professional development for evaluators wednesday, july 31 leveraging performance management to...
TRANSCRIPT
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PROFESSIONAL DEVELOPMENT FOR EVALUATORS
Wednesday, July 31
Leveraging Performance Management to Support School
Priorities
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Getting Started: Revising Goals
Please consider the goals – are there any revisions you would suggest?
Characteristics of high-quality goals:SMARTAligned to school prioritiesHigh leverageIncludes mid-year benchmark
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Today’s Agenda
Collecting Evidence A Closer Look at Observations
A Closer Look at Artifacts
Lunch
EvaluationsBreakouts
Planning for the work at your schoolManaging Directed Growth & Improvement plans
Closing
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What progress have we made toward the goals of the training?
Goal 1:Evaluators will know how to implement the new system (technical 5-step implementation) and how to get it done and done well (evaluation best practices).
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What progress have we made toward the goals of the training?
Goal 2:Evaluators will leave with concrete, specific plans for implementation in their school, including how to:Use the evaluation system to further their school prioritiesTalk with teachers about the evaluation system
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What progress have we made toward the goals of the training?
Goal 3:Evaluators will leave knowing the specific responsibilities of evaluators and teachers under the new evaluation system.
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Evidence:Observation & Artifacts
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Evidence is collected throughout the cycle
Every educator is an active participant in an evaluation
Process promotes collaboration and continuous learning
Continuous Learning
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All Evidence is entered in EDFS
Both educators and evaluators can upload artifacts
Evaluators upload both observation evidence & feedback
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Evidence should be collected on …
Progress on Ratings on OVERALL (2) Goals (4) Standards RATING
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Evidence Collection
Evidence should be explicitly related to specific standards & goals.
When appropriate, evaluator provides feedback to educator using language from the rubric.
Evaluator does not rate educator practice after each piece of evidence, but during the formative or summative evaluation.
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Evidence vs. Feedback
Evidence Feedback
• Facts• Aligned to Rubric
• Ex 1: Lesson plan submitted as artifact
• Ex 2: Ms. Y said, "Yes, I know. You are working hard. You can do this.”
• Claim & Interpretation• Aligned to Rubric
• Ex 1: The lesson plan does not include a closing activity. How is summarizing incorporated into the lesson?
• Ex 2: Ms. Y's response show that she continues to foster a safe intellectual environment where students take academic risks.
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Evidence from Observations
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Observations
Turn & Talk:
What have your experiences with observation been like?
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What the Research Says . . .
Evaluators need multiple opportunities and settings to observe and assess educator practice
Multiple observations paired with timely feedback are a key part of a strong evaluation system
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Observing Lessons … CAUTION! …
We observe all the time, which means that it is easy to do, but hard to do objectively.
Remember
• We tend to see what we want to see
• We have to be aware of and avoid bias, particularly personal idiosyncrasies
• We have to avoid preconceptions
• Observation should be based on agreed upon criteria
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Observation Bias
What is bias? What are some experiences you have had with bias?
What are some examples of bias you have about teaching?
What can we do to diminish the influence of bias in our work?
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Principles of Brief Observations
Frequent
Focused
Varied
Useful and Timely Feedback
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Strategies for Collecting Evidence
Identify a focus ahead of time Goals, specific Elements
Record evidence, not judgment Quotations, observed actions or movements by
teacher and students, times, numbers, literal descriptors, etc…
Be an efficient note-taker Establish abbreviations, paraphrase
When possible, meet with the teacher Check in briefly to ask questions/give feedback
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Examples
Observations & Tools from Sara
Observations & Tools from Mary
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Other forms of Observations: Team Feedback
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Sara’s tracking tool
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CHS approach to scheduling
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Systems for Tracking Observations
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Observations in the EDFS
BPS developed an observation tool in EDFS
Evidence and feedback should be entered in EDFS, and tagged to an appropriate area of the rubric
Observations may only be used in formative or summative evaluations if the educator received feedback within 5 days of the observation
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Observations: EVALUATOR View
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Observations: EVALUATOR View
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Observations: EVALUATOR View
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Next version of the observation tool
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Next version of the observation tool
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Observations: EVALUATOR View
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Observations: Educator &Evaluator View
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Observing Practice
Chris McCloud7th Grade Math Teacher
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Strengths Needs
•Improving student performance in math for students who enter my class performing below grade levelIndicators/Elements:
•Teaching classrooms with diverse needs (especially meeting the needs of student with an IEP) Indicators/Elements:
•Family outreach and communication Indicators/Elements:
•Additional support for implementing the revised MA Curriculum framework Indicators/Elements:
•Improving communication with families for whom English is a second language Indicators/Elements:
•Strengthen leadership skills Indicators/Elements:
C. McCloud’s self-assessment against the rubric
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Chris McCloud’s Goals:
SL: Based on the fact that my 7th grade ELL students averaged 30% on my pre-assessment, my goal is that they will average at least 80% on each of the six unit assessments that they will take before May 15.
PP: In order to support my ELL students in averaging 80% on unit assessments, I will consistently identify and teach symbols, key terms and other math vocabulary, and use daily exit tickets that measure both vocabulary and conceptual understanding. I will measure my progress through student vocabulary notebooks and tracking exit ticket performance data.
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Observation of Chris McCloud: Selective Scripting
1. Read over the two excerpted elements from the rubric (I-A-4. Well-Structured Lessons, II-A-2. Student Engagement)
2. Watch the video.3. While you are watching the video, collect
evidence that will allow you to rate Mr. McCloud on the two elements. Use the worksheet to selectively script evidence related to each of the elements.
4. When you are finished, complete the worksheet and rate Mr. McCloud.
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How did it go?
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Value of Feedback
Targeted, Ongoing Feedback
Improved Educator Practice
Improved Student Achievement
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Characteristics of Effective Feedback
FOCUSED: feedback should focus on what was observed
EVIDENCE-BASED: feedback should be grounded in evidence of practice
ACTIONABLE: feedback should reinforce effective practice and identify areas for continued growth
TIMELY: feedback should be provided shortly after the observation
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Constructing Feedback
Chris McCloud:
Using your observation notes and the rubric: Draft two points of feedback for ChrisFocus on feedback that is
FocusedEvidence-based, and Actionable
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Feedback conversations
What has been your experience with feedback conversations?
Volunteers for a roleplay?
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Feedback conversations: Resources
Beyond the Scoreboard, from Educational Leadership
Talk About Teaching, by Charlotte Danielson
Leverage Leadership, by Paul Bambrick-Santoyo
Difficult Conversations, by Stone, Patton & Heen
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Reflect
What are the implications of what we just discussed for your practice? For your school
community?
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Evidence from Artifacts
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Collecting Evidence: What can you see?
In the classroom Outside of the classroom
In artifacts/conversations
• Well-structured lessons
• Student engagement
• Classroom management
• Differentiated instruction
• A safe learning environment
• Professional collaboration
• Family and community engagement
• Reflection
• Results of data analysis
• Adjustments to practice
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Collecting and Assessing Evidence - Artifacts
Artifacts may include: Tracking & analysis of student assessment data Student work Lesson plans
Identify & chart possible sources of evidence in the standard you are assigned. What kind of documents would be useful for teachers upload?
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Artifacts: Clarifying Expectations
How many would you like people to submit?
What kind of documents?
How detailed of a rational would be useful?
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Artifacts Guidance
A suggested format for rationales:
Step 1: Identify the standard, indicator, element, or goal that the artifact addresses.
Step 2: Describe the artifact and identify the section that directly connects to the standard, indicator, element, or goal.
Step 3: Highlight the artifact’s impact on student learning.
Step 4: Specify the evidence of professional growth or proficiency the artifact provides.
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Artifacts Guidance
Look over the examples on p. 4-6What is strong? Anything more you would add?
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Zil’s SLG and Action Steps
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Zils SLG Artifact
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Mid Year Check Point
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Artifacts: Examples
Looking at these artifacts, what evidence do you have of the teacher’s practice?
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Trio Activity
Thinking about a specific team or educator, think about which artifacts you would suggest they upload.
Consider what kinds of artifacts would show…-elements that cannot be observed?-evidence of growth in areas noted for improvement?-progress on goals?-performance on each standard?
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Artifacts on EDFS: Educator & Evaluator View
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Artifacts: Educator & Evaluator View
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Artifacts: Educator & Evaluator View
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Artifacts: Educator & Evaluator View
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Artifacts: Educator & Evaluator View
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Artifacts: Educator & Evaluator View
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Artifact Tips
Start an electronic folder for artifacts on your desktop
Keep file names short (fewer than 32 characters)
Upload videos somewhere else, and include a link
Genius Scan – app for turning pictures into PDFs
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Artifact Tips Cont’d
All artifacts have to be uploaded to EDFS – even if the hard copy is not scanned, it has to be entered as evidence and a hard copy kept in a binder.
You can comment on artifacts through EDFS, but the online system is not a substitute for face-to-face conversation.
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Reflect
What are the implications of what we just discussed for your practice? For your school
community?
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Evaluations
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Evaluations
The basicsEvaluations on EDFSExamples
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What is a formative assessment?
A mid-plan check-in rating on progress towards each goal rating on each standard
A document that considers all evidence observations to date artifacts to date
It may be used to change a plan If there is a significant change in practice,
however, this is not mandatory. The plan may continue until the summative.
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What is a summative evaluation?
A summary at the end of the plan rating on progress towards each goal rating on each standard
A document that considers all evidence the formative assessment observations & artifacts since the formative consistency or change in practice since the
formativeThe overall rating determines the next
plan
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Not the “evaluation” of the past
Evaluations are NOT write-ups of individual, formal observations.
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Formative Assessment & Summative Evaluation
Meetings Upon request of educator or evaluator Required for Summative if the overall
rating is NI or Unsatisfactory Recommended for all educators
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Evaluations in EDFS
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Formative Assessment
Step 1
Step 2
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Evaluations in EDFS
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Evaluations in EDFS: Rating Goals
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Evaluations in EDFS: Rating Standards
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Evaluations in EDFS: Overall Rating
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Evaluations in EDFS: Prescriptions
Prescriptions for any standard in which an educator is rated NI or UNSAT.
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Evaluations in EDFS: Comments
Comments are optional for both the evaluator & the educator
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Evaluations in EDFS: Release
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Evaluations in EDFS: Sign-Off
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Evaluation Examples
Read one of the examples you have.
What do you notice about how evidence is used in the write-up?
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Rationales for Ratings
Standard I. Curriculum, Planning, & Assessment
Rating
Exemplary, Proficient, Needs Improvement, Unsatisfactory
RationaleClaim/Connection to rubric: Evidence 1:
Evidence 2:
Evidence 3:
Rationale: What claim can you make? What is the evidence to support it (artifacts, observations)?
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Reflect
What are the implications of what we just discussed for your practice? For your school
community?
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Breakouts
Group 1: Planning for evaluation work at your
school
Group 2: Working with teachers on improvement or
directed growth plans
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Planning the work at your school
Mary’s document
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Planning the work at your school
Guiding Questions:What has your school done to support staff with the evaluation process? What additional supports do you think would be helpful?What are ways of structuring this support at the school? What timelines should guide the work?How can you and your team find the time to do this well?
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Working with teachers rated NI or U
You can change the plan at the time of the formative assessment (though a formative assessment does not HAVE to change the plan).
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Timelines and Requirements
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Directed Growth and Improvement plans
Considerations:•Choosing length•Using a calendar to calculate dates of formative assessment and summative evaluation•Writing goals from prescriptions•Developing the Action Plan, including supports and timelines•Collection of evidenceSupports: “Did I” sheets and timelines
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http://educatoreffectiveness.weebly.com
• For more information, visit: EDFS: http://eval.mybps.org/ http://educatoreffectiveness.weebly.com
• Email questions, comments and feedback to: [email protected]
• MA Department of Elementary and Secondary Education (DESE) Evaluation Site:
http://www.doe.mass.edu/edeval/
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Office of Educator Effectiveness
• Ross Wilson, Assistant Superintendent for Educator Effectiveness
• Chason Ishino, Implementation Specialist
• Jared Joiner, Implementation Specialist
• Emily Kalejs Qazilbash, Implementation Specialist
• Angela Rubenstein, Implementation Specialist
• Kris Taylor, Implementation Specialist
• Jenna Costin, EDFS On-line System Coordinator
• Jen Kozin, Data Analyst
Evaluator Training Facilitators: Mary Driscoll, Edison K-8Sara Zrike, Hurley K-8
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Contact us if you have questions
Ross Wilson, Asst. Superintendent for Educator Effectiveness
Network Implementation Specialists BPS email
A Emily Qazilbash eqazilbash
B Nicole Ireland nireland
C TBD [email protected]
D Angela Rubenstein arubenstein
E Jared Joiner jjoiner
F Kris Taylor ktaylor
High Schools
Chason Ishino cishino
EDFS tech support
Jenna Costin jcostin
Data analysis
Jen Kozin jkozin
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What progress have we made toward the goals of the training?
Goal 1:Evaluators will know how to implement the new system (technical 5-step implementation) and how to get it done and done well (evaluation best practices).
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What progress have we made toward the goals of the training?
Goal 2:Evaluators will leave with concrete, specific plans for implementation in their school, including how to:Use the evaluation system to further their school prioritiesTalk with teachers about the evaluation system
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What progress have we made toward the goals of the training?
Goal 3:Evaluators will leave knowing the specific responsibilities of evaluators and teachers under the new evaluation system.
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Closing
Please complete the exit ticket.
Thank you so much for participating, and please be in touch!