of elements • Step #4: Draft the Goal Statement • Step #5: Add Key Actions and Benchmarks Massachusetts Department of Elementary and Secondary Education

35. Principal Student Learning Goal Goal Statement for English Language Proficiency: By June 2013, 2/3 of our English language learners will make progress toward English language proficiency by advancing at least one level on the Massachusetts English Proficiency Assessment (MEPA). 35 Massachusetts Department of Elementary and Secondary Education

36. Principal Professional Practice Goal: 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%. 36 Massachusetts Department of Elementary and Secondary Education

37. Draft a Goal Aligned to Your Priorities

38. Principal Evaluation: Observations of Your Practice as a Strategic Opportunity

39. Continuous Learning Every educator is an active participant in the evaluation process Every educator uses a rubric and data about student learning to identify strengths and weaknesses Every educator proposes at least 1 professional practice goal and 1 student learning goal. Team goals must be considered. Evaluator approves the Goals and Plan for accomplishing them. Every educator earns one of 4 ratings based on performance against the standards and progress on goals Every educator and evaluator collects evidence and assesses progress on goals. Every educator has a mid-cycle review focusing on progress on goals 39 Collaboration and Continuous Learning are the focus Massachusetts Department of Elementary and Secondary Education

40. Protocol for Superintendent’s School Visits • Ongoing and, at times, unannounced – a minimum of three visits • Foci of visits: • Discuss progress and challenges • Examine artifacts together • Observe classrooms and other practices and share analyses

41. How to align your evaluation process to your goals • Discuss progress and challenges • Examine artifacts together • Observe classrooms and other practices and share analyses What might it look like?

42. 1. Discuss Progress and Challenges • Goals: professional practice, student learning, school performance • Outreach to parents • School climate and culture • Professional development • Challenging supervisory cases

43. 2. Examine Artifacts Together • Principal’s classroom observation schedule and samples of feedback provided • Meeting plans and agendas • Interim assessment results • Newsletters

44. 3. Observe classrooms and other practices and share analyses • 10-15 minute observations in 2-4 classrooms, debriefing each • Other observations • Leadership team meeting • Faculty meeting • Grade-level, team and department meetings • Lunch and recess • Parent meeting • Transitions (entry, dismissal, between classes)

45. Your Role in Teacher Evaluation

46. “[An effective evaluation system] requires much more than just new evaluation tools, procedures and training. It requires deliberate and ongoing efforts to help teachers understand why professional standards have been raised and how they and their students will benefit and be supported…” Joyce Foundation: More than Measurement: The TAP System’s Lessons Learned for Designing Better Teacher Evaluation Systems” 2011.

47. Goals of the New Educator Evaluation Regulations • Define teaching excellence and set a high standard for performance • Create a culture of continuous improvement among all educators • Foster collaboration and a professional culture • Engage educators as central actors in their own evaluation • Assess performance based on practice, results and customer feedback

48. What are we learning from early adopters about principals’ role in teacher evaluation process?

49. Early learnings from implementation of the new evaluation regulations • Survey responses from 112 teachers in Level 4 Turnaround Schools in Boston who have been evaluated using the new regulations: • 41% of teachers rated their evaluator as fair or poor overall • 35% rated the quality of their evaluator’s feedback as fair or poor • 45% rated their evaluator fair or poor in content knowledge

50. One teacher’s perspective on how to address these concerns • Ensure evaluator has strong content knowledge • Frequent (at least 10 times/year) classroom observations of 10-20 minutes (announced, unannounced, or invited) • Evaluator looks at student work and talks with students to gauge learning • Short, verbal conversations very soon after each observation • Goal of evaluator is to be useful Excerpted from: Five Evaluation Must-Haves by Lillie Marshall, 4/24/12http://www.huffingtonpost.com/teach-plus/5-teacher-evaluation-must_b_1446778.html