the district management council 70 franklin street boston ma, 02110 tel: 877.dmc.3500 springfield...
TRANSCRIPT
The District Management Council
70 Franklin Street
Boston MA, 02110
Tel: 877.DMC.3500
www.dmcouncil.org
Springfield Public Schools
Springfield Effective Educator Development System (SEEDS)
March 2013
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Agenda
Context, purpose and overview
Summative evaluation overview
Getting started in summative evaluations
Exercises
Q&A
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Strengthening educator effectiveness is a critical piece of a district-wide effort to improve learning for students
Coach, develop and evaluate educators based on a clear vision of strong instruction
Implement a consistent, rigorous curriculum built on common standards with common unit assessments
Deploy data that is timely, accurate and accessible to make decisions for students, schools and the district
Strengthen social, emotional and academic safety nets and supports for all students
The work
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Self Assessment
Analysis, Goal-Setting, & Plan Development
Implementation of the Plan
Formative Assessment /
Evaluation
Summative Evaluation
Continuous Learning
Today’s focus
Today’s focus is on the summative evaluation
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Agenda
Context, purpose and overview
Summative evaluation overview
Getting started in summative evaluations
Exercises
Q&A
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Recommended deadlines
Activity Completed by
Self-assessment October 1st
Goal setting and educator plan November 1st
1st observation of non-PTS educator November 30th
Educators submits evidence January 18th
Formative assessment February 15th
Non-PTS educators submit evidence March 11th
PTS educators submits evidence April 20th
Summative evaluation for non-PTS educators April 22nd
Summative evaluation for PTS educators June 1st
Formative evaluation June 21th (end of school year)
Required deadline; included in the contract as a firm date
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Overview of summative evaluations
What is the purpose? (1) to determine the summative rating for educators (2) to determine the educator’s plan moving forward
How can you get ready? Gather sufficient evaluator-collected evidence (e.g., classroom
observations) Request sufficient educator-collected evidence (especially on
Standards III and IV)
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How are ratings determined?
Steps Action Resources
Step 1 Determine ratings on:1. Standard I2. Standard II3. Standard III4. Standard IV
• Teacher rubric• Observation records• Educator collection of evidence• Other evidence
Step 2 Determine attainment of:1. Professional Practice Goal(s)*2. Student Learning Goal(s)*
• Educator’s Attainment of Goals Guidance
• Observation records• Educator collection of evidence• Other evidence
Step 3 Determine the overall summative rating • Professional judgment• Ratings on all four Standards**
(step 1)• Assessment of attainment of
goals (step 2)
*Note: Summative evaluations will need to be in compliance with TIF regulations**Note: to be rated Proficient overall, an educator must be rated at least Proficient on Standard I and Standard II.
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Exercise: Determine the educator’s attainment of goals
Step 1: Take out the handout “Exercise: Goal Attainment”
Step 2: Review the educator’s goal and data.
Step 3: Using the guidance, determine a rating on the educator’s attainment of goal. Provide a rationale for your rating.
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Determination of Educator Plan Moving Forward
Overall Rating Educator plans
Exemplary
Proficient
Needs Improvement
Unsatisfactory
Self-Directed Growth Plan
(2-year or 1-year)
Directed Growth Plan
Improvement Plan
Developing Educator
Plan
Obtain PTS
Non-renewal
PTS educators Non-PTS educators
Continue on a Developing
Plan
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The process you should expect for the Summative Assessment
Step Action Recommended Timeline
Step 1 Request educator’s collection of evidence Evidence should be submitted by:• March 11 for NPTS• April 20 for PTS
(at least 4 weeks prior to report due date)
Step 2 Review and analyze collection of evidence for each standard, and goal
Do not wait until the last minute
Step 3 Complete and submit the Summative Evaluation Report.
Budget time appropriately, because:• Any conferences (required* or
requested) must also be held by June 1.• Any educator’s response (made within
5 days or report submission) must also be received by June 1.
(*required for Needs Improvement/Unsatisfactory)
• April 22 for NPTS• June 1 for PTS (contractual)
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Agenda
Context, purpose and overview
Summative evaluation overview
Getting started in summative evaluations
Exercises
Q&A
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Getting started in Summative Evaluations (1 of 2)
Plan ahead Do not wait until the deadlines to finalize reports: reports must be
completed, shared and signed, and conferences must be held all by 6/1. An earlier due date (before the contractual deadline) can ensure all necessary steps are completed in time
Regularly collect evidence: ensure you have sufficient evidence by conducting observations regularly throughout the year
Use available resources Use the Educator or SISP Rubric Use the Educator’s Attainment of Goals Guidance to assess progress
towards goals
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Getting started in Summative Evaluations (2 of 2)
Be strategic and efficient Group the educators by timeline and by required levels of support.
Priority should be given to those who need “more support”
NPTS Summative(April 22nd)
PTS Summative (June 1st)
PTS Formative(June 21th)
“Minimal Support”
• Recommend for PTS• Proficient Educators
• Proficient• Exemplary
• Proficient• Exemplary
“More Support”
• Downward change in rating
• Possible Non-renewals
• Downward change in rating
• Improvement plan
• Downward change in plan
• Improvement plan
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Agenda
Context, purpose and overview
Summative evaluation overview
Getting started in summative evaluations
Exercises
Q&A
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Exercise 1: Compare the “Minimal Support” vs. “More Support” Summative Evaluations
The level of detail that is required in the Summative Evaluation will depend on the type of teacher (Minimal vs. More Support)
Compare the two evaluations. What is similar? What is different?
Similarities:
1.
2.
3.
Differences:
1.
2.
3.
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Exercise 2: Review the Summative Evaluations
Review both the “Minimal Support” and “More Support” Summative Evaluations.
Independently: find three strong practices in these sample evaluations that you will also use as you write your evaluations:
Group discussion: Exchange ideas with others at your table.
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Starting your Summative Evaluation
Before you begin your Summative Evaluation, you should review the following for each educator:
Formative assessment
Self-assessment and goals
Observation records
Educator’s collection of evidence
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Exercise 3: Build on the Formative Assessment
Start with the formative assessments: refer to the formative assessments you’ve already written; you shouldn’t have to write summative evaluations from scratchUnless dramatic changes have occurred since the Formative, you can re-use much of the language in the Formative to write your Summative.
Independently: Compare the Formative Assessment and the Summative Evaluation. What are the carryovers as well as the changes?
Group discussion: Discuss with your table what you found.
Carryovers:
1.
2.
3.
Changes:
1.
2.
3.
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Exercise 4: Review the Self-Assessment & Goals Form
Before starting your evaluation, you should refresh your memory on the educator’s goals and plans.
Review the self-assessment/goal form. List five potential pieces of evidence you would need to appropriately assess the educator’s progress on these goals
1. 4.
2. 5.
3.
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Exercise 5: Review the observation records
For the Summative Evaluation, you must synthesize your observation records for brief feedback.
Review all observation records. Synthesize all three observations by identifying just 2-3 “highest leverage” areas for the educator to focus on. Write below the feedback you would put in the “Overall Performance Rating” section.
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
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Exercise 6a: Review educator’s collection of evidence
Large group exercise: Analyze the Parent call and email log in your packet by completing the following table.
EvidenceStandards/
indicators related to evidence
Analysis (How strong/weak is
the evidence?)
Feedback (How can he/she
continue to develop?)
Parent call and email logPages 5-7
• III-A-1: Parent/Family engagement
• III-C-1: Two-Way Communication
• III-C-2: Culturally Proficient Communication
• Shows consistent success in two-way communication
• Uses a variety of methods (e.g., conference, calls, and events)
• Contact is for both positive and negative information
• Work with the district interpreters to create two-way communication in multiple languages (where applicable)
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Exercise 6b: Review educator’s collection of evidence
Small group exercise: Split into three groups. Each group will be assigned a piece of evidence to analyze. Be prepared to share.
EvidenceStandards/
indicators related to evidence
Analysis (How strong/weak is
the evidence?)
Feedback (How can he/she
continue to develop?)
Syllabus and welcome letterPages 7-9
Email about Mentor ProgramPages 3-4
Team Lesson Study / RoundsPages 1-2
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Agenda
Context, purpose and overview
Summative evaluation overview
Best practices in summative evaluations
Exercises
Q&A
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Q&A
Any questions?
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Upcoming April Events
April 2 Principal Meeting: Truenorthlogic Training Moved to Duggan Room 10 Bring Charged Laptop
Assistant Principal Training for Elementary and Secondary April 3rd from 3:30-5:30pm
Non-PTS Summative Evaluations are to be complete and finalized by April 22, 2013