september 2012 melrose public schools

The Massachusetts Model System for Educator Evaluation

Unpacking the Rubrics and Gathering Evidence

September 2012Melrose Public Schools

1


Unpacking the Rubrics


2

Intended Outcomes

At the end of this session, participants will be able to:

Identify the characteristics of effective practice.Understand the use of standards-based rubrics and use of the four performance descriptors to analyze and assess practice.Describe the structure of the Massachusetts Model Rubrics.

Massachusetts Department of Elementary and Secondary Education

3

Five-Step Evaluation Cycle: Rubrics

4


Model Rubrics

Teacher Rubric Specialized Instructional Support

Personnel (SISP) Rubric School-Level Administrator

(Principal) Rubric District-Level Administrator

(Superintendent) Rubric


5

Massachusetts Teacher Rubric


Standard I: Curriculum, Planning, and Assessment

Indicator A

Element 1

Element 2

Element 1

Indicator B

Element 2

Performance Descriptors

UnsatisfactoryNeeds ImprovementProficientExemplary


UnsatisfactoryNeeds ImprovementProficientExemplary

6

7

Four Performance Standards

Teachers

Curriculum, Planning, and Assessment

Teaching All Students

Family and Community Engagement

Professional Culture



8

Elements

Indicator

Standard


9

Standard

Indicator

Elements


Massachusetts Teacher Performance Rubric


10

Standards: Broad categories of knowledge and skills

Indicators: Specific knowledge, skills, and behaviors for each standard

Elements: Subcategories of knowledge, skills, and behaviors for each indicator

Performance Descriptors:Unsatisfactory – Needs Improvement – Proficient – Exemplary

Learning Activity: Teacher Performance Rubric—What Does It Look Like?

Reflect on Standard I: Curriculum, Planning, and Assessment

Guiding questions: What does the teacher need to know, understand, and be able to do to demonstrate effectiveness for that standard? What are some of the critical knowledge, skills, and behaviors that you would expect to see or hear? Write your ideas on your stick person.


11


12

Knowledge and Understandings Teachers would

have

Actions the Teacher Takes

Words the Teacher Would Use

Standard I: Curriculum, Planning, and Assessment. The teacher 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 ongoing basis, and continuously refining learning objectives.

Proficient

“Proficient is the expected, rigorous level of performance for educators. It is the demanding but attainable level of performance for most educators.”


13


14

Examining Proficient Practice


15

Example: Standard II: Teaching All Students

Guiding questions:1. What does Proficient performance look like? What,

exactly, would you expect a teacher to be doing?2. Using your own words, describe Proficient performance

for your Indicator, as demonstrated across the elements.

Indicator IIA. Instruction: Uses instructional practices that reflect high expectations regarding content and quality of effort and work; engage all students; and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness.

Element II A-2. Student Engagement Proficient: Consistently uses instructional practices that are likely to motivate and engage most students during the lesson.

Examining Key Expectations for Performance Across Levels


16

1. Read across the rows for each element.

2. Highlight the key descriptions of performance at each level.

3. Look down the column (across elements) and circle the key words or ideas that best summarize each of the four performance levels.

Horizontal and Vertical Analysis: Example I-B


17

I-B.

ElementsUnsatisfactory Needs Improvement Proficient Exemplary

I-B-1.

Variety of Assessment Methods

Administers only the assessments required by the school and/or measures only point-in-time student achievement.

May administer some informal and/or formal assessments to measure student learning but rarely measures student progress toward achieving state/local standards.

Designs and administers a variety of informal and formal methods and assessments, including common interim assessments, to measure each student’s learning, growth, and progress toward achieving state/local standards.

Uses an integrated, comprehensive system of informal and formal assessments, including common interim assessments, to measure student learning, growth, and progress toward achieving state/local standards. Is able to model this element.

I-B-2.

Adjustment to Practice

Makes few adjustments to practice based on formal and informal assessments.

May organize and analyze some assessment results but only occasionally adjusts practice or modifies future instruction based on the findings.

Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students.

Organizes and analyzes results from a comprehensive system of assessments to determine progress toward intended outcomes and frequently uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for individuals and groups of students and appropriate modifications of lessons and units. Is able to model this element.

Indicator I-B. Assessment: Uses a variety of informal and formal methods of assessments to measure student learning, growth, and understanding to develop differentiated and enhanced learning experiences and improve future instruction.


Gathering Evidence


18

Intended Outcomes

At the end of this session, participants will be able to:Explain the three types of evidence required by regulations, and identify concrete examples of each.Create evidence-based statements, and connect these statements to relevant Standards and Indicators.Identify tools and processes for gathering and organizing evidence. 19


20

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 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)

21


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

22


Artifacts in the Educator Plan

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

For each action step, 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.

23


Artifact Cover Page


24

Running Record of Evidence Form

25


Importance of Strategically Collecting Artifacts

OR

26


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 27


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 28


Artifacts From Tom Wilson

29

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 grade level/department teams,

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?

30


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

31


1. Support

2. Organize

3. Communicate

32


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.).

33


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).

34


3. Communicate Expectations

Avoiding the…

OR

35


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.

36


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.

37


september 2012 melrose public schools

Documents

secondary educationstandard

massachusetts model

teacher performance

based rubrics

specific knowledge

subcategories of knowledge

critical knowledge

educator evaluationunpacking