the massachusetts model system for educator evaluation teachers 21 dr. patricia b grenier 1

The Massachusetts Model System for Educator Evaluation

Teachers 21

Dr. Patricia B Grenier

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Objectives Assess Current Knowledge

Reflect on Progress to Date

Share Best Practices

Strategize Gathering Evidence

Formulate Observations and Feedback

Formulating Next Steps

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Massachusetts Department of Elementary and Secondary Education

Let’s Review

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Every educator is an active participant in the evaluation process.

Collaboration and continuous learning are the focus.

Every educator and evaluator

collects evidence and assesses

progress

Massachusetts Department of Elementary and Secondary EducationMassachusetts Department of Elementary and Secondary Education

By documenting and analyzing practice from multiple angles and over an extended period of time, educators and evaluators develop a more complete picture of performance, which leads to a more accurate and informed evaluation.”

Module 5 Facilitator’s Guide


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Gathering Evidence – Key Points

There are three types of evidence required by regulations.

Evidence-based statements are critical and should connect to relevant Standards and Indicators.

One must develop tools and processes for gathering and organizing evidence.

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Artifacts in the Educator Plan

Review the Educator Goal Setting and Educator Plan form for Tom Wilson.

For your assigned action step, on a sticky note, write down two artifacts that could be collected to show progress toward the goal.

Post your sticky note on the section of the chart paper with the same number as your action step. 7


Sources of Evidence for Summative Ratings Three categories of evidence must be collected for

each educator:1. Multiple measures of student learning, growth,

and achievement2. Judgments based on observations and artifacts

of professional practice3. Additional evidence relevant to standards

o This includes evidence collected by the educator and shared with the evaluator relating to fulfilling Standard III: Family and Community Engagement and Standard IV: Professional Culture from the Model System Teacher Rubric

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What does this look like?Products of Practice Related to Standards

Multiple Measures of Student Learning

Other Evidence Related to Standards

Artifacts

• Teacher-developed unit assessments

• Grade-level meeting notes

• Parent/teacher communication log

• PLC meeting notes

Observations• Notes/feedback from

short, frequent observations (inside/outside classrooms)

• Notes and feedback from announced observations

• Student work (quizzes, homework, presentations, etc.)

• Portfolios

• Performance assessments (including arts, vocational, health and wellness)

• Interim assessments

• State or district assessments

• Student and staff feedback (2013–14 school year)

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Implementation Responsibility

Educator responsibilities:o Identifying, collecting, and organizing artifacts/evidence

related to goal progresso Documenting action steps completedo Collecting and submitting common artifactso Collecting and submitting evidence related to Standards III

and IV Evaluator responsibilities:

o Making resources and supports availableo Identifying common artifacts/evidenceo Observing practice and providing regular and specific

feedback on performanceo Monitoring progress—including midpoint check-inso Organizing and analyzing evidence over time

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Evidence or Judgment?

Examine Handout 2. Highlight factual statements. Underline judgment statements or

statements not based on evidence.

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Artifact Cover Page


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Running Record of Evidence Form

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Importance of Strategically Collecting Artifacts

OR

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Importance of Strategically Collecting Artifacts Artifacts should be a sample that

demonstrates educator performance and impact:o Aligned with educator goals, the Model

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

educator Artifacts can provide evidence of more

than one Standard or Indicator 15


Strategies for Collecting Artifacts Identify common artifacts that all or

most educators will be expected to collect (e.g., lesson plans)

Share examples of high-quality, valuable evidence during faculty or team meetings:oMight include showing sample artifacts

that provide evidence of more than one Standard or Indicator 16


Artifacts From Tom Wilson

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Five artifacts with partially completed Artifact Cover Pages

Set Artifacts Location

A A two-day lesson plan Handout 3

B Unit assessment dataTeam meeting minutes

Handouts 4 and 5

C Parent communication logE-mail exchange

Handouts 6 and 7


Identifying Evidence in Artifacts Within your school team, divide into pairs. Each pair will do the following: o Review one set of artifacts.o Complete the Artifact Cover Page for those

two artifacts.o Consider these questions:

– After reviewing these artifacts, what else might you want to know about Tom’s practice?

– What would you want to ask this teacher?18


To Recap…Three categories of evidence:

1. Multiple measures of student learning, growth, and achievement

2. Judgments based on observations and artifacts of professional practice

3. Additional evidence relevant to standards

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1. Support

2. Organize

3. Communicate

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1. SupportSet Your School Up for Success

The more concrete the Educator Plan, the easier it is to identify and collect artifacts.

Share examples of high-quality, valuable evidence during faculty or team meetings:

o Demonstrate example artifacts that provide evidence of more than one Standard or Indicator.

Identify common artifacts that all or most educators will be expected to collect (unit assessments, parent-teacher logs, etc.).

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2. Organize

Adopt a process for organizing artifacts and observation notes by Standard or Indicator and/or goals:o Paper-based, e-mail-driven, or online “cloud-

based” system Calendar:o Review actions in Educator Plans and make

agreed-upon supports and resources available to educator teams and individuals throughout the year.

o Identify key points of contact throughout the year (observations and feedback, formative assessment conferences, and summative evaluations).

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3. Communicate Expectations

Avoiding the…

OR

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3. Communicate Expectations

Artifacts should be a sample that demonstrates educator performance and impact.

Evidence should be clearly tied to educator goals, Standards, or Indicators.

Provide everyone with a clear idea of what, how, and when to share products of practice.

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Back at your school…

Work with your team to identify how you will:

1. Support,2. Organize, and3. Communicate expectations

related to the collection of evidence at your school.

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Feasibility

Work with your team to identify how you will feasibly implement this aspect of the educator evaluation system. How will your school:

Provide necessary assistance and support to educators throughout the year?

Organize evidence collection? Communicate information and

expectations related to this process clearly and effectively?

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Reflecting

On the back of your implementation plan, list:o Three next steps for you personallyo Two challenges for implementing

artifact collection at your schooloOne question you still have regarding

evidence collection

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Homework

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Observations and Feedback___________________

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Intended OutcomesAt the end of this session, participants will be able to: Describe the role of observation as a

methodology for gathering evidence of educator performance;

Delineate best practices for conducting high-quality short, frequent, unannounced observations; and

Craft timely, targeted feedback that is evidence-based and grounded in the Standards of effective practice.


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Every educator is an active participant in the evaluation process.

Collaboration and continuous learning are the focus.

Every educator and evaluator

collects evidence and assesses

progress

Massachusetts Department of Elementary and Secondary EducationMassachusetts Department of Elementary and Secondary Education

What the Research Says . . . Evaluators need multiple opportunities

and settings to observe and assess educator practice

Multiple observations paired with timely feedback are a key part of a strong evaluation system


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Voices on Observation

Handout 1: Studies link classroom observations to student achievement , by Stephen Sawchuck

Handout 2: Mini-Observations – Seven Decision Points for Principals, by Kim Marshall


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Active Reading

Underline statements you find to be important takeaways or themes from the article

Circle one word or phrase that represents the key takeaway or theme


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Making Connections

What are the key messages and ideas in the two articles with regard to observations and feedback?

What are some best practices for observations and feedback?


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Observing Practice: What can you see?

Inside the Classroom

Outside the Classroom

Teacher Student engagement

Classroom management

Differentiated instruction

Cultivating a safe learning environment

Professional collaboration (team meetings)

Family and community engagement

Collaborative data analysis

Principal Teacher Observations Family and community engagement

2-way communication

Communication of school vision

Safe learning environment

Collaborative planning


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Principles of Brief Observations Frequent

Focused

Varied

Useful and Timely Feedback


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Guiding Questions

1. What does it mean to be FREQUENT in your observations?

2. How does this principle of high-quality observations better support the improvement of teaching and learning?


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Guiding Questions

1. What does it mean to be FOCUSED in your observations?



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Guiding Questions

1. What does it mean to be VARIED in your observations?



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Guiding Questions

1. What does it mean to be USEFUL and to give TIMELY FEEDBACK in your observations?



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Strategies for Collecting Evidence Identify a focus ahead of time

o Goals, specific Standards/Indicators

Record evidence, not judgmento Quotations, observed actions or movements

by teacher and students, literal descriptors, etc.

Be an efficient note-takero Establish abbreviations, paraphrase


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Evidence versus Judgment EVIDENCE JUDGMENTT: “Explain your answer to me. Show me what you did.”

Teacher does a good job getting students to explain their reasoning

Students constructed sailboats using various types of materials independently

Teacher wasn’t engaged enough with the students and just sat at his desk


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Collecting Evidence Through Observation


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Video I Background Kelli teaches 4th grade A math lesson is in progress Kelli’s goals focus on:

1. Improving students’ understanding of place value and properties of operations in order to perform multi-digit arithmetic (Standard 4.NBT.4-6); and

2. Using instructional practices that engage all students during independent or small group work time (Indicators II-A and II-B).

http://www.youtube.com/watch?v=dRczDWKhwlg&feature=youtu.be


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Recording Evidence From An Observation

Compare/discuss the notes on the completed Observation Evidence Collection Form to evidence you collected

Identify points of agreement as well as evidence that was not included


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Observation Debrief

What evidence did you see related to Kelli’s second goal, on a collaborative learning environment?

Did you see the same things her principal saw?

What did her principal miss that you noticed?

What evidence did you see of other Standards, Indicators or goals?


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Value of Feedback

Targeted, Ongoing Feedback

Improved Educator Practice

Improved Student Achievement


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Characteristics of Effective Feedback FOCUSED: feedback should focus on

what was observed EVIDENCE-BASED: feedback should be

grounded in evidence of practice CONSTRUCTIVE: feedback should

reinforce effective practice and identify areas for continued growth

TIMELY: feedback should be provided shortly after the observation


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Constructing FeedbackKelli’s Goal: Using instructional practices that engage all students during independent or small group work time (II-A-2, II-B-2.).

Using your observation notes and the rubric: Draft two points of feedback for KelliFocus on feedback that is

oFocusedoEvidence-based, and oConstructive


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Video II Background Chuck teaches 10th grade physics Chuck is a 3rd year, non-PTS teacher Chuck’s goals focus on:

o Helping students to analyze, interpret and communicate results of scientific investigations and translate numerical or technical information into words.

o Creating a safe and collaborative learning environment (II-B-1 and II-B-2)

http://www.youtube.com/watch?v=AxBavxlDC9s


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Aligning Evidence to Standards and Indicators

Review your notes with a partner

Work together to assign each evidence statement to a Standard and Indicator, using the full Teacher Rubric in your handout packet.


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Evidence of Chuck’s Goals

During the video observation, what evidence did you see of:

Helping students to analyze, interpret and communicate results of scientific investigations and translate numerical or technical information into words.

Creating a safe and collaborative learning environment


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Draft Feedback for Chuck

Draft feedback for Chuck based on the evidence you recorded

Come to consensus with your table on two to three pieces of feedback for Chuck


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Suggested Homework for School Leadership Teams


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Discuss and plan what an annual schedule of observations might look like in your school context.o Consider the number of evaluators, number

of teachers, and number of school days. o Consider setting deadlines for completing the

first observation of all teachers.o Consider having evaluators set a goal for

observation completion, like Kim Marshall did.

Suggested Homework for All School-Based Educators Try conducting a short observation of a

colleague Ask your colleague to observe you as

well Debrief/discuss the evidence that was

gathered and what was challenging about the process.


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Feedback and Questions Please take a moment to complete the

feedback form being handed out. We appreciate your feedback!

Questions?o About this training:

E-mail [FACILITATOR/VENDOR EMAIL HERE]o About educator evaluation more generally:

E-mail [email protected]


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mailto:[email protected]

Suggested Homework for School Leadership Teams Review and discuss your district/school

improvement plan and compare it with the Standards and Indicators to determine alignment. Begin to identify the type of evidence and data that are currently being collected that could help inform progress toward Educator Plans and goals.

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Suggested Homework for All School-Based Educators Work with a colleague, in a small group

or at a faculty meeting, to select a particular Standard from the Model System Teacher Rubric, and identify potential sources of evidence (data) to inform performance decisions. Discuss whether these data are easily accessible and comparable across classrooms.

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the massachusetts model system for educator evaluation teachers 21 dr. patricia b grenier 1

Documents

secondary education

sources of evidence

types of evidence

categories of evidence

additional evidence

evidencebased statements

massachusetts model

educator evaluation