PROFESSIONAL DEVELOPMENT FOR EVALUATORS

DAY 3

Leveraging Performance Management to Support

School Priorities

Today’s Agenda

Practice observationArtifactsFormative assessment Breakouts

Planning for peer evaluation work at your school Working with teachers on improvement or

directed growth plansManaging your time to get this doneExit ticket and wrap up

Practice Observation

Chris McCloud7th Grade Math Teacher

Strengths Areas for Growth

•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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Strengths Areas for Growth

•Improving student performance in math for students who enter my class performing below grade levelII-D. Expectations

•Teaching classrooms with diverse needs (especially meeting the needs of student with an IEP) II-A. Instruction

•Family outreach and communication III-A-1. Parent/Family Engagement, III-C. Communication

•Additional support for implementing the revised MA Curriculum framework I-A-1. Subject Matter Knowledge, I-A-3. Rigorous Standards-Based Unit Design

•Improving communication with families for whom English is a second language III-C-2. Culturally Proficient Communication

•Strengthen leadership skills IV-B-1. Professional Learning and Growth

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.  

Observation of Chris McCloud: Selective Scripting

1. Read over the three excerpted elements from the rubric.

2. Watch the video.3. While you are watching the video, collect

evidence that will allow you to rate Mr. McCloud on the three 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.

How did it go?

Value of Feedback

Targeted, Ongoing Feedback

Improved Educator Practice

Improved Student Achievement

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

Constructing Feedback

Chris McCloud:Using your observation notes and the rubric: Draft two points of feedback for Chris Focus on feedback that is

Focused Evidence-based, and Constructive

Feedback conversations

What has been your experience with feedback conversations?

Feedback conversations: Resources

Beyond the Scoreboard, Educational Leadership We need to focus on development, not just ratings

Talk About Teaching, Charlotte Danielson How professional conversations can promote

ongoing teacher learningLeverage Leadership, Paul Bambrick-Santoyo

Instructional & cultural levers for school change, including observation & feedback

Difficult Conversations, Stone, Patton & Heen How to approach tough issues & manage emotions

Collecting Evidence: What can you see?

In the classroom Outside of the classroom

In artifacts

• 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

Evidence from Artifacts

BasicsExamplesArtifacts in EDFS

Collecting and Assessing Evidence - Artifacts

Artifacts may include: Student assessment data Student work Lesson plans Teacher-made assessments

Identify possible sources of evidence in the standard you are assigned. What kind of documents can teachers upload?

Artifacts: Clarifying Expectations

How many would you like people to submit?

What kind of documents?

How detailed of a rationale would be useful?

Zils PP Goal and Action Steps

Zils PP Artifact #1

Zils PP Artifact #2

Strong SLG and Action Steps

Zils SLG Artifact #1

Zils SLG Artifact #2

Mid Year Check Point

Artifacts on EDFS: Educator & Evaluator View

Artifacts: Educator & Evaluator View

Artifacts: Educator & Evaluator View

Artifacts: Educator & Evaluator View

Artifacts: Educator & Evaluator View

Artifacts: Educator & Evaluator View

Artifacts

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.

Formative Assessments

The basicsEvaluations on EDFSExamples

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 evidence 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.

Formative Assessments

A formative assessment IS the end product!

It is NOT a formal observation and a write up of that observation.

Formative Assessment & Summative Evaluation

Meetings Upon request of educator or evaluator Required for Summative if the overall

rating is NI or Unsatisfactory

Evaluations in EDFS

Formative Assessment

Step 1

Step 2

Evaluations in EDFS

Evaluations in EDFS: Rating Goals

Evaluations in EDFS: Rating Standards

Evaluations in EDFS: Overall Rating

Evaluations in EDFS: Prescriptions

Prescriptions for any standard in which an educator is rated NI or UNSAT.

Evaluations in EDFS: Comments

Comments are optional for both the evaluator & the educator

Evaluations in EDFS: Release

Evaluations in EDFS: Sign-Off

Formative Assessment Examples

Read one of the formative assessment examples you have.

What strikes you about how evidence is used in the write up?

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 and what is the evidence to support it?

Case Study: Ms. Z

Examine the artifacts and observations of a BPS teacher, “Ms. Z.”

What claims might we make in the formative assessment? Do we have enough evidence to make informed ratings for each goal and standard?Which observations & artifacts are the most informative? The least? Why?

Breakouts

Group 1: Planning for peer evaluation work at your

school

Group 2: Working with teachers on improvement or

directed growth plans

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?

Peer Evaluation

Stick to teachers on self-directed plans

Resource: Danielson’s Talking About Teaching

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).

Timelines and Requirements

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

Making the Time

How can my team and I manage our time to get this important work

done?

http://educatoreffectiveness.weebly.com

• 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 Education (DESE) Evaluation Site:

http://www.doe.mass.edu/edeval/

Office of Educator Effectiveness

• Ross Wilson, Assistant Superintendent for Educator Effectiveness

• Jared Joiner, Implementation Specialist

• Emily Kalejs Qazilbash, Implementation Specialist

• Angela Rubenstein, Implementation Specialist

• Kris Taylor, Implementation Specialist

• Jenna Costin, EDFS On-line System Coordinator

Evaluator Training Facilitators: Jess Madden-Fuoco, Charlestown High schoolSam Varano, Edison K-8

Closing

Please complete the exit ticket.

Thank you so much for participating, and please be in touch!