Educator Evaluation

Building on Our Successes as We Head into Year 2

August 26, 2013

Year One Priority• Primary Goal

�Increase our Focus on Teaching and Learning through Meaningful Discussions and Active Engagement :

• Teachers with Teachers • Teachers with Administrators, and • Administrators with Administrators

• We were successful in accomplishing that, but, committing to a model of continuous improvement as we have, there is more work to be done – in fact, there always will be!

And the Survey Says…

• The Self Assessment process helped me to set my student learning and professional practice goals. � 92.3% either strongly agreed, agreed or had no

opinion

• Creating a personal SMART goal(s) was beneficial.� 95.7% either strongly agreed, agreed or had no

opinion

• I felt supported during the goal setting process.� 93.5% either strongly agreed, agreed or had no

opinion

• Multiple classroom walkthroughs allowed my evaluator to fairly and accurately observe my practice.� 96.6% either strongly agreed, agreed or had no

opinion

And the Survey Says…

• My principal/evaluator expressed an interest in supporting me to achieve my goals and improve my practice.� 98.9% either strongly agreed, agreed, or had

no opinion

• My evaluator/principal evaluated me fairly and accurately.� 100% either strongly agreed (46.7%); agreed

(46.7%) or had no opinion (6.7%)

• My evaluator/principal knew how much growth and progress my students made this year.� 92.2% either strongly agreed, agreed or had

no opinion

And the Survey Says…

• Now at the end of our first year of implementation of the new educator evaluation system, as a team we were successful in focusing even more of our attention on teaching and learning, the original goal we had set.

�92.2% either strongly agreed, agreed or had no opinion

And the Survey Says…

Believing in a model of continuous improvement, we can always do

better…and we will!

• I had sufficient training to use the (TeachPoint) program as intended.� 33.3% responded that they disagreed or strongly

disagreed � Based on this, additional training will be provided by

your principals

And the Survey Says…

Numerous staff members wrote comments:

• “I would have liked a schedule of deadlines so it is not a rushed effort on the teacher.”� The Ed Eval Team has created a schedule for

both the 1-Year and 2-Year Evaluation Cycles

• “Providing exemplars for…evaluation writing would be ideal.”� Three exemplars from across the District are

available and on the website under “Staff”and within the “Educator Evaluation” section

And the Survey Says…• “The 10 minute mini-observations could be

shortened…to allow the evaluator to observe even more snippets…to get a more complete picture of what I do. Evaluators should make an effort to stop in during different (times)…so they are not seeing the teacher working with the same...students each time.”

• “My evaluations were simply restatements of what occurred during class, with no analysis or suggestions for improvement.”� Evaluators have set aside time in their daily

schedules to visit classrooms at varied times and to allow for meaningful follow-up conversations

� As a Leadership Team, we will work together to focus on leading even more effective discussions and noting recommendations that we believe will help to enhance educators’ practice

Moving Forward and Improving Together

• Follow up conversations are critically important and provide an opportunity for dialogue between educator and evaluator.

� The responsibility for having these is shared mutua lly. Ideally, the conversation should happen within 48 h ours –the sooner the better – and if your evaluator does n ot come to you, please go to him or her. The value is in t he conversation

• There are numerous examples of excellent practices taking place across the District.

� Invite colleagues in to visit your classroom to sha re a successful lesson

� Your administrator will support you by providing co verage� In doing so, we “share the wealth” by learning and g rowing

from and with each other, thus strengthening the AP S Team

Review of the Process

Collaboration and Continuous Learning are the focus

The Next Step in the Process

DISTRICT-DETERMINED MEASURES (DDMs)

What are they?

A district-wide set of student performance measures

for each grade and subjectthat permits a comparison of student

learning gains

Definition of District-Determined Measures (DDMs)

• “Measures of student learning, growth, and achievement related to the Massachusetts Curriculum Frameworks…or other relevant frameworks, that are comparable across grade or subject level district-wide. These measures may include, but shall not be limited to: portfolios, approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects.”

WHY USE DDMs AS PART OF EVALUATION PROCESS?

WHY USE DDMs AS PART OF EVALUATION PROCESS?

AN EXAMPLE:

8th grade English teachers’

Proposed DDMs

1. A fall and spring test of grammar

2. A pre- and post-unit assessment of persuasive writing using a common rubric

3. A fall and spring sample of narrative writing (short story or play) using a common rubric

DDMs – Using Data We Already Collect

• For numerous years in Auburn, we have been collecting student data and using that information to make instructional decisions that we believe will help to increase student achievement

• We will, whenever possible, use data that is currently being collected

• We may need to tweak those assessments over time, but we’ll build on what we currently have in place

• Ed Eval Team has determined, at most grade levels/subjects, one DDM to be piloted, with grades/subjects or courses determining an additional one by September 20, 2013

TRUE GOAL OF DDMs

An opportunity to engage teams and departments in collaborative and collegial work to identify together

• What is most important for our students to learn?

• How can we assess it fairly?

• What do the results tell us about our curriculum and instruction?

OR, FROM DUFOURS

• What do we want our students to know and be able to do?

• How will we know students have learned what we have taught them?

OPPORTUNITY FOR EDUCATORS

Good assessments benefit both students and teachers

HOW WILL THEY BE USED?

For Impact Ratings: trends and patterns over two years based on multiple measures that will serve as the basis for ratings of high, moderate or low impact on student learning

DDMs will be in addition to MCAS scores, Student Growth Percentiles and ACCESS, when available – which must be used in determining Student Impact, when available

TWO MORE WAYS TO USE DDMs

• Targets for Student Learning Goals

• Evidence for Standard 1 & 2

IMPLICATIONS OF DDMs

Everyone earns two ratings:

• Summative Performance is based on progress towards goals, observations (Performance Standards), artifacts/evidence, and student feedback (will be implemented in the 2014-2015 school year)

• Student Impact is based on DDMs and MCAS scores

TWO RATINGS: EXAMPLE

MORE ON IMPLICATIONS

�A low rating on Student Learning (via DDMs) cannot lead to a negative employment decision for PTS staff members without a low Summative Rating

�Information about impact on non-PTS staff members is coming soon from DESE

MULTIPLE MEASURES, MULTIPLE YEARS

Year 1

High

ModerateModerate

Year 2

ModerateModerate

ModerateModerate

= Moderate (overall)

MULTIPLE MEASURES, MULTIPLE YEARS

Year 1 Year 2

LowLow

ModerateModerate

ModerateModerate

LowLow

= Moderate (overall)

MULTIPLE MEASURES, MULTIPLE YEARS

Year 1Year 2

High

ModerateModerate

ModerateModerate

LowLow

= Moderate (overall)

REVISED TIMELINE WITH DDMS

During 2013-14 : Pilot some DDMs; develop plan for all

� Report to DESE in September the DDMs to be piloted in 2013-14 for

• Early grade literacy (K-3)• Early grade math (K-3)• Middle school math (5-8)• High school writing to text

� Report final plan in February, 2014 for alleducators

In 2014-15: implement DDMs for all grades & subjects (this will represent Year 1 data)

In 2015-2016: implement DDMs for all grades & subjects (this will represent Year 2 data)

STUDENT IMPACT RATINGS WILL GO INTO EFFECT WITH THE SPRING 2016

EVALUATIONS

APS District Goals• To increase student achievement.

• To collaborate with colleagues in analyzing data, refining instructional practices and implementing appropriate interventions.

• To increase the effective integration of technology into the instructional program.

• To implement instructional strategies that are designed to meet the needs of diverse learners.

• To evaluate all curricula to ensure alignment with Common Core State Standards and best practices.

School and Educator Goals

• School goals will support the achievement of the District Goals, with Educators’ Goals supporting the achievement of both School and District Goals

• The intention is to integrate our work so that we are all focusing on the same initiatives, thus building more momentum and realizing greater results

Integration Across the District

District Goals

School Goals

Team Goals

Educator Goals

The Power of Concerted Action

Classroom Walkthroughs

• Evaluators will conduct numerous unannounced walk-throughs, just as they did in the 2012-2013 school year for those teachers on the evaluation cycle

• In the 2013-2014 school year, ALL educators will be on the evaluation cycle, some in Year 1 and some in Year 2

• That has doubled the number of educators to be evaluated

• Kathy Lauzé will serve as the evaluator for select regular educators, with Phil Campbell serving as the evaluator for some special education educators

• I am seeking educator volunteers who would be willing to have me serve as their evaluator

Classroom Walkthroughs

• All of us have committed to this new educator evaluation system, including all members of the Leadership Team and me

• Twice a month, I will join evaluators in their unannounced classroom walk-throughs, with Kathy and/or Phil sometimes joining us

• As the evaluator of the evaluators (Leadership Team members), I will be using these visits as my observations of evaluators – I will not be evaluating teachers

• And the bonus is that I get to observe first-hand the effective teaching that is taking place and to interact with students

Five Key Questions for Learning(Educators)

• What is the learning target/objective of the lesson?

• What learning experiences are you planning to provide to assist students in meeting the learning target/objective?

• What strategies and or prompts will you use to create opportunities for students to engage in meaningful exchanges with each other and with you?

• How will you assess whether students have met the learning target/objective of the lesson?

• How will you differentiate the instruction and learning experiences to meet the range of learners in your class?

Five Key Questions for Learning(Evaluators)

• In what ways does the lesson engage students in authentic learning?

• What evidence demonstrates that students know the objective and/or learning target?

• What evidence is there of meaningful exchanges between teacher and individual students and between students?

• In what ways does the teacher assess student understanding related to the objective and/or learning target?

• Did the teacher differentiate the instruction and learning experiences to meet the range of learners in the class?

Individual Professional Development Plan - IPDPs

Taken directly from DESE’s “Recertification Guidelines for Massachusetts Educators,” 2000 –posted on our website under “Staff”

• “Each educator will develop an Individual Professional Development Plan (IPDP) that describes eligible activities that will lead to recertification within a given five-year cycle. The plan must focus on goals that strengthen content and professional skills to improve student learning.”

Individual Professional Development Plan - IPDPs

• “Educators working in Massachusetts public schools must get initial approval of their professional development plans from their supervisors. The supervisor shall approve the plan if 120 of the content and pedagogy PDPs are consistent with school and district educational improvement goals. A minimum of 10 PDPs must be earned in a specific topic to count toward recertification. Educators must include their supervisor’s endorsement of the complete professional development plan in their application for recertification.”

Individual Professional Development Plan - IPDPs

• An entire section regarding Recertification has been created on the APS website. Go to “Staff”along the top navigation bar, then click on “Recertification.” Contained therein are the following:� DESE Recertification Guidelines, 2000� DESE PowerPoint regarding Licensure

Renewal/Recertification, 2003� Auburn’s IPDP form� Sample IPDP forms

• Creating the IPDP• First 2-Year Review IPDP• Second 2-Year Review IPDP

Individual Professional Development Plan - IPDPs

• Principals will be reviewing IPDPs and signing off on them

• For those educators who will need to recertify in 2014, DESE is encouraging you to do so in late winter/early spring as there are many educators who will be doing so then

• Certification is a DESE requirement and is between the educator and DESE, however you must be certified if you want to teach in a MA public school, including Auburn

Building on Our Successes as We Head into Year 2

Just as we did in Year 1, we will work TOGETHER to successfully implement

the educator evaluation system, including the pilot DDMs

We may not get everything perfect, but we will do our very BEST, learning

together and focusing even more of our energies on our students and

TEACHING and LEARNING!

If you want to be successful,

know what you are doing,

love what you are doing and

believe in what you are doing-Will Rogers

I thank you for the opportunity to work WITH you as we implement the next phase of ed eval, but also in working WITH you in accomplishing our goals…it’s going to be a

PHENOMENAL year!!