Regional Training: Self-Assessment and Goals
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Transcript of Regional Training: Self-Assessment and Goals
Type Date Here
Type Presenter Name/Contact Here
Professional Growth Through
Self-Assessment andGoal Writing
September 2012
Objectives for today
• Draft your self-assessment summary
• Draft or revise student learning and professional practice goals and action plans.
• Understand how to enter the self-assessment and goals into the EDFS
• Understand how to access more resources
If we have done our job today, you will:
Resources, Support, Questions, and Feedback
• For more information, visit: EDFS: http://eval.mybps.org/
http://educatoreffectiveness.weebly.com
• Email questions, comments and feedback to:[email protected]
• MA Department of Elementary and Secondary Education (DESE) Evaluation Site: http://www.doe.mass.edu/edeval/
Educator Feedback and Development System
http://eval.mybps.org/
User ID & Password – Same as MyBPS & The Hub
http://educatoreffectiveness.weebly.com
• For more information, visit: EDFS: http://eval.mybps.org/
http://educatoreffectiveness.weebly.com
• Email questions, comments and feedback to:[email protected]
• MA Department of Elementary and Secondary Education (DESE) Evaluation Site: http://www.doe.mass.edu/edeval/
Today’s Agenda
Brief Overview of Key Changeso Rubric of Effective Teaching
o 5 -Step Cycle
o EDFS Online System
o Ratings & Plans
Self-AssessmentGoal WritingUsing EDFS
Former Teacher Evaluation(8 Dimensions)
1. Equity and High Expectations2. Professionalism3. Safe, Respectful, Culturally
Sensitive and Responsive Learning Communities
4. Partnership with Family and Community
5. Instructional Planning and Implementation:
6. Content Knowledge7. Monitoring and Assessment
of Progress8. Reflection, Collaboration,
and Personal Growth
Key Change #1: Rubric for Effective Teaching with 4 Standards
New Teacher Evaluation(4 Standards)
1.*Curriculum, Planning & Assessment
2.*Teaching All Students
3.Family & Community Engagement
4.Professional Culture
New Principal/Admin Evaluation(4 Standards)
1.*Instructional Leadership
2. Management and Operations
3.Family & Community Partnerships
4.Professional Culture
Key Change #2: 5-Step Cycle, Continuous Learning
Self-Assessment
Analysis, goal-setting & plan development
Implementation of the plan
Formative Assessment/Evaluati
on
Summative Evaluation
Key Change #3: Employee Development & Feedback System (EDFS)
Key Change #4: 4 Rating Categories, 4 Educator Growth Plans
Does not meet
standards
Does meet standards
Former categories
Unsatisfactory
Needs Improvement Proficient Exemplary
New categories
Proficient
Fully and consistently meets the requirements of a standard
11
Educator plans are determined by performance rating and career stage
Ratings Educator Plans
PTS educators Non-PTS educators
Exemplary
Proficient
Needs Improvement
Unsatisfactory
Self-Directed Growth Plan1 or 2 years
Directed-Growth PlanUp to 1 year
Improvement Plan
30 days – 1 year
Developing Educator Plan
1 year
12
Transition year: educator plan is determined by previous performance rating and career stage
Existing Rating Educator Plans
PTS educators Non-PTS educators
Teachers with Overall “Meets
Standard”
Teachers with 1 Overall “Does
Not Meet Standard”
Teachers with 2+ Overall “Does Not
Meets”
Self-Directed Growth Plan1 or 2 years
Directed-Growth PlanUp to 1 year
Improvement Plan
30 days to 1 year
Developing Educator Plan
1 year
Goals and Ratings
Progress on Ratings on Overall
(2) Goals (4) Standards Rating
• Curriculum, Planning and Assessment
• Teaching All Students
• Family & Community Engagement
• Professional Culture
• Exemplary
• Proficient
• Needs Improvement
• Unsatisfactory
Student Learning
Profession
al
Practice
Today’s Agenda
Brief Overview & Key Changeso Rubric of Effective Teaching
o 5 -Step Cycle
o EDFS Online System
o Ratings & Plans
Self-AssessmentGoal WritingUsing EDFS
Understanding Self-Assessment
Self-Assessment
Analysis, goal-setting
& plan development
Implementation of the plan
Formative Assessment/Evaluation
Summative
Evaluation
What are my strengths and
areas for development?
Understanding Self-Assessment
Consider:
• School Priorities
• District
Rigor through Common Core Shifts Standard I
Using Data & Differentiation Standard II
Family & Community Engagement Standard III
Educator Effectiveness Standard IV
• Student learning strengths & needs
• Professional practice in relation to the standards outlined in the rubric
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 Unit 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 Setting
B. Professional Growth Indicator3.Professional Learning and Growth
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.Professional Collaboration
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. Decision-making Indicator1.Decision-making
E. Shared Responsibility Indicator2.Shared Responsibility
D. Expectations Indicator1.Clear Expectations2.High Expectations3.Access to Knowledge
F. Professional Responsibility Indicator1.Judgment2.Reliability and Responsibility
Standard I: Curriculum, Planning and Assessment: Promotes the learning and growth of all students by providing high quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an on-going basis, and continuously refining learning objectives.
I-A: Curriculum and Planning
Knows the subject matter well, has a good grasp of child development and how students learn, and designs effective and rigorous standards-based units of instruction consisting of well-structured lessons with measurable outcomes.
Unsatisfactory Needs Improvement Proficient Exemplary
I-A-1. Subject Matter Knowledge
Demonstrates limited knowledge of the subject matter and/or its pedagogy; relies heavily on textbooks or resources for development of the factual content. Rarely engages students in learning experiences focused on complex knowledge or skills in the subject.
Demonstrates factual knowledge of subject matter and the pedagogy it requires by sometimes engaging students in learning experiences around complex knowledge and skills in the subject.
Demonstrates sound knowledge and understanding of the subject matter and the pedagogy it requires by consistently engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject.
Demonstrates expertise in subject matter and the pedagogy it requires by engaging all students in learning experiences that enable them to synthesize complex knowledge and skills in the subject. Is able to model this element.
Indicator
Element
Standard
Self-Assessment in EDFS
• Educator submits a summary of strengths and areas of need
• Educator will not submit a full rubric used for self-assessment; this aspect of self-assessment is private
Today’s Agenda
Brief Overview & Key Changeso Rubric of Effective Teaching
o 5 -Step Cycle
o EDFS Online System
o Ratings & Plans
Self-AssessmentGoal WritingUsing EDFS
Understanding Goal Setting
Self-Assessment
Analysis, goal-setting
& plan development
Implementation of the plan
Formative Assessment/Evaluation
Summative
Evaluation
Where do I need to grow this
year? Where do I want my
students to grow this year?
Each educator is responsible for at least:o One goal for student learning, growth
and achievement• Using baseline student data
o One goal for professional practice
• Written to support the achievement of the student learning goal
• Linked to an element of the rubric
Consider team, grade, or department goals
Educator proposes by October 1st, supervisor approves
Proposing and Setting Goals
Specific
Measurable
Attainable
Results-Focused
Time-bound
Attributes of a Strong Goal
Make sure the goal is written clearly enough so that both you and your evaluator can determine your degree of success in meeting the goal!
Goal Proposal in EDFS
• Propose one student learning and one professional practice goal
• Evaluator will accept or return goals for revision
• Templates are included in the EDFS to support goal-writing
Self-Assessment Activity
Self-Assessment is an opportunity for personal reflection on student learning and practice.
Directions:
• Complete the Self-Assessment worksheet
-Review district priorities
-Consider school priorities
-Consider student learning needs
Writing Goals Activity
Directions:
• Use the Goal Writing worksheet to begin writing student learning and professional practice goals.
• To aid your thinking, use the page of sample goals which are linked to a district priority and an element of the rubric.
• Complete the Action Plan Development worksheet to identify specific steps to reach.
Goals and Ratings
Progress on Ratings on Overall
(2) Goals (4) Standards Rating
• Curriculum, Planning and Assessment
• Teaching All Students
• Family & Community Engagement
• Professional Culture
• Exemplary
• Proficient
• Needs Improvement
• Unsatisfactory
Student Learning
Profession
al
Practice
28
EDFS: Student Learning Goal Proposal
28
29
EDFS: Action Steps and Plan Development
29
• 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
Today’s Agenda
Brief Overview & Key Changeso Rubric of Effective Teaching
o 5 -Step Cycle
o EDFS Online System
o Ratings & Plans
Self-AssessmentGoal WritingUsing EDFS
Employee Feedback and Development System
Log on to:
http://eval.mybps.org/
Resources, Support, Questions, and Feedback
• For more information, visit: EDFS: http://eval.mybps.org/
http://educatoreffectiveness.weebly.com
• Email questions, comments and feedback to:[email protected]
• MA Department of Elementary and Secondary Education (DESE) Evaluation Site: http://www.doe.mass.edu/edeval/
• 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
Office of Educator Effectiveness
• Have started a draft of your self-assessment summary
• Have started to write or revise student learning and professional practice goals
• Understand how to enter the self-assessment and goals into the EDFS
If we have done our job today, you:
Have we met our goals for today?