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Educator Evaluation Information
Edward Everett SchoolLaura Miceli, PrincipalSeptember 24, 2014
Educator Evaluation System
The Educator Evaluation System is where teachers and principals record the evaluation information including, self-assessment, goals, action plans, observations, artifacts, and assessments/evaluations.
https://eval.mybps.org/Evals/Default.aspx
Teacher Evaluation & Specialist Rubrics
Professional Learning Cycle: Next Steps
School-wide Analysis & Goal-
Setting
Danielle
Based on DESE & BPS OEE.
School Level
Teacher Level
TeamLevel
Proficient Warning
in ELA
YOUR Student
Learning Goal
(Team Student Learning Goal)
Student Learning Goals Prof. Practice Goals
QSP Priorities: (1) Writing in response to informational texts (2) Solving multi-step word problems
Align Tier 1 “diet” to Common Core;
differentiate to address Tier 2-
3needs
YOUR Professional Practice Goal
TeamProfessional
Practice (how you use CPT)
Self-assess on rubric
Dialogue w supervisor
Lisa
Your Overall Rating Comes From…
The objective is to set ambitious student learning goals. Teachers will not “fail” if the data falls short of meeting goals and teachers make significant progress.
Your Student
Learning Goal
Your Professional Practice Goal
I. Curriculum, Planning, & Asst
II. Teaching All Students
III. Family & Comm. Engagement
IV. Professional Culture
2 Goals + 4 Standards = 1 Overall
Rating
=+
Danielle
Educator Evaluation Rubric Unpacked
Evaluation Process Overview
1) Write a self-assessment that identifies the educators strengths and areas of growth.
2) A minimum of two goals are required: one student learning goal and one professional practice goal. Goal proposals should be submitted on or before October 1, 2014 by 12:00 noon.
3) Goals will be either returned or approved, and eventually approved by November 1, 2014.
4) An action plan should be created for each goal and approved by November 1, 2014.
Evaluation Process Overview
5) Artifacts should be uploaded that relate to educators goals and according to the areas of the rubric.
6) Observations by an evaluator will occur anywhere from 10 minutes to 30 minutes.
7) Summative and Formative Assessments will occur by an evaluator.
GoalsShould align with Quality School Plan
Grade level teams can generate team or individual goals
Baseline data should be used and recorded to determine outcomes
SMART goals are required (Specific, Measurable, Achievable, Realistic, Timely)
See Principal or Teacher Leader for help with goals
Getting the Right Goals
To test alignment of goals, ask:“If we achieve that goal, is it highly likely that our
students/team/school will achieve this student learning goal?”
“How is my work** this year helping the school meet our goals?”
To test commitment to goals, ask:“Does this feel like a goal we (or I) can live out? Live
with? Live up to?”
Lisa
Action PlansPlans need to be submitted that are specific
enough so the evaluator understands the steps, resources, timeline.
Final submission of action plans and goals is October 27, 2014. This will enable the principal to review the goals, and have discussions with educators for any final adjustments before the district deadline of November 1, 2014.
ArtifactsEducators will need to upload at least 8 artifacts
for their Formative and Summative assessments periods. Each assessment period will require at least 8 artifacts.
Educators should explain how the artifact relates to the standard he/she selects
Upload artifacts that document progress on goals.
Artifacts can also document your action plan.
Priority Elements for 2014 - 2015
Well-Structured Lessons (I-A-4) – Rigorous & Fun!
Adjustments to Practice (I-B-2) – Dynamic!
Quality of Effort and Work (II-A-1) – Rigorous & Dynamic! ***New!!!
Parent & Community Engagement (III-B-1) –Dynamic & Fun!
Goal Setting (IV-A-2) – Rigorous Dynamic & Fun!
Access to Knowledge (II-B-3) -- Dynamic!
Michelle
ArtifactsArtifacts have to represent goals, the standards
of the rubric: Curriculum Planning, and Assessment; Teaching All Students; Family and Community Engagement; Professional Culture
Artifacts align with the schools’ priority areas.
Artifacts can include many items including student work, lesson plans, common planning notes, movies, photos. The explanation is essential.
ArtifactsEducators need to explain how/why the artifact
relates to the standard/priority area
If more than one standard is checked, then explanation needs to explain each standard.
An explanation of why an learning process is important is not necessary, i.e., why guided reading is important in the learning process. Educators should explain how/why the artifact of guided reading supports and relates to the standard that the educator selected.
ResourcesOffice of Educator Effectiveness: For tools, resources,
and information http://boston.schoolwires.net/oee
See the Staff Handbook saved in the Google Drive.
Contact the Principal – All educators have met at least once with the principal by 9/24/14. Please set up meeting for any final questions.
QSP