Upload
lidia
View
93
Download
0
Embed Size (px)
DESCRIPTION
Educator Evaluation Workshop: S.M.A.R.T. Goals & Educator Plan Development MSSAA Summer Institute. July 26, 2012. Agenda. S.M.A.R.T. Goals The role of goals in the 5-Step Cycle Two types of goals Why team goals? S.M.A.R.T.er Goals = Educator Plans What makes a goal S.M.A.R.T.er? - PowerPoint PPT Presentation
Citation preview
Educator Evaluation Workshop:S.M.A.R.T. Goals & Educator Plan Development
MSSAA Summer Institute
July 26, 2012
Agenda S.M.A.R.T. Goals
o The role of goals in the 5-Step Cycleo Two types of goalso Why team goals?
S.M.A.R.T.er Goals = Educator Planso What makes a goal S.M.A.R.T.er?o Guided practice: turning goals into plans
Tips & Strategies Resources
2
3
Intended Outcomes Understand the rationale and framework
for the MA “SMARTer Goal” model
Be able to identify characteristics of S.M.A.R.T and S.M.A.R.T.er goals
Be able to translate a “SMARTer” goal into an Educator Plan
Identify at least one key strategy to take back to your school that will facilitate goal-setting and plan development
3
Massachusetts Department of Elementary and Secondary Education
44
5 Step Evaluation Cycle
Foundation for the Framework & Model
Every educator is an active participant in an evaluation
Process promotes collaboration and continuous learning
Massachusetts Department of Elementary and Secondary Education
55
5-Step Cycle in Action: 9th Gr Biology Teacher
Continuous Learning
9th Gr Biology teacher identifies two needs: scientific reading and
writing and incorporating new curricular standards
into his instruction.
Massachusetts Department of Elementary and Secondary Education
Teacher proposes 1 student learning goal
and one team professional practice goal. His department head helps refine the
goals before approving the goals & plan.
Teacher gathers and synthesizes evidence on goal progress, while
department head and
principal focus data collection on goal areas.
Department head meets with team and teacher to
review evidence and assess
progress on goals, adjusting
benchmarks if necessary.
Teacher earns one of 4
ratings based on
performance against the
standards and progress on
goals
S.M.A.R.T. Goals
6
How to begin?
A thoughtful self-assessment leads to targeted, results-oriented goals.
7
Thoughtful Self-Assessment
Establishment of S.M.A.R.T. Student Learning and Professional Practice Goals
Educator Plan Development including key actions and benchmarks
8
Formative Assessment – Monitoring progress and making needed adjustments
Collection of evidence and documentation demonstrating improvements in professional practice and student growth
The Power of Educator-Driven, Targeted Action
Step 2: Analysis, Goal Setting and Plan Development Educators set at least two goals:
o Student learning goalo Professional practice goal
(Aligned to the Standards and Indicators of Effective Teaching and/or Administrative Leadership Practice)
Educators are required to consider team goals Evaluators have final authority over goals
Massachusetts Department of Elementary and Secondary Education
9
Data as a Starting Point for Student Learning Goals Incoming Student Data – how did these
students do last year? Are there any anomalies or subgroups that require specific attention?
Past Student Data – how have your students typically performed in the past?
Aggregate Student Data – are there any trends in performance, positive or negative, that characterize students in your school, content area, and/or grade level?
10
Rubrics as a Starting Point for Professional Practice
GoalsPrincipal Rubric At-a-GlanceI. Instructional Leadership
II. Management & Operations
III. Family & Community Engagement
IV. Professional Culture
A. Curriculum A. Environment A. Engagement A. Commitment to High Standards
B. Instruction B. HR Management & Development
B. Sharing Responsibility
B. Cultural Proficiency
C. Asssessment C. Scheduling & Management Information Systems
C. Communication C. Communications
D. Evaluation D. Law, Ethics & Policies
D. Family Concerns
D. Continuous Learning
E. Data-Informed Decisionmaking
E. Fiscal Systems E. Shared Vision
F. Managing Conflict
11
12
S.M.A.R.T. Goals S = Specific and Strategic M = Measurable A = Action Oriented R = Rigorous, Realistic and
Results-focused (the 3 R’s)
T = Timed and Tracked
13
What Makes a Goal “S.M.A.R.T.”?Individually:
Read “What Makes a Goal S.M.A.R.T.?”Underline one phrase that you find most
significant in the reading
Turn to a partner: Share your phrases Discuss the phrases that emerged and any
insights about the document
S.M.A.R.T.er Goals=
Educator Plans
14
15
A Massachusetts“SMARTer GOAL”
=A Goal Statement
+Key Actions
+Benchmarks (Process & Outcome)
=The Heart of the Educator Plan
Massachusetts Department of Elementary and Secondary Education
Process and Outcome Benchmarks Process benchmarks – monitor plan
implementation
Outcome benchmarks – monitor effectiveness of the plan
16
1717
Guided Practice: A Principal’s Observations and FeedbackGoal Statement for Classroom
Observation & Feedback:I will manage my time more effectively in order to increase the frequency and impact of classroom observations by learning how to do 10-minute observations and conducting eight visits with feedback per week, on average.
(Aligned to I.D.2 (Observations & Feedback))
Massachusetts Department of Elementary and Secondary Education
18
Guided PracticeIn pairs: 1. Review the key actions (are they tightly
linked to the goal?) 2. Review benchmarks:
• are there process benchmarks (actions done)?
• outcome benchmark(s) (results)?3. Identify two revisions and/or additions
to the actions and/or benchmarks that will make this SMART Goal “S.M.A.R.T.er”
Massachusetts Department of Elementary and Secondary Education
1919
Guided Practice: A Principal’s Observations and FeedbackGoal Statement for Classroom Observation & Feedback:
I will manage my time more effectively in order to increase the frequency and impact of classroom observations by learning how to do 10-minute observations and by the start of second semester conducting eight visits with feedback per week, on average, that an increasing percentage of teachers report are useful beginning with at least 60%.
(Aligned to I.D.2 (Observations & Feedback))Massachusetts Department of Elementary and Secondary Education
Principal Educator Plan ExampleSample Professional Practice Goal for a Principal: I will manage my time more effectively in order to increase the frequency and impact of classroom observations by learning how to do 10-minute observations with feedback, and by the start of the second semester, conducting eight visits per week, on average, that an increasing percentage of teachers report are useful.
Student Learning Goal(s) and Professional Practice Goal(s) Planned ActivityAction Supports/
Resources from School/District
Timeline/Benchmark or Frequency
1. By September 1, I will develop a schedule and method for logging at least eight classroom observations with feedback per week between October 15th and Memorial Day.2. By October 15th, I will study with a colleague principals and my administrative team how to conduct 10 minute unannounced observations and write brief, useful feedback.3. By January 1st, I will share at least 5 samples of feedback with principal colleagues and collect their feedback.4. By January and again on June 1, I will solicit anonymous feedback from teachers about their perceptions of the usefulness of the unannounced visits and feedback.
Superintendent to facilitate teams of principals to collaborate on enhancing the observation and feedback process. Superintendent will help identify teams and provide scheduled time to hold study groups and conduct feedback sessions.
1. September 1 – schedule developedJanuary 15/March 15/May 15 – check in to determine of 8 observations per week (on average) have been completed.2. October 15th – documented study time with colleague3. January 1st – 5 feedback samples will be shared with colleagues4. January 1st and June 1st will have collected feedback via teachers regarding their perceived value of the process.
*Evidence provided through principals logs and example artifacts
20
Process and Outcome Benchmarks Process benchmarks – monitor plan
implementationo January 15/March 15/May 15 – check in to determine
if 8 observations per week (on average) have been completed.
Outcome benchmarks – monitor effectiveness of the plano January 1st and June 1st will have collected feedback
via teachers regarding their perceived value of the process. 21
Four Types of Educator Plans Developing Educator Plan
For educators without Professional Teaching status, administrators in the first three years in a district, or at the discretion of an evaluation for an educator in a new assignment
Self-Directed Growth PlanFor experienced educators rated proficient or exemplary on their last evaluation; these plans can be one or two years in length
Directed Growth PlanFor educators rated in need of improvement of on their last evaluation
Improvement PlanFor educators rated unsatisfactory on their last evaluation
Massachusetts Department of Elementary and Secondary Education
22
Educator Plans: Requirements and Timelines
Self-Directed Growth Plan
Directed Growth Plan
Improvement Plan
Developing Educator Plan
Rated Proficient or Exemplaryo 1- or 2-year plan o developed by the educator
Rated Needs Improvement o 1-year plan or lesso developed by the educator &
evaluator
Rated as Unsatisfactoryo At least 30 calendar days; up to 1
yearo developed by the evaluator
Without Professional Statuso 1-year plan or lesso Developed by the educator &
evaluator
Massachusetts Department of Elementary and Secondary Education
23
Educator Plan Cheat Sheet Formative Assessment/Evaluation:
o Formative Assessments: plans that are 1-year or less in duration, mid-cycle check-in on goals
o Formative Evaluations: 2-year plans, occur end-of-year, ratings default to previous Summative Rating unless evidence indicates significant change
Student learning goals lend themselves to one-year goals
IPDPs can be merged into educator plans (see revised licensure regulations) 24
Tips & Strategies
25
26
Where to begin? Strategy 1: Aligned GoalsDistrict Goals
School Goals
Team Goals
Teacher Goals
The Power of Concerted Action
Strategy 1: Aligned GoalsAn Example
District Goal Anti-Bullying InitiativeStandard/IndicatorSchool
Improvement GoalSupport the behavioral health needs of all students.
School Administrator Team Goal
During the 2011 – 2012 school year, the HS Administrative Team will review and refine protocols in an effort to reach 100% consistency in administrating policy to support students’ social/emotional/behavioral needs.
II.A (Environment)
Teacher Goal During the 2011-2012 school year, I will learn and appropriately use an increasing number of effective rituals, routines and responses that prevent most behaviors that interfere with student learning.
II.B (Learning Environment)
27
28
Where to begin? Strategy 2: Focus the Self-Assessment
Murkland ESSchool leaders aligned District Core Issues and School Improvement Goals to specific parts of the rubric
Led to focused and coherent self-assessment and goal-setting processes for all educators,
Promoted collaboration and shared accountability throughout the school
“not just one more thing but something we’re already doing”
Note: all Standards and Indicators are still important. This is about focusing and prioritizing to support coherence and “doability” Massachusetts Department of Elementary and Secondary Education
29
Teacher Rubric-at-a-Glance
Think of one major initiative or focus in your school for 2012-2013.
Using the teacher rubric at-a-glance, identify two Indicators (or elements) that you would most likely focus on with teachers related to this initiative.
(Ex: Revised MA Curricular Frameworks)
Massachusetts Department of Elementary and Secondary Education
30
Districts that promote team goals have found this work more ‘doable’
Team goals support collaboration, communication, and likelihood of success (admin teams too!)
Tips & Strategies Promote school or district goals Support regular team time Identify common process & benchmark
outcomesMassachusetts Department of Elementary and Secondary Education
Where to begin?Strategy 3: Promote Team Goals
Where to begin?Strategy 4: Backward Mapping
Start with the PD you have planned – what do you expect your teachers to accomplish this year?
Locate these objectives in the rubric and let those drive the self-assessment and goal-setting processes back at your school
Massachusetts Department of Elementary and Secondary Education
31
32
Next Steps – Suggestions for Principals Review “SMART” Goal Setting and assess
how “SMART” your current school improvement goals are.
Read School-Level Planning & Implementation Guide (Part II of the Model System) and the School-Level Administrator Rubric (Part III, Appendix B)
Locate your school improvement focus areas in the Administrator and Teacher rubric
Massachusetts Department of Elementary and Secondary Education
Resources
Massachusetts Model System for Educator Evaluation
Massachusetts Department of Elementary and Secondary Education
33
34
School-Level Planning & Implementation Guide
Content OverviewThe Massachusetts Model System for Educator EvaluationStep 1: Self-Assessment
Step 2: Goal Setting and Plan DevelopmentStep 3: Implementation of the PlanStep 4: Formative Assessment and EvaluationStep 5: Summative EvaluationAppendices: Forms for Educator Evaluation, Setting SMART Goals
Massachusetts Department of Elementary and Secondary Education
ESE Evaluation Resources What’s coming?
−Summer 2012Guidance on District-Determined Measures
Training Modules with facilitator guides, PowerPoint
presentations, and participant handouts
List of approved vendors
Updated website with new Resources section
Newsletter
Massachusetts Department of Elementary and Secondary Education
35
What’s coming? −Fall/Winter 2012
Solicit and review feedback on Model System; update
Research & develop student and staff feedback instruments
Collect and disseminate best practices
Collect and vet assessments to build a repository of district
measures
Internal collaboration to support cross-initiative alignment
EX: Support for use of rubric for teachers of ELLs
aligned to RETELL initiative
Massachusetts Department of Elementary and Secondary Education
36
ESE Evaluation Resources
Overview of Training Modules Module 1: Overview
Module 2: Unpacking the Rubric
Module 3: Self-Assessment
Module 4: S.M.A.R.T. Goals and Educator Plan Development
Module 5: Gathering Evidence
Module 6: Observations and Feedback
Module 7: Rating Educator Performance
Module 8: Rating Impact on Student Learning 37
38
For More Information and Resources:
Visit the ESE educator evaluation website:
www.doe.mass.edu/edeval
Contact ESE with questions and suggestions:
Presenters:
Claire Abbott – [email protected]
Preeya Pandya – [email protected]
Massachusetts Department of Elementary and Secondary Education
38