the massachusetts model system for educator evaluation teachers 21 dr. patricia b grenier 1
TRANSCRIPT
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The Massachusetts Model System for Educator Evaluation
Teachers 21
Dr. Patricia B Grenier
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Objectives Assess Current Knowledge
Reflect on Progress to Date
Share Best Practices
Strategize Gathering Evidence
Formulate Observations and Feedback
Formulating Next Steps
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Let’s Review
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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
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By documenting and analyzing practice from multiple angles and over an extended period of time, educators and evaluators develop a more complete picture of performance, which leads to a more accurate and informed evaluation.”
Module 5 Facilitator’s Guide
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Gathering Evidence – Key Points
There are three types of evidence required by regulations.
Evidence-based statements are critical and should connect to relevant Standards and Indicators.
One must develop tools and processes for gathering and organizing evidence.
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Artifacts in the Educator Plan
Review the Educator Goal Setting and Educator Plan form for Tom Wilson.
For your assigned action step, on a sticky note, 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. 7
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Sources of Evidence for Summative Ratings Three categories of evidence must be collected for
each educator:1. Multiple measures of student learning, growth,
and achievement2. Judgments based on observations and artifacts
of professional practice3. Additional evidence relevant to standards
o This includes evidence collected by the educator and shared with the evaluator relating to fulfilling Standard III: Family and Community Engagement and Standard IV: Professional Culture from the Model System Teacher Rubric
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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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Evidence or Judgment?
Examine Handout 2. Highlight factual statements. Underline judgment statements or
statements not based on evidence.
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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 15
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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 16
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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
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Identifying Evidence in Artifacts Within your school team, 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?18
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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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Feasibility
Work with your team to identify how you will feasibly implement this aspect of the educator evaluation system. How will your school:
Provide necessary assistance and support to educators throughout the year?
Organize evidence collection? Communicate information and
expectations related to this process clearly and effectively?
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Reflecting
On the back of your implementation plan, list:o Three next steps for you personallyo Two challenges for implementing
artifact collection at your schooloOne question you still have regarding
evidence collection
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Homework
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Observations and Feedback___________________
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Intended OutcomesAt the end of this session, participants will be able to: Describe the role of observation as a
methodology for gathering evidence of educator performance;
Delineate best practices for conducting high-quality short, frequent, unannounced observations; and
Craft timely, targeted feedback that is evidence-based and grounded in the Standards of effective practice.
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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
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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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Voices on Observation
Handout 1: Studies link classroom observations to student achievement , by Stephen Sawchuck
Handout 2: Mini-Observations – Seven Decision Points for Principals, by Kim Marshall
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Active Reading
Underline statements you find to be important takeaways or themes from the article
Circle one word or phrase that represents the key takeaway or theme
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Making Connections
What are the key messages and ideas in the two articles with regard to observations and feedback?
What are some best practices for observations and feedback?
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Observing Practice: What can you see?
Inside the Classroom
Outside the Classroom
Teacher Student engagement
Classroom management
Differentiated instruction
Cultivating a safe learning environment
Professional collaboration (team meetings)
Family and community engagement
Collaborative data analysis
Principal Teacher Observations Family and community engagement
2-way communication
Communication of school vision
Safe learning environment
Collaborative planning
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Principles of Brief Observations Frequent
Focused
Varied
Useful and Timely Feedback
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Guiding Questions
1. What does it mean to be FREQUENT in your observations?
2. How does this principle of high-quality observations better support the improvement of teaching and learning?
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Guiding Questions
1. What does it mean to be FOCUSED in your observations?
2. How does this principle of high-quality observations better support the improvement of teaching and learning?
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Guiding Questions
1. What does it mean to be VARIED in your observations?
2. How does this principle of high-quality observations better support the improvement of teaching and learning?
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Guiding Questions
1. What does it mean to be USEFUL and to give TIMELY FEEDBACK in your observations?
2. How does this principle of high-quality observations better support the improvement of teaching and learning?
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Strategies for Collecting Evidence Identify a focus ahead of time
o Goals, specific Standards/Indicators
Record evidence, not judgmento Quotations, observed actions or movements
by teacher and students, literal descriptors, etc.
Be an efficient note-takero Establish abbreviations, paraphrase
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Evidence versus Judgment EVIDENCE JUDGMENTT: “Explain your answer to me. Show me what you did.”
Teacher does a good job getting students to explain their reasoning
Students constructed sailboats using various types of materials independently
Teacher wasn’t engaged enough with the students and just sat at his desk
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Collecting Evidence Through Observation
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Video I Background Kelli teaches 4th grade A math lesson is in progress Kelli’s goals focus on:
1. Improving students’ understanding of place value and properties of operations in order to perform multi-digit arithmetic (Standard 4.NBT.4-6); and
2. Using instructional practices that engage all students during independent or small group work time (Indicators II-A and II-B).
http://www.youtube.com/watch?v=dRczDWKhwlg&feature=youtu.be
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Recording Evidence From An Observation
Compare/discuss the notes on the completed Observation Evidence Collection Form to evidence you collected
Identify points of agreement as well as evidence that was not included
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Observation Debrief
What evidence did you see related to Kelli’s second goal, on a collaborative learning environment?
Did you see the same things her principal saw?
What did her principal miss that you noticed?
What evidence did you see of other Standards, Indicators or goals?
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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 CONSTRUCTIVE: 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 FeedbackKelli’s Goal: Using instructional practices that engage all students during independent or small group work time (II-A-2, II-B-2.).
Using your observation notes and the rubric: Draft two points of feedback for KelliFocus on feedback that is
oFocusedoEvidence-based, and oConstructive
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Video II Background Chuck teaches 10th grade physics Chuck is a 3rd year, non-PTS teacher Chuck’s goals focus on:
o Helping students to analyze, interpret and communicate results of scientific investigations and translate numerical or technical information into words.
o Creating a safe and collaborative learning environment (II-B-1 and II-B-2)
http://www.youtube.com/watch?v=AxBavxlDC9s
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Aligning Evidence to Standards and Indicators
Review your notes with a partner
Work together to assign each evidence statement to a Standard and Indicator, using the full Teacher Rubric in your handout packet.
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Evidence of Chuck’s Goals
During the video observation, what evidence did you see of:
Helping students to analyze, interpret and communicate results of scientific investigations and translate numerical or technical information into words.
Creating a safe and collaborative learning environment
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Draft Feedback for Chuck
Draft feedback for Chuck based on the evidence you recorded
Come to consensus with your table on two to three pieces of feedback for Chuck
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Suggested Homework for School Leadership Teams
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Discuss and plan what an annual schedule of observations might look like in your school context.o Consider the number of evaluators, number
of teachers, and number of school days. o Consider setting deadlines for completing the
first observation of all teachers.o Consider having evaluators set a goal for
observation completion, like Kim Marshall did.
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Suggested Homework for All School-Based Educators Try conducting a short observation of a
colleague Ask your colleague to observe you as
well Debrief/discuss the evidence that was
gathered and what was challenging about the process.
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Feedback and Questions Please take a moment to complete the
feedback form being handed out. We appreciate your feedback!
Questions?o About this training:
E-mail [FACILITATOR/VENDOR EMAIL HERE]o About educator evaluation more generally:
E-mail [email protected]
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Suggested Homework for School Leadership Teams Review and discuss your district/school
improvement plan and compare it with the Standards and Indicators to determine alignment. Begin to identify the type of evidence and data that are currently being collected that could help inform progress toward Educator Plans and goals.
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Suggested Homework for All School-Based Educators Work with a colleague, in a small group
or at a faculty meeting, to select a particular Standard from the Model System Teacher Rubric, and identify potential sources of evidence (data) to inform performance decisions. Discuss whether these data are easily accessible and comparable across classrooms.
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