august 2013

The Massachusetts Model System for Educator Evaluation

S.M.A.R.T. Goals and Educator Plan Development

August 2013

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Agenda

Connecting to District and School Goals Learning what Makes a SMART and

SMARTer Goal Implementing Wrap-Up

Massachusetts Department of Elementary and Secondary Education

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Intended Outcomes

At the end of this session, participants will be able to:Identify characteristics of “not-so-S.M.A.R.T.,” “S.M.A.R.T.,” and “S.M.A.R.T.er” goals.Translate student learning and professional practice goals into S.M.A.R.T.er goals.Develop a sample Educator Plan that describes what the educator and evaluator will do, support that will be provided, and timelines.


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Every educator is an active participant in the evaluation process.

Collaboration and continuous learning are the focus.

Every educator conducts an analysis

of evidence of student learning,

growth, and achievement.

Every educator conducts an assessment of practice against

Performance Standards.

Every educator prepares to

strategically identify professional practice and student learning

goals.


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Goal setting and plan development facilitates a process that… Promotes professional growth and

continuous learning by empowering educators and by meeting real needs of the educator and his or her students.

Establishes a plan for every educator that emphasizes continuous improvement.

Keeps student learning at the core of all instructional and professional practice decisions.


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Coherence Through Aligned Goals


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An Example of Goal CoherenceDan, a ninth-grade biology teacher:

Level Goal Topic

School Improvement Grants focus topic

Literacy

Individual student learning goal topic

Scientific reading and writing

Team professional practice goal topic

Teaching content literacy in ninth-grade science


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S.M.A.R.T. Goals

S = Specific and Strategic

M = Measurable

A = Action Oriented

R = Rigorous, Realistic, and Results Focused (the 3 Rs)

T = Timed and Tracked


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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.At your table: Pair with a partner. Discuss the phrases that emerged and any

insights about the document.


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Identifying S.M.A.R.T. Goals

Work with a partner. Determine if each of the four statements on the

handout are S.M.A.R.T. or if they need revision. Revise one statement to make it S.M.A.R.T.er.

I will improve student outcomes in Grade 4 mathematics during the 2012–13 school year. –Teacher LevelDuring the 2012–13 school year, our beginner ELL students will improve their English language proficiency as measured by a second administration of the district language proficiency assessment used to determine student placement at the beginning of the year. –Team LevelTo increase my staff’s use of student data, I will design meetings to review, analyze, and interpret student data to inform curriculum and instruction. –Administrator LevelI will manage my time more effectively in order to increase the frequency of classroom observations. –Administrator Level


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S = Specific and Strategic

M = Measurable

A = Action Oriented

R = Rigorous, Realistic, and Results Focused (the 3 Rs)

T = Timed and Tracked


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Goal StatementExample Revision

I will improve student outcomes in Grade 4 mathematics during the 2012–13 school year.

–Teacher Level

I will improve student performance on district-created benchmarks from 47.5 percent proficient (baseline) to 80 percent proficient in Grade 4 mathematics during the 2012–13 school year.

During the 2012–13 school year, our beginner ELL students will improve English language proficiency as measured by a second administration of the district language proficiency assessment used to determine student placement at the beginning of the year.

–Team Level

During the 2012–13 school year, at least 80 percent of our beginner ELL students will improve English language proficiency in all language domains as measured by a second administration of the district language proficiency assessment used to determine student placement at the beginning of the year.


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Goal Statement Example Revision

To increase my staff’s use of student data, I will design meetings to review, analyze, and interpret student data to inform curriculum and instruction.

–Administrator Level

To increase my staff’s use of student data, I will schedule monthly meetings for each department in which our data team works with teachers to review, analyze, and interpret student data to inform lesson planning, assessment, teaching strategies, and instructional interventions.

I will manage my time more effectively in order to increase the frequency of classroom observations.

–Administrator Level

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.


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With members of your team, use the goal setting form to draft two goals:o Student Learning SMART Goalo Professional Practice SMART Goals


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Student Learning Goal vs. Professional Practice Goal Student Learning Goal (Individual):

In order to ensure mathematical literacy in each of the three content areas for eighth-grade geometry, I will incorporate essay questions into unit assessments that require elaboration of mathematical reasoning so that by the end of 2012-2013 school year, 80% or more of my students demonstrate proficiency on essay questions on the end-of-the-year eighth grade geometry assessment.


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Student Learning Goal vs. Professional Practice Goal Professional Practice Goal (Team):

Our eighth-grade mathematics team will become more familiar with instructional strategies to provide access to the mathematics curriculum for students with disabilities, such that we are able to implement a minimum of five targeted strategies by the end of the 2012-2013 school year and see improvements in the students’ achievement in mathematics as a result.


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Making a S.M.A.R.T. Goal S.M.A.R.T.er

S.M.A.R.T. Goal Statement+

Key Action Steps+

Benchmarks (Process and Outcome)


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Educator Plan Development

Educator Plan Form

Student Learning Goal(s) and Professional Practice Goal(s) Planned Activity

Action Supports/Resources From School/District

Timeline/Benchmark or Frequency


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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.


Action Supports/ Resources From School/District


1. By September 1, I will develop a schedule and method for logging at least eight classroom observations with feedback per week between October 15 and Memorial Day.2. By October 15, I will study with colleague principals and my administrative team how to conduct 10-minute unannounced observations and write brief, useful feedback.3. By January 1, I will share at least five samples of feedback with colleague principals and collect their feedback.4. By January 1 and again on June 1, I will solicit anonymous feedback from teachers about their perceptions of the usefulness of the unannounced visits and feedback.

Superintendent to facilitate teams of principals to collaborate on enhancing the observation and feedback process. Superintendent will help identify teams and provide scheduled time to hold study groups and conduct feedback sessions.

1. September 1—schedule developedJanuary 15/March 15/May 15—check in to determine if eight observations per week (on average) have been completed2. October 15—documented study time with colleague3. January 1—five feedback samples will be shared with colleagues4. January 1 and June 1—will have collected feedback via teachers regarding their perceived value of the process

*Evidence provided through principals’ logs and example artifacts


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Process and Outcome Benchmarks Process benchmarks—monitor plan

implementationo January 15/March 15/May 15—check in to

determine if eight observations per week (on average) have been completed

Outcome benchmarks—monitor effectiveness of the plano January 1 and June 1—will have collected

feedback via teachers regarding their perceived value of the process


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Implementation Responsibility

Educator Responsibilities:o Identifying, collecting & organizing artifacts/evidence

related to goal progress.o Documenting action steps completed.o Collecting and submitting common artifacts.o Collecting and submitting evidence related to Standards III

and IV.

Evaluator Responsibilities:o Making resources and supports available.o Identifying common artifacts/evidence.o Observing practice and providing regular and specific

feedback on performance.o Monitoring progress – including midpoint check-ins.

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Laying the Foundation

1. School teams will work together to develop a completed educator plan.

2. As a team, identify SMART goals. 3. Identify action steps.4. Outline supports and resources and determine a

timeline.


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Action Supports/Resources From School/District



Unpacking the Rubrics and Gathering Evidence

September 2013Melrose Public Schools

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Unpacking the Rubrics


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Intended Outcomes

At the end of this session, participants will be able to:

Identify the characteristics of effective practice.Understand the use of standards-based rubrics and use of the four performance descriptors to analyze and assess practice.Describe the structure of the Massachusetts Model Rubrics.


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Five-Step Evaluation Cycle: Rubrics

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Model Rubrics

Teacher Rubric Specialized Instructional Support

Personnel (SISP) Rubric School-Level Administrator

(Principal) Rubric District-Level Administrator

(Superintendent) Rubric


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Massachusetts Teacher Rubric


Standard I: Curriculum, Planning, and Assessment

Indicator A

Element 1

Element 2

Element 1

Indicator B

Element 2

Performance Descriptors

UnsatisfactoryNeeds ImprovementProficientExemplary


UnsatisfactoryNeeds ImprovementProficientExemplary

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Four Performance Standards

Teachers

Curriculum, Planning, and Assessment

Teaching All Students

Family and Community Engagement

Professional Culture



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Elements

Indicator

Standard


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Standard

Indicator

Elements


Massachusetts Teacher Performance Rubric


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Standards: Broad categories of knowledge and skills

Indicators: Specific knowledge, skills, and behaviors for each standard

Elements: Subcategories of knowledge, skills, and behaviors for each indicator

Performance Descriptors:Unsatisfactory – Needs Improvement – Proficient – Exemplary

Learning Activity: Teacher Performance Rubric—What Does It Look Like?

Reflect on Standard I: Curriculum, Planning, and Assessment

Guiding questions: What does the teacher need to know, understand, and be able to do to demonstrate effectiveness for that standard? What are some of the critical knowledge, skills, and behaviors that you would expect to see or hear? Write your ideas on your stick person.


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Knowledge and Understandings Teachers would

have

Actions the Teacher Takes

Words the Teacher Would Use

Standard I: Curriculum, Planning, and Assessment. The teacher 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 ongoing basis, and continuously refining learning objectives.

Proficient

“Proficient is the expected, rigorous level of performance for educators. It is the demanding but attainable level of performance for most educators.”


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Examining Proficient Practice


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Example: Standard II: Teaching All Students

Guiding questions:1. What does Proficient performance look like? What, exactly,

would you expect a teacher to be doing?2. Using your own words, describe Proficient performance for

your Indicator, as demonstrated across the elements.

Indicator IIA. Instruction: Uses instructional practices that reflect high expectations regarding content and quality of effort and work; engage all students; and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness.

Element II A-2. Student Engagement Proficient: Consistently uses instructional practices that are likely to motivate and engage most students during the lesson.

Examining Key Expectations for Performance Across Levels


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1. Read across the rows for each element.

2. Highlight the key descriptions of performance at each level.

3. Look down the column (across elements) and circle the key words or ideas that best summarize each of the four performance levels.

Horizontal and Vertical Analysis: Example I-B


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I-B.

ElementsUnsatisfactory Needs Improvement Proficient Exemplary

I-B-1.

Variety of Assessment Methods

Administers only the assessments required by the school and/or measures only point-in-time student achievement.

May administer some informal and/or formal assessments to measure student learning but rarely measures student progress toward achieving state/local standards.

Designs and administers a variety of informal and formal methods and assessments, including common interim assessments, to measure each student’s learning, growth, and progress toward achieving state/local standards.

Uses an integrated, comprehensive system of informal and formal assessments, including common interim assessments, to measure student learning, growth, and progress toward achieving state/local standards. Is able to model this element.

I-B-2.

Adjustment to Practice

Makes few adjustments to practice based on formal and informal assessments.

May organize and analyze some assessment results but only occasionally adjusts practice or modifies future instruction based on the findings.

Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students.

Organizes and analyzes results from a comprehensive system of assessments to determine progress toward intended outcomes and frequently uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for individuals and groups of students and appropriate modifications of lessons and units. Is able to model this element.

Indicator I-B. Assessment: Uses a variety of informal and formal methods of assessments to measure student learning, growth, and understanding to develop differentiated and enhanced learning experiences and improve future instruction.


Gathering Evidence


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Intended Outcomes

At the end of this session, participants will be able to:Explain the three types of evidence required by regulations, and identify concrete examples of each.Create evidence-based statements, and connect these statements to relevant Standards and Indicators.Identify tools and processes for gathering and organizing evidence. 41


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Every educator is an active participant in the evaluation process.

Collaboration and continuous learning are the focus.

Every educator and evaluator collects

evidence and assesses progress

Massachusetts Department of Elementary and Secondary EducationMassachusetts Department of Elementary and Secondary Education

What does this look like?Products of Practice Related to Standards

Multiple Measures of Student Learning

Other Evidence Related to Standards

Artifacts

•Teacher-developed unit assessments

•Grade-level meeting notes

•Parent/teacher communication log

•PLC meeting notes

Observations•Notes/feedback from short, frequent observations (inside/outside classrooms)

•Notes and feedback from announced observations

•Student work (quizzes, homework, presentations, etc.)

•Portfolios

•Performance assessments (including arts, vocational, health and wellness)

•Interim assessments

•State or district assessments

•Student and staff feedback (2013–14 school year)

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Implementation Responsibility

Educator responsibilities:o Identifying, collecting, and organizing artifacts/evidence

related to goal progresso Documenting action steps completedo Collecting and submitting common artifactso Collecting and submitting evidence related to Standards III

and IV Evaluator responsibilities:

o Making resources and supports availableo Identifying common artifacts/evidenceo Observing practice and providing regular and specific

feedback on performanceo Monitoring progress—including midpoint check-inso Organizing and analyzing evidence over time

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Artifacts in the Educator Plan

Review the Educator Goal Setting and Educator Plan form for Tom Wilson.

For each action step, write down two artifacts that could be collected to show progress toward the goal.

Post your sticky note on the section of the chart paper with the same number as your action step.

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Artifact Cover Page


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Running Record of Evidence Form

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Importance of Strategically Collecting Artifacts

OR

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Importance of Strategically Collecting Artifacts Artifacts should be a sample that

demonstrates educator performance and impact:o Aligned with educator goals, the Model

System Teacher Rubric, or school goals Number of artifacts to collect varies by

educator Artifacts can provide evidence of more

than one Standard or Indicator 49


Strategies for Collecting Artifacts Identify common artifacts that all or

most educators will be expected to collect (e.g., lesson plans)

Share examples of high-quality, valuable evidence during faculty or team meetings:oMight include showing sample artifacts

that provide evidence of more than one Standard or Indicator 50


Artifacts From Tom Wilson

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Five artifacts with partially completed Artifact Cover Pages

Set Artifacts Location

A A two-day lesson plan Handout 3

B Unit assessment dataTeam meeting minutes

Handouts 4 and 5

C Parent communication logE-mail exchange

Handouts 6 and 7


Identifying Evidence in Artifacts Within your grade level/department teams,

divide into pairs. Each pair will do the following: o Review one set of artifacts.o Complete the Artifact Cover Page for those two

artifacts.o Consider these questions:

– After reviewing these artifacts, what else might you want to know about Tom’s practice?

– What would you want to ask this teacher?

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To Recap…Three categories of evidence:

1. Multiple measures of student learning, growth, and achievement

2. Judgments based on observations and artifacts of professional practice

3. Additional evidence relevant to standards

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1. Support

2. Organize

3. Communicate

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1. SupportSet Your School Up for Success

The more concrete the Educator Plan, the easier it is to identify and collect artifacts.

Share examples of high-quality, valuable evidence during faculty or team meetings:

o Demonstrate example artifacts that provide evidence of more than one Standard or Indicator.

Identify common artifacts that all or most educators will be expected to collect (unit assessments, parent-teacher logs, etc.).

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2. Organize

Adopt a process for organizing artifacts and observation notes by Standard or Indicator and/or goals:o Paper-based, e-mail-driven, or online “cloud-

based” system Calendar:o Review actions in Educator Plans and make

agreed-upon supports and resources available to educator teams and individuals throughout the year.

o Identify key points of contact throughout the year (observations and feedback, formative assessment conferences, and summative evaluations).

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3. Communicate Expectations

Avoiding the…

OR

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3. Communicate Expectations

Artifacts should be a sample that demonstrates educator performance and impact.

Evidence should be clearly tied to educator goals, Standards, or Indicators.

Provide everyone with a clear idea of what, how, and when to share products of practice.

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Back at your school…

Work with your team to identify how you will:

1. Support,2. Organize, and3. Communicate expectations

related to the collection of evidence at your school.

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august 2013

Documents

secondary educationcoherence

secondary educations

secondary educationidentifying

secondary educationgoal

secondary educationwhat

massachusetts model

goals s

professional practice