“smarter” goals winter 2012 1 a ese-mass workshop for superintendents and representatives from...
TRANSCRIPT
“SMARTer” Goals
Winter 2012
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A ESE-MASS Workshop for superintendents and representatives from their leadership teams
Please sit with your Team Members
You will be talking in pairs/ trios and at your table
during today’s workshop
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Massachusetts Department of Elementary and Secondary Education
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ESE Homepage
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http://www.doe.mass.edu/
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Educator Evaluation Homepage
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http://www.doe.mass.edu/edeval/
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Educator Evaluation Model System
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http://www.doe.mass.edu/edeval/model/
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3 – 2 – 1 (+ 1)
3 things I know about SMART goals are…
2 things I know about how goals fit into the Educator Evaluation system are…
1 burning question I have is…
+
1 hold for later
Massachusetts Department of Elementary and Secondary Education
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Intended Outcomes for today: Understand the rationale and framework
for the MA “SMARTer Goal” model
Be able to identify characteristics of “not so SMART,” “SMART” and “SMARTer” goals
Be able to translate at least one school/district priority into a “SMARTer” goal
Have at least one “SMARTer” goal to take back to your school/district
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Massachusetts Department of Elementary and Secondary Education
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Agenda Welcome, Warm Up & Intended Outcomes Context: Goal Setting in the new Educator
Evaluation Framework Break (10 mins)
The Massachusetts “SMARTer” Goal Model Guided Practice # 1 Guided Practice # 2 Guided Practice # 3 Wrap Up, Feedback and Questions
Massachusetts Department of Elementary and Secondary Education
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5 Step Evaluation Cycle
Foundation for the Framework & Model
Every educator is an active participant in an evaluation
Process promotes collaboration and continuous learning
Massachusetts Department of Elementary and Secondary Education
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Every educator is an active participant in the evaluation process
Massachusetts Department of Elementary and Secondary Education
Collaboration and Continuous Learning are the focus
Every educator proposes at
least 1 professional practice goal and 1 student learning goal –
team goals must be
considered. Evaluator
approves the Goals and Plan
for accomplishing
them.
Every educator uses a rubric
and data about student learning
to identify strengths and weaknesses
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Every educator is an active participant in the evaluation process
Massachusetts Department of Elementary and Secondary Education
Collaboration and Continuous Learning are the focus
Every educator & evaluator
collects evidence and
assesses progress on
goals
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Every educator is an active participant in the evaluation process
Continuous Learning
Collaboration and Continuous Learning are the focus
Every educator has a mid-cycle
review focusing on progress on
goals
Massachusetts Department of Elementary and Secondary Education
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Every educator is an active participant in the evaluation process
Massachusetts Department of Elementary and Secondary Education
Collaboration and Continuous Learning are the focus
Every educator
earns one of four ratings
of performance
MA Department of Elementary and Secondary EducationMassachusetts Department of Elementary and Secondary
Education
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Educators earn two separate ratings
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Massachusetts Department of Elementary and Secondary Education
Based on: Rating of
Performance oneach of 4
Standards+
Attainment of Goals
Based on Trends and Patterns on state- and district-determined
measures of student learning gains
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Note: Two Ways the 5-Step Cycle is different for Principals
and Central Office Administrators
Goals: Model System includes district or 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
Your decision: Adopt or Adapt?
Massachusetts Department of Elementary and Secondary Education
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Summative Performance Rating=
Performance on each of 4 Standards+
Attainment of Goals(professional practice, student learning)
+(district/school improvement)
Massachusetts Department of Elementary and Secondary Education
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Rubrics as a Starting Point for Setting Goals
Massachusetts Department of Elementary and Secondary Education
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Teacher Rubric-at-a-Glance
With a partner,
Identify 5 elements that you would most likely focus on with teachers in the work ahead to implement the new Massachusetts Curriculum Frameworks.
Massachusetts Department of Elementary and Secondary Education
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Rubrics as a Starting Point for Setting Goals
Massachusetts Department of Elementary and Secondary Education
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By the way:Why Rubrics? Why Model
Rubrics Consistent, shared understanding of what
proficient performance looks like, e.g., High Expertise Teaching Project
Common language and structure to organize evidence during each step of the 5-Step Cycle
Descriptors are starting point for setting goals to improve professional practice, setting PD priorities, and providing PD
Basis for fair judgments about performance against the four standards
Massachusetts Department of Elementary and Secondary Education
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The Model Rubrics are Aligned
Massachusetts Department of Elementary and Secondary Education
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Rubric Alignment, e.g., Goal Setting
Superintendent Rubric (I-D-1): Supports administrators and administrator teams to develop and attain meaningful, actionable, and measurable professional practice, student learning, and, where appropriate, district/school improvement goals.
Principal/School-level Administrator Rubric (I-D-1): Supports educators and educator teams to develop and attain meaningful, actionable, and measurable professional practice and student learning goals.
Teacher Rubric (IV-A-2): Proposes challenging, measurable professional practice, team, and student learning goals that are based on thorough self-assessment and analysis of student learning data.
Massachusetts Department of Elementary and Secondary Education
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Alignment of Rubrics, e.g., Goal Setting
Massachusetts Department of Elementary and Secondary Education
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An example
Massachusetts Department of Elementary and Secondary Education
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Massachusetts Department of Elementary and Secondary Education
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3 – 2 - 1
3 things I know about SMART goals are…
2 things I know about how goals fit into the Educator Evaluation system are…
1 burning question I have is…
+
1 new burning question I have is…
Massachusetts Department of Elementary and Secondary Education
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Agenda Welcome, Warm Up & Intended Outcomes Context: Goal Setting in the new Educator
Evaluation Framework Break Break (10 mins)(10 mins)
The Massachusetts’ “SMARTer” Goal Model Guided Practice # 1 Guided Practice # 2 Guided Practice # 3 Wrap Up, Feedback and Questions
Massachusetts Department of Elementary and Secondary Education
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Agenda Welcome, Warm Up & Intended Outcomes Context: Goal Setting in the new Educator
Evaluation Framework Break (10 mins)
The Massachusetts’ “SMARTer” Goal The Massachusetts’ “SMARTer” Goal ModelModel
Guided Practice # 1 Guided Practice # 2 Guided Practice # 3 Wrap Up, Feedback and Questions
Massachusetts Department of Elementary and Secondary Education
The case for a state-wide approach to writing
S.M.A.R.T. goals
Massachusetts Department of Elementary and Secondary Education
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What Makes a Goal “SMART”?
Read the two pages on your own (about 5 minutes):
By the end, underline one sentence, one phrase and one word that you think are particularly significant (Make notes along the way)
Massachusetts Department of Elementary and Secondary Education
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What Makes a Goal “SMART”?In groups of 6-8 people:
Round #1: share the sentence; mark them. Round #2: share the phrase; mark them. Round #3: share the word; mark them. Discuss why each of you chose the phrase
you chose and any new insights you gained from hearing your colleagues’ reasons for choosing the phrase they chose.
Identify one phrase to share with the larger group.
Massachusetts Department of Elementary and Secondary Education
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A Massachusetts“SMARTer GOAL”
=A Goal Statement
+Key Actions
+Benchmarks (Process & Outcome)
=The Heart of the Educator Plan
Massachusetts Department of Elementary and Secondary Education
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Agenda Welcome, Warm Up & Intended Outcomes Context: Goal Setting in the new Educator
Evaluation Framework Break (10 mins)
The Massachusetts’ “SMARTer” Goal Model Guided Practice # 1Guided Practice # 1 Guided Practice # 2 Guided Practice # 3 Wrap Up, Feedback and Questions
Massachusetts Department of Elementary and Secondary Education
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Step-by-Step with the MA “S.M.A.R.T.er” Goal Model
Step #1: Use data to identify goal area
Step #2: Identify relevant elements from rubric
Step #3: Focus on essential parts of elements
Step #4: Draft the Goal Statement Step #5: Add Key Actions and
BenchmarksMassachusetts Department of Elementary and Secondary Education
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The S.M.A.R.T.er Goal Process: an iterative process
Revise goal statement, key actions and benchmarks as
needed
BUT…….. Don’t obsess!
Massachusetts Department of Elementary and Secondary Education
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Agenda Welcome, Warm Up & Intended Outcomes Context: Goal Setting in the new Educator
Evaluation Framework Break Break (10 mins)(10 mins)
The Massachusetts’ “SMARTer” Goal Model Guided Practice # 1 Guided Practice # 2Guided Practice # 2 Guided Practice # 3 Wrap Up, Feedback and Questions
Massachusetts Department of Elementary and Secondary Education
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Guided Practice #2:A superintendent’s meetingsProficient Performance on IV-A-3:
Plans and leads well-run and engaging administrator meetings that have clear purpose, focus on matters of consequence, and engage participants in a thoughtful and productive series of conversations and deliberations. Establishes clear norms for administrator team behavior.
Massachusetts Department of Elementary and Secondary Education
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Guided Practice #2The goal statement: is it S.M.A.R.T.?
The key actions: Is each one tightly linked to the goal? What is missing to ensure effective implementation?
The benchmarks: Is there a process benchmark? (track actions done?) Is there an outcome benchmark? (track results achieved?)
Massachusetts Department of Elementary and Secondary Education
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Guided Practice #2: Sample Superintendent Goal
Goal Statement: During 2012-2013, I will
devote at least 75% of administrative meeting
time to district improvement goals and get
better at using appropriate strategies to
actively engage administrators in developing
and sharing ways to implement those goals
effectively at the school level.
Massachusetts Department of Elementary and Secondary Education
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Guided Practice #2
Massachusetts Department of Elementary and Secondary Education
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Guided Practice #2The goal statement: is it S.M.A.R.T.?
The key actions: is each one tightly linked to the goal? what is missing to ensure effective implementation?
The benchmarks: is there a process benchmark? (actions done?) is there an outcome benchmark? (results?)
Massachusetts Department of Elementary and Secondary Education
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What’s really “new” here: professional practice goals
Student learning and school/district improvement goals are not “new” to us; developing them as MA “SMARTer” goals with goal statement, key actions, and process/outcome benchmarks is pretty new
What’s really new are professional practice goals in which educators have to be explicit about what we’re going to get better at, not just what we are going to do.
Massachusetts Department of Elementary and Secondary Education
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Agenda Welcome, Warm Up & Intended Outcomes Context: Goal Setting in the new Educator
Evaluation Framework Break (10 mins)
The Massachusetts’ “SMARTer” Goal Model Guided Practice # 1 Guided Practice # 2Guided Practice # 2 Guided Practice # 3Guided Practice # 3 Wrap Up, Feedback and Questions
Massachusetts Department of Elementary and Secondary Education
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Guided Practice #3: A Principal’s Observations and Feedback
Goal Statement for Classroom Observation & Feedback:
I will manage my time more effectively in order to increase the frequency and impact of classroom observations by learning how to do 10-minute observations and conducting eight visits with feedback per week, on average.
Massachusetts Department of Elementary and Secondary Education
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Guided Practice #2: A Principal’s Observations and FeedbackGoal Statement for Classroom
Observation & Feedback:I will manage my time more effectively in order to increase the frequency and impact of classroom observations by learning how to do 10-minute observations and by the start of second semester conducting eight visits with feedback per week, on average, that an increasing percentage of teachers report are useful beginning with at least 60%.
Massachusetts Department of Elementary and Secondary Education
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Guided Practice #3
In pairs:
Review the key actions and benchmarks: is anything important missing?
Identify two revisions and/or additions to the actions and/or benchmarks that will make this SMART Goal “S.M.A.R.T.er”
Massachusetts Department of Elementary and Secondary Education
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Agenda Welcome, Warm Up & Intended Outcomes Context: Goal Setting in the new Educator
Evaluation Framework The Massachusetts’ “SMARTer” Goal Model Break (10 mins)
Guided Practice # 1 Guided Practice # 2 Guided Practice # 3 Wrap Up, Feedback and QuestionsWrap Up, Feedback and Questions
Massachusetts Department of Elementary and Secondary Education
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Wrap up: Goal Statement “starters”
In pairs, First, review Sample School or District Goal
Statements; identify: District/School Improvement Goal
Statements Student Learning Goal Statements Professional Practice Goal StatementsNext, identify which could be TEAM goals?Finally, choose one to make “SMARTer”
back in your school or districtMassachusetts Department of Elementary and Secondary Education
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Your “Homework”
1. Back in your district, with your partner: Refine the goal statement you chose to your
context OR Develop another one Draft 3 key actions Draft 1 process benchmark Draft 1 outcome benchmark
2. Exchange your draft SMARTer Goal with another pair
3. Work together to make each draft SMARTer so you can use the revised SMARTer Goal as one of the goals you propose to your evaluator for 2012-13.
Massachusetts Department of Elementary and Secondary Education
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Wrap up: finding a touchstone
Think: Think of some time in your life when you achieved a goal – related to work or not - and it made you proud. What was it about the goal and how you went about achieving it that worked for you?
Pair: If you are willing, share with your partner one thing about the goal or how you went about it that worked for you.
Massachusetts Department of Elementary and Secondary Education
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Intended Outcomes for today: Understand the rationale and
framework for the MA “SMARTer Goal” model
Be able to identify characteristics of “not so SMART”, “SMART” and “SMARTer” goals
Be able to translate at least one school/district priority into a “SMARTer” goal
Have at least one “SMARTer” goal to take back to your school/district
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Massachusetts Department of Elementary and Secondary Education
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3 – 2 - 1
3 things I/we know about the MA Model for SMARTer goals are…
2 ways to make a goal “smarter” are…
1 next step I/we will take is…
Massachusetts Department of Elementary and Secondary Education
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PLUS - DELTA
Massachusetts Department of Elementary and Secondary Education
What worked? What would make it better?
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More ResourcesQuestions?
Information?www.doe.mass.edu/edeval
Link to Evaluation Overview on ESE website?www.doe.mass.edu/edeval/101511Overview.pps
Link to Massachusetts Model System:www.doe.mass.edu/edeva/model 55
Massachusetts Department of Elementary and Secondary Education
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Handouts1a Model System Highlights1b The 5-Step Educator Evaluation Cycle: Train-the-Trainer
Modules2a Teacher Rubric-at-a-Glance2b Administrator Rubric-at-a-Glance 3a Descriptors on Evaluation: Superintendent Rubric
3b Descriptors on Evaluation: Principal/School-Level Rubric
4a Protocol for a Superintendent’s School Visits4b Strategies and Suggestions for Observations5 What Makes a Goal SMARTer?6 Step-by-Step with the Massachusetts “S.M.A.R.T.er Goal” Model7a A Sample Professional Practice Goal for a Superintendent7b Sample District-Level Goal Statements8a A Sample Professional Practice Goal for a Principal8b Sample School-Level Goal Statements
Massachusetts Department of Elementary and Secondary Education