defining and supporting effective teaching through educator evaluation may 10, 2015
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Defining and Supporting Effective Teaching through Educator Evaluation
April 18, 2023
Who we are
Boston Public Schools Office of Educator Effectiveness
Ross Wilson, Assistant Superintendent
Teacher Development & AdvancementTamika EstwickShakera Walker
ImplementationNicole IrelandChason IshinoJared JoinerLeah LevineEmily Kalejs QazilbashAngela RubensteinKris Taylor
Analytics & TechnologyJenna Costin, Online System CoordinatorJen Kozin, Data Analyst
Agenda
Overview of the evaluation process The Teacher Rubric Stages of the evaluation cycle
Self-assessment Goals & action plans Implementing the plan Formative Assessment & Summative
Evaluation Tools & Resources
Overview of the evaluation process
Who is in the room?
New to teaching? New to BPS?
What are your hopes for the evaluation process?
What are your fears?
The evaluation cycle:
Creates shared understanding of effective practice• Common definitions & expectations
Places student learning at the center• Student learning goals drive the process
Empowers educators to take ownership of their evaluation• Setting goals, identifying action steps, submitting
artifacts Can be a tool to achieve school, team, &
individual priorities• Alignment of goals and actions across teams &
schools
Leveraging evaluation as a tool
How can schools use
this…
to be successful
in:
Building Inclusive
Schools
Using Data to
Differentiate
Instruction
Increasing
Academic Rigor
Engaging
Families, Students
& Partners
Educator Performanc
e Evaluation
Ensure all students achieve
MCAS proficiency
Close access and
achievement gaps
Graduate all students from high school prepared for
college completion and career success
and achieve the AA Goals?
Components of the Process: Cycle of continuous learning
Summative Evaluation
School-wide goals guide each step of the process
School-wide goals
Components of the Process: Rubrics of Effective Practice
New Teacher Standards
1. Curriculum, Planning & Assessment *
2. Teaching All Students*
3. Family & Community Engagement
4. Professional Culture
New Principal/Admin Standards
1. Instructional Leadership*
2. Management and Operations
3. Family & Community Partnerships
4. Professional Culture
Components of the Process: 4 rating categories
Does not meet
standards
Does meet standards
Former categories
Unsatisfactory
Needs Improvement
Proficient Exemplary
New categories
Components of the Process: Educators evaluated on Goals & Standards Progress on Ratings on OVERALL (2) Goals (4) Standards RATING
Components of the Process: Plan determined by rating & career stage
Ratings Educator PlansPTS educators Non-PTS educators
Exemplary
Proficient
Needs Improvement
Unsatisfactory
Directed-Growth Plan
(up to1year)
Improvement Plan
(30 days -1 year)
The Teacher Rubric
Teacher Rubric At-A-GlanceStandard I: Curriculum, Planning, and Assessment
Standard II: Teaching All Students
Standard III: Family and Community Engagement
Standard IV: Professional Culture
A. Curriculum and Planning Indicator1.Subject Matter Knowledge2.Child and Adolescent Development3.Rigorous Standards-Based Design4.Well-Structured Lessons
A. Instruction Indicator1.Quality of Effort and Work2.Student Engagement3.Meeting Diverse Needs
A. Engagement Indicator1.Parent/Family Engagement
A. Reflection Indicator1.Reflective Practice 2.Goal Setting
B. Professional Growth Indicator1.Professional Learning and Growth
B. Assessment Indicator1.Variety of Assessment Methods2.Adjustments to Practice
B. Assessment Indicator1.Safe Learning Environment2.Collaborative Learning Environment3.Student Motivation
B. Assessment Indicator1.Learning Expectations2.Curriculum Support
C. Collaboration Indicator1.Professional Collaboration
C. Analysis Indicator1.Analysis and Conclusions2.Sharing Conclusions With Colleagues3.Sharing Conclusions With Students
C. Analysis Indicator1.Respects Differences2.Maintains Respectful Environment
C. Analysis Indicator1.Two-Way Communication2.Culturally Proficient Communication
D. Decision-making Indicator1.Decision-making
E. Shared Responsibility Indicator1.Shared Responsibility
D. Expectations Indicator1.Clear Expectations2.High Expectations3.Access to Knowledge
F. Professional Responsibility Indicator1.Judgment2.Reliability and Responsibility
Standard I: Curriculum, Planning and Assessment: Promotes the learning and growth of all students by providing high quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an on-going basis, and continuously refining learning objectives.
I-A: Curriculum and Planning
Knows the subject matter well, has a good grasp of child development and how students learn, and designs effective and rigorous standards-based units of instruction consisting of well-structured lessons with measurable outcomes.
Unsatisfactory Needs Improvement Proficient Exemplary
I-A-1. Subject Matter Knowledge
Demonstrates limited knowledge of the subject matter and/or its pedagogy; relies heavily on textbooks or resources for development of the factual content. Rarely engages students in learning experiences focused on complex knowledge or skills in the subject.
Demonstrates factual knowledge of subject matter and the pedagogy it requires by sometimes engaging students in learning experiences around complex knowledge and skills in the subject.
Demonstrates sound knowledge and understanding of the subject matter and the pedagogy it requires by consistently engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject.
Demonstrates expertise in subject matter and the pedagogy it requires by engaging all students in learning experiences that enable them to synthesize complex knowledge and skills in the subject. Is able to model this element.
Indicator
Element
Standard
How are district priorities reflected in the rubric?
Your school can identify other priority elements that reflect your school goals.
District Priority Element of rubric
Increasing Academic Rigor through Common Core shifts
Well-Structured Lessons (I-A-4)
Using Data to Differentiate Adjustments to Practice (I-B-2)
Inclusive Practices Meeting Diverse Needs (II-A-3)
Family and Community Engagement
Parent/Family Engagement (III-A-1)
Activity: Examining Performance Levels
With a partner, examine one of the following elements. Highlight changes in the language across the 4 performance levels.
I-A-4. Well-Structured LessonsI-B-2. Adjustments to PracticeII-A-3. Meeting Diverse NeedsIII-A-1. Parent/Family Engagement
The purpose of a Rubric
Develop a consistent, shared understanding of what proficient performance looks like in practice.
Develop a common terminology and structure to organize evidence.
Make informed professional judgments about formative and summative performance ratings on each standard and overall.
The rubric is NOT a classroom observation tool.
Rubric Look-fors
Video Observation
• Watching teaching together deepens out shared understanding
Example of school-wide “unpacking”
Stages of the evaluation cycle Self-assessment Goals & action plans Implementing the plan Formative Assessment &
Summative Evaluation
Self-Assessment
Each educator must identify at least•one area of strength•one area for growth… each tagged to an element in the rubric
Consider…•school & district priorities•student learning strengths & needs•practice in relation to the standards outlined in the rubric•previous evaluations
Preparing for self-assessment
Using the look-fors packet for reference, reflect on aspects of your practice that you might identify as areas of strength and areas of growth.
EDFS: Employee Development & Feedback System
https://eval.mybps.org/User ID & Password are the same as for mybps.org
EDFS: Educator View
Self-Assessment in EDFS
Use EDFS to submits a summary of strengths and areas of need
Self-Assessment in EDFS
Self-Assessment in EDFS
Stages of the evaluation cycle Self-assessment Goals & action plans Implementing the plan Formative Assessment &
Summative Evaluation
Setting Goals
The self-assessment and first draft of goals are due in EDFS on October 1, 2013
Each educator must submit at least:1 Student Learning goal: A goal for what students will be able to do by the end of the cycle1 Professional Practice goal: A goal for what the educator will do to help them get there (tagged to an element in the rubric)
Teams of educators can submit the same goals
Goals in EDFS
Goals in EDFS
Goals in EDFS
Goals in EDFS
Goals in EDFS
Goals in EDFS
Goal Approval
The evaluator must review the goals in EDFS and:Approve themReturn them with suggested revisions
If one or both goals are returned, the educator must revise and re-submit.
Goals and action plans for achieving the goals must be approved in EDFS by November 1, 2013
Attributes of a Strong Goal
Specific: Specific: Goals should be explicit about what will change
Measurable: Measurable: Goals should be able to be quantified and tracked with assessments and other data throughout the cycle, and when.
Attainable: Attainable: Goals should be both challenging and realistic.
Results-focused: Results-focused: Goals should directly impact student learning.
Time-bound: Time-bound: Goals should provide a specific timeframe for completion, prior to the end date of the plan.
Sample Goals
Schoolwires screenshot
Activity: Revising Goals
Read over each goal…Is it a student learning goal or a professional practice goal?Is it SMART?What revisions would make it SMARTer?
Developing Your Action Plan
An action plan… Details 3-5 action steps per goal
Includes a timeframe or frequency for each step
Identifies supports & resources necessary for each step
Think about… Benchmark assessments
Potential artifacts
Possible roadblocks
Developing Your Action Plan
• After writing your goals, click on the “Action Steps” icon.
• Both goals and action plans must be approved by November 1.
Developing Your Action Plan
•When you click on the icon, you will see your goals.
• Select “Add New Steps.”
Developing Your Action PlanFor each step, identify:
Supports
Action
Timeline
Developing Your Action Plan
Use the Action Planning Worksheet to develop each step before entering them in EDFS
Stages of the evaluation cycle Self-assessment Goals & action plans Implementing the plan Formative Assessment &
Summative Evaluation
Implementing the Plan
Educator teaches, and completes the planned action steps.
Both Educator and Evaluator collect evidence of performance relative to standards and goals.
Evaluator provides feedback on practice to educators through classroom observation and artifact collection.
Timelines and Requirements (per BPS-BTU contract)
Observation Requirements
Announced Observations
Unannounced Observations
• At least 30 minutes
(suggested)• Feedback in EDFS
in 5 days• Post conference
• At least 10-15 minutes (suggested)
• Feedback in EDFS in 5 days
Components of the Process: Educators evaluated on Goals & Standards Progress on Ratings on OVERALL (2) Goals (4) Standards RATING
Evidence collected through observations & artifacts.
Collecting artifacts
Artifacts may include: Tracking & analysis of student assessment
data Student work Lesson plans
Identify & chart possible sources of evidence in one of the following areas:
Uploading onto EDFS
Step 1:
Step 2:
Select the “Artifacts” icon and you will get this screen:
Uploading onto EDFS
Description(what is it?)
Rationale (why this?)
Tags(which goals
& standards?)
Choose File & Save
Writing rationales
To help your artifact communicates what you want it to:Identify the element or goal that the artifact addresses. Describe the artifact & identify the section that directly connects to the element or goal.Highlight the artifact’s impact on student learning.Specify the evidence of professional growth or proficiency in the element the artifact provides.
Stages of the evaluation cycle Self-assessment Goals & action plans Implementing the plan Formative Assessment & Summative Evaluation
Components of the Process: Educators evaluated on Goals & Standards Progress on Ratings on OVERALL (2) Goals (4) Standards RATING
Educators are responsible for providing evidence for all standards and goals.
What is a formative assessment?
A mid-plan check-in rating on progress towards each goal rating on each standard An overall rating
Ratings based on evidence from observations * artifacts
It may be used to change a plan If there is a significant change in practice,
however, this is not required. The plan may continue until the summative.
What is a summative evaluation?
A summary of performance over the course of the cycle, by May 15 for 1-year plans rating on progress towards each goal rating on each standard an overall rating
Ratings based on evidence from observations * artifacts, building on the formative
The overall rating determines the next plan
Evaluations in EDFS
Evaluations in EDFS
Evaluations in EDFS: Rating Goals
Evaluations in EDFS: Rating Standards
Evaluations in EDFS: Overall Rating
Evaluations in EDFS: Release
Evaluations in EDFS: Educator Sign-Off
Formatives & Summatives
Meetings Upon request of educator or evaluator Required for ratings of NI or Unsatisfactory
Prescriptions issued for
standards rated less than
proficient
Questions?
For Resources, Support, Questions, & Feedback For more information, visit:
EDFS: http://eval.mybps.org/ http://educatoreffectiveness.weebly.com
Email questions, comments, and feedback to: Bpsevaluation@boston.k12.ma.us
MA Department of Elementary and Secondary Evaluation (DESE) Evaluation Site:
http://www.doe.mass.edu/edeval/
New website: boston.schoolwires.net/oee
boston.schoolwires.net/oeeEvaluation resources
boston.schoolwires.net/oeeInteractive rubric
boston.schoolwires.net/oeeInteractive rubric
Contact us if you have questions Ross Wilson, Asst. Superintendent for Educator Effectiveness
Network Implementation Specialists BPS email
A Emily Qazilbash eqazilbash
B Kris Taylor ktayor
C Nicole Ireland nireland
D Angela Rubenstein arubenstein
E Jared Joiner jjoiner
F Kris Taylor ktaylor
High Schools
Chason Ishino & Leah Levine cishino
EDFS tech support
Jenna Costin jcostin
Data analysis
Jen Kozin jkozin
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