PROFESSIONAL%20DEVELOPMENT%20FOR%20EVALUATORS

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Leveraging Performance Management to Support
School Priorities

• PROFESSIONAL DEVELOPMENT FOR EVALUATORS
• DAY 2

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Getting Started Revising Goals

• Please read the goals and list revisions that
  could be made to improve them.
• Characteristics of high-quality goals
• SMART
• Aligned to school priorities
• High leverage
• Includes mid-year benchmark

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Todays Agenda

• Creating Goals Action Plans
• Collecting Evidence through Artifacts
  Observations
• A Closer Look at Observations
• A Closer Look at Artifacts

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Creating Strong SMART Goals

• Turn Talk
• What was your experience with the goal proposal
  approval process like?

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Creating Strong SMART Goals

• Examples of the goal-setting process from
  different schools
• Sample from an Elementary School
• Charlestown
• Edison

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Creating Strong SMART Goals

• Helping someone strengthen a goal
• One of my individual goals is to increase
  communication with parents/guardians. I plan to
  maintain a phone and email log to document my
  outreach efforts.

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Creating Strong SMART Goals

• Helping someone strengthen a goal
• "In order to provide constructive feedback to
  students, I will establish a dialogue with
  students about performance, progress and
  improvement.  I will measure this goal by keeping
  records of the feedback, in its various forms,
  that are given to students.
• But-
• I don't know if this is an appropriate
  measurement
• I don't know if that is manageable to keep
  records of ways I give students feedback for 120
  students. 
•  

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Revising Goals email, page 2

•  
• I'm envisioning that I would keep a log of
  conversations I have with students as well as
  copies of written communication and feedback.
   But I don't know how practical it is for me to
  expect of myself that I will record all feedback
  driven conversations with students (I think
  making copies of written pieces is manageable
  enough). 
•  
• One idea that I've had and am wondering if it
  acceptable is to focus in on a cross section of
  students.  While I will work on improving
  feedback with all of my students, if I just kept
  records regarding one class or a handful of
  students from across classes that might make it
  more manageable as compared to doing it for 120
  students.

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Final Goal Text

• In order to provide constructive feedback to
  students, I will establish a dialogue with
  students about performance, progress and
  improvement.  I will measure this goal through
  questionnaires given to students asking them to
  assess how helpful specific feedback was.
   Questionnaires will be given at least once every
  three weeks. 

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Goal Feedback
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EDFS Educator View
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EDFS Manager View
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Goals Educator View
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Goals Educator View
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Goals Educator View
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Goals Educator View
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Goals Educator View
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Goals EVALUATOR View
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Goals EVALUATOR View
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Goals EVALUATOR View
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EDFS Action Steps and Plan Development

• Each goal must have action steps to support
  educators completion of the goal. If the
  educators two goals are related, only one Action
  Plan is necessary.
• The action steps develop the plan into actionable
  steps including
• Actions
• Supports or resources required
• Timeline and frequency.
• These steps will also be entered into the EDFS
• The evaluator will approve Action Plans by
  November 1.

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Action Plans

• Characteristics of high-quality action plans
• Clear steps that are likely to help educator make
  progress toward achieving goal(s)
• Includes specific details like frequency,
  timeline, benchmarks, and at which points
  progress will be measured
• If goals are linked, can be one action plan for
  both
• Perhaps 4-5 steps per action plan

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Action Plans Examples

• How could these be strengthened?
• What artifacts could be used to document the
  completion of each step?

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Action Steps Educator View
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Action Steps Educator View
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Action Steps Educator View
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Action Steps Educator View
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Action Steps EVALUATOR View
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• Evidence
• Observation Artifacts

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The 5-Step Cycle in Action

• Every educator is an active participant in an
  evaluation
• Process promotes collaboration and continuous
  learning

Continuous Learning
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Collection of Evidence in EDFS

• Both educators and evaluators can upload
  artifacts
• Evaluators upload both observation evidence
  feedback
• Evidence should be robust, allowing evaluators to
  assess impact of teacher practice on students

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Evidence collected on

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

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Ongoing Collection of Evidence

• Evidence should be related to specific standards
  goals.
• When appropriate, evaluator provides feedback to
  educator using language from the rubric.
• Evaluator does not rate educator practice after
  each piece of evidence, but during the formative
  or summative evaluation.

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Evidence vs. Feedback

Evidence Feedback
Facts Aligned to Rubric Ex 1 Lesson plan submitted as artifact Ex 2 Ms. Y said, "Yes, I know. You are smart. You are very intelligent. You can do this. Claim Interpretation Aligned to Rubric Ex 1 The lesson plan does not include a closing activity. How are is summarizing incorporated into the lesson? Ex 2 Ms. Y's response show that she continues to foster a safe intellectual environment where students take academic risks.  
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• Evidence from Observations

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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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Observing Lessons CAUTION!

• We observe all the time, which means that it is
  easy to do, but hard to do objectively.

• Remember
• We tend to see what we want to see
• We have to be aware of and avoid bias,
  particularly personal idiosyncrasies
• We have to avoid preconceptions
• Observation should be based upon agreed criteria

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Observation Bias
What is bias? What are some experiences you have
had with bias? What are some examples of bias
you have about teaching? What can we do to
diminish the influence of bias in our work?
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Principles of Brief Observations

• Frequent
• Focused
• Varied
• Useful and Timely Feedback

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Strategies for Collecting Evidence

• Identify a focus ahead of time
• Goals, specific Standards/Indicators
• Record evidence, not judgment
• Quotations, observed actions or movements by
  teacher and students, times, numbers, literal
  descriptors, etc
• Be an efficient note-taker
• Establish abbreviations, paraphrase

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Examples

• Observations Tools from Sam
• Observations Tools from Jess

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Other forms of Observations Team Feedback
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Other forms of Observations Team Feedback
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Informal Observation
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(No Transcript)
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Systems for Tracking Observations
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CHS approach to scheduling
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Observations in the EDFS

• BPS developed an observation tool in EDFS
• Observational evidence will be uploaded to EDFS,
  and tagged to an appropriate category of the
  rubric
• Observations may only be used in formative or
  summative evaluations if the educator received
  feedback within 5 days of the observation

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Observations EVALUATOR View
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Observations EVALUATOR View
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Observations EVALUATOR View
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Observations EVALUATOR View
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Observations EVALUATOR View
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Observations Educator Evaluator View
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Observing Practice

• Chris McCloud
• 7th Grade Math Teacher

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C. McClouds self-assessment against the
rubric
Strengths Needs
Improving student performance in math for students who enter my class performing below grade level Indicators/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
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Chris McClouds 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.  

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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.

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• How did it go?

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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 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

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Feedback conversations

• What has been your experience with feedback
  conversations?

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Feedback conversations Resources

• Beyond the Scoreboard, from Educational
  Leadership
• Talk About Teaching, by Charlotte Danielson
• Leverage Leadership, by Paul Bambrick-Santoyo
• Difficult Conversations, by Stone, Patton Heen

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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
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• Evidence from Artifacts

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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?

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Artifacts Clarifying Expectations

• How many would you like people to submit?
• What kind of documents?
• How detailed of a rational would be useful?

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Zils PP Goal and Action Steps
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Zils PP Artifact 1
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Zils PP Artifact 2
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Strong SLG and Action Steps
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Zils SLG Artifact 1
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Zils SLG Artifact 2
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Mid Year Check Point
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Artifacts Examples

• Looking at these artifacts, what evidence do you
  have of the teachers practice?

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Trio Activity

• Thinking about a specific teacher, think about
  which artifacts you would suggest they upload.
• Consider what kinds of artifacts would show
• elements that cannot be observed?
• evidence of growth in areas noted for
  improvement?
• progress on goals?
• performance on each standard?

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Artifacts on EDFS Educator Evaluator View
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Artifacts Educator Evaluator View
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Artifacts Educator Evaluator View
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Artifacts Educator Evaluator View
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Artifacts Educator Evaluator View
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Artifacts Educator Evaluator View
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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.

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http//educatoreffectiveness.weebly.com
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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 school
• Sam Varano, Edison K-8

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• Please complete the exit ticket, and well see
  you next week!