Educator Evaluation System Salem Public Schools

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Educator Evaluation SystemSalem Public Schools
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All DESE Evaluation Information and Forms are on
the SPS Webpage

• Forms may be downloaded
• Hard copies will be available for all staff for
  the start of school

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Go to the SPS Website
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5 Step Evaluation Cycle Rubrics
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Massachusetts Department of Elementary and
Secondary Education
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Know the Four Standards

• Administrators
• Instructional Leadership
• Management and Operations
• Family Community Partnerships
• Professional Culture
• Teachers
• Curriculum, Planning Assessment
• Teaching All Students (Instruction)
• Family Community Engagement
• Professional Culture
• Indicates a power standard - Educators and
  leaders MUST be rated Proficient in these
  standards in order to receive an overall
  summative performance rating of Proficient.

The New Standards
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DESE Forms (Appendix A of Section II)

1. Educator Tracking Sheet
2. Self-Assessment Form
3. Goal-Setting Form
4. Educator Plan Form
5. Educator Record of Evidence Form
6. Educator Collection of Evidence Form
7. Formative Assessment Report Form
8. Formative Evaluation Report Form
9. Summative Evaluation Report Form
10. Educator Response Form

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The Rubrics Superintendent/ Administrators /
Teachers - Section III

1. Appendix A - Superintendent Rubric
2. Appendix B - Principal Rubric
3. Appendix C - Teacher Rubric
4. Appendix D - Specialized Instructional Support
   Personnel

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Multiple Sources of Evidence Inform the
Summative Performance Rating
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Educators will eventually earn two separate
ratings
Summative Rating Exemplary 1-YEAR SELF-DIRECTED GROWTH PLAN 2-YEAR SELF-DIRECTED GROWTH PLAN 2-YEAR SELF-DIRECTED GROWTH PLAN
Summative Rating Proficient 1-YEAR SELF-DIRECTED GROWTH PLAN 2-YEAR SELF-DIRECTED GROWTH PLAN 2-YEAR SELF-DIRECTED GROWTH PLAN
Summative Rating Needs Improvement DIRECTED GROWTH PLAN DIRECTED GROWTH PLAN DIRECTED GROWTH PLAN
Summative Rating Unsatisfactory IMPROVEMENT PLAN IMPROVEMENT PLAN IMPROVEMENT PLAN
Low Moderate High
Rating of Impact on Student Learning (multiple measures of performance, including MCAS Student Growth Percentile and MEPA where available) Rating of Impact on Student Learning (multiple measures of performance, including MCAS Student Growth Percentile and MEPA where available) Rating of Impact on Student Learning (multiple measures of performance, including MCAS Student Growth Percentile and MEPA where available)
Summative Rating Exemplary 1-YEAR SELF-DIRECTED GROWTH PLAN 2-YEAR SELF-DIRECTED GROWTH PLAN 2-YEAR SELF-DIRECTED GROWTH PLAN
Summative Rating Proficient 1-YEAR SELF-DIRECTED GROWTH PLAN 2-YEAR SELF-DIRECTED GROWTH PLAN 2-YEAR SELF-DIRECTED GROWTH PLAN
Summative Rating Needs Improvement DIRECTED GROWTH PLAN DIRECTED GROWTH PLAN DIRECTED GROWTH PLAN
Summative Rating Unsatisfactory IMPROVEMENT PLAN IMPROVEMENT PLAN IMPROVEMENT PLAN
Low Moderate High
Rating of Impact on Student Learning (multiple measures of performance, including MCAS Student Growth Percentile and MEPA where available) Rating of Impact on Student Learning (multiple measures of performance, including MCAS Student Growth Percentile and MEPA where available) Rating of Impact on Student Learning (multiple measures of performance, including MCAS Student Growth Percentile and MEPA where available)
Massachusetts Department of Elementary and
Secondary Education
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Handout - Educator Evaluation Process Procedures
for Educators Teachers and Specialized
Instructional Personnel

• Each of the five steps are charted over the
  course of a year
• Dates, Resources and Actions are delineated
• This chart outlines the process of evaluation of
  licensed educators who will be evaluated by
  principals, asst. principals, directors, and
  coordinators

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Step I of Annual Cycle Self-Assessment

• September 4-15, 2012
• Key Issues to be Addressed Determine the
  appropriate educator plan (see handout) for each
  staff member AND who will evaluate each teacher
• Review Forms and Rubrics
• Using hardcopies of the Self-Evaluation Form and
  the appropriate educator rubric, teachers will
  independently complete the self-evaluation form

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Step II of Annual Cycle Analysis, Goal Setting
and Development

• September 15-30, 2012
• Refer to Appendix B - Setting SMART Goals and
  show video (optional)
• Teachers develop a minimum of one Student
  Learning Goal and one Professional Practice Goal

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S M A R T Goals are...

• Specific / Strategic
• Measurable
• Action-Oriented
• Rigorous/ Realistic/ Results-Focused
• Timed and Tracked

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Step II of Annual Cycle Development, Analysis
and Goal Setting (continued)

• October 1-15, 2012
• TeachPoint Training to be provided for all staff
  (Aug. 15th Train the Trainer - trainers present
  to staff )
• Teachers will transfer hardcopy information on
  the Self-Evaluation and Goal Setting forms to the
  TeachPoint software format
• Educators develop plans
• Evaluators weigh in and approve the plans. Plans
  are developed using TeachPoint
• Follow steps as outlined on the Educator
  Evaluation Process chart

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Step III of Annual Cycle Implementation of the
Plan and Collection of Evidence

• October 2012 - May 2013
• Both educator and evaluator begin the process of
  collecting evidence
• Evaluators conduct observations and walk
  throughs, and review multiple products of
  practice, e.g. district determined assessments,
  portfolios, lesson plans, course work, etc.
• Educators document how they are working towards
  meeting their SMART goals and collect ongoing
  evidence of having met the four standards

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Step IV of Annual Cycle Formative Assessment

• January - February 2013
• The evaluator assesses the educators progress on
  attainment of goals and progress on achievement
  of the four standards
• The evaluator completes the Formative Assessment
  Report Form (note the difference - Formative
  Evaluation Form)

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Step V of Annual Cycle Summative Assessment

• May - June 2013
• Based upon the collected evidence, the evaluator
  determines a rating for the educator on each of
  the four standards and determines and overall
  rating
• Remember the impact of the power standards

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Frequently Asked Questions

• Who will be evaluating me?
• Whats my educator plan?
• What part do I play in my own evaluation process?
• How do I address concerns I may have about
  comments made in observations, walk-throughs,
  formative and/or summative assessments?

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Table of Contents - Part II of the School Level
Implementation Guide

• Common Questions..................................
  .....................page 21
• Definition of Plans...............................
  ..........................page 24
• Educators Serving in More Than One
  Role.............. page 30
• Change in Plan After the Formative
  Assessment......page 47