Professional Growth Through Self-Assessment and Goal Writing

Type Date Here Type Presenter September 2012 Name/Contact Here

Objectives for today

If we have done our job today, you will:

Draft your self-assessment summary

Draft or revise student learning and professional practice goals and action plans. Understand how to enter the selfassessment and goals into the EDFS Understand how to access more resources

Resources, Support, Questions, and Feedback For more information, visit:

- EDFS: http://eval.mybps.org/ - http://educatoreffectiveness.weebly.com

Email questions, comments and feedback to:

- bpsevaluation@boston.k12.ma.us

MA Department of Elementary and Secondary Education (DESE) Evaluation Site:

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

Educator Feedback and Development System http://eval.mybps.org/

User ID & Password Same as MyBPS & The Hub

http://educatoreffectiveness.weebly.com

For more information, visit:

- EDFS: http://eval.mybps.org/ - http://educatoreffectiveness.weebly.com

Email questions, comments and feedback to:

- bpsevaluation@boston.k12.ma.us

MA Department of Elementary and Secondary Education (DESE) Evaluation Site:

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

Todays Agenda

Brief Overview of Key Changes

o Rubric of Effective Teaching o 5 -Step Cycle

o EDFS Online System

o Ratings & Plans

Self-Assessment

Goal Writing
Using EDFS

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

Former Teacher Evaluation (8 Dimensions)
1. Equity and High Expectations 2. Professionalism 3. Safe, Respectful, Culturally Sensitive and Responsive Learning Communities 4. Partnership with Family and Community 5. Instructional Planning and Implementation: 6. Content Knowledge 7. Monitoring and Assessment of Progress 8. Reflection, Collaboration, and Personal Growth

NewNew Teacher Evaluation Principal/Admin Evaluation (4 Standards)

1.*Curriculum, Leadership 1.*Instructional Planning & Assessment 2.*Teaching All and Operations 2. ManagementStudents 3.Family & Community Engagement 3.Family & Community Partnerships 4.Professional Culture 4.Professional Culture

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

Self-Assessment

Summative Evaluation

Analysis, goal-setting & plan development

Formative Assessment/Evaluation

Implementation of the plan

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

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

Former categories Does not meet standards

Proficient
New categories

Does meet standards

Fully and consistently meets the Needs Unsatisfactory requirements of Proficient a standard Improvement

Exemplary

Educator plans are determined by performance rating and career stage

Ratings Educator Plans PTS educators Non-PTS educators

Exemplary

Self-Directed Growth Plan 1 or 2 years Developing Educator Plan

Proficient

Needs Improvement

Directed-Growth Plan

1 year

Up to 1 year
Improvement Plan 30 days 1 year
11

Unsatisfactory

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

Self-Directed Growth Plan 1 or 2 years

Developing Educator Plan 1 year

Teachers with 1 Overall Does Not Meet Standard Teachers with 2+ Overall Does Not Meets

Directed-Growth Plan

Up to 1 year
Improvement Plan 30 days to 1 year
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Goals and Ratings

Progress on (2) Goals

Ratings on (4) Standards

Overall Rating

Student Learning Professional Practice

Curriculum, Planning and Assessment Teaching All Students Family & Community Engagement

Exemplary Proficient Needs Improvement Unsatisfactory

Professional Culture

Todays Agenda

Brief Overview & Key Changes

o Rubric of Effective Teaching o 5 -Step Cycle

o EDFS Online System

o Ratings & Plans

Self-Assessment

Goal Writing
Using EDFS

Understanding Self-Assessment
Self-Assessment
What are my strengths and areas for development?

Summative Evaluation

Analysis, goalsetting & plan development

Formative Assessment/Evaluation

Implementation of the plan

Understanding Self-Assessment
Consider: School Priorities District
Rigor through Common Core Shifts Using Data & Differentiation Family & Community Engagement Educator Effectiveness Standard I Standard II Standard III Standard IV

Student learning strengths & needs

Professional practice in relation to the standards outlined in the rubric

Teacher Rubric At-A-Glance

Standard I: Curriculum, Planning, and Assessment
A. Curriculum and Planning Indicator 1.Subject Matter Knowledge 2.Child and Adolescent Development 3.Rigorous Standards-Based Unit Design 4.Well-Structured Lessons B. Assessment Indicator 1.Variety of Assessment Methods 2.Adjustments to Practice

Standard II: Teaching All Students

Standard III: Family and Community Engagement

A. Engagement Indicator 1.Parent/Family Engagement

Standard IV: Professional Culture

A. Instruction Indicator 1.Quality of Effort and Work 2.Student Engagement 3.Meeting Diverse Needs

A. Reflection Indicator 1.Reflective Practice 2.Goal Setting B. Professional Growth Indicator 1.Professional Learning and Growth

B. Assessment Indicator 1.Safe Learning Environment 2.Collaborative Learning Environment 3.Student Motivation C. Analysis Indicator 1.Respects Differences 2.Maintains Respectful Environment

B. Assessment Indicator 1.Learning Expectations 2.Curriculum Support

C. Collaboration Indicator 1.Professional Collaboration

C. Analysis Indicator 1.Analysis and Conclusions 2.Sharing Conclusions With Colleagues 3.Sharing Conclusions With Students

C. Analysis Indicator 1.Two-Way Communication 2.Culturally Proficient Communication

D. Decision-making Indicator 1.Decision-making E. Shared Responsibility Indicator 1.Shared Responsibility F. Professional Responsibility Indicator 1.Judgment 2.Reliability and Responsibility

D. Expectations Indicator 1.Clear Expectations 2.High Expectations 3.Access to Knowledge

Standard

Indicator

Element

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 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. Proficient 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. 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 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. Develops wellstructured and highly engaging lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources,

I-A-4. WellStructured Lessons

Develops lessons with inappropriate student engagement strategies, pacing, sequence, activities, materials, resources, and/or grouping for the intended outcome or for the students in the class.

Develops lessons with only some elements of appropriate student engagement strategies, pacing, sequence, activities, materials, resources, and grouping.

Develops well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping.

Self-Assessment in EDFS
Educator submits a summary of strengths and areas of need

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

Todays Agenda

Brief Overview & Key Changes

o Rubric of Effective Teaching o 5 -Step Cycle

o EDFS Online System

o Ratings & Plans

Self-Assessment

Goal Writing
Using EDFS

Understanding Goal Setting

Self-Assessment

Where do I need to grow this year? Where do I want my students to grow this year?

Summative Evaluation

Analysis, goalsetting & plan development

Formative Assessment/Evaluation

Implementation of the plan

Proposing and Setting Goals Each educator is responsible for at least:

o One goal for student learning, growth and achievement

o One goal for professional practice
Written to support the achievement of the student learning goal Linked to an element of the rubric Using baseline student data

Consider team, grade, or department goals Educator proposes by October 1st, supervisor approves

Attributes of a Strong Goal

Specific Measurable Attainable

Results-Focused
Time-bound

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 (2) Goals

Ratings on (4) Standards

Overall Rating

Student Learning Professional Practice

Curriculum, Planning and Assessment Teaching All Students Family & Community Engagement

Exemplary Proficient Needs Improvement Unsatisfactory

Professional Culture

EDFS: Student Learning Goal Proposal

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EDFS: Action Steps and Plan Development

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
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Todays Agenda

Brief Overview & Key Changes

o Rubric of Effective Teaching o 5 -Step Cycle

o EDFS Online System

o Ratings & Plans

Self-Assessment

Goal Writing
Using EDFS

Employee Feedback and Development System Log on to:

http://eval.mybps.org/

Resources, Support, Questions, and Feedback For more information, visit:

- EDFS: http://eval.mybps.org/ - http://educatoreffectiveness.weebly.com

Email questions, comments and feedback to:

- bpsevaluation@boston.k12.ma.us

MA Department of Elementary and Secondary Education (DESE) Evaluation Site:

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

Office of Educator Effectiveness

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

Have we met our goals for today?

If we have done our job today, you:

Have started a draft of your selfassessment summary

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

Understand how to enter the selfassessment and goals into the EDFS