Educator Evaluation ESE Model System

Report
Educator
Evaluation:
The Model Process for
Principal Evaluation
July 26, 2012
Massachusetts Secondary School
Administrators’ Association
Summer Institute
1
Agenda
Overview of 5-Step Evaluation Cycle
o Strategies for leveraging your evaluation for school
improvement and professional growth
Resources
o What’s available
o What’s coming
Lessons from an Early Adopter District
2
Massachusetts Department of Elementary and Secondary Education
Intended Outcomes
Understand the 5-Step Cycle of Continuous
Improvement that is the foundation of the new
system
o How it applies to you as an educator
o How to marshal it for your own professional growth
o How to leverage it for improvement in your school
Know the key components of the model system
for evaluating principals
Know how to access resources that will help you
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lead effective implementation efforts back in
your school and district
Massachusetts Department of Elementary and Secondary Education
Overview of
5-Step Evaluation Cycle
Massachusetts Model System for
Educator Evaluation
Part V: Implementation Guide for
Principal Evaluation
Massachusetts Department of Elementary and Secondary Education
4
“Educator” and “Evaluator”
Educator: any
person employed in
a position requiring a
license or certificate
o
o
o
o
o
Principal
Assistant Principal
Superintendent
Teacher
Etc.
Evaluator: any
person who has
responsibility for
evaluation
Superintendent
Principal
School Committee
Assistant
Superintendent
o Etc.
o
o
o
o
Massachusetts Department of Elementary and Secondary Education
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4 Performance Standards
Principals & Administrators
Teachers
Instructional Leadership*
Curriculum, Planning & Assessment*
Management and Operations
Teaching All Students*
Family & Community Engagement Family & Community Engagement
Professional Culture
Professional Culture
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* Standards requiring proficient rating or above to achieve overall rating of
proficient or above
Massachusetts Department of Elementary and Secondary Education
Summative Rating
Educators earn two separate ratings
Exemplary
Proficient
1-YEAR SELFDIRECTED
GROWTH PLAN
2-YEAR SELF-DIRECTED
GROWTH PLAN
Needs
Improvement
DIRECTED GROWTH PLAN
Unsatisfactory
IMPROVEMENT PLAN
Low
Moderate
High
Rating of Impact on Student Learning
(multiple measures of performance, including MCAS
Student Growth Percentile and MEPA where available)
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Massachusetts Department of Elementary and Secondary Education
5 Step Evaluation Cycle
Continuous
Learning
 Every educator is an
active participant in an
evaluation
 Process promotes
collaboration and
continuous learning
 Foundation for the
Model
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Massachusetts Department of Elementary and Secondary Education
Every educator is an active participant in the
evaluation process Every educator proposes
Every educator
uses a rubric and
data about student
learning
Every educator
earns one of four
ratings of
performance
Every educator has
a mid-cycle review
at least 1 professional
practice goal and 1 student
learning goal – team goals
must be considered
Continuous
Learning
Every educator and
evaluator collects
evidence and
assesses progress.
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Collaboration and Continuous Learning are the focus
Massachusetts Department of Elementary and Secondary Education
Note: Two Ways the 5-Step Cycle is
different for Principals in the Model
Goals: Plan includes School Improvement Goals, as
well as Student Learning and Professional Practice
goals
Evaluation Cycle: Annual Cycle (not two-year) for
Educator Plan, regardless of experience
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Massachusetts Department of Elementary and Secondary Education
Step 1: Self-Assessment
Principals self-assess their performance using:
o Student data, and
o Local rubric
̶ Based on the Standards and Indicators of Effective
Administrative Leadership
o Principals are encouraged to consult with their
school leadership team
Principals propose 3 types of goals
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Massachusetts Department of Elementary and Secondary Education
Administrator Rubric
At-a-Glance
Principal Rubric At-a-Glance
I. Instructional
Leadership
II. Management
& Operations
III. Family &
Community
Engagement
IV. Professional
Culture
A. Curriculum
A. Environment
A. Engagement
A. Commitment to
High Standards
B. Instruction
B. HR Management & B. Sharing
Development
Responsibility
B. Cultural
Proficiency
C. Assessment
C. Scheduling &
Management
Information Systems
C. Communication
C. Communications
D. Evaluation
D. Law, Ethics &
Policies
D. Family Concerns
D. Continuous
Learning
E. Data-Informed
Decision Making
E. Fiscal Systems
E. Shared Vision
F. Managing Conflict
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Individual Reflection
Jot down one or two key priorities you want to
focus on next year in your school to improve
instruction and student learning
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Massachusetts Department of Elementary and Secondary Education
Step 2: Analysis, Goal Setting
and Plan Development
Principal sets goals:
o Student learning goal
o Professional practice goal
o 2-4 School improvement goals
Principals are required to consider team goals
Superintendent has final authority
over goals
Massachusetts Department of Elementary and Secondary Education
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Types of goals
Student learning goal
o “Specified improvement in student learning, growth
and achievement”
o Includes a goal statement, key actions and
process/outcome benchmarks
Professional practice goal
o Educator practice in relation to performance
standards and/or indicators
o Use rubric as starting point
School Improvement goals
o Directly linked to school improvement priorities
o Aligned to district improvement priorities
Massachusetts Department of Elementary and Secondary Education
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Coherence through aligned goals
District Goals
School Goals
Team Goals
The Power of
Concerted
Action
Teacher Goals
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Step 3: Implementation of the
Plan - Principal
Principal completes the planned action steps
Principal collects evidence:
o Described in the plan
o Active outreach to families (Standard III)
o Fulfillment of professional responsibilities and
growth (Standard IV)
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Massachusetts Department of Elementary and Secondary Education
Step 3: Implementation of the
Plan - Superintendent
Superintendent collects evidence on the
professional practice of principal, including:
o Multiple measures of student learning
o Observations and artifacts
o Additional evidence related to performance
standards
Superintendent provides feedback on practice
to principal
Massachusetts Department of Elementary and Secondary Education
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Observation and Feedback
Superintendent Rubric (I-D-2):
I-D. Evaluation Indicator: Provides effective and timely
supervision and evaluation of all staff in alignment
with state regulations and contract provisions
2) Typically makes at least three unannounced visits to
each school to observe principal practice every year
and provides targeted, constructive feedback to all
administrators. Acknowledges effective practice and
provides redirection and support for those whose
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practice is less than proficient.
Massachusetts Department of Elementary and Secondary Education
Protocol for Superintendent’s
School Visits
Ongoing and, at times, unannounced– a
minimum of 3 (recommended) visits per year
(Fall, Winter, Spring)
Foci of visits
o Discuss progress and challenges
o Examine artifacts
o Observe teaching practice and share analyses
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Massachusetts Department of Elementary and Secondary Education
Strategy: Align process to
goals
What is the opportunity with Superintendent’s
visits?
o Discuss progress and challenges
̶ Related to goals
o Examine relevant artifacts (quality not quantity)
̶ Aligned to priority areas
̶ Ex: Interim assessment results, meeting plans, etc.
o Observe classrooms and other practices; share
analyses
̶ Meetings: leadership team, faculty, parent, department
̶ Transitions
Massachusetts Department of Elementary and Secondary Education
22
Step 4: Formative Assessment/
Evaluation
Principal prepares a progress report
Review evidence and assess progress on
principal’s goals
Superintendent completes the Mid-Cycle
formative assessment
o Provides feedback to the principal to help him or
her improve professional practice
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Massachusetts Department of Elementary and Secondary Education
Step 5: Summative Evaluation
Principal submits collected data to
Superintendent
Superintendent determines an overall
summative rating of performance based on:
o The principal’s performance against the four
performance Standards (educators receive a rating
for each Standard), and
o Evidence of the attainment of goals
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Massachusetts Department of Elementary and Secondary Education
Step 5: Summative Evaluation,
cont.
Superintendent provides feedback to the
educator to help him or her improve
professional practice
Principal uses summative evaluation to inform
self-assessment
o Continuous Improvement process
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Massachusetts Department of Elementary and Secondary Education
Proficient vs. Exemplary
“Proficient is the expected, rigorous level of
performance for educators. It is the
demanding but attainable level of performance
for most educators.”
“Exemplary performance significantly exceeds
Proficient and could serve as a model for
leaders district-wide or even statewide. Few
educators—principals included—are expected
to demonstrate Exemplary performance on
more than a small number of Indicators or
Standards.”
Part III: Guide to Rubrics
Page 9
Massachusetts Department of Elementary and Secondary Education
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Next Steps – Suggestions for Principals
 Review “SMART” Goal Setting and assess how
“SMART” your current school improvement goals
are
 Read the Implementation Guide for Principal
Evaluation (Part V of the Model System) and the
Administrator rubric
 Locate your school improvement focus areas in
the Administrator and Teacher rubric
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Massachusetts Department of Elementary and Secondary Education
Resources
Massachusetts Model System for
Educator Evaluation
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Massachusetts Department of Elementary and Secondary Education
Implementation Guide for
Principal Evaluation
Content Overview
The Model Evaluation Process for Principals
Guidance for Conducting the Evaluation Process
Cycle of Continuous Improvement
Select Appendices: Administrator Standards and
Indicators, Evaluation Report Forms, Roles and
Responsibilities, SMART Goals, Samples
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Massachusetts Department of Elementary and Secondary Education
ESE Evaluation Resources
What’s coming?
− Summer 2012
 Guidance on District-Determined Measures
 Training Modules with facilitator guides, PowerPoint
presentations, and participant handouts
 List of approved vendors
 Updated website with new Resources section
 Newsletter
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Massachusetts Department of Elementary and Secondary Education
ESE Evaluation Resources
What’s coming?
− Fall/Winter 2012
 Solicit and review feedback on Model System; update
 Research & develop student and staff feedback instruments
 Collect and disseminate best practices
 Collect and vet assessments to build a repository of district
measures
 Internal collaboration to support cross-initiative alignment
 EX: Support for use of rubric for teachers of ELLs aligned 31
to RETELL initiative
Massachusetts Department of Elementary and Secondary Education
For More Information and Resources:
Visit the ESE educator evaluation website:
www.doe.mass.edu/edeval
Contact ESE with questions and suggestions:
[email protected]
Presenters:
Claudia Bach – [email protected]
Preeya Pandya – [email protected]
Massachusetts Department of Elementary and Secondary Education
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Lessons from an
Early Adopter District
Patricia Puglisi
Assistant Principal
Reading Memorial High School
Massachusetts Department of Elementary and Secondary Education
33

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