Leveraging Evaluation to Support School Priorities & Increase Effectiveness
PROFESSIONAL DEVELOPMENT FOR EVALUATORS DAY 2: WEDNESDAY, SEPTEMBER 26, 2012 Leveraging Performance...
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PROFESSIONAL DEVELOPMENT FOR EVALUATORS
DAY 2: WEDNESDAY, SEPTEMBER 26, 2012
Leveraging Performance Management to Support
School Priorities
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Today’s Agenda
Setting goals that are aligned and SMARTWriting Action Plans tied to goalsIdentifying evidence from artifacts and
observations Selective scripting
Rolling all evidence up into ratings
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Strengths Needs
•Improving student performance in math for students who enter my class performing below grade levelIndicators/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:
Chris McCloud: Self-assessment against the rubric
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Getting to Goal Topics
Your school-level analysis should drive your student learning goals.
Your student learning goals should drive your professional practice goals.
Goal-setting is not done in a vacuum!
Needs Analysis Student Professional Learning Practice
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Setting Goals that are Aligned and SMART
Evaluators will: Identify what makes a goal SMART Practice skills to revise SMART goals Develop strategies to ensure alignment
between teacher and school goals Create sample goals for teachers Know what follows goal-setting
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Understanding Goal Setting
Where do I need to grow
this year? Where do I
want my students to
grow this year?
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Proposing and Setting Goals
Rationale for goal-settingBased on the educator’s self-assessment
At least: One goal for student learning, growth and achievement, and One goal for professional practice
Consider team, grade, or department goalsEducator proposes; supervisor determinesBEFORE educators set goals:
Measure practice against performance standards on rubric for the Professional Practice goal
Examine student data for the Student Learning goal
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Attributes of a Strong Goal
SpecificMeasurable AttainableResults-FocusedTime-bound
Remember, the key to make sure the goal is written clearly enough so that both teacher and evaluator can determine the teacher’s degree of success in meeting the goal.
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Sample Professional Practice Goal
With your table, consider this goal:7th grade math
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 twice a month from now until May 15.
Does this goal meet criteria for SMART?
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Sample Professional Practice Goal
Specific: Focused on a sub-group of students (ELL), clear about which strategies will be taughtMeasurable: Can measure by analyzing student notebooks and exit ticketsAction-Oriented: The teacher will implement teaching strategies that are likely to improve student learning in the area he is measuringRealistic: The teacher wants / needs to teach these strategies already.Time-bound: Completion date for action (May 15) is included in the goal.
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Activity: Re-writing Goals to be SMARTer
With your colleagues, review the worksheet of goals:Determine whether they are Student Learning (SL) or Professional Practice (PP) goalsAssess the strength of the goalDescribe how you would revise the goal
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A few more considerations…
Let’s revisit some of these goals and think about…
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Consideration #1 – Set Goals on Leading vs. Lagging Indicators
Leading Indicator = an indicator that comes first, and causes, contributes to, or partially predicts outcome on a lagging indicator
Lagging indicator = an indicator that comes later, and is a result of or partially predictable based on a leading indicator
Choose a leading indicator your team can influence!
High school graduation
rate
Freshman GPAs
Quarterly grades
Daily attendance
Reading skills
Homework completion
Hours sleep per night
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Consideration #2 – What data is your greatest leverage point?
Questions to ask:What data do we have?
Be pragmatic and use what you have whenever possible, but don’t sacrifice quality, reliability, or instructional relevance!
Where is the momentum in your system?
Work with it – “be the water, not the rock”
Where are kids’ skills? Focus your goal – and thus your
work – on your students’ limit to growth.
Yeah, yeah – but your
blood pressure is
in the healthy range!
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Consideration #3 – Absolute Performance vs. Growth
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Aligning Goals to School Priorities
Goal-setting should support your school’s goals
What are your school priorities?You will now write sample teacher goals to help
you further your school priorities.
Educator Evaluation
District Goals
School Goals
Professional Practice
Goal
Student LearningGoal
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Sample Teacher Goals Aligned to School Priorities
1. Identify one or two priorities in your school. 2. Identify one of your school’s goals for student learning. 3. Based on one of your school’s goals for student learning (step #2), craft a
sample student learning goal that could be adaptable for many of your teachers. Use the template in the “Guidance for Writing Goals” worksheet.
4. Examine the Rubric of Effective Teaching and select one or two elements that support achievement of that student learning goal (in step # 3, above).
5. Using the goal template in “Guidance for Writing Goals,” construct a draft professional practice goal for one of those elements identified in step #4.Keep this goal flexible enough so that teachers can adapt it to their own content areas, classrooms, and students.
6. Share these goals with colleagues and be prepared to share with the group.
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Aligning Goals to Support Whole-School Improvement
District priority 1. Professional Growth and Evaluation Goal Setting (IV-A-2)2. Using Data to Differentiate Instruction Adjustment to Practice (I-B-2) Access to Knowledge (II-D-3)1. Increasing Academic Rigor Well Structured Lessons (I-A-4)2. Engaging Fam., Com, & Partners Parent/Family Engagement (III-A-1) Two Way Communication (III-C-1)
School Priority
School-wide Student Learning Goals
School-wide Professional Practice Goals
Administrator Student Learning Goals
Administrator Professional Practice Goals
Grade Team Student Learning Goal
Grade Team Professional Practice Goal
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Goal Proposal in EDFS
Propose one goal for student learning and one for professional practice
Evaluator will accept or return goals for further revision
Templates are included in the EDFS to support the goal-writing process
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EDFS: Student Learning Goal Proposal
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EDFS: Professional Practice Goal Proposal
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EDFS: Goal Approval
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Action Plan Development
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Action Plan Development
After the evaluator approves the educator’s goals, they will work with each other to develop an action plan that will detail which steps need to be taken to accomplish the educator’s goals.
Developing the plan together encourages conversations that build relationships and a shared understanding of high quality professional practice.
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EDFS: Action Steps and Plan Development
Each goal must have action steps to support educators’ completion of the goal
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
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Activity: Developing an Action Plan
Using the Action Plan Development Worksheet as a guide, work with a partner to develop an Action Plan to support a professional practice goal that one of you developed from the previous SMART goal activity.
After you have finished, talk with your partner about whether this action plan would make it highly likely that the accompanying student learning goal (from the previous SMART goal activity) could be achieved.
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Evidence
Observation & Artifacts
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Identifying Evidence from Artifacts and Observations
Evaluators will understand:• The difference between evidence and opinion• How to identify evidence from an observation
using selective scripting• What an artifact is, and how to identify evidence
in an artifact• Types of 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 are permitted to upload evidence to the EDFS
Evidence should be robust, allowing evaluators to assess across multiple rubric areas
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Evidence collected on …
Progress on Ratings on OVERALL (2) Goals (4) Standards RATING
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Evidence Collection Cycle
1. Evaluator collects and educator submits artifacts.
2. Evaluator makes fact-based statements about evidence of practice and progress toward goals contained in artifacts.
3. Evaluator aligns evidence statements with standards and indicators and goals.
4. Evaluator provides feedback to educator using language from the rubric.
5. Evaluator rates educator practice before the formative or summative evaluation.
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Objective Evidence
EVIDENCE Prove or disprove Make plain or clear Indication or sign
OBJECTIVE Not influenced by personal feelings or prejudice Unbiased Something that can be known (as opposed to a “gut
feeling”)
As an evaluator you will – of course – use your professional judgment throughout the process but, by consistently using objective evidence and scoring it against the rubric, you will be both fair and rigorous
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Levels of Evidence
INSUFFICIENT After lunch, I noticed that you were not teaching.
SUFFICIENT After lunch, I noted you sitting at your desk while students got
settled.
EXEMPLARY The required math block falls right after lunch. 15 minutes into
that block I noticed that you were sitting at your desk looking at your computer. When I went into your classroom to see what students were doing, they were reading or working on non-math worksheets.
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Quality of Evidence reflection questions
1. Is the evidence factual and free of opinion? 2. Is the evidence high quality? 3. Does the language of the evidence reflect the language in the
rubric with differentiates “needs improvement” from “effective” practice in each element?
4. Does language of the evidence reflect the language in the rubric which helps to determine what “exemplary” practice looks like in each element?
5. Is there a preponderance of evidence to support a particular judgment about the performance level?
6. Is there enough evidence to make a judgment about the performance level? If not, what additional evidence could you collect to strengthen the decision? How could the artifacts be strengthened so that you could collect more high-quality evidence?
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Evidence Statements
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Evidence from Observations
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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 examples of biases you have about teaching?
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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. Examine the supporting documents. 4. While you are watching the video and reading
documents, 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.
5. When you are finished, complete the worksheet and rate Mr. McCloud.
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How did you do?
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Observations in the EDFS
BPS is currently developing an observation tool mobile app
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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Observation Mobile App
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What’s Next?
All evidence has to be uploaded to EDFS – even if the hard copy is not scanned, it has to be tagged as evidence and a hard copy kept in a binder.
Once you have collected evidence, you’ll give feedback to the teacher.
The online system is not a substitute for face-to-face conversation.
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Artifact Evidence
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How detailed should an artifact be and how do you decide it demonstrates progress within an element, indicator, or
standard?
Artifacts: Can be used as supporting evidence of meeting an
element or an indicator within a standard to show examples of teacher performance and practice.
Can be used as evidence towards achievement of goals.
Artifacts should include evidence for multiple standards, indicators, or elements.
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Collecting and Assessing Evidence - Artifacts
In this session you will work with artifacts.
They include: Student assessment data Student work Lesson plan review Review of teacher-made assessments
How many other types of artifacts are there? Identify possible sources of evidence in the standard you are assigned.
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Artifact Activity ~ can be done at your school
Choose one priority element from yesterday’s “unpacking” exercise.
List and describe characteristics of artifacts at the proficient level for that priority area.
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Activity: Artifacts in the Educator Plan
Review the Goal Setting and Educator Plan for C. McCloud
For your assigned action step, write down on a sticky note two artifacts that could be collected to show progress toward his goal.
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Activity: Rating Artifacts from Chris McCloud
1. With a partner, evaluate the artifacts you have from Mr. McCloud.
2. On the Evaluator Record of Evidence form, analyze the artifact for evidence of performance (based on the Four Standards) and give feedback to Mr. McCloud.
3. Share your findings with elbow partners and identify any learning points / key issues. Be ready to share with the whole group.
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Rolling all evidence up into Ratings
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Rolling all evidence up into ratings
Goal : Evaluators will understand how to assess elements and rate indicators and
standards the role of Formative Assessment , Formative
Evaluation and Summative Evaluation in giving ratings
how to use evidence to arrive at a rating at these three points
how much evidence is necessary to make a case the importance of calibration
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Five-Step Evaluation System Cycle
Continuous Learning
Collaboration and Continuous Learning are the focus
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“Step 3” of the 5-step cycle: Implementation of the Plan
Evaluator collects evidence on the professional practice of educators, including:
Multiple measures of student learning Observations and artifacts
Evaluator provides feedback on practice to educators
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Formative Assessment / Formative Evaluation and Summative Evaluation
Continuous Learning
Rubric is used to assess
performance and/or progress toward goals.
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Final Activity: Overall Rating
Individually or with your partner (10 minutes)Based on the lesson transcript and the entries in the evidence log for Chris McCloud: On which of the standards would you feel prepared to give a rating?What would those ratings be?What would you next steps be to be prepared to rate Randy on all of the standards?
Group table (10 minutes) Share your ratings and identify any key learning points.
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Teacher Rubric at a GlanceStandard I: Curriculum, Planning, and Assessment
Standard II: Teaching All Students
Standard III: Family and Community Engagement
Standard IV: Professional Culture
A. Curriculum and Planning Indicator1.Subject Matter Knowledge2.Child and Adolescent Development3.Rigorous Standards-Based Design4.Well-Structured Lessons
A. Instruction Indicator1.Quality of Effort and Work2.Student Engagement3.Meeting Diverse Needs
A. Engagement Indicator1.Parent/Family Engagement
A. Reflection Indicator1.Reflective Practice 2.Goal SettingB. Professional Growth Indicator1.Variety of Assessment Methods2.Adjustments to Practice
B. Assessment Indicator1.Variety of Assessment Methods2.Adjustments to Practice
B. Assessment Indicator1.Safe Learning Environment2.Collaborative Learning Environment3.Student Motivation
B. Assessment Indicator1.Learning Expectations2.Curriculum Support
C. Collaboration Indicator1.Analysis and Conclusions2.Sharing Conclusions With Colleagues3.Sharing Conclusions With Students
C. Analysis Indicator1.Analysis and Conclusions2.Sharing Conclusions With Colleagues3.Sharing Conclusions With Students
C. Analysis Indicator1.Respects Differences2.Maintains Respectful Environment
C. Analysis Indicator1.Two-Way Communication2.Culturally Proficient Communication
D. Assessment Indicator1.Variety of Assessment MethodsE. Shared Responsibility Indicator1.Shared Responsibility
D. Expectations Indicator1.Clear Expectations2.High Expectations3.Access to Knowledge
F. Professional Responsibility Indicator1.Judgment2.Reliability and Responsibility