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The Massachusetts Model System for Educator Evaluation

The Massachusetts Model System for Educator Evaluation. Teachers 21 Dr. Patricia B Grenier. 1. Objectives. Assess Current Knowledge Reflect on Progress to Date Share Best Practices Strategize Gathering Evidence Formulate Observations and Feedback Formulating Next Steps. Let’s Review.

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The Massachusetts Model System for Educator Evaluation

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  1. The Massachusetts Model System for Educator Evaluation Teachers 21 Dr. Patricia B Grenier 1

  2. Objectives • Assess Current Knowledge • Reflect on Progress to Date • Share Best Practices • Strategize Gathering Evidence • Formulate Observations and Feedback • Formulating Next Steps Massachusetts Department of Elementary and Secondary Education

  3. Let’s Review Massachusetts Department of Elementary and Secondary Education

  4. Every educator is an active participant in the evaluation process. Every educator and evaluator collects evidence and assesses progress Collaboration and continuous learning are the focus. Massachusetts Department of Elementary and Secondary Education Massachusetts Department of Elementary and Secondary Education

  5. By documenting and analyzing practice from multiple angles and over an extended period of time, educators and evaluators develop a more complete picture of performance, which leads to a more accurate and informed evaluation.” Module 5 Facilitator’s Guide Massachusetts Department of Elementary and Secondary Education

  6. Gathering Evidence – Key Points • There are three types of evidence required by regulations. • Evidence-based statements are critical and should connect to relevant Standards and Indicators. • One must develop tools and processes for gathering and organizing evidence. Massachusetts Department of Elementary and Secondary Education

  7. Artifacts in the Educator Plan • Review the Educator Goal Setting and Educator Plan form for Tom Wilson. • For your assigned action step, on a sticky note, write down two artifacts that could be collected to show progress toward the goal. • Post your sticky note on the section of the chart paper with the same number as your action step. Massachusetts Department of Elementary and Secondary Education

  8. Sources of Evidence for Summative Ratings • Three categories of evidence must be collected for each educator: • Multiple measures of student learning, growth, and achievement • Judgments based on observations and artifacts of professional practice • Additional evidence relevant to standards • This includes evidence collected by the educator and shared with the evaluator relating to fulfilling Standard III: Family and Community Engagement and Standard IV: Professional Culture from the Model System Teacher Rubric Massachusetts Department of Elementary and Secondary Education

  9. What does this look like? Massachusetts Department of Elementary and Secondary Education

  10. Implementation Responsibility • Educator responsibilities: • Identifying, collecting, and organizing artifacts/evidence related to goal progress • Documenting action steps completed • Collecting and submitting common artifacts • Collecting and submitting evidence related to Standards III and IV • Evaluator responsibilities: • Making resources and supports available • Identifying common artifacts/evidence • Observing practice and providing regular and specific feedback on performance • Monitoring progress—including midpoint check-ins • Organizing and analyzing evidence over time Massachusetts Department of Elementary and Secondary Education

  11. Evidence or Judgment? • Examine Handout 2. • Highlight factual statements. • Underline judgment statements or statements not based on evidence. Massachusetts Department of Elementary and Secondary Education

  12. Artifact Cover Page Massachusetts Department of Elementary and Secondary Education

  13. Running Record of Evidence Form Massachusetts Department of Elementary and Secondary Education

  14. Importance of Strategically Collecting Artifacts OR Massachusetts Department of Elementary and Secondary Education

  15. Importance of Strategically Collecting Artifacts • Artifacts should be a sample that demonstrates educator performance and impact: • Aligned with educator goals, the Model System Teacher Rubric, or school goals • Number of artifacts to collect varies by educator • Artifacts can provide evidence of more than one Standard or Indicator Massachusetts Department of Elementary and Secondary Education

  16. Strategies for Collecting Artifacts • Identify common artifacts that all or most educators will be expected to collect (e.g., lesson plans) • Share examples of high-quality, valuable evidence during faculty or team meetings: • Might include showing sample artifacts that provide evidence of more than one Standard or Indicator Massachusetts Department of Elementary and Secondary Education

  17. Artifacts From Tom Wilson • Five artifacts with partially completed Artifact Cover Pages Massachusetts Department of Elementary and Secondary Education

  18. Identifying Evidence in Artifacts • Within your school team, divide into pairs. • Each pair will do the following: • Review one set of artifacts. • Complete the Artifact Cover Page for those two artifacts. • Consider these questions: • After reviewing these artifacts, what else might you want to know about Tom’s practice? • What would you want to ask this teacher? Massachusetts Department of Elementary and Secondary Education

  19. To Recap… Three categories of evidence: • Multiple measures of student learning, growth, and achievement • Judgments based on observations and artifacts of professional practice • Additional evidence relevant to standards Massachusetts Department of Elementary and Secondary Education

  20. Support • Organize • Communicate Massachusetts Department of Elementary and Secondary Education

  21. 1. SupportSet Your School Up for Success • The more concrete the Educator Plan, the easier it is to identify and collect artifacts. • Share examples of high-quality, valuable evidence during faculty or team meetings: • Demonstrate example artifacts that provide evidence of more than one Standard or Indicator. • Identify common artifacts that all or most educators will be expected to collect (unit assessments, parent-teacher logs, etc.). Massachusetts Department of Elementary and Secondary Education

  22. 2. Organize • Adopt a process for organizing artifacts and observation notes by Standard or Indicator and/or goals: • Paper-based, e-mail-driven, or online “cloud-based” system • Calendar: • Review actions in Educator Plans and make agreed-upon supports and resources available to educator teams and individuals throughout the year. • Identify key points of contact throughout the year (observations and feedback, formative assessment conferences, and summative evaluations). Massachusetts Department of Elementary and Secondary Education

  23. 3. Communicate Expectations Avoiding the… OR Massachusetts Department of Elementary and Secondary Education

  24. 3. Communicate Expectations • Artifacts should be a sample that demonstrates educator performance and impact. • Evidence should be clearly tied to educator goals, Standards, or Indicators. • Provide everyone with a clear idea of what, how, and when to share products of practice. Massachusetts Department of Elementary and Secondary Education

  25. Back at your school… Work with your team to identify how you will: • Support, • Organize, and • Communicate expectations related to the collection of evidence at your school. Massachusetts Department of Elementary and Secondary Education

  26. Feasibility Work with your team to identify how you will feasibly implement this aspect of the educator evaluation system. How will your school: • Provide necessary assistance and support to educators throughout the year? • Organize evidence collection? • Communicate information and expectations related to this process clearly and effectively? Massachusetts Department of Elementary and Secondary Education

  27. Reflecting • On the back of your implementation plan, list: • Three next steps for you personally • Two challenges for implementing artifact collection at your school • One question you still have regarding evidence collection Massachusetts Department of Elementary and Secondary Education

  28. Homework Massachusetts Department of Elementary and Secondary Education

  29. Observations and Feedback___________________

  30. Intended Outcomes At the end of this session, participants will be able to: • Describe the role of observation as a methodology for gathering evidence of educator performance; • Delineate best practices for conducting high-quality short, frequent, unannounced observations; and • Craft timely, targeted feedback that is evidence-based and grounded in the Standards of effective practice. Massachusetts Department of Elementary and Secondary Education

  31. Every educator is an active participant in the evaluation process. Every educator and evaluator collects evidence and assesses progress Collaboration and continuous learning are the focus. Massachusetts Department of Elementary and Secondary Education Massachusetts Department of Elementary and Secondary Education

  32. What the Research Says . . . • Evaluators need multiple opportunities and settings to observe and assess educator practice • Multiple observations paired with timely feedback are a key part of a strong evaluation system Massachusetts Department of Elementary and Secondary Education

  33. Voices on Observation • Handout 1: Studies link classroom observations to student achievement , by Stephen Sawchuck • Handout 2: Mini-Observations – Seven Decision Points for Principals, by Kim Marshall Massachusetts Department of Elementary and Secondary Education

  34. Active Reading • Underline statements you find to be important takeaways or themes from the article • Circle one word or phrase that represents the key takeaway or theme Massachusetts Department of Elementary and Secondary Education

  35. Making Connections • What are the key messages and ideas in the two articles with regard to observations and feedback? • What are some best practices for observations and feedback? Massachusetts Department of Elementary and Secondary Education

  36. Observing Practice: What can you see? Massachusetts Department of Elementary and Secondary Education

  37. Principles of Brief Observations • Frequent • Focused • Varied • Useful and Timely Feedback Massachusetts Department of Elementary and Secondary Education

  38. Guiding Questions • What does it mean to be FREQUENT in your observations? • How does this principle of high-quality observations better support the improvement of teaching and learning? Massachusetts Department of Elementary and Secondary Education

  39. Guiding Questions • What does it mean to be FOCUSED in your observations? • How does this principle of high-quality observations better support the improvement of teaching and learning? Massachusetts Department of Elementary and Secondary Education

  40. Guiding Questions • What does it mean to be VARIED in your observations? • How does this principle of high-quality observations better support the improvement of teaching and learning? Massachusetts Department of Elementary and Secondary Education

  41. Guiding Questions • What does it mean to be USEFUL and to give TIMELY FEEDBACK in your observations? • How does this principle of high-quality observations better support the improvement of teaching and learning? Massachusetts Department of Elementary and Secondary Education

  42. Strategies for Collecting Evidence • Identify a focus ahead of time • Goals, specific Standards/Indicators • Record evidence, not judgment • Quotations, observed actions or movements by teacher and students, literal descriptors, etc. • Be an efficient note-taker • Establish abbreviations, paraphrase Massachusetts Department of Elementary and Secondary Education

  43. Evidence versus Judgment Massachusetts Department of Elementary and Secondary Education

  44. Collecting Evidence Through Observation Massachusetts Department of Elementary and Secondary Education

  45. Video I Background • Kelli teaches 4th grade • A math lesson is in progress • Kelli’s goals focus on: • Improving students’ understanding of place value and properties of operations in order to perform multi-digit arithmetic (Standard 4.NBT.4-6); and • Using instructional practices that engage all students during independent or small group work time (Indicators II-A and II-B). http://www.youtube.com/watch?v=dRczDWKhwlg&feature=youtu.be Massachusetts Department of Elementary and Secondary Education

  46. Recording Evidence From An Observation • Compare/discuss the notes on the completed Observation Evidence Collection Form to evidence you collected • Identify points of agreement as well as evidence that was not included Massachusetts Department of Elementary and Secondary Education

  47. Observation Debrief • What evidence did you see related to Kelli’s second goal, on a collaborative learning environment? • Did you see the same things her principal saw? • What did her principal miss that you noticed? • What evidence did you see of other Standards, Indicators or goals? Massachusetts Department of Elementary and Secondary Education

  48. Value of Feedback Targeted, Ongoing Feedback Improved Educator Practice Improved Student Achievement Massachusetts Department of Elementary and Secondary Education

  49. Characteristics of Effective Feedback • FOCUSED: feedback should focus on what was observed • EVIDENCE-BASED: feedback should be grounded in evidence of practice • CONSTRUCTIVE: feedback should reinforce effective practice and identify areas for continued growth • TIMELY: feedback should be provided shortly after the observation Massachusetts Department of Elementary and Secondary Education

  50. Constructing Feedback Kelli’s Goal: Using instructional practices that engage all students during independent or small group work time (II-A-2, II-B-2.). Using your observation notes and the rubric: • Draft two points of feedback for Kelli • Focus on feedback that is • Focused • Evidence-based, and • Constructive Massachusetts Department of Elementary and Secondary Education

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