Chris McCloud: Self-assessment against therubricStrengths Improving student performancein math for students who enter myclass performing below gradelevelIndicators/Elements: Teaching classrooms withdiverse needs (especiallymeeting the needs of studentwith an IEP)Indicators/Elements: Family outreach andcommunicationNeeds Additional support forimplementing the revised MACurriculum frameworkIndicators/Elements: Improving communication withfamilies for whom English is asecond languageIndicators/Elements: Strengthen leadership skillsIndicators/Elements:Indicators/Elements:11
Communication Strategy Plan3-2-13: What are the three key messages that educators in yourschool need to know about the new educator evaluationsystem?2: What are the two differences between the new system andour current evaluation system?1: What is one source of available support in your school and/ or district related to educator evaluation implementation?
Contract Language on Performance EvaluationThe contract establishes timelines for Self-Directed Growth Plans and Developing Educator Plans andminimum numbers of announced and unannounced observations for each plan. Announced observationsmust be followed by a post-conference. It is suggested that announced observations last for at least 30minutes, and that unannounced observations last for at least 10-15 minutes.Type ofEducator PlanSelfDirectedGrowthPlan1 school year*DirectedGrowth PlanLess than 1school dobservationsNonerequired1Nonerequired230 calendardays to 1school year11 school year1DevelopingEducatorPlanRequired DatesOct. 1: Educator submits selfassessment & proposes 2 goalsNov. 1: Evaluator completes educatorplans by approving goals & action stepsMay 15: Evaluator completesSummative Evaluation ReportJune 1: Evaluator meets with educatorswhose overall Summative Evaluationratings are moved from Proficient orExemplary to Needs Improvement orUnsatisfactory2 if plan is lessthan 6 months4 if plan isbetween 6months and 1year4Dates are established ineducator plan.Dates are established ineducator plan.Oct. 1: Evaluator meets with 1styear educators to assist with selfassessment and goal-setting.Other dates are same as above for1-year Self-Directed Growth Plan.Please note: EDFS will manage any required timelines and details, such as: completing one observation of all educatorsby Nov. 15, meetings with educators new to the school, scheduling post-conferences within 5 days of announcedobservations, uploading observation feedback within 5 days of an observation, and notifying educators 2 weeks priorto a Formative Assessment / Formative Evaluation and 4 weeks prior to Summative Evaluation.*For 2-year Self-Directed Growth Plans, the same dates will apply in 2014.
Self-Assessment WorksheetEach educator’s evaluation cycle begins with self-assessment. This process should include:o an analysis of student learning, growth, and achievement for students under an educator’sresponsibilityo an assessment of practice against performance standards described in the rubric, with afocus on the elements related to district priority areas.Understanding the District ContextThe district has identified that the following priority areas for impacting student learning and growth:DistrictPriorityIncreasingAcademic RigorRelated Elementof the RubricI-A-4.Well-StructuredLessonsRubric Description of Proficient PracticeUsing Data toDifferentiateInstructionI-B-2.Adjustments topracticeOrganizes and analyzes results from a variety of assessments todetermine progress toward intended outcomes and uses thesefindings to adjust practice and identify and/or implementappropriate differentiated interventions and enhancements forstudents.II-D-3.Access toKnowledgeConsistently adapts instruction, materials, and assessments tomake challenging material accessible to all students, includingEnglish learners and students with disabilities.III-A-1.Parent/FamilyEngagementUses a variety of strategies to support every family toparticipate actively and appropriately in the classroom andschool community.III-C-1.Two-WayCommunicationRegularly uses two-way communication with families aboutstudent performance and learning and responds promptly andcarefully to communications from families.IV-A-2.Goal SettingProposes challenging, measurable professional practice, team,and student learning goals that are based on thorough selfassessment and analysis of student learning data.EngagingFamilies,Communities,and PartnersProfessionalGrowth andEvaluationDevelops well-structured lessons with challenging, measurableobjectives and appropriate student engagement strategies,pacing, sequence, activities, materials, resources, technologies,and grouping.Questions to consider as you complete your self-assessment:1. What priority areas and goals for the school year has your school identified?2. Based on any available information, what are the specific strengths and needs of the studentswith whom you will be working?1
Self-Assessment Worksheet3. What are your strengths as an educator? Use the table below to list the strengths you identify,as well as the related elements of the rubric.StrengthsRelated element of the rubric4. What are the areas for growth that you would like to focus on this year in order to support thelearning of your students? Use the table below to list the areas you identify, as well as therelated elements of the rubric.Areas for Growth5.Related element of the rubricEnter this information in the Self-Assessment section of the EDFS website at:https://eval.mybps.org/Evals/. See the EDFS Guide To Entering Your Self-Assessment for help.2
The 4 Standards, 16 Indicators, and 33 elements in the Model Rubric for teachers:Standard I:Curriculum, Planning, andAssessmentA. Curriculum and Planning IndicatorStandard II:Teaching All StudentsA. Instruction Indicator1. Subject Matter Knowledge1. Quality of Effort and Work2. Child and Adolescent Development2. Student Engagement3. Rigorous Standards-Based UnitDesign3. Meeting Diverse NeedsStandard III:Family and CommunityEngagementA. Engagement Indicator1. Parent/Family EngagementStandard IV:Professional CultureA. Reflection Indicator1. Reflective Practice2. Goal Setting4. Well-Structured LessonsB. Assessment IndicatorB. Learning Environment IndicatorB. Collaboration Indicator1. Variety of Assessment Methods1. Safe Learning Environment1. Learning Expectations2. Adjustments to Practice2. Collaborative LearningEnvironment2. Curriculum SupportB. Professional Growth Indicator1. Professional Learning andGrowth3. Student MotivationC. Analysis IndicatorC. Cultural Proficiency IndicatorC. Communication Indicator1. Analysis and Conclusions1. Respects Differences1. Two-Way Communication2. Sharing Conclusions WithColleagues2. Maintains RespectfulEnvironment2. Culturally ProficientCommunicationC. Collaboration Indicator1. Professional Collaboration3. Sharing Conclusions With StudentsD. Expectations IndicatorD. Decision-Making Indicator1. Clear Expectations1. Decision-making2. High Expectations3. Access to KnowledgeE. Shared Responsibility Indicator1. Shared ResponsibilityF. Professional ResponsibilitiesIndicator1. Judgment2. Reliability and ResponsibilityPart III: Guide to Rubrics and Model RubricsJanuary 2012page 7 of 17
Standards and Indicators of Effective Teaching Practice: RubricStandard I: Curriculum, Planning, and Assessment. The teacher promotes the learning and growth of all students by providing highquality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing studentperformance and growth data, using this data to improve instruction, providing students with constructive feedback on an ongoing basis,and continuously refining learning objectives.Indicator 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 withmeasurable outcomes.I-A. ElementsUnsatisfactoryNeeds ImprovementProficientExemplaryI-A-1.Subject MatterKnowledgeDemonstrates limited knowledge ofthe subject matter and/or itspedagogy; relies heavily on textbooksor resources for development of thefactual content. Rarely engagesstudents in learning experiencesfocused on complex knowledge orskills in the subject.Demonstrates factual knowledge ofsubject matter and the pedagogy itrequires by sometimes engagingstudents in learning experiencesaround complex knowledge and skillsin the subject.Demonstrates sound knowledgeand understanding of the subjectmatter and the pedagogy it requiresby consistently engaging studentsin learning experiences that enablethem to acquire complexknowledge and skills in the subject.Demonstrates expertise in subjectmatter and the pedagogy it requiresby engaging all students in learningexperiences that enable them tosynthesize complex knowledge andskills in the subject. Is able to modelthis element.I-A-2.Child andAdolescentDevelopmentDemonstrates little or no knowledge ofdevelopmental levels of students thisage or differences in how studentslearn. Typically develops one learningexperience for all students that doesnot enable most students to meet theintended outcomes.Demonstrates knowledge ofdevelopmental levels of students thisage but does not identifydevelopmental levels and ways oflearning among the students in theclass and/or develops learningexperiences that enable some, but notall, students to move toward meetingintended outcomes.Demonstrates knowledge of thedevelopmental levels of students inthe classroom and the differentways these students learn byproviding differentiated learningexperiences that enable allstudents to progress towardmeeting intended outcomes.Demonstrates expert knowledge ofthe developmental levels of theteacher’s own students and studentsin this grade or subject more generallyand uses this knowledge todifferentiate and expand learningexperiences that enable all studentsto make significant progress towardmeeting stated outcomes. Is able tomodel this element.Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/ordemonstrating. In this rubric, this level of expertise is denoted by “Is able to model.”Part III: Guide to Rubrics and Model Rubrics for Superintendent, Principal and TeacherJanuary 2012page C-2 of C-15
Standards and Indicators of Effective Teaching Practice: RubricUnsatisfactoryNeeds rdsBased UnitDesignPlans individual lessons rather thanunits of instruction, or designs units ofinstruction that are not aligned withstate standards/ local curricula, lackmeasurable outcomes, and/or includetasks that mostly rely on lower levelthinking skills.Designs units of instruction thataddress some knowledge and skillsdefined in state standards/localcurricula, but some student outcomesare poorly defined and/or tasks rarelyrequire higher-order thinking skills.Designs units of instruction withmeasurable outcomes andchallenging tasks requiring higherorder thinking skills that enablestudents to learn the knowledgeand skills defined in statestandards/local curricula.Designs integrated units of instructionwith measurable, accessibleoutcomes and challenging tasksrequiring higher-order thinking skillsthat enable students to learn andapply the knowledge and skillsdefined in state standards/localcurricula. Is able to model thiselement.I-A-4.WellStructuredLessonsDevelops lessons with inappropriatestudent engagement strategies,pacing, sequence, activities,materials, resources, and/or groupingfor the intended outcome or for thestudents in the class.Develops lessons with only someelements of appropriate studentengagement strategies, pacing,sequence, activities, materials,resources, and grouping.Develops well-structured lessonswith challenging, measurableobjectives and appropriate studentengagement strategies, pacing,sequence, activities, materials,resources, technologies, andgrouping.Develops well-structured and highlyengaging lessons with challenging,measurable objectives andappropriate student engagementstrategies, pacing, sequence,activities, materials, resources,technologies, and grouping to attendto every student’s needs. Is able tomodel this element.I-A. ElementsNote: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/ordemonstrating. In this rubric, this level of expertise is denoted by “Is able to model.”Part III: Guide to Rubrics and Model Rubrics for Superintendent, Principal and TeacherJanuary 2012page C-3 of C-15
Standards and Indicators of Effective Teaching Practice: RubricIndicator I-B.I-B.ElementsAssessment: Uses a variety of informal and formal methods of assessments to measure student learning, growth, andunderstanding to develop differentiated and enhanced learning experiences and improve future instruction.UnsatisfactoryNeeds ImprovementProficientExemplaryI-B-1.Variety ofAssessmentMethodsAdministers only the assessmentsrequired by the school and/ormeasures only point-in-time studentachievement.May administer some informal and/orformal assessments to measurestudent learning but rarely measuresstudent progress toward achievingstate/local standards.Designs and administers a varietyof informal and formal methodsand assessments, includingcommon interim assessments, tomeasure each student’s learning,growth, and progress towardachieving state/local standards.Uses an integrated, comprehensivesystem of informal and formalassessments, including commoninterim assessments, to measurestudent learning, growth, andprogress toward achieving state/localstandards. Is able to model thiselement.I-B-2.Adjustment toPracticeMakes few adjustments to practicebased on formal and informalassessments.May organize and analyze someassessment results but onlyoccasionally adjusts practice ormodifies future instruction based onthe findings.Organizes and analyzes resultsfrom a variety of assessments todetermine progress towardintended outcomes and uses thesefindings to adjust practice andidentify and/or implementappropriate differentiatedinterventions and enhancementsfor students.Organizes and analyzes results froma comprehensive system ofassessments to determine progresstoward intended outcomes andfrequently uses these findings toadjust practice and identify and/orimplement appropriate differentiatedinterventions and enhancements forindividuals and groups of studentsand appropriate modifications oflessons and units. Is able to modelthis element.Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/ordemonstrating. In this rubric, this level of expertise is denoted by “Is able to model.”Part III: Guide to Rubrics and Model Rubrics for Superintendent, Principal and TeacherJanuary 2012page C-4 of C-15
Standards and Indicators of Effective Teaching Practice: RubricIndicator I-C. Analysis: Analyzes data from assessments, draws conclusions, and shares them appropriately.I-C.ElementsUnsatisfactoryNeeds ImprovementProficientExemplaryI-C-1.Analysis andConclusionsDoes not draw conclusions fromstudent data beyond completingminimal requirements such asgrading for report cards.Draws conclusions from a limitedanalysis of student data to informstudent grading and promotiondecisions.Individually and with colleagues,draws appropriate conclusionsfrom a thorough analysis of a widerange of assessment data toimprove student learning.Individually and with colleagues,draws appropriate, actionableconclusions from a thorough analysisof a wide range of assessment datathat improve short- and long-terminstructional decisions. Is able tomodel this element.I-C-2.SharingConclusionsWith ColleaguesRarely shares with colleaguesconclusions about student progressand/or rarely seeks feedback.Only occasionally shares withcolleagues conclusions about studentprogress and/or only occasionallyseeks feedback from them aboutpractices that will support improvedstudent learning.Regularly shares with appropriatecolleagues (e.g., generaleducation, special education, andEnglish learner staff) conclusionsabout student progress and seeksfeedback from them aboutinstructional or assessmentpractices that will supportimproved student learning.Establishes and implements aschedule and plan for regularlysharing with all appropriatecolleagues conclusions and insightsabout student progress. Seeks andapplies feedback from them aboutpractices that will support improvedstudent learning. Is able to model thiselement.I-C-3.SharingConclusionsWith StudentsProvides little or no feedback onstudent performance except throughgrades or report of task completion,or provides inappropriate feedbackthat does not support students toimprove their performance.Provides some feedback aboutperformance beyond grades butrarely shares strategies for studentsto improve their performance towardobjectives.Based on assessment results,provides descriptive feedback andengages students and families inconstructive conversation thatfocuses on how students canimprove their performance.Establishes early, constructivefeedback loops with students andfamilies that create a dialogue aboutperformance, progress, andimprovement. Is able to model thiselement.Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/ordemonstrating. In this rubric, this level of expertise is denoted by “Is able to model.”Part III: Guide to Rubrics and Model Rubrics for Superintendent, Principal and TeacherJanuary 2012page C-5 of C-15
Standards and Indicators of Effective Teaching Practice: RubricStandard II: Teaching All Students. The teacher promotes the learning and growth of all students through instructional practices thatestablish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency.Indicator II-A. 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 ofreadiness.II-A.ElementsUnsatisfactoryNeeds ImprovementProficientExemplaryII-A-1.Quality of Effortand WorkEstablishes no or low expectationsaround quality of work and effortand/or offers few supports forstudents to produce quality work oreffort.May states high expectations forquality and effort, but provides fewexemplars and rubrics, limited guidedpractice, and/or few other supports tohelp students know what is expectedof them; may establish inappropriatelylow expectations for quality and effort.Consistently defines highexpectations for the quality ofstudent work and the perseveranceand effort required to produce it;often provides exemplars, rubrics,and guided practice.Consistently defines highexpectations for quality work andeffort and effectively supportsstudents to set high expectations foreach other to persevere and producehigh-quality work. Is able to modelthis element.II-A-2.StudentEngagementUses instructional practices that leavemost students uninvolved and/orpassive participants.Uses instructional practices thatmotivate and engage some studentsbut leave others uninvolved and/orpassive participants.Consistently uses instructionalpractices that are likely to motivateand engage most students duringthe lesson.Consistently uses instructionalpractices that typically motivate andengage most students both during thelesson and during independent workand home work. Is able to model thiselement.II-A-3.Meeting DiverseNeedsUses limited and/or inappropriatepractices to accommodatedifferences.M