Educator Evaluation Regulations, Mandatory Elements & Implementation MTA Center for Education Policy...
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Transcript of Educator Evaluation Regulations, Mandatory Elements & Implementation MTA Center for Education Policy...
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Educator EvaluationRegulations, Mandatory Elements & Implementation
MTA Center for Education Policy and PracticeAugust 2014
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Just suppose…… you had to rate your job performance,
… using measures you don’t understand,
… and your job might be on the line!
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How would you feel?
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That’s how 80,000 educators feel!
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Educator EvaluationRegulations, Mandatory Elements & Implementation
MTA Center for Education Policy and PracticeFall 2012
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Race to the Top Requirements
At least three summative rating categories Multiple measures of teacher/principal impact on
student academic performance and growth Supervisor evaluations based on research-based
observational tools and rubrics of professional practice
Evidence of educator content knowledge, professional skills, cultural competency, and ongoing professional growth
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MA Statute on Evaluation – District
MGL, Chapter 71, Section 38 - District Requirements Comprehensive system based on BESE
principles Performance standards - bargained Annual evaluation – administrators &
teachers without PTS At least biannual evaluation – teachers
with PTS Permits inclusion of student learning outcomes
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What do the new regulations require?
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Purposes of Evaluation
Feedback for improvement Professional growth Professionalism Personnel decisions Accountability Effective teaching Effective leadership
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Mandatory Elements – New Regulations
4 Standards & 16 Indicators of Effective Teaching
4 Standards & 20 Indicators Administrative Leadership
4 Performance Ratings4 Types of Educator Plans3 Categories of Evidence
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MA Statute on Evaluation – BESE Authority
MGL, Chapter 69, Section 1B – Board of Elementary and Secondary Education Establishes guidelines for evaluation
systems Encourages districts to develop evaluation
programs and standards Does not have approval authority
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Mandatory Elements – New Regulations
Self-Assessment Goal Setting Summative and Formative Evaluations Unannounced observations Use of ratings in personnel decisions
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The Evaluator- Centered Model
Evaluator Educator
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Educator-centered Model
Educator
Evaluator Colleagues
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Evidence-based Evaluation
Artifacts of Practice Family Engagement Professional
Responsibilities
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Categories of Evidence
Practice Learning Engagement• Self-
assessment
• Observations
• Educator Work Products
• Student Work
• Practice Goal
• Year 1: Student learning objective determined by evaluator and educator (Learning Goal)
• Professional Development
• Family Engagement
DESE Guidance 2012• Multiple Measures
• District-determined
• State Assessments
DESE Guidance 2013
•Student Surveys
•Staff Surveys
•Parent Input
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ObservationsObservations
Unannounced ObservationsUnannounced Observations For everyoneFor everyone
Announced ObservationsAnnounced Observations Not requiredNot required Recommended for first year practitionersRecommended for first year practitioners Recommended for veteran educators on Recommended for veteran educators on
Improvement PlansImprovement Plans May be negotiatedMay be negotiated
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Feedback…
Evaluators are obliged to provide coherent and useful guidance and support for instructional practice.Source: City, Elmore, Fiarman & Teitel (2010). Instructional Rounds in Education.
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Educators with SGP Scores
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Measures of Student Learning
For the 16% - District-determined pre- and post-assessments
comparable across grades and subjects MCAS Student Growth Percentile, if available and
applicable.
For the 84% - Two district-determined pre- and post-assessments
comparable across grades and subjects
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The 5-Step Cycle of Evaluation
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Collaboration and Continuous Learning are the focus
Massachusetts Department of Elementary and Secondary Education
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Standards
Teachers Administrators
• Curriculum, Planning, & Assessment
• Teaching All Students • Family & Community
Engagement• Professional Culture
• Instructional Leadership
• Management and Operations• Family & Community
Engagement• Professional Culture
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Self-Assessment
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Goals for Educator Plan
Professional practice goal related to standards and indicators
Student learning goal related to current student cohort
Additional goals for educators whose practice is below Proficient or whose impact on student learning is Low.
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Team Goal-Setting
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Evaluation
Formative Evaluation Two-year Self-directed Plan only Same Overall rating as previous Summative absent
evidence to the contrary Summative Evaluation
All educators at the end of their Educator Plan rated on Each of four standards Progress on two goals Overall Rating which determines next Educator Plan
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Performance Ratings
Exemplary Proficient
Educator consistently and significantly exceeds the requirements.
Educator fully and consistently meets the requirements.
Needs Improvement Unsatisfactory
Educator performance is below the requirements but not unsatisfactory. Improvement is necessary and expected.
Educator has not signficantly improved following a rating of NI or is consistently below the requirements and is considered inadequate or both.
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Experienced Educator Plans
Educators on Two-Year Self-Directed Growth Plans
Educators on One-Year Self-Directed Growth Plans
Educators on Directed Growth Plans
Educators on Improvement Plans
Focus of Supervisory
Efforts
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Developing Educator Plans
One-year plan All Non-PTS teachers PTS teachers in first year of new assignment
(optional) Administrators with less than 3 years in position
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Implementation of the Education
Evaluation System
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Eight Components of Model System
Part I: District-Level Planning and Implementation GuidePart II: School-Level Planning and Implementation GuidePart III: Guide to Rubrics and Model Rubrics for Superintendent,
Administrator and Teacher Part IV: Model Collective Bargaining Contract Language – Units A + B Part V: Implementation Guide for Principal Evaluation Part VI: Implementation Guide for Superintendent EvaluationPart VII: Rating Educator Impact on Student Learning Using District-
Determined Measures of Student LearningPart VIII: Using Staff and Student Feedback in the Evaluation Process
(May 2013)
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Implementation Issues
Transitioning from current system Collective bargaining Professional development
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Collective Bargaining
MGL, Chapter 150E identifies standards of productivity (evaluation) as a mandatory subject of bargaining.
Rubrics Data Sources Templates Procedures Processes Timeline
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Elements of Model System
Contract language – complete evaluation article
Guidance on self-assessment, rubrics, educator plans
Rubrics for self-assessment, formative & summative evaluation for classroom teachers, caseload educators, administrators
Education plan template, evidence logs, etc.
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Model Collective Bargaining Language
Adopt the Model CBA as is Adapt the Model CBA
Timelines Protocols Forms and Templates
Revise existing CBA to conform to regulatory requirements
Adaptations or revised CBAs must be reviewed by DESE for consistency with regulations
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Professional Development Requirements
An Act to Implement Educator Evaluation Systems in School Districts – June 2012
Districts required to provide professional development All Teachers All Administrators All Evaluators
RTTT Districts publish training plan – October 2012 Other Districts – October 2013
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Professional Development Content - Teachers
Overview of the five-step cycle/Orientation
Self-Assessment Using a Rubric Goal Setting Plan Development
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Additional Content - Evaluators
Unpacking the Rubric Gathering Evidence Observations and Feedback
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MTA Evaluation Toolkit
Public Section Quick link to MTA Chart and
Narrated PowerPoint DESE Documents MTA Evaluation Documents
Leaders Section Collective Bargaining Guidance Observation Protocols and Forms Evaluation Protocols and Forms
EducatorEvaluation
Toolkit
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Any Questions??