Educator Evaluation Workshop: S.M.A.R.T. Goals & Educator Plan Development MSSAA Summer Institute

Educator Evaluation Workshop:S.M.A.R.T. Goals & Educator Plan Development

MSSAA Summer Institute

July 26, 2012

Agenda S.M.A.R.T. Goals

o The role of goals in the 5-Step Cycleo Two types of goalso Why team goals?

S.M.A.R.T.er Goals = Educator Planso What makes a goal S.M.A.R.T.er?o Guided practice: turning goals into plans

Tips & Strategies Resources

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Intended Outcomes Understand the rationale and framework

for the MA “SMARTer Goal” model

Be able to identify characteristics of S.M.A.R.T and S.M.A.R.T.er goals

Be able to translate a “SMARTer” goal into an Educator Plan

Identify at least one key strategy to take back to your school that will facilitate goal-setting and plan development

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Massachusetts Department of Elementary and Secondary Education

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5 Step Evaluation Cycle

Foundation for the Framework & Model

Every educator is an active participant in an evaluation

Process promotes collaboration and continuous learning


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5-Step Cycle in Action: 9th Gr Biology Teacher

Continuous Learning

9th Gr Biology teacher identifies two needs: scientific reading and

writing and incorporating new curricular standards

into his instruction.


Teacher proposes 1 student learning goal

and one team professional practice goal. His department head helps refine the

goals before approving the goals & plan.

Teacher gathers and synthesizes evidence on goal progress, while

department head and

principal focus data collection on goal areas.

Department head meets with team and teacher to

review evidence and assess

progress on goals, adjusting

benchmarks if necessary.

Teacher earns one of 4

ratings based on

performance against the

standards and progress on

goals

S.M.A.R.T. Goals

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How to begin?

A thoughtful self-assessment leads to targeted, results-oriented goals.

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Thoughtful Self-Assessment

Establishment of S.M.A.R.T. Student Learning and Professional Practice Goals

Educator Plan Development including key actions and benchmarks

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Formative Assessment – Monitoring progress and making needed adjustments

Collection of evidence and documentation demonstrating improvements in professional practice and student growth

The Power of Educator-Driven, Targeted Action

Step 2: Analysis, Goal Setting and Plan Development Educators set at least two goals:

o Student learning goalo Professional practice goal

(Aligned to the Standards and Indicators of Effective Teaching and/or Administrative Leadership Practice)

Educators are required to consider team goals Evaluators have final authority over goals


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Data as a Starting Point for Student Learning Goals Incoming Student Data – how did these

students do last year? Are there any anomalies or subgroups that require specific attention?

Past Student Data – how have your students typically performed in the past?

Aggregate Student Data – are there any trends in performance, positive or negative, that characterize students in your school, content area, and/or grade level?

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Rubrics as a Starting Point for Professional Practice

GoalsPrincipal Rubric At-a-GlanceI. Instructional Leadership

II. Management & Operations

III. Family & Community Engagement

IV. Professional Culture

A. Curriculum A. Environment A. Engagement A. Commitment to High Standards

B. Instruction B. HR Management & Development

B. Sharing Responsibility

B. Cultural Proficiency

C. Asssessment C. Scheduling & Management Information Systems

C. Communication C. Communications

D. Evaluation D. Law, Ethics & Policies

D. Family Concerns

D. Continuous Learning

E. Data-Informed Decisionmaking

E. Fiscal Systems E. Shared Vision

F. Managing Conflict

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S.M.A.R.T. Goals S = Specific and Strategic M = Measurable A = Action Oriented R = Rigorous, Realistic and

Results-focused (the 3 R’s)

T = Timed and Tracked

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What Makes a Goal “S.M.A.R.T.”?Individually:

Read “What Makes a Goal S.M.A.R.T.?”Underline one phrase that you find most

significant in the reading

Turn to a partner: Share your phrases Discuss the phrases that emerged and any

insights about the document

S.M.A.R.T.er Goals=

Educator Plans

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A Massachusetts“SMARTer GOAL”

=A Goal Statement

+Key Actions

+Benchmarks (Process & Outcome)

=The Heart of the Educator Plan


Process and Outcome Benchmarks Process benchmarks – monitor plan

implementation

Outcome benchmarks – monitor effectiveness of the plan

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Guided Practice: A Principal’s Observations and FeedbackGoal Statement for Classroom

Observation & Feedback:I will manage my time more effectively in order to increase the frequency and impact of classroom observations by learning how to do 10-minute observations and conducting eight visits with feedback per week, on average.

(Aligned to I.D.2 (Observations & Feedback))


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Guided PracticeIn pairs: 1. Review the key actions (are they tightly

linked to the goal?) 2. Review benchmarks:

• are there process benchmarks (actions done)?

• outcome benchmark(s) (results)?3. Identify two revisions and/or additions

to the actions and/or benchmarks that will make this SMART Goal “S.M.A.R.T.er”


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Guided Practice: A Principal’s Observations and FeedbackGoal Statement for Classroom Observation & Feedback:

I will manage my time more effectively in order to increase the frequency and impact of classroom observations by learning how to do 10-minute observations and by the start of second semester conducting eight visits with feedback per week, on average, that an increasing percentage of teachers report are useful beginning with at least 60%.

(Aligned to I.D.2 (Observations & Feedback))Massachusetts Department of Elementary and Secondary Education

Principal Educator Plan ExampleSample Professional Practice Goal for a Principal: I will manage my time more effectively in order to increase the frequency and impact of classroom observations by learning how to do 10-minute observations with feedback, and by the start of the second semester, conducting eight visits per week, on average, that an increasing percentage of teachers report are useful.

Student Learning Goal(s) and Professional Practice Goal(s) Planned ActivityAction Supports/

Resources from School/District

Timeline/Benchmark or Frequency

1. By September 1, I will develop a schedule and method for logging at least eight classroom observations with feedback per week between October 15th and Memorial Day.2. By October 15th, I will study with a colleague principals and my administrative team how to conduct 10 minute unannounced observations and write brief, useful feedback.3. By January 1st, I will share at least 5 samples of feedback with principal colleagues and collect their feedback.4. By January and again on June 1, I will solicit anonymous feedback from teachers about their perceptions of the usefulness of the unannounced visits and feedback.

Superintendent to facilitate teams of principals to collaborate on enhancing the observation and feedback process. Superintendent will help identify teams and provide scheduled time to hold study groups and conduct feedback sessions.

1. September 1 – schedule developedJanuary 15/March 15/May 15 – check in to determine of 8 observations per week (on average) have been completed.2. October 15th – documented study time with colleague3. January 1st – 5 feedback samples will be shared with colleagues4. January 1st and June 1st will have collected feedback via teachers regarding their perceived value of the process.

*Evidence provided through principals logs and example artifacts

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Process and Outcome Benchmarks Process benchmarks – monitor plan

implementationo January 15/March 15/May 15 – check in to determine

if 8 observations per week (on average) have been completed.

Outcome benchmarks – monitor effectiveness of the plano January 1st and June 1st will have collected feedback

via teachers regarding their perceived value of the process. 21

Four Types of Educator Plans Developing Educator Plan

For educators without Professional Teaching status, administrators in the first three years in a district, or at the discretion of an evaluation for an educator in a new assignment

Self-Directed Growth PlanFor experienced educators rated proficient or exemplary on their last evaluation; these plans can be one or two years in length

Directed Growth PlanFor educators rated in need of improvement of on their last evaluation

Improvement PlanFor educators rated unsatisfactory on their last evaluation


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Educator Plans: Requirements and Timelines

Self-Directed Growth Plan

Directed Growth Plan

Improvement Plan

Developing Educator Plan

Rated Proficient or Exemplaryo 1- or 2-year plan o developed by the educator

Rated Needs Improvement o 1-year plan or lesso developed by the educator &

evaluator

Rated as Unsatisfactoryo At least 30 calendar days; up to 1

yearo developed by the evaluator

Without Professional Statuso 1-year plan or lesso Developed by the educator &

evaluator


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Educator Plan Cheat Sheet Formative Assessment/Evaluation:

o Formative Assessments: plans that are 1-year or less in duration, mid-cycle check-in on goals

o Formative Evaluations: 2-year plans, occur end-of-year, ratings default to previous Summative Rating unless evidence indicates significant change

Student learning goals lend themselves to one-year goals

IPDPs can be merged into educator plans (see revised licensure regulations) 24

Tips & Strategies

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Where to begin? Strategy 1: Aligned GoalsDistrict Goals

School Goals

Team Goals

Teacher Goals

The Power of Concerted Action

Strategy 1: Aligned GoalsAn Example

District Goal Anti-Bullying InitiativeStandard/IndicatorSchool

Improvement GoalSupport the behavioral health needs of all students.

School Administrator Team Goal

During the 2011 – 2012 school year, the HS Administrative Team will review and refine protocols in an effort to reach 100% consistency in administrating policy to support students’ social/emotional/behavioral needs.

II.A (Environment)

Teacher Goal During the 2011-2012 school year, I will learn and appropriately use an increasing number of effective rituals, routines and responses that prevent most behaviors that interfere with student learning.

II.B (Learning Environment)

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Where to begin? Strategy 2: Focus the Self-Assessment

Murkland ESSchool leaders aligned District Core Issues and School Improvement Goals to specific parts of the rubric

Led to focused and coherent self-assessment and goal-setting processes for all educators,

Promoted collaboration and shared accountability throughout the school

“not just one more thing but something we’re already doing”

Note: all Standards and Indicators are still important. This is about focusing and prioritizing to support coherence and “doability” Massachusetts Department of Elementary and Secondary Education

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Teacher Rubric-at-a-Glance

Think of one major initiative or focus in your school for 2012-2013.

Using the teacher rubric at-a-glance, identify two Indicators (or elements) that you would most likely focus on with teachers related to this initiative.

(Ex: Revised MA Curricular Frameworks)


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Districts that promote team goals have found this work more ‘doable’

Team goals support collaboration, communication, and likelihood of success (admin teams too!)

Tips & Strategies Promote school or district goals Support regular team time Identify common process & benchmark

outcomesMassachusetts Department of Elementary and Secondary Education

Where to begin?Strategy 3: Promote Team Goals

Where to begin?Strategy 4: Backward Mapping

Start with the PD you have planned – what do you expect your teachers to accomplish this year?

Locate these objectives in the rubric and let those drive the self-assessment and goal-setting processes back at your school


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Next Steps – Suggestions for Principals Review “SMART” Goal Setting and assess

how “SMART” your current school improvement goals are.

Read School-Level Planning & Implementation Guide (Part II of the Model System) and the School-Level Administrator Rubric (Part III, Appendix B)

Locate your school improvement focus areas in the Administrator and Teacher rubric


Resources

Massachusetts Model System for Educator Evaluation


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School-Level Planning & Implementation Guide

Content OverviewThe Massachusetts Model System for Educator EvaluationStep 1: Self-Assessment

Step 2: Goal Setting and Plan DevelopmentStep 3: Implementation of the PlanStep 4: Formative Assessment and EvaluationStep 5: Summative EvaluationAppendices: Forms for Educator Evaluation, Setting SMART Goals


ESE Evaluation Resources What’s coming?

−Summer 2012Guidance on District-Determined Measures

Training Modules with facilitator guides, PowerPoint

presentations, and participant handouts

List of approved vendors

Updated website with new Resources section

Newsletter


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What’s coming? −Fall/Winter 2012

Solicit and review feedback on Model System; update

Research & develop student and staff feedback instruments

Collect and disseminate best practices

Collect and vet assessments to build a repository of district

measures

Internal collaboration to support cross-initiative alignment

EX: Support for use of rubric for teachers of ELLs

aligned to RETELL initiative


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ESE Evaluation Resources

Overview of Training Modules Module 1: Overview

Module 2: Unpacking the Rubric

Module 3: Self-Assessment

Module 4: S.M.A.R.T. Goals and Educator Plan Development

Module 5: Gathering Evidence

Module 6: Observations and Feedback

Module 7: Rating Educator Performance

Module 8: Rating Impact on Student Learning 37

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For More Information and Resources:

Visit the ESE educator evaluation website:

www.doe.mass.edu/edeval

Contact ESE with questions and suggestions:

[email protected]

Presenters:

Claire Abbott – [email protected]

Preeya Pandya – [email protected]


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

mailto:[email protected]



Educator Evaluation Workshop: S.M.A.R.T. Goals & Educator Plan Development MSSAA Summer Institute

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