Reading Public Schools

1. Reading Public Schools SMART Goals Training Presentation September and October, 2012 Self-Assessment-Step 1 of 5 Step Cycle

2. Overview of Training Process • District Wide Staff Meeting • Overview of 5 Step Cycle • September 19 or 20-Inservice Day • Self-Assessment • October 3rdInservice • SMART Goal Development

3. Continuous Learning Every educator is an active participant in the evaluation process Every educator conducts an assessment of practice against Performance Standards. Every educator conducts an analysis of evidence of student learning, growth, and achievement Prepares to strategically identify professional practice and student learning goals. Collaboration and Continuous Learning are the focus Massachusetts Department of Elementary and Secondary Education

4. Self-Assessment Reading Public Schools TAP Presentation Fall, 2012 Self-Assessment Workshop

5. Please refer to the workbook during this section for more information

6. The self-assessment process … • Establishes a continuous improvement plan for every educator • Promotes professional growth and continuous learning • Keeps student learning at the core of all instructional and professional practice decisions • Accelerates and builds upon work by supporting a through-line of goals informed by district and school goals • Builds consistency across the school and district Massachusetts Department of Elementary and Secondary Education

7. Step 1: Self-Assessment ComponentsAccording to the regulations Self-assessment must include: • “an analysis of evidence of student learning, growth, and achievement for students under the educator's responsibility; • an assessment of practice against Performance Standards; and • proposed goals to pursue to improve practice and student learning, growth, and achievement” (35.06(2)(a)(1-3)) Massachusetts Department of Elementary and Secondary Education

8. Step 1: Self-Assessment • As part of the self-assessment process the following should occur: • 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. • The self-assessment using the performance rubric should be completed by October 2ndon BaselineEdge. Please note that the self-assessment step cannot be viewed by your administrator. • This part of the process should be completed on Baseline Edge using Form A and B which is called Develop Draft Goals from Self-Assessmenton BaselineEdge, no later than October 8th.

9. Self-Assessment

10. Which Performance 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 • OT/PT • Speech and Language

11. Questions to Ask During Self-Assessment • As you are reviewing student data or are thinking about which data should be used, ask yourself the following questions: • What do you want your students to know? • How will you know if they know it? • What will you do with the students who don’t learn what they are supposed to learn? • What will you do with the students that already know what they are supposed to know?

12. Step 2: Proposing the Goals After conducting the self-assessment, educators are required to: • Propose goals to pursue to improve practice and student learning, growth, and achievement, including at least one: • Student learning goal; and • Professional practice goal • Goals can be constructed for individuals, teams, departments, or groups of educators who share responsibility for student results. These are strongly encouraged. • Exceptions • First Year Teachers (Year 2 or 3 teachers at guidance of Principal) • Teachers who have not received ratings of Proficient or Exemplary

13. 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 15thto develop their educator plan. New educators must meet by October 1st. • Educator plan should be completed by October 30.

14. Coherence Through Aligned Goals Massachusetts Department of Elementary and Secondary Education

15. Creating a Through Line for Coherence Create a through line from district  school  educator team goals Massachusetts Department of Elementary and Secondary Education

16. Massachusetts Department of Elementary and Secondary Education

17. An Example Reading Public Schools SMART Goal Training September, 2012

18. Meet Sally Smith • Sally Smith: • Fourth grade teacher • 11 years of teaching experience • Two-Year Self-Directed Growth Plan • Her school: • Elementary level with 400 students • 16% Students with disabilities • 1% with limited English proficiency • Student growth on MCAS in recent years has contributed to a positive school climate Massachusetts Department of Elementary and Secondary Education

19. Sally Smith’s Brainstorm Massachusetts Department of Elementary and Secondary Education

20. Summary of Sally Smith’s Student DataRefer to the Workbook Massachusetts Department of Elementary and Secondary Education

21. Sally’s Source Data • Consider the following questions: • What types of information did Sally use to develop this student profile? • What other sources of data could Sally have considered? • Based on this analysis, what types of “student learning needs” might Sally focus on in the coming year? Massachusetts Department of Elementary and Secondary Education

22. Sally Smith’s Brainstorm PROMPT: Where do I feel most comfortable in my profession? Where have I seen positive results? PROMPT: What do I find most difficult? Where would I like more help from others? Massachusetts Department of Elementary and Secondary Education

23. Sally Smith’s Professional Practice Skills • Pull out the Rubric-at-a-Glance page (Last Page of Workbook) • Circle the Indicator(s) that best align with Sally Smith’s strengths and areas of need Massachusetts Department of Elementary and Secondary Education

24. Sally’s Assessment of Practice Against the Rubric Massachusetts Department of Elementary and Secondary Education

25. What Sally Does Next… Read the elements of the Indicators you’ve identified, focusing on the “proficient” description • Which Indicators best align with Sally’s strengths and areas of need? • What key words are used to describe what it looks like to be “proficient” in these areas? • Based on what she identified as areas for improvement and using the rubric as a guide, what are some specific aspects of performance that Sally might need to focus on? Massachusetts Department of Elementary and Secondary Education

29. Getting to Goal Topics • What needs jump out at you as the most pressing? • Do you see any that could be combined into a concrete student learning goal or a professional practice goal? • Do you see any opportunities for alignment between a student learning goal and a professional practice goal? Massachusetts Department of Elementary and Secondary Education

30. What does Sally do next? • Based upon Sally’s Self-Assessment, her draft goals could focus on the following areas: • Improve reading comprehension for all students, especially ELL and students on an IEP • Align the grade 4 literacy and math curriculum to the Common Core State Standards and develop district determined measures that align with those standards. • Complete a new mentor training program. • The next two slides give examples of how Sally could write her three goals. Refer to Page 6 and 7 in the workbook.

33. Looking AheadLaying the Foundation • School teams will work together to develop a completed educator plan. We will focus on this on October 3. • As a team, action steps will be identified. • Merge these activities into one Educator Plan that addresses each of the two goals in a strategic, coherent manner. Then document the needed supports and resources and determine a timeline. Massachusetts Department of Elementary and Secondary Education

34. Next Step: Educator Plan Development • 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.

35. Educator Plans:Requirements and Timelines Massachusetts Department of Elementary and Secondary Education

36. What Plan Will I Be On For This Year?For 2012-13 School Year

37. Implementation Responsibility • Educator Responsibilities: • Identifying, collecting & 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. • Identifying common artifacts/evidence. • Observing practice and providing regular and specific feedback on performance. • Monitoring progress – including midpoint check-ins.

38. Assignment For Next Time (By October 2) • Use the educator rubric (Self-Assessment Tool for Classroom Teacher or Specialized Instructional Support Personnel Rubric) to self-assess where you are currently for each element. Do this on Baseline Edge. Highlight the appropriate level for each element. • Be as self-reflective as possible. This self-assessment is for your own use only and does not have to be shared with others. Your evaluator cannot view it. • Refer to the Educator Evaluation: Self-Assessment and Goals Development Workbook for more samples and information in preparation for the October 3rdInservice Day.