Defining and Supporting Effective Teaching through Educator Evaluation

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Defining and Supporting Effective Teaching
through Educator Evaluation

• August 29, 2015

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Who we are
Boston Public Schools Office of Educator
Effectiveness
Ross Wilson, Assistant Superintendent
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Agenda

• Overview of the evaluation process
• The Teacher Rubric
• Stages of the evaluation cycle
• Self-assessment
• Goals action plans
• Implementing the plan
• Formative Assessment Summative Evaluation
• Tools Resources

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• Overview of the evaluation process

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Who is in the room?
New to teaching? New to BPS? What are your hopes
for the evaluation process? What are your
fears?
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The evaluation cycle

• Creates shared understanding of effective
  practice
• Common definitions expectations
• Places student learning at the center
• Student learning goals drive the process
• Empowers educators to take ownership of their
  evaluation
• Setting goals, identifying action steps,
  submitting artifacts
• Can be a tool to achieve school, team,
  individual priorities
• Alignment of goals and actions across teams
  schools

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Leveraging evaluation as a tool
and achieve the AA Goals?
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Components of the Process Cycle of continuous
learning
Summative Evaluation
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School-wide goals guide each step of the process
School-wide goals
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Components of the Process Rubrics of Effective
Practice
New Teacher Standards
Curriculum, Planning Assessment Teaching All Students Family Community Engagement Professional Culture
New Principal/Admin Standards
Instructional Leadership Management and Operations Family Community Partnerships Professional Culture
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Components of the Process 4 rating categories
Former categories
Does not meet standards Does meet standards
New categories
Unsatisfactory Needs Improvement Proficient Exemplary
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Components of the Process Educators evaluated
on Goals Standards

• Progress on Ratings on OVERALL
• (2) Goals (4) Standards RATING

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Components of the Process Plan determined by
rating career stage
Ratings
Educator Plans
PTS educators
Non-PTS educators
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• The Teacher Rubric

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Teacher Rubric At-A-Glance
Standard I Curriculum, Planning, and Assessment Standard II Teaching All Students Standard III Family and Community Engagement Standard IV Professional Culture
A. Curriculum and Planning Indicator Subject Matter Knowledge Child and Adolescent Development Rigorous Standards-Based Design Well-Structured Lessons A. Instruction Indicator Quality of Effort and Work Student Engagement Meeting Diverse Needs A. Engagement Indicator Parent/Family Engagement A. Reflection Indicator Reflective Practice Goal Setting B. Professional Growth Indicator Professional Learning and Growth
B. Assessment Indicator Variety of Assessment Methods Adjustments to Practice B. Assessment Indicator Safe Learning Environment Collaborative Learning Environment Student Motivation B. Assessment Indicator Learning Expectations Curriculum Support C. Collaboration Indicator Professional Collaboration
C. Analysis Indicator Analysis and Conclusions Sharing Conclusions With Colleagues Sharing Conclusions With Students C. Analysis Indicator Respects Differences Maintains Respectful Environment C. Analysis Indicator Two-Way Communication Culturally Proficient Communication D. Decision-making Indicator Decision-making E. Shared Responsibility Indicator Shared Responsibility
D. Expectations Indicator Clear Expectations High Expectations Access to Knowledge F. Professional Responsibility Indicator Judgment Reliability and Responsibility
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Standard
Indicator
Element
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How are district priorities reflected in the
rubric?
District Priority Element of rubric
Increasing Academic Rigor through Common Core shifts Well-Structured Lessons (I-A-4)
Using Data to Differentiate Adjustments to Practice (I-B-2)
Inclusive Practices Meeting Diverse Needs (II-A-3)
Family and Community Engagement Parent/Family Engagement (III-A-1)

• Your school can identify other priority elements
  that reflect your school goals.

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Activity Examining Performance Levels

• With a partner, examine one of the following
  elements. Highlight changes in the language
  across the 4 performance levels.
• I-A-4. Well-Structured Lessons
• I-B-2. Adjustments to Practice
• II-A-3. Meeting Diverse Needs
• III-A-1. Parent/Family Engagement

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The purpose of a Rubric

• Develop a consistent, shared understanding of
  what proficient performance looks like in
  practice.
• Develop a common terminology and structure to
  organize evidence.
• Make informed professional judgments about
  formative and summative performance ratings on
  each standard and overall.
• The rubric is NOT a classroom observation tool.

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Rubric Look-fors
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Video Observation

• Watching teaching together deepens out shared
  understanding

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Example of school-wide unpacking
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• Stages of the evaluation cycle
• Self-assessment
• Goals action plans
• Implementing the plan
• Formative Assessment Summative Evaluation

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Self-Assessment

• Each educator must identify at least
• one area of strength
• one area for growth
• each tagged to an element in the rubric
• Consider
• school district priorities
• student learning strengths needs
• practice in relation to the standards outlined in
  the rubric
• previous evaluations

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Preparing for self-assessment

• Using the look-fors packet for reference, reflect
  on aspects of your practice that you might
  identify as areas of strength and areas of
  growth.

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EDFS Employee Development Feedback System
https//eval.mybps.org/ User ID Password are
the same as for mybps.org
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EDFS Educator View
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Self-Assessment in EDFS

• Use EDFS to submits a summary of strengths and
  areas of need

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Self-Assessment in EDFS
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Self-Assessment in EDFS
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• Stages of the evaluation cycle
• Self-assessment
• Goals action plans
• Implementing the plan
• Formative Assessment Summative Evaluation

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Setting Goals

• The self-assessment and first draft of goals are
  due in EDFS on October 1, 2013
• Each educator must submit at least
• 1 Student Learning goal A goal for what students
  will be able to do by the end of the cycle
• 1 Professional Practice goal A goal for what the
  educator will do to help them get there (tagged
  to an element in the rubric)
• Teams of educators can submit the same goals

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Goals in EDFS
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Goals in EDFS
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Goals in EDFS
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Goals in EDFS
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Goals in EDFS
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Goals in EDFS
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Goal Approval

• The evaluator must review the goals in EDFS and
• Approve them
• Return them with suggested revisions
• If one or both goals are returned, the educator
  must revise and re-submit.
• Goals and action plans for achieving the goals
  must be approved in EDFS by November 1, 2013

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Attributes of a Strong Goal

• Specific Goals should be explicit about what
  will change
• Measurable Goals should be able to be quantified
  and tracked with assessments and other data
  throughout the cycle, and when.
• Attainable Goals should be both challenging and
  realistic.
• Results-focused Goals should directly impact
  student learning.
• Time-bound Goals should provide a specific
  timeframe for completion, prior to the end date
  of the plan.

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Sample Goals

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• Schoolwires screenshot

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Activity Revising Goals

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• Read over each goal
• Is it a student learning goal or a professional
  practice goal?
• Is it SMART?
• What revisions would make it SMARTer?

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Developing Your Action Plan

• An action plan
• Details 3-5 action steps per goal
• Includes a timeframe or frequency for each step
• Identifies supports resources necessary for
  each step
• Think about
• Benchmark assessments
• Potential artifacts
• Possible roadblocks

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Developing Your Action Plan

• After writing your goals,
• click on the Action Steps icon.
• Both goals and action plans must be
• approved by November 1.

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Developing Your Action Plan

• When you click on the icon,
• you will see your goals.
• Select Add New Steps.

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Developing Your Action Plan

• For each step, identify

Action
Supports
Timeline
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Developing Your Action Plan

• Use the Action Planning Worksheet to develop each
  step before entering them in EDFS

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• Stages of the evaluation cycle
• Self-assessment
• Goals action plans
• Implementing the plan
• Formative Assessment Summative Evaluation

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Implementing the Plan

• Educator teaches, and completes the planned
  action steps.
• Both Educator and Evaluator collect evidence of
  performance relative to standards and goals.
• Evaluator provides feedback on practice to
  educators through classroom observation and
  artifact collection.

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Timelines and Requirements (per BPS-BTU contract)
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Observation Requirements
Announced Observations Unannounced Observations
At least 30 minutes (suggested) Feedback in EDFS in 5 days Post conference At least 10-15 minutes (suggested) Feedback in EDFS in 5 days
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Components of the Process Educators evaluated
on Goals Standards

• Progress on Ratings on OVERALL
• (2) Goals (4) Standards RATING

Evidence collected through observations
artifacts.
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Collecting artifacts

• Artifacts may include
• Tracking analysis of student assessment data
• Student work
• Lesson plans
• Identify chart possible sources of evidence in
  one of the following areas

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Uploading onto EDFS

• Step 1
• Step 2

• Select the Artifacts icon
• and you will get this screen

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Uploading onto EDFS

Description (what is it?)
Rationale (why this?)
Tags (which goals standards?)
Choose File Save
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Writing rationales

• To help your artifact communicates what you want
  it to
• Identify the element or goal that the artifact
  addresses.
• Describe the artifact identify the section that
  directly connects to the element or goal.
• Highlight the artifacts impact on student
  learning.
• Specify the evidence of professional growth or
  proficiency in the element the artifact provides.

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• Stages of the evaluation cycle
• Self-assessment
• Goals action plans
• Implementing the plan
• Formative Assessment Summative Evaluation

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Components of the Process Educators evaluated
on Goals Standards

• Progress on Ratings on OVERALL
• (2) Goals (4) Standards RATING

Educators are responsible for providing evidence
for all standards and goals.
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What is a formative assessment?

• A mid-plan check-in
• rating on progress towards each goal
• rating on each standard
• An overall rating
• Ratings based on evidence from observations
  artifacts
• It may be used to change a plan
• If there is a significant change in practice,
  however, this is not required. The plan may
  continue until the summative.

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What is a summative evaluation?

• A summary of performance over the course of the
  cycle, by May 15 for 1-year plans
• rating on progress towards each goal
• rating on each standard
• an overall rating
• Ratings based on evidence from observations
  artifacts, building on the formative
• The overall rating determines the next plan

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Evaluations in EDFS
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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 Release
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Evaluations in EDFS Educator Sign-Off
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Formatives Summatives

• Meetings
• Upon request of educator or evaluator
• Required for ratings of NI or Unsatisfactory
• Prescriptions issued for standards rated less
  than proficient
• Questions?

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For Resources, Support, Questions, Feedback

• For more information, visit
• EDFS http//eval.mybps.org/
• http//educatoreffectiveness.weebly.com
• Email questions, comments, and feedback to
• Bpsevaluation_at_boston.k12.ma.us
• MA Department of Elementary and Secondary
  Evaluation (DESE) Evaluation Site
• http//www.doe.mass.edu/edeval/

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New website boston.schoolwires.net/oee
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boston.schoolwires.net/oeeEvaluation resources
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boston.schoolwires.net/oeeInteractive rubric
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boston.schoolwires.net/oeeInteractive rubric
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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 Kris Taylor ktayor
C Nicole Ireland nireland
D Angela Rubenstein arubenstein
E Jared Joiner jjoiner
F Kris Taylor ktaylor
High Schools Chason Ishino Leah Levine cishino
EDFS tech support Jenna Costin jcostin
Data analysis Jen Kozin jkozin