Welcome Day 2• Materials check:

• Green Book• Handout: Agenda with readings• Notebook

• Once you sit down please fill out a name tag or name “tent” with large notecards

Questions

1. What are we trying to accomplish with the Evaluation System?

2. What are the “non-negotiables”? (DESE, etc.)3. What are we going to do in 2016-17 so that

we are all “on the same page”?1. Required Observations2. Feedback from Observations, from

Walkthroughs?

Processes, Procedures

Communication

We’re all in this together with the

same goals

UnionSchool Cmte.

What data would facilitate your discussion?

Individual time needed to evaluate in 2016-7

Number of Teachers/

Specialists/Admins you will evaluate

# Announced Observations

(Time pre, post, write-up)

# Unannounced Observations

(Time for observation, post

and write up)

# Walkthroughs

???

FeedbackFor

Walkthroughs (Y%/N

%)

5 NPST15 PST

SISPAdmin

515/2

At least (4) or (3) 15/2

Are walkthroughs unannounced observations or used for PD for whole school/dept.?

Part IVSuggested Contract Language

– Unannounced Observations • Unannounced observations may be in the form of partial or full-period

classroom visitations, Instructional Rounds, Walkthroughs, Learning Walks, or any other means deemed useful by the Evaluator, principal, superintendent or other administrator.

• The Educator will be provided with at least brief written feedback from the Evaluator within 3-5 school days of the observation. The written feedback shall be delivered to the Educator in person, by email, placed in the Educator’s mailbox or mailed to the Educator’s home.

• Any observation or series of observations resulting in one or more standards judged to be unsatisfactory or needs improvement for the first time must be followed by at least one observation of at least 30 minutes in duration within 30 school days.

• Observations are defined in the regulations as “of any duration.” 603 CMR 35.02.

What processes and procedures will bring about desired changes for your district?

• How many teachers would you guess should be on Improvement Plans (% or number)?

• SJEI (R) paragraphs in Formative/Summative evaluations? – Are these paragraphs a summary of Announced and Unannounced

Observations?– Do you include walkthrough evidence?

• Ratings (A, P, NI, U) for Announced and Unannounced before EOY? • Write-ups and/or ratings for Walkthroughs? Checklist for what is

included in Walkthrough follow-up conversation if there is no write up? (SJEIR-like expectations?)

Consider the evaluation/interview that you saw. If the only comment that the new teacher received was that conversation (and there was no write-up), would the discussion support positive change?

DESE Contract Language• Evaluation Cycle: Educators without PTS

– In the first year of practice or first year assigned to a school:• At least one announced observation during the school year • At least four unannounced observations during the school year.

– In their second and third years of practice or second and third years as a non-PTS Educator in the school:

• At least three unannounced observations during the school year.

• Evaluation Cycle: Educators with PTS

– The Educator whose overall rating is proficient or exemplary must have at least one unannounced observation during the evaluation cycle.

– The Educator whose overall rating is needs improvement must be observed according to the Directed Growth Plan during the period of Plan which must include at least two unannounced observations.

– The Educator whose overall rating is unsatisfactory must be observed according to the Improvement Plan which must include both unannounced and announced observation. The number and frequency of the observations shall be determined by the Evaluator, but in no case, for improvement plans of one year, shall there be fewer than one announced and four unannounced observations. For Improvement Plans of six months or fewer, there must be no fewer than one announced and two unannounced observations.

Agenda

• Setting District Standards (Piloting for one year?)• Standards III: Community and IV: Professional

Practice• Defining Proficiency for Communication and

Professionalism with Artifacts and Observation• Conferencing and Difficult Conversations• Pulling This All Together: Quick Case Studies

• www.ribasassociates.com resources SJEIR, Interview Questions,

EVIDENCE STANDARDS FOR EDUCATORS—QUALITY

Evidence quality: the Educator shall provide to the Evaluator evidence of family outreach and engagement, fulfillment of professional responsibility and growth, and progress on attaining professional practice and student learning goals. The educator may also provide to the evaluator additional evidence of the educator’s performance against the four Performance Standards.

Quality

Artifacts should be a sample that demonstrates educator performance and impact: 1. Aligned with educator goals, the Model

System Teacher Rubric, or school goals 2. Number of artifacts to collect varies by

educator. (SISPs may have more.)3. Artifacts can provide evidence of more than

one Standard or Indicator

Quality vs Quantity (Brocton)• Evidence should tell a story about a teacher’s practice and growth over the

year.• The best representation of practice comes from examples of daily

work.• Quality evidence generally falls into three broad categories:• Products of practice that emphasize “naturally occurring products of

day-to-day work”.• Multiple Measures of Student Learning, Growth and Achievement that

demonstrate students’ progress through informal assessments as well as traditional standardized assessments.

• Other evidence related to Standards of Practice that showcases the behind-the- scenes work educators routinely do outside the regular school day and classroom.

• Examples are inviting students’ families to a school event, sending out a newsletter to inform families about classroom activities, and serving on committees or community groups connected to the school.

• Evidence can substantiate more than one standard

Possible Sources of Evidence • lesson plans • Student notebook excerpts • daily “do now” activities from students • Word Walls (weekly snap shots) • Pre-lab reports • Post-lab reports • Extensions to curriculum units (when necessary to provide students with deeper

knowledge of a concept • Pre-unit assessments for Life Sciences, Earth Science, and Physical Science • Post-unit assessments for Life Sciences, Earth Science, and Physical Science • End-of-course writing assessments (format: persuasive essays) • Monthly science team meeting notes (Oct—March) • parent email correspondence • monthly parent phone log

“Reflective of daily practices”Evidence Source Standard/Indicator

• Notes from meetings with the ELL specialist

• Formative assessment data results and analysis

Indicator I.B (Assessment) Indicator I.C (Analysis)

Indicator IV.C (Collaboration)

Lesson Planner that indicates flexible group tasksSummer course work

Select lesson plans reflecting new instructional strategies

Indicator I.A (Curriculum and Planning)

Indicator II.A (Instruction) Indicator II.D (Expectations)

With “elbow partner” reach consensus as to whether each of the following is information or evidence

No (thumbs down) Possibly if (mid)…. Or definitely (thumbs up)

• Teacher’s or SISP’s parent newsletters • Sample of Special Ed. Teacher’s IEPs• Teacher’s or SISP’s website • Student report cards • Parents’ night handout• SISP’s student progress reports• Summer course work• Notes/Agenda from PLC meeting

Communicate Standards of Quality

Share examples of high-quality, valuable evidence during faculty or team meetings: Indicate that one artifact might include showing sample artifacts that provide evidence of more than one Standard or Indicator

STANDARDS III AND IV

The 4 Standards (See 6.41.)

Standards and Indicators for Effective Teaching Practice I. Curriculum,

Planning, and Assessment

II. Teaching All Students

III. Family and Community Engagement

IV. Professional Culture

I-A Curriculum and Planning

I-B Assessment I-C Analysis

II-A Instruction II-B Learning

Environment II-C Cultural

Proficiency II-D Expectations

III-A Engagement III-B

Collaboration III-C

Communication

IV-A Reflection IV-B Professional

Growth IV-C

Collaboration IV-D Decision

Making V-E Shared

Responsibility V-F Professional

Responsibilities

Standards III: Family and Community EngagementStandard IV: Professional Practice

Indicator III-A. Engagement: Welcomes and encourages every family to become active participants in the classroom and school community.

III-A. Elements Exemplary Observable Behaviors

Observations ADD Possible Artifacts for your district Include SISPsIII-A-1. Parent/Family Engagement

Successfully engages most families and sustains their active and appropriate participation in the classroom and school community. Is able to model this element.

1. Conducts effective parent conferences gb 385-389 2. Uses strategies to involve the uninvolved parent gb 389-392 3. Uses the stages of listening to increase parent involvement gb

392-393 4. Uses strategies for difficult parent conferences (including case

studies) gb 393-395 5. Provides resources to parents for successful conferences and

school-family collaboration (Tips for Success for Parents) gb 395-395

IV-A. Elements Exemplary Observable Behaviors-- ADD Possible Artifacts for District Include SISPs IV-A-1.Reflective Practice

Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues; and uses and shares with colleagues, insights gained to improve practice and student learning. Is able to model this element.

1. Is able to design and carry out peer facilitated action research (chapter 10 for comprehensive action research description,

2. Is able to design and carry out peer facilitated lesson study (pp. 480-484) 3. Is able to effectively implement peer observations as either the observer

or the teacher being observed (pp. 484-503). 4. Is able to design and carry out peer facilitated examining student work

study groups (p. 504-507) 5. Is able to design and carry out peer facilitated professional reading study

groups (p. 507-508)

Element III-A-1 Parent/Family EngagementElement IV-A-1 Reflective Practice

• Read the exemplary description and observable behaviors in the connection document for this element.

• Skim/Read the pages from the green book noted for that element

• Make a list of other observable behaviors or artifacts (data points) that represent effective or ineffective practice on this element

• Everyone should add the new data points to their connection document

Evidence Provided by Teachers and SISP for Element III-A-1 Parent/Family Engagement

• Brainstorm a list of the evidence you would have teachers and SISP provide you related to this element that were not already discussed in the previous slide

• Add these to your connection document if you have not already done so.

• In this district what is the method for sharing the evidence gathered with the evaluator(e.g. evaluation software tool, paper folio, email, other)?

Watch VideoTake notes focusing on Standards III and

4Collaboratively write an SJEIR Paragraph

with a partner

Coaching/Parent conference (Reflection, Collaboration)https://www.teachingchannel.org/videos/parent-teacher-conference-tips (use Chrome)

III-A. Elements Unsatisfactory Needs Improvement Proficient Exemplary

III-A-1.

Parent/Family Engagement

Does not welcome families to become participants in the classroom and school community or actively discourages their participation.

Makes limited attempts to involve families in school and/or classroom activities, meetings, and planning.

Uses a variety of strategies to support every family to participate actively and appropriately in the classroom and school community.

 

Successfully engages most families and sustains their active and appropriate participation in the classroom and school community. Is able to model this element.

IV-A-1.

Reflective Practice

Demonstrates limited reflection on practice and/or use of insights gained to improve practice.

May reflect on the effectiveness of lessons/ units and interactions with students but not with colleagues and/or rarely uses insights to improve practice.

Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student learning.

Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues; and uses and shares with colleagues, insights gained to improve practice and student learning. Is able to model this element.

• Standard/benchmark: Identifies the area of performance that the paragraph will discuss.

• Judgment: Gives the teacher a clear indication of his/her level of success (or lack there of) in using the area of performance indicated in the claim.

• Evidence: Data of sufficient quality or quantity to support the judgment

• Impact statement: Indicates the impact the teaching had on student learning and development

• Recommendations:

Internationally Accepted Structure for Written and Oral Feedback

SJEIR Negative Example

Standard III

S, J: Mr. R needs to provide resources to parents on how to best support their children’s learning. E: Mr. R has many parents who are recent immigrants and most have no college and little secondary education. E: These parents need to be provided with information on how they can support their children’s learning. I: Providing parents with effective strategies to support student learning and increasing parent involvement improves student success in school.

From the paragraph bank for SISP

John used effective (judgment) techniques for making his evaluation findings clear to parents (standard/benchmark) in the meeting. He carefully explained the terms he used in his report, and took particular care in asking the parents questions as he proceeded. At the conclusion of his report, he summarized his key findings and asked the parents if they had any questions (evidence). As a result, the parents indicated that they had a clearer understanding of their son’s needs (impact statement).

From SISP Bank• Bill maintains effective communication with parents. He returns parent calls and

parent e-mails within one workday of receiving them. ##He ensures that parents have many opportunities to arrange a meeting that fits into their schedules and clearly communicates these opportunities with each family. He frequently calls parents indicating student successes and/or drops in student performance.## As a result, parents feel well informed about and actively engage in their child’s school performance.

• Bill did not provide staff members with adequate notice of the meeting. As a result, some of the staff members were not able to prepare adequately.

• Bill did not adequately answer the parents questions. As a result, the parents did not leave with the information they needed to make the best decisions about their child’s education.

General Education

Mr. M effectively provides parents with tools to support their children’s learning. Mr. M clearly communicates all class grading and homework policies to families at the beginning of the year. He frequently calls home to update parents on their children’s successes and challenges and welcomes parent recommendations that would improve their child’s learning and school experience. Additionally, in his monthly newsletter, Mr. M includes a section with tips for parents on improving partnerships with the school and extending student learning at home. As a result, the majority of parents are actively engaged in Mr. M’s class and feel welcome to communicate any concerns or suggestions they have.

Share SJEIR Paragraphs with another set of partners

• Standards• Judgment• Evidence• Impact• Recommendations

• What is strong about the writing?

• What questions/concerns do you have with the paragraphs, giving feedback in these areas?

FEEDBACK AND CONFERENCINGWritten Evaluations and Formal and Informal Meetings

Definition of Feedback

pb 115

Feedback is direct, usable, actionable information to the learner on his/her current performance in relation to a target performance so that the learner can self-assess and make improvements.

Note: Feedback is formative assessment

Elbow partner:When during the cycle do you need to make clear that you are concerned about an educator’s performance?

Communication to All Teachers• Evaluators’ conversations with teachers will clarify for teachers how the

Observations are formative (coaching) and the Evaluations are summative (SJEI) and include specific ratings for all 4 categories and one final rating.

• “Suggestions” are made to support teachers’ growth• “Recommendations” are made to signal an area that is important for a

teacher’s growth• Questions such as “How do you think the lesson went?” are meant to

elicit conversation as a post observation discussion, not to indicate the lesson was problematical in some way.

• When an evaluator becomes concerned that an educator may receive a Needs Improvement or Unsatisfactory in any of the 4 standards, that concern will be communicated clearly in a conversation (?) in writing (?)

CalibratingProfessional Judgment and

Balancing Administrative Roles and Responsibilities

Accountability -------------- Coaching “Tight” -------------- “Loose” Goals

Judgment -------------- ConcernsEducator’s needs -------------- District’s needs

Contexts: First Year, New to District, Experienced

Effective Feedback1. For most teachers what we ask them in conferences is

more important than what we tell them. 2. Attitude of the evaluator in the dialogue is important3. This kind of discussion is challenging particularly as a

new system is being instituted.

“The conditions in which teachers feel their supervision is valuable are those in which the supervisor behaves in a way that appears to engage the teacher in problem-solving and in which some real sense of understanding of the teacher is communicated by the supervisor.” Blumberg’s study.

Feedback = Data in this contextYour growth score is 34.

Response to Teacher

Performance

JudgmentThe level of teacher performance

is clear to a third party reader

PraiseSpecific, matched, sincere Recommendations

We should match

We should match our responses to teacher performance to our objective for the response. Pb 116

EncouragementYou are making the appropriate level of progress but have further to go

CongratulatoryYou are where we want you to be in this area

SuggestionsTeacher may choose not to do this with no negative impact on evaluation

Directions/RecommendationsTeacher must do this or his/her evaluation will be lowerReadings, courses, observations of other teachers, etc.

Teachers who perform in the top 1/3 of your department or school

Teachers who perform in the bottom 1/3 of your department or school

Teachers who perform in the bottom 2 to 5% of the district

Teachers who perform in the middle 1/3 of your department or school

Least Evaluator Time

Most Time

MoreFormative/Indirect

More

Summative/Direct

Anb 144

Expediency versus Long-Term Change: The Research

 Harvard Business School professor Amy Edmondson, in her study of  organizations that relied on innovation and creativity, found that organizations that figured outhow to balance psychological safety with accountability thrived (2012).Psychological safety, a hallmark of a vibrant learning culture, allowspeople to take risks, learn from error, and openly challenge the thinkingof their colleagues and supervisors.

Amy Edmondson, Teaming How Organizations Learn, Innovate and Compete (Jossey Bass 2012)

Arthur Blumberg’s Four Supervisory StylesPajak, 2008 Approaches to Clinical Supervision

High Direct

Low Direct

High Indirect Low Indirect

Style AThe supervisor exhibits both direct and indirect behaviors, telling and describing concerns, but also asking questions and listening

Style DThe supervisor uses neither direct nor indirect behaviors, is generally passive, and appears uncaring, directionless, and uninterested

Style CThe supervisor emphasizes indirect behaviors, asking questions, listening and reflecting back ideas and feelings, with little telling or criticizing

Style BThe supervisor emphasizes direct behaviors telling and criticizing, with little asking or listening

Arthur Blumberg’s Four Supervisory StylesPajak, 2008 Approaches to Clinical Supervision

Teacher Percep-

Style Teacher Percep-

tion of Most…

tion of Least…

Helpful ACBD Helpful

Satisfying CADB Satisfying

Supportive CDBA Supportive

Empathic CADB Empathic

Productive CADB Productive

Morale Building

CABD Morale Building

Problem Solving

CDAB Problem Solving

Informational to Judgmental ( evoking self reflection)

CognitiveDissonance

Types of Questions pb 119-120

Difficult Conversations: Advice from a Principal

1. Start the Day with the Most Challenging Task: Productivity expert Brian Tracy says that we should tackle our most difficult and important task first thing every morning. The concept is that if we can “eat the frog”, everything else will seem easy. Don’t wait for the day to go by. Procrastinating may result in your “deciding” not to tackle the issue at all. And, the conflict may fester if you wait too long to intervene. 2. Prepare for results: I prepare bullet points for every tough conversation I have in person or on the phone. There is a natural tendency to lighten the exchange with your colleague so if you don’t plan for the result you want, you simply won’t get there.3. Lead with the punchline: The tendency is to begin a difficult chat with small talk to lighten the load. Writing in the Harvard Business Review, Peter Bregman suggests that leading with the tough news will ensure that the recipient will hear the constructive criticism with clarity. 4. Listen as much as you can: If you want the colleague to change a habit or behavior and be personally reflective, they need to know that you care about their improvement. Validate whatever response they may have…if it’s valid of course. But listen either way. 5. Take good notes: A tough conversation might take unexpected twists and turns. Be sure that the meeting is documented accurately.6. Follow up (both right after and set date for next meeting):Long term success is based on at least a second follow-up meeting to reinforce your message. Set a date for that meeting before the first meeting is complete. 7. Assume good intentions: Most people want to do well at their job and truly care about professionalism. Let good intentions be the default unless you know otherwise.

http://connectedprincipals.com/archives/11114

Joe Doe, Special Education Teacher

Joe is a new educator who has been with you for 3 months. He is great with the students. He’s a real motivator, but you have just found out that his paperwork is really weak. You are a co-evaluator with the special education director. Every time you’ve observed Joe, he is working with a student and supporting that student’s growth well. However, the special education director calls in November and says that Joe’s paperwork is late and poorly done. He has not contacted parents, has poorly written IEP goals for all of his new students, and often does not show up for co-taught classes. You have already done 3 classroom visits (one announced, two unannounced). Your write-ups were very positive. What would you do as an evaluator?

Stages of Conferencing to Promote Behavior Change pb 120

1. Preparation: • Have all the data ready• Think about the personality of the person with whom

you are meeting

2. Be clear about the desired outcomes

3. Choose the best location for the conference

4. Door openers• Indicate conference is two way communication• Get the supervisee talking• You want to hear “their story.” How do you think the

class went? (What did the survey say to you?)

Consider a future

Conference

ExampleSPED teacher --Great in classes, but didn’t do paperwork

Stages of Conferencing pb 120

5. Passive Listening and Acknowledging Responses– Eye contact– Nodding– “I hear you”– Paraphrasing teacher’s statements– “I understand”

Remember that acknowledging is not agreeing.

Stages of Conferencing pb120

6. Active Listening• Gives speaker tangible evidence of the

listener’s understanding. For example: • Labels teachers feelings about the

situation (e.g. anger, excitement, frustration, pride)

• Ask clarification questions• Ask informational questions• Ask self-reflection questions

Stages of Conferencing pb 120

7. Generating solutions• What ideas does the teacher have for improving

instruction?

8. Expanding the agenda if the previous questions do not lead to sufficient recommendations for improving instruction

• Identify and comment on positive performances not yet discussed

• Identify areas for improvement not yet discussed

SJEIR’s Strength

• Legally strong: The laws (Standards), the level of competence (Judgment), the concrete proof (evidence), and their connection to student growth are clearly delineated.

• Recommendations are optional, but if you want a teacher to improve in an area, do they signal a major concern or a professional conversation about other alternatives

• Recommendations need to be crystal clear if a teacher’s job may be jeopardized

Jane Doe, Professional Status Teacher

Jane has had a long history of having difficulty with parent and student communication (many complaints that she doesn’t give homework, says things like, “I can’t believe I have to teach this course. Nobody told me until September. I have no idea what to teach.” The evaluator at the middle school, however, gave little indication of her needs to her. She also had a negative history in 8th grade math—many of her students received high grades, but received low MCAS scores, so she was transferred (her request) to the high school. You are her new supervisor. What would you plan to do during the year with this teacher?

Carol Ann Riley, a 4th year teacherCarol Ann, a Kindergarten teacher, has had three years of positive evaluations. She has a new elementary principal. In the first weeks of school, Carol Ann and the principal had a dispute over leaving early (which the former principal had allowed because her daughter had been seriously ill the last year). The principal visited her class and wrote up 3 specific negative areas, students are not on task, her agenda wasn’t posted for ELA, and she had not allowed a student to go to the lav. The teacher goes to the teacher’s association to complain. She has always had good evaluations, only one student was off task, and he is on a behavioral plan, and the student who wanted a pass to the lav had just gone in the last hour. She feels this new evaluator just doesn’t like her.What should the building rep do, say? What if the evaluator was accurate? What if the evaluator was inaccurate?

End of Year/Mid-Cycle Evaluation Form (DESE)

Your District’s Expectations for Each Teacher2 paragraphs? per standard taken from your walkthroughs and observations and Artifacts?

Progress Toward Student Learning Goal(s) and Professional Practice Goals

Did not meet Some progress Significant Progress Met Exceeded

Rationale, evidence, and feedback for improvement:

Rating on Each StandardI: Curriculum, Planning, & Assessment

Unsatisfactory Needs Improvement Proficient Exemplary

Rationale, evidence, and feedback for improvement:

II: Teaching All Students Unsatisfactory Needs

Improvement Proficient Exemplary

Rationale, evidence, and feedback for improvement:

III: Family & Community Engagement

Unsatisfactory Needs Improvement Proficient Exemplary

Rationale, evidence, and feedback for improvement:

IV: Professional Culture Unsatisfactory Needs

Improvement Proficient Exemplary

Rationale, evidence, and feedback for improvement:

Exemplary?

https://www.teachingchannel.org/videos/teacher-practice-growth-reflectionExemplary Teachers and Professional Practice.

Share with your processing partner or table:• How important is the Exemplary rating to your staff? (1

or 2%?)

Access Sample Paragraphs

Log in at www.ribasassociates.comDbradySaturday6

Video for Using Paragraph Bank: https://teachpoint.zendesk.com/hc/en-us/articles/202603683-Paragraph-Bank

The list of SJEIR paragraphs are also available to download all of them at www.ribasassociates.com

Next Steps

• What do you need to do as your Evaluation System’s next steps?– Communication of progress to all teachers– Using time well to gather and communicate

observations/artifact response– Forms: Announced, Unannounced, Walkthroughs– Supporting teachers who need improvement

Formative or Summative Evaluation

Standard (Well-Planned Lesson), Judgment: Mrs. X does not demonstrate thorough planning in her science class in a way that anticipates areas of potential difficulty connected to the lesson for her studentsEvidence: For example, in the science lesson observed on …., the introduction and review of the lesson took more than 10 minutes. The task and the handout sheet were not clearly explained. Students had many questions about how the balance task was to be done. Students were confused about whether or not the objects had to fit inside the basket and many did not begin until prompted or provided more instructions. The mastery objective was not clearly stated nor posted clearly in the classroom or on the worksheet. Students had been introduced to the Balance Beam and Fulcrum, and were able, with help, to understand the analogy between a see-saw and the balance beam. Although we met and discussed lesson planning, lessons continue to be at the needs improvement level and continues to struggle with the clarity of her objectives, pacing and the clear sequence for teaching and for providing her second graders with supporting materials.Impact: As a result of the need for more planning which would provide more focus and a mastery objective, students in her classes are not able to work with a sense of purpose for their task nor can they proceed without a great deal of teacher re-explanation. Recommendation (Use during the year when necessary; optional in Summative)