Assemble and review student learning data for students currently under the responsibility of the team or educator To save time, evaluators may want to participate in team discussion and goal development Identify student strengths and areas to target for growth Educators will analyze trends and patterns in data for past students while reflecting on performance; goals are for current students Review performance standards on the district or ESE rubric All rubrics must include the Standards and Indicators for Effective Teaching Practice defined in Identify professional practices that teams need to engage in to attain student learning goals Team professional practice goals should be aligned with team student learning goals where they exist as well as performance standards on rubrics Identify educator performance of strength and areas for growth Educators may choose to rate themselves on the rubric but are not required to submit ratings; they are only required to provide “an assessment of practice against Performance Standards” () Propose a minimum of one student learning goal and one professional practice goal Goals may be individual and/or at the team level Common Questions on Goal Proposal The section below reflects questions frequently raised by early implementers of the regulations. Key Components to Establishing and Sustaining Effective Teacher Teams
Additional information on the use of rubrics (see ) (see Appendix A) (see Appendix A) (see Appendix A) Recommended Actions for Implementation of the Plan Recommended Action Individual Educator Team Evaluator/ School Leadership Review actions in Educator Plans and make supports and resources available to educator teams and individuals For many educators, key supports will be those provided through teams; evaluators need to have a system for monitoring that these supports are provided Meet with teams to identify common artifacts all or most educators will be expected to collect and analyze Educators are required to provide evidence of “fulfillment of professional responsibilities…” and “active outreach to and ongoing engagement with families.” Collect evidence of educator and team practice and progress toward goals At least some portion of the evidence should be collected by and through teams Track collection activities (see Tools from the Model System) Evaluators must be prepared to compile and review evidence for multiple educators Document evidence collected and feedback given Records of evidence should be updated regularly Provide regular feedback to teams and individual educators Consider thoughtful use of faculty, team/department and individual meetings Monitor alignment of educator actions and with school and district goals Accelerated school improvement is more likely with strong vertical alignment of goals
Goals and Educator Plans to review and assess progress Locally negotiated performance rubric Collective bargaining agreement and/or other evaluation requirements Tools from the Model System For districts that have chosen to adopt the ESE Model System for Educator Evaluation, the following tools are available to support implementation: (see Appendix A) (see Appendix A) or (see Appendix A) (see Appendix A) (see Part III) Recommended Actions for Formative Assessment & Evaluation Recommended Action Individual Educator Team Evaluator/ School Leadership Notes Schedule time to have formative conferences with enough advance notice to allow both the educator and evaluator to prepare. Evaluators may not need a conference with all educators; some conferences may be with team. Communicate expectations about educators’ roles in sharing evidence during the conference. Be explicit about how much documentation or evidence the educator is expected to bring to the conference and when. Review evidence and artifacts for Standards and Indicators. Read through the evidence chronologically, looking for patterns and trends 1) over time and 2) within or across Standards and/or Indicators.
Individual Team: ________________________________ Individual Team: ________________________________ S.M.A.R.T.: S=Specific and Strategic; M=Measurable; A=Action Oriented; R=Rigorous, Realistic, and Results-Focused; T=Timed and Tracked Educator Plan Form Educator—Name/Title: Primary Evaluator—Name/Title: Supervising Evaluator, if any—Name/Title/Role in evaluation: School(s): Educator Plan: Self-Directed Growth Plan Directed Growth Plan Developing Educator Plan Improvement Plan* Plan Duration: 2-Year One-Year Less than a year Date: End Date: Goal Setting Form with final goals is attached to the Educator Plan.
Rating on Each Standard I: Curriculum, Planning, & Assessment Unsatisfactory Needs Improvement Proficient Exemplary Rationale, evidence, and feedback for improvement: II: Teaching All Students Unsatisfactory Needs Improvement Proficient Exemplary Rationale, evidence, and feedback for improvement: III: Family/Community Engagement Unsatisfactory Needs Improvement Proficient Exemplary Rationale, evidence, and feedback for improvement: IV: Professional Culture Unsatisfactory Needs Improvement Proficient Exemplary Rationale, evidence, and feedback for improvement: