Type Date Here

Type Presenter Name/Contact Here

Making Evaluation Work at Your School

Leadership Institute 2012

Type Date Here

Type Presenter Name/Contact Here

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

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

Type Date Here

Type Presenter Name/Contact Here

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 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

The Overall Rating

5

• There are 4 standards­Teachers are assessed for proficiency in each

standard

• Everyone sets 2 goals:­A goal for student learning

• tied to data

­A goal for professional practice

• tied to rubric

• will help you accomplish your student learning goal

The Overall Rating

6

At least one SL and one PP goal

Ratings on the Four

Standards of the Rubric

+

School-wide Analysis & Goal-

Setting

School-wide goals & priorities should guide theFive Step Evaluation System Cycle

Self-Assessment

Analysis, goal-setting & plan development

Implementation of the plan

Formative Assessment/Evaluat

ion

Summative Evaluation

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Your Context

8

District• District-level Data Trend• District Priority Areas

School• School-level Data Trends• WSIP and School Priority Areas

Team • Previous/current year Data Trends• Areas of Strength/Growth

Individual• Student Data• Areas of Strength/Growth

District priorities reflected in the teacher rubric:

District Priority Element of rubric

Professional Growth and Evaluation

Goal Setting(IV-A-2)

Using Data to Differentiate Instruction

Adjustments to Practice(I-B-2)Access to Knowledge (II-D-3)

Increasing Academic Rigor

Well-Structured Lessons (I-A-4)

Engaging Families, Community and Partners

Parent/Family Engagement (III-A-1) and Two-Way Communication (III-C-1)

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Identify your priority elements for your school

•at least one in each of the 4 standards

• Identify the behaviors you expect to see with teachers

•Then, ask educators to:

– Self-assess – Set goals – Focus on student outcomes– Note: If an educator is less than

proficient, don’t look ONLY at these priorities 10

Getting started at your school

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Example from the Edison

District priorities reflected in the administrator rubric:District Priority

Element of teacher rubric

Element of admin rubric

Professional Growth and Evaluation

Goal Setting(IV-A-2)

Educator Goals (I-D-1 )Observation & Feedback (I-D-2)

Using Data to Differentiate Instruction

Adjustments to Practice(I-B-2) Access to Knowledge (II-D-3)

Adjustments to Practice(I-C-2) Diverse Learners’ Needs (I-B-3)

Increasing Academic Rigor

Well-Structured Lessons (I-A-4)

Lesson Development Support (I-A-2)

Engaging Families, Community and Partners

Parent/Family Engagement (III-A-1) Two-Way Communication (III-C-1)

Parent/Family Engagement (III-A-1) Two-Way Communication (III-C-1)

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Writing your own professional practice goal

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Standard I: Instructional Leadership. The education leader promotes the learning and growth of all students and the success of all staff by cultivating a shared vision that makes powerful teaching and learning the central focus of schooling.

Indicator I-A. Curriculum: Ensures that all teachers design effective and rigorous standards-based units of instruction consisting of well-structured lessons with measurable outcomes.

I-A-2.Lesson Development Support

Proficient: Supports educators to develop well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, technologies, and grouping.

•Contract information•Resources•Webinar

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Coming Soon

Resources, Support, Questions, and Feedback

• For more information, visit: ­ http://connect.mybps.org/groups/effectiveteaching/

­ http://educatoreffectiveness.weebly.com

• Email questions, comments and feedback to:­bpsevaluation@boston.k12.ma.us

• MA Department of Elementary and Secondary Education (DESE) Evaluation Site:­ http://www.doe.mass.edu/edeval/

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