Regional Training: Self-Assessment and Goals

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Professional Growth Through

Self-Assessment andGoal Writing

September 2012

Objectives for today

• Draft your self-assessment summary

• Draft or revise student learning and professional practice goals and action plans.

• Understand how to enter the self-assessment and goals into the EDFS

• Understand how to access more resources

If we have done our job today, you will:

Resources, Support, Questions, and Feedback

• For more information, visit: EDFS: http://eval.mybps.org/

http://educatoreffectiveness.weebly.com

• Email questions, comments and feedback to:[email protected]

• MA Department of Elementary and Secondary Education (DESE) Evaluation Site: http://www.doe.mass.edu/edeval/

http://eval.mybps.org/


http://educatoreffectiveness.weebly.com/

mailto:[email protected]

http://www.doe.mass.edu/edeval/

Educator Feedback and Development System


User ID & Password – Same as MyBPS & The Hub

















Today’s Agenda

Brief Overview of Key Changeso Rubric of Effective Teaching

o 5 -Step Cycle

o EDFS Online System

o Ratings & Plans

Self-AssessmentGoal WritingUsing EDFS

Former Teacher Evaluation(8 Dimensions)

1. Equity and High Expectations2. Professionalism3. Safe, Respectful, Culturally

Sensitive and Responsive Learning Communities

4. Partnership with Family and Community

5. Instructional Planning and Implementation:

6. Content Knowledge7. Monitoring and Assessment

of Progress8. Reflection, Collaboration,

and Personal Growth

Key Change #1: Rubric for Effective Teaching with 4 Standards

New Teacher Evaluation(4 Standards)

1.*Curriculum, Planning & Assessment

2.*Teaching All Students

3.Family & Community Engagement

4.Professional Culture

New Principal/Admin Evaluation(4 Standards)

1.*Instructional Leadership

2. Management and Operations

3.Family & Community Partnerships

4.Professional Culture

Key Change #2: 5-Step Cycle, Continuous Learning

Self-Assessment

Analysis, goal-setting & plan development

Implementation of the plan

Formative Assessment/Evaluati

on

Summative Evaluation

Key Change #3: Employee Development & Feedback System (EDFS)

Key Change #4: 4 Rating Categories, 4 Educator Growth Plans

Does not meet

standards

Does meet standards

Former categories

Unsatisfactory

Needs Improvement Proficient Exemplary

New categories

Proficient

Fully and consistently meets the requirements of a standard

11

Educator plans are determined by performance rating and career stage

Ratings Educator Plans

PTS educators Non-PTS educators

Exemplary

Proficient

Needs Improvement

Unsatisfactory

Self-Directed Growth Plan1 or 2 years

Directed-Growth PlanUp to 1 year

Improvement Plan

30 days – 1 year

Developing Educator Plan

1 year

12

Transition year: educator plan is determined by previous performance rating and career stage

Existing Rating Educator Plans

PTS educators Non-PTS educators

Teachers with Overall “Meets

Standard”

Teachers with 1 Overall “Does

Not Meet Standard”

Teachers with 2+ Overall “Does Not

Meets”

Self-Directed Growth Plan1 or 2 years

Directed-Growth PlanUp to 1 year

Improvement Plan

30 days to 1 year

Developing Educator Plan

1 year

Goals and Ratings

Progress on Ratings on Overall

(2) Goals (4) Standards Rating

• Curriculum, Planning and Assessment

• Teaching All Students

• Family & Community Engagement

• Professional Culture

• Exemplary

• Proficient

• Needs Improvement

• Unsatisfactory

Student Learning

Profession

al

Practice

Today’s Agenda

Brief Overview & Key Changeso Rubric of Effective Teaching

o 5 -Step Cycle


o Ratings & Plans


Understanding Self-Assessment

Self-Assessment

Analysis, goal-setting

& plan development


Formative Assessment/Evaluation

Summative

Evaluation

What are my strengths and

areas for development?

Understanding Self-Assessment

Consider:

• School Priorities

• District

Rigor through Common Core Shifts Standard I

Using Data & Differentiation Standard II

Family & Community Engagement Standard III

Educator Effectiveness Standard IV

• Student learning strengths & needs

• Professional practice in relation to the standards outlined in the rubric

Teacher Rubric At-A-GlanceStandard I: Curriculum, Planning, and Assessment

Standard II: Teaching All Students

Standard III: Family and Community Engagement

Standard IV: Professional Culture

A. Curriculum and Planning Indicator1.Subject Matter Knowledge2.Child and Adolescent Development3.Rigorous Standards-Based Unit Design4.Well-Structured Lessons

A. Instruction Indicator1.Quality of Effort and Work2.Student Engagement3.Meeting Diverse Needs

A. Engagement Indicator1.Parent/Family Engagement

A. Reflection Indicator1.Reflective Practice 2.Goal Setting

B. Professional Growth Indicator3.Professional Learning and Growth

B. Assessment Indicator1.Variety of Assessment Methods2.Adjustments to Practice

B. Assessment Indicator1.Safe Learning Environment2.Collaborative Learning Environment3.Student Motivation

B. Assessment Indicator1.Learning Expectations2.Curriculum Support

C. Collaboration Indicator1.Professional Collaboration

C. Analysis Indicator1.Analysis and Conclusions2.Sharing Conclusions With Colleagues3.Sharing Conclusions With Students

C. Analysis Indicator1.Respects Differences2.Maintains Respectful Environment

C. Analysis Indicator1.Two-Way Communication2.Culturally Proficient Communication

D. Decision-making Indicator1.Decision-making

E. Shared Responsibility Indicator2.Shared Responsibility

D. Expectations Indicator1.Clear Expectations2.High Expectations3.Access to Knowledge

F. Professional Responsibility Indicator1.Judgment2.Reliability and Responsibility

Standard I: Curriculum, Planning and Assessment: Promotes the learning and growth of all students by providing high quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an on-going basis, and continuously refining learning objectives.

I-A: Curriculum and Planning

Knows the subject matter well, has a good grasp of child development and how students learn, and designs effective and rigorous standards-based units of instruction consisting of well-structured lessons with measurable outcomes.

Unsatisfactory Needs Improvement Proficient Exemplary

I-A-1. Subject Matter Knowledge

Demonstrates limited knowledge of the subject matter and/or its pedagogy; relies heavily on textbooks or resources for development of the factual content. Rarely engages students in learning experiences focused on complex knowledge or skills in the subject.

Demonstrates factual knowledge of subject matter and the pedagogy it requires by sometimes engaging students in learning experiences around complex knowledge and skills in the subject.

Demonstrates sound knowledge and understanding of the subject matter and the pedagogy it requires by consistently engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject.

Demonstrates expertise in subject matter and the pedagogy it requires by engaging all students in learning experiences that enable them to synthesize complex knowledge and skills in the subject. Is able to model this element.

Indicator

Element

Standard

Self-Assessment in EDFS

• Educator submits a summary of strengths and areas of need

• Educator will not submit a full rubric used for self-assessment; this aspect of self-assessment is private

Today’s Agenda


o 5 -Step Cycle


o Ratings & Plans


Understanding Goal Setting

Self-Assessment

Analysis, goal-setting

& plan development


Formative Assessment/Evaluation

Summative

Evaluation

Where do I need to grow this

year? Where do I want my

students to grow this year?

Each educator is responsible for at least:o One goal for student learning, growth

and achievement• Using baseline student data

o One goal for professional practice

• Written to support the achievement of the student learning goal

• Linked to an element of the rubric

Consider team, grade, or department goals

Educator proposes by October 1st, supervisor approves

Proposing and Setting Goals

Specific

Measurable

Attainable

Results-Focused

Time-bound

Attributes of a Strong Goal

Make sure the goal is written clearly enough so that both you and your evaluator can determine your degree of success in meeting the goal!

Goal Proposal in EDFS

• Propose one student learning and one professional practice goal

• Evaluator will accept or return goals for revision

• Templates are included in the EDFS to support goal-writing

Self-Assessment Activity

Self-Assessment is an opportunity for personal reflection on student learning and practice.

Directions:

• Complete the Self-Assessment worksheet

-Review district priorities

-Consider school priorities

-Consider student learning needs

Writing Goals Activity

Directions:

• Use the Goal Writing worksheet to begin writing student learning and professional practice goals.

• To aid your thinking, use the page of sample goals which are linked to a district priority and an element of the rubric.

• Complete the Action Plan Development worksheet to identify specific steps to reach.

Goals and Ratings

Progress on Ratings on Overall

(2) Goals (4) Standards Rating

• Curriculum, Planning and Assessment

• Teaching All Students

• Family & Community Engagement

• Professional Culture

• Exemplary

• Proficient

• Needs Improvement

• Unsatisfactory

Student Learning

Profession

al

Practice

28

EDFS: Student Learning Goal Proposal

28

29

EDFS: Action Steps and Plan Development

29

• Each goal must have action steps to support educators’ completion of the goal

• The action steps develop the plan into actionable steps including

Actions;

Supports or resources required;

Timeline and frequency. • These steps will also be

entered into the EDFS

Today’s Agenda


o 5 -Step Cycle


o Ratings & Plans


Employee Feedback and Development System

Log on to:


Resources, Support, Questions, and Feedback










• Ross Wilson, Assistant Superintendent for Educator Effectiveness

• Jared Joiner, Implementation Specialist

• Emily Kalejs Qazilbash, Implementation Specialist

• Angela Rubenstein, Implementation Specialist

• Kris Taylor, Implementation Specialist

• Jenna Costin, EDFS On-line System Coordinator

Office of Educator Effectiveness

• Have started a draft of your self-assessment summary

• Have started to write or revise student learning and professional practice goals

• Understand how to enter the self-assessment and goals into the EDFS

If we have done our job today, you:

Have we met our goals for today?

Documents

Regional Training: Self-Assessment and Goals