The New Massachusetts System for Educator · PDF fileMassachusetts System for Educator...
Transcript of The New Massachusetts System for Educator · PDF fileMassachusetts System for Educator...
The New Massachusetts System for Educator Evaluationfor Educator Evaluation
February 16, 2012February 16, 2012Massachusetts Secondary School Administrators’ Association
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WelcomeWelcome
“Do this with the fieldDo this with the field,not to the field”
“L ith th fi ld“Learn with the field and from the field”
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and from the field
Massachusetts Department of Elementary and Secondary Education
Intended OutcomesIntended OutcomesUnderstand the 5-Step Cycle of Continuous Improvement that is theContinuous Improvement that is the foundation of the new systemo How it applies to you as an educatoro How it applies to you as an educatoro How it applies to you as an evaluator
Know the key components of the modelKnow the key components of the model system for evaluating principalsKnow how to access resources that willKnow how to access resources that will help you lead effective implementation efforts back in your school and district
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Massachusetts Department of Elementary and Secondary Education
ESE Homepage
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http://www.doe.mass.edu/
Educator Evaluation Homepage
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http://www.doe.mass.edu/edeval/
Educator Evaluation Model System
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http://www.doe.mass.edu/edeval/model/
AgendaAgendaWelcome & Intended OutcomesThe Five-Step Cycle in actionImplementation Guide for Principal EvaluationBreak (10 mins)
Rubrics Collective BargainingCollective BargainingIn search of CoherenceNext Steps
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Next StepsWrap Up, Feedback and Questions
Massachusetts Department of Elementary and Secondary Education
Educators earn two separate ratingsp gng
Exemplary 1-YEAR SELF- 2-YEAR SELF-DIRECTEDng
Exemplary 1-YEAR SELF- 2-YEAR SELF-DIRECTED
ativ
e R
ati DIRECTED
GROWTH PLAN
2-YEAR SELF-DIRECTED GROWTH PLAN
Proficient
N dativ
e R
ati DIRECTED
GROWTH PLAN
2-YEAR SELF-DIRECTED GROWTH PLAN
Proficient
N d
Sum
ma Needs
Improvement DIRECTED GROWTH PLAN
Unsatisfactory IMPROVEMENT PLANSum
ma Needs
Improvement DIRECTED GROWTH PLAN
Unsatisfactory IMPROVEMENT PLAN
Low Moderate High
Rating of Impact on Student Learning(multiple measures of performance including MCAS
Low Moderate High
Rating of Impact on Student Learning(multiple measures of performance including MCAS
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(multiple measures of performance, including MCAS Student Growth Percentile and MEPA where available) (multiple measures of performance, including MCAS
Student Growth Percentile and MEPA where available)
Massachusetts Department of Elementary and Secondary Education
Multiple sources of evidence inform the summative performance rating
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Massachusetts Department of Elementary and Secondary Education
5 Step Evaluation Cycle5 p y
Every educator is an active participant in an
l ti
Continuous
evaluation Process promotes collaboration and
Learningcollaboration and continuous learningFoundation for the M d l
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Model
Massachusetts Department of Elementary and Secondary Education
Jigsaw Questions: the Model SSystem
How does the 5-Step Cycle for teachers differ p yfrom the Cycle for principals?What does principal observation of teachers look like? How is it different from current practice in your districts?What does superintendent observation of principals look like? How is it different from principal observation of teachers? How is itprincipal observation of teachers? How is it different from current practice in your districts?districts?
Every educator is an active participant in the evaluation processevaluation process
Every educator uses a rubric and
data about student
Every educator proposes at least 1 professional
practice goal and 1 student learning goal – team goals
learningg g g
must be considered
Every educator
Continuous Learning Every educator and
yearns one of four
ratings of performance
Learning yevaluator collects
evidence and assesses progress.Every educator has
a mid-cycle review
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Collaboration and Continuous Learning are the focusMassachusetts Department of Elementary and Secondary Education
Observation and FeedbackObservation and FeedbackSchool-level Administrator Rubric (I-D-2):
Typically makes at least two unannounced visits toTypically makes at least two unannounced visits to classrooms each day and provides targeted, constructive feedback to all educators. Acknowledges effective practice and provides redirection and supporteffective practice and provides redirection and support for those whose practice is less than proficient.
Superintendent Rubric (I-D-2): Typically makes at least three unannounced visits to each school to observe principal practice every year and provides
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observe principal practice every year and provides targeted, constructive feedback to all administrators. Acknowledges effective practice and provides redirection and support for those whose practice isredirection and support for those whose practice is less than proficient.
Massachusetts Department of Elementary and Secondary Education
5 Step Evaluation Cycle5 p y
Every educator is an active participant in an
l ti
Continuous
evaluation Process promotes collaboration and
Learningcollaboration and continuous learningFoundation for the M d l
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Model
Massachusetts Department of Elementary and Secondary Education
School-Level Planning & l i idImplementation Guide
Content OverviewCo te t O e e
The Massachusetts Model System for Educator Evaluation
Step 1: Self-Assessment
Step 2: Goal Setting and Plan Development
Step 3: Implementation of the Plan
Step 4: Formative Assessment and Evaluation
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p
Step 5: Summative Evaluation
Appendices: Forms for Educator Evaluation SettingAppendices: Forms for Educator Evaluation, Setting SMART Goals
Massachusetts Department of Elementary and Secondary Education
AgendaAgendaWelcome & Intended OutcomesThe Five-Step Cycle in actionImplementation Guide for Principal EvaluationBreak (10 mins)
Rubrics Collective BargainingCollective BargainingIn search of CoherenceNext Steps
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Next StepsWrap Up, Feedback and Questions
Massachusetts Department of Elementary and Secondary Education
Implementation Guide for i i l l iPrincipal Evaluation
Content Overview
The Model Evaluation Process for Principalsp
Guidance for Conducting the Evaluation Process
Cycle of Continuous ImprovementCycle of Continuous Improvement
Select Appendices: Administrator Standards and Indicators, Evaluation Reports, Roles and
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, p ,Responsibilities, SMART Goals, Samples
Massachusetts Department of Elementary and Secondary Education
Principal Evaluation: h lThe 5-Step Cycle
1. Self-assessment:In consultation with the school’s leadership team
2. Goal-setting and Plan Development:P 3 t f i l ti t d t l i dPropose 3 types: professional practice, student learning, and
school improvementTeam goals must be considered
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Massachusetts Department of Elementary and Secondary Education
Principal Evaluation: h lThe 5-Step Cycle
3 Implementation of the Plan/Collection of Evidence3. Implementation of the Plan/Collection of EvidencePrincipal and superintendent collect evidenceUnannounced observations
4. Mid-Cycle Goals ReviewPrincipal prepares a progress reportR i id d P i i l’ lReview evidence and assess progress on Principal’s goalsSuperintendent completes the Mid-cycle formative assessment
5. Summative Evaluation5. Summative EvaluationAssess 1) progress on goals 2) performance on each of the
Standards, and 3) student learning (eventually)Continuous Improvement process
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Continuous Improvement process
Massachusetts Department of Elementary and Secondary Education
Typical Timelinef i i l l ifor Principal Evaluation
Typical Evaluation Cycle
Late Spring/Summer Cycle Step 1: Principal’s Self Assessment
Summer Cycle Step 2: Analysis, Goal Setting, and Educator Plan Development
Throughout School Cycle Step 3: Plan Implementation andThroughout School Year
Cycle Step 3: Plan Implementation and Collection of Evidence
Mid-year Cycle Step 4: Mid-Cycle Goal Review
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Late Spring/Summer Cycle Step 5: End-of-Cycle Summative Evaluation
Massachusetts Department of Elementary and Secondary Education
Principal Model: Adopt, Adapt or i ?Revise?
ADOPT ADAPT REVISE
Protocol for PrincipalProtocol for Principal
Rubric for School-level Administrators5-Step Cycle: regulations permit two-year cycle for experienced, proficient educators; the model requires one-year cycle for all
Administrators
principalsGoals: regulations require at least 1 professional practice goal and 1 student learning goal; the model protocol requires 2-4
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school improvement goals, tooUnannounced Observations: regulations require at least 1 unannounced visit; the model requires at least 3 superintendent ; q pschool visits
Massachusetts Department of Elementary and Secondary Education
AgendaAgendaWelcome & Intended OutcomesThe Five-Step Cycle in actionImplementation Guide for Principal EvaluationBreak (10 mins)
Rubrics Collective BargainingCollective BargainingIn search of CoherenceNext Steps
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Next StepsWrap Up, Feedback and Questions
Massachusetts Department of Elementary and Secondary Education
AgendaAgendaWelcome & Intended OutcomesThe Five-Step Cycle in actionImplementation Guide for Principal EvaluationBreak (10 mins)
RubricsCollective BargainingCollective BargainingIn search of CoherenceNext Steps
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Next StepsWrap Up, Feedback and Questions
Massachusetts Department of Elementary and Secondary Education
Educator Evaluation: RubricsEducator Evaluation: Rubrics“Rubrics are designed to help educators and g pevaluators (1) develop a consistent, shared understanding of what proficient performance looks like in practice (2) develop a common terminologylike in practice, (2) develop a common terminology and structure to organize evidence, and (3) make informed professional judgments about formative p j gand summative performance ratings on each Standard and overall.”
24o NOT a classroom observation tool o Designed for analysis of patterns and trends
24o Designed for analysis of patterns and trends
Massachusetts Department of Elementary and Secondary EducationPart III: Guide to RubricsPage 4
4 Performance Standards4 Performance Standards
Principals & Administrators Teachers
Instructional Leadership* Curriculum, Planning & Assessment* p
Management and Operations
, g
Teaching All Students*
Family & Community Engagement
Professional Culture
Family & Community Engagement
Professional Culture
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* Standards requiring proficient rating or above to achieve overall rating of proficient or above
Massachusetts Department of Elementary and Secondary Education
Model Rubrics: StructureModel Rubrics: StructureStandards
Indicators
Elements
DescriptorsUnsatisfactory Needs Improvement Proficient Exemplary
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Unsatisfactory Needs Improvement Proficient Exemplary
Massachusetts Department of Elementary and Secondary EducationPart III: Guide to RubricsPage 6
Model Rubrics: StructureModel Rubrics: StructureStandards
IndicatorsVertical
Alignment within Rubrics
Elements
within Rubrics
Horizontal Alignment
across an Element
DescriptorsUnsatisfactory Needs Improvement Proficient Exemplary
across an Element
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Unsatisfactory Needs Improvement Proficient Exemplary
…and, Comprehensive Alignment across Rubrics
Massachusetts Department of Elementary and Secondary Education
across Rubrics
Part III: Guide to RubricsPage 6
Model Rubrics: Horizontal Alignment across an Element
The same behaviors are measured at eachThe same behaviors are measured at each level of performance
Behaviors across each Element are distinguished on the basis of:go Qualityo Consistency
28o Scope of impact
Part III: Guide to RubricsPage 5
Massachusetts Department of Elementary and Secondary Education
Proficient vs ExemplaryProficient vs. Exemplary“Proficient is the expected, rigorous level of
performance for educators. It is the demanding but attainable level of performance for most educators ”for most educators.
“Exemplary performance significantly exceeds Proficient and could serve as a model for leaders district-wide or even statewide. Few educators—principals included—are expected to demonstrate Exemplary performance on
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to demonstrate Exemplary performance on more than a small number of Indicators or Standards.”
Massachusetts Department of Elementary and Secondary EducationPart III: Guide to RubricsPage 9
Model Rubrics: Comprehensive Alignment across Rubrics
Superintendent Rubric
Principal Rubric
Teacher Rubric
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Massachusetts Department of Elementary and Secondary Education
Model Rubrics: Comprehensive Alignment across Rubrics
Teacher Rubric: Meeting Diverse Needs (Element II-A-3)Uses appropriate practices including tiered instruction andUses appropriate practices, including tiered instruction and scaffolds, to accommodate differences in learning styles, needs, interests and levels of readiness, including those of students with disabilities and English learners.disabilities and English learners.Administrator Rubric: Diverse Learners’ Needs (Element I-B-3)While observing practice and reviewing unit plans, looks for and identifies a variety of teaching strategies and practices that areidentifies a variety of teaching strategies and practices that are effective with diverse learners.Superintendent Rubric: Diverse Learners’ Needs (Element I-B-3)While observing principal practice ensures that principals look for
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While observing principal practice, ensures that principals look for and identify a variety of teaching strategies and practices that are effective with diverse learners when they observe practices and review unit plans.review unit plans.
Part III: Guide to RubricsAppendix B and C
Massachusetts Department of Elementary and Secondary Education
5 Step Evaluation Cycle: b iRubricsEvery educator uses
a rubric to self-assess against Performance
Standards
Professional Practice goals – team and/or
indi idual must be tied Standards individual must be tied to one or more
Performance StandardsRubric is used to
analyze performance and
determine ratings on each
Continuous Learning
Evidence is collected for
gStandard and
Overall
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Standards and Indicators; rubric should be used to organize evidence
Rubric is used to assess performance
and/or progress
Massachusetts Department of Elementary and Secondary Education
organize evidence and feedbacktoward goals
Part III: Guide to RubricsPages 4-5
Model Rubrics: Customizing the Use of Rubrics
Use the rubrics to focus on district prioritiesUse the rubrics to focus on district prioritieso Focus on a subset of high leverage Indicators and/or
ElementsElements
Examples from Administrator Rubric:I A 1 (Standards Based Unit Design) Revised MAo I-A-1 (Standards-Based Unit Design) Revised MA Curriculum Frameworks
o I-D-1 (Educator Goals) Educator Evaluation
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o I D 1 (Educator Goals) Educator Evaluation
Differentiate roles/responsibilities by emphasizing certain Indicators and/or Elementsemphasizing certain Indicators and/or Elements
Massachusetts Department of Elementary and Secondary EducationPart III: Guide to RubricsPage 12
Model Rubrics: d i f l / ibili iAdapting for roles/responsibilitiesAdding or modifying ElementsAdding or modifying Elementso Can be done to customize for local context,
priorities, roles, and/or responsibilities p , , / p
Creating a “hybrid” rubricCombining Standards Indicators and/oro Combining Standards, Indicators, and/or Elements from the Teacher, Administrator, and/or Superintendent Rubrics
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/ p
Adding additional Standards or Indicatorso For example can add a “job specific Indicator”o For example, can add a job-specific Indicator
Massachusetts Department of Elementary and Secondary EducationPart III: Guide to RubricsPages 5, 13-14
Model Rubrics:Where to Start if Adapting
b h d h lCurrent rubrics – who do they apply to? o Classroom Teacher
o Administrator
o Superintendent
Under development – who will they apply to?
35o Caseload Educator
With “job-specific Indicators”
Massachusetts Department of Elementary and Secondary EducationPart III: Guide to RubricsAppendices A-C
Rubrics and S M A R T GoalsRubrics and S.M.A.R.T. Goals
AgendaAgendaWelcome & Intended OutcomesThe Five-Step Cycle in actionImplementation Guide for Principal EvaluationBreak (10 mins)
Rubrics Collective BargainingCollective BargainingIn search of CoherenceNext Steps
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Next StepsWrap Up, Feedback and Questions
Massachusetts Department of Elementary and Secondary Education
Collective BargainingCollective BargainingFrom ESE Guidance:
Engage principals in framing collective bargaining…Engage principals in framing collective bargaining…From the Model Contract Language:
“The parties agree to establish a joint labor-p g jmanagement evaluation team which shall review the evaluation processes and procedures annually through the first three years of implementation and g y precommend adjustments to the parties.”
From the Regulations:
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“Districts may develop and implement Peer Assistance and Review Programs (PAR) through the collective bargaining process.”
Massachusetts Department of Elementary and Secondary Education
Other School LeadersOther School LeadersAssistant Principals, Deans, Department p , , pHeads, etc.
Rubric: The same rubric (Administrative Leadership Practice) can be used
Protocol: ESE will issue contract language built g gfrom model contract language for teachers already released 39
Massachusetts Department of Elementary and Secondary Education
AgendaAgendaWelcome & Intended OutcomesThe Five-Step Cycle in actionImplementation Guide for Principal EvaluationBreak (10 mins)
Rubrics Collective BargainingCollective BargainingIn search of CoherenceNext Steps
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Next StepsWrap Up, Feedback and Questions
Massachusetts Department of Elementary and Secondary Education
5 Step Evaluation Cycle5 p y
Every educator is an active participant in an
l ti
Continuous
evaluation Process promotes collaboration and
Learningcollaboration and continuous learningFoundation for the M d l
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Model
Massachusetts Department of Elementary and Secondary Education
“An” initiative?An initiative?
or“The”
organizing initiative? 42
Massachusetts Department of Elementary and Secondary Education
Goals Teacher Rubric: Proposes challenging, measurable
professional practice, team, and student learning goals p p , , g gthat are based on thorough self-assessment and analysis of student learning data.
School-level Administrator Rubric: Supports educators and educator teams to develop and attain meaningful, actionable, and measurable professional ea g u , act o ab e, a d easu ab e p o ess o apractice and student learning goals.
Superintendent Rubric: Supports administrators and
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administrator teams to develop and attain meaningful, actionable, and measurable professional practice, student learning, and, where appropriate,
43student learning, and, where appropriate, district/school improvement goals.
Massachusetts Department of Elementary and Secondary Education
Some School/District InitiativesSome School/District Initiatives
Adopting the new MA Curriculum Frameworks21st Century/Global SkillsAnti-BullyingProfessional learning communitiesExamining student workData TeamsData Teams Lesson studyCommon course/grade level assessmentsCommon course/grade level assessments Action researchPeer Observation
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Massachusetts Department of Elementary and Secondary Education
AgendaAgendaWelcome & Intended OutcomesThe Five-Step Cycle in actionImplementation Guide for Principal EvaluationBreak (10 mins)
Rubrics Collective BargainingCollective BargainingIn search of CoherenceNext Steps
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Next StepsWrap Up, Feedback and Questions
Massachusetts Department of Elementary and Secondary Education
Next Steps - contextNext Steps context
Phase #1: Summative ratinggo Rating against standards + goals starting 2012/13
h 2 S d i iPhase #2: Impact on Student Learning ratingo ESE guidance in June 2012o Districts identify district measures during 2012/13o Districts identify district measures during 2012/13 o Districts begin implementing during 2013/14
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o ESE guidance by June 2013All di t i t i l t f 2013 14o All districts implement for 2013-14
Massachusetts Department of Elementary and Secondary Education
Next Steps - Resources on The WayNext Steps Resources on The Way
District “Getting Started” workshop: video and powerpoint with notes
“S M A R T” G l k h ith M A S S f“S.M.A.R.T.” Goals workshops with M.A.S.S. for administrators: powerpoint with notes and, possibly, video
Seven training modules with facilitator guides for 5-St C lStep Cycle
Guidance on training and supporting evaluators47
Guidance on training and supporting evaluators
Massachusetts Department of Elementary and Secondary Education
Next Steps – Suggestions for PrincipalsNext Steps Suggestions for Principals
Administrative Team: study the Implementation Guide for Principal Evaluation and decide: Adopt, Adapt or Revise.P i i l U t l t t f lt d l lPrincipals: Use at least two faculty, grade level, team and/or department meetings to introduce the model rubric; select one Standard or ;Indicator, and “unpack” it (like you “unpack” the standards)P i i l R i “SMART” G l S i d
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Principals: Review “SMART” Goal Setting and assess how “SMART” your current school improvement goals are.improvement goals are.
Massachusetts Department of Elementary and Secondary Education
More ResourcesMore ResourcesQuestions?
Information?Information?www.doe.mass.edu/edeval
Link to Evaluation Overview on ESE website?www.doe.mass.edu/edeval/101511Overview.pps
Link to MTA’s one-page overview of the regulations:http://massteacher.org/advocating/Evaluation.aspx 49p // g/ g/ p(click on “chart”)
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Massachusetts Department of Elementary and Secondary Education
AgendaAgendaWelcome & Intended OutcomesThe Five-Step Cycle in actionImplementation Guide for Principal EvaluationBreak (10 mins)
Rubrics Collective BargainingCollective BargainingIn search of CoherenceNext Steps
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Next StepsWrap Up, Feedback and Questions
Massachusetts Department of Elementary and Secondary Education
Intended OutcomesIntended OutcomesUnderstand the 5-Step Cycle of Continuous Improvement that is theContinuous Improvement that is the foundation of the new systemo How it applies to you as an educatoro How it applies to you as an educatoro How it applies to you as an evaluator
Know the key components of the modelKnow the key components of the model system for evaluating principalsKnow how to access resources that willKnow how to access resources that will help you lead effective implementation efforts back in your school and district
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Massachusetts Department of Elementary and Secondary Education
Plus – DeltaPlus Delta
What worked? What would make it better?
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Massachusetts Department of Elementary and Secondary Education
Ticket to LeaveTicket to Leave3 of my priorities that the new educator evaluation system can help me achieve are…
d l d/2 conditions, policies and/or practices in my district/school that I will need to work on changing in order to take full advantage of thechanging in order to take full advantage of the new educator evaluation system are…
1 question about the new educator evaluation system I still have is…
2-sided Handouts2 sided HandoutsToday’s Powerpoint PresentationComponents of the Model System + Highlights of
f h d l d ( )Parts 1-6 of the Model System Guides (WHITE)Teacher Rubric at a Glance + Administrator Rubric at a Glance (PALE YELLOW)( )Teacher Rubric excerpt/Administrator Rubric excerpt (LIGHT BLUE)Two Year Cycle + One Year Cycle (WHITE GRAPHIC)Two-Year Cycle + One-Year Cycle (WHITE GRAPHIC)Strategies and Suggestions for Observations/ The Five Step Cycle: Train-the-Trainer Modules (PINK)
54What Makes a Goal SMART?/Sample School-level SMART GoalsPlus-Delta Feedback Sheet/Ticket to LeavePlus Delta Feedback Sheet/Ticket to Leave
Massachusetts Department of Elementary and Secondary Education