Making Evaluation Work at Your School

Type Date Here Leadership Institute 2012 Type Presenter Name/Contact Here

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 Type Date Here 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

Type Presenter Name/Contact Here

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 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

Type Date Here

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 Type Expectations Name/Contact Here Presenter 1.Clear 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.

The Overall Rating

There are 4 standards

- Teachers are assessed for proficiency in each standard

Everyone sets 2 goals:

- A goal for student learning tied to data

- A goal for professional practice

tied to rubric will help you accomplish your student learning goal
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The Overall Rating

At least one SL and one PP goal

Ratings on the Four Standards of the Rubric

School-wide goals & priorities should guide the Five Step Evaluation System Cycle
School-wide Analysis & Goal-Setting

Self-Assessment

Summative Evaluation

Analysis, goalsetting & plan development

Formative Assessment/Evaluation

Implementation of the plan

Your Context
District
District-level Data Trend District Priority Areas School School-level Data Trends WSIP and School Priority Areas Team Previous/current year Data Trends Areas of Strength/Growth

Individual
Student Data Areas of Strength/Growth

District priorities reflected in the teacher rubric:

District Priority Professional Growth and Evaluation Element of rubric Goal Setting (IV-A-2)

Using Data to Differentiate Adjustments to Practice Instruction (I-B-2) Access to Knowledge (II-D-3) Increasing Academic Rigor Well-Structured Lessons (I-A-4)

Engaging Families, Community and Partners

Parent/Family Engagement (III-A-1) and TwoWay Communication (III-C-1)

Getting started at your school Identify your priority elements for your school at least one in each of the 4 standards Identify the behaviors you expect to see with teachers Then, ask educators to:
Self-assess Set goals Focus on student outcomes Note: If an educator is less than proficient, dont look ONLY at these priorities
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Example from the Edison

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District priorities reflected in the administrator rubric:

District Priority Professional Growth and Evaluation Using Data to Differentiate Instruction Increasing Academic Rigor Engaging Families, Community and Partners Element of teacher rubric Goal Setting (IV-A-2) Adjustments to Practice (I-B-2) Access to Knowledge (II-D-3) Well-Structured Lessons (I-A-4) Element of admin rubric Educator Goals (I-D-1 ) Observation & Feedback (ID-2) Adjustments to Practice (I-C-2) Diverse Learners Needs (I-B-3) Lesson Development Support (I-A-2) Parent/Family Engagement (III-A-1) Two-Way Communication (III-C-1)
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Parent/Family Engagement (III-A-1) Two-Way Communication (III-C-1)

Writing your own professional practice goal

Standard I: Instructional Leadership. The education leader promotes the learning and growth of all students and the success of all staff by cultivating a shared vision that makes powerful teaching and learning the central focus of schooling. Indicator I-A. Curriculum: Ensures that all teachers design effective and rigorous standards-based units of instruction consisting of well-structured lessons with measurable outcomes.

I-A-2. Lesson Development Support

Proficient:

Supports educators to develop well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, technologies, and grouping.

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Coming Soon

Contract information Resources Webinar

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

- http://connect.mybps.org/groups/effectiveteaching/ - 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/

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