springfield public schools seeds: unpacking the rubric for educators winter 2012

Springfield Public Schools

SEEDS: Unpacking the Rubric for Educators

Winter 2012

2

Agenda

Context, purpose and overview

Rubric overview

Unpacking the rubric activity Session 1 – Standard I and Standard III Session 2 – Standard II and Standard IV

3

Strengthening educator effectiveness is a critical piece of a district-wide effort to improve learning for students

Coach, develop and evaluate educators based on a clear vision of strong instruction

Implement a consistent, rigorous curriculum built on common standards with common unit assessments

Deploy data that is timely, accurate and accessible to make decisions for students, schools and the district

Strengthen social, emotional and academic safety nets and supports for all students

The work

4

SEEDS is a completely new evaluation system

SEEDS’ purpose is development and continuous improvement

Educators are empowered through a self-assessment and an ability to collect evidence

All educators will have a minimum of one student learning goal and a minimum of one professional practice goal

Includes short, frequent, unannounced observations

Educators receive one of four performance ratings

Phased in over three years: 2011-2012 – level 4 schools 2012-2013 – district-wide 2013-2014 – includes district determined measures of student learning

5

SEEDS provides an opportunity to move our district in an exciting direction

A system that:

Encourages development and continuous improvement

Aligns with and reinforces the educator goals

Empowers educators

Is driven by data and evidence

Enables more accurate assessments through short but frequent observations

Where we are now Where we are going

A system that:

Focuses on compliance

Lacks connection to the educator’s goals

Is done to an educator

Excludes student learning and growth

Relies on scripted, announced observations

6

The SEEDS framework consists of five key features

Statewide Standards

and Indicators

Three categories of evidence to

assess performance

A statewide performance rating scale

Four educator plans

Five-step evaluation

cycle

1 2 3

4 5

Five features of the new evaluation framework

7

Agenda


Rubric overview


8

What does the new rubric look like?

Old STEDS (43 elements) New SEEDS (33 elements)

Principle I: Currency in the CurriculumPrinciple II: Effective Planning and Assessment of Curriculum and Instruction

Standard I: Curriculum, Planning, and Assessment

Principle III: Effective Management of Classroom EnvironmentPrinciple IV: Effective InstructionPrinciple V: Promotion of High Standards and Expectations for Student AchievementPrinciple VI: Promotion of Equity and Appreciation of Diversity

Standard II: Teaching All Students

Standard III: Family and Community Engagement

Principle VII: Fulfillment of Professional Responsibilities

Standard IV: Professional Culture

9

How does the rubric fit into the 5-step evaluation cycle?

Self Assessment

Analysis, Goal-Setting, & Plan Development

Implementation of the Plan

Formative Assessment /

Evaluation

Summative Evaluation

Continuous Learning

Every educator uses a rubric to self-assess against Performance

Standards

Professional Practice goals – team and/or

individual must be tied to one or more

Performance Standards

Rubric is used to assess performance

and/or progress toward goals

Rubric is used to analyze

performance and determine

ratings on each Standard

and Overall

Evidence is collected for

Standards and Indicators; rubric should be used to provide feedback

10

The rubric was developed around the definition of proficient

Proficient The educator’s performance fully and consistently meets the

requirements of a standard. It is the expected, rigorous, demanding, but attainable level of

performance for educators. Proficient educators integrate the knowledge, skills and abilities

needed for effective content-area instruction

Exemplary: exceeds proficient

Needs Improvement: below proficient

Unsatisfactory: consistently below proficient

11

Agenda


Rubric overview


12

Standard I: Curriculum, Planning and Assessment

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 with measurable outcomes.

Proficient Examples and supports?

I-A-1. Subject Matter KnowledgeDemonstrates 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. Demonstrates knowledge of the developmental levels of students in the classroom and the different ways these students learn by providing differentiated learning experiences that enable all students to progress toward meeting intended outcomes.

I-A-2. Child and Adolescent DevelopmentDemonstrates knowledge of the developmental levels of students in the classroom and the different ways these students learn by providing differentiated learning experiences that enable all students to progress toward meeting intended outcomes.

I-A-3. Rigorous Standards-Based Unit DesignDesigns units of instruction with measurable outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula. Develops well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping.

I-A-4. Well-Structured LessonsDevelops well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping.

13

Standard I: Curriculum, Planning and Assessment (cont.)

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.


I-B-1. Variety of Assessment MethodsDesigns 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. 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.

I-B-2. Adjustment to PracticeOrganizes 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.

14

Standard I: Curriculum, Planning and Assessment (cont.)

Indicator I-C. Analysis: Analyzes data from assessments, draws conclusions, and shares them appropriately..


I-C-1. Analysis and ConclusionsIndividually and with colleagues, draws appropriate conclusions from a thorough analysis of a wide range of assessment data to improve student learning. Regularly shares with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning.Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance.

I-C-2. Sharing Conclusions With ColleaguesRegularly shares with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning.

I-C-3. Sharing Conclusions With StudentsBased on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance.

15

Standard III: Family and Community Engagement

Indicator III-A. Engagement: Welcomes and encourages every family to become active participants in the classroom and school community.


III-A-1. Parent/Family EngagementUses a variety of strategies to support every family to participate actively and appropriately in the classroom and school community.

Indicator III-B. Collaboration: Collaborates with families to create and implement strategies for supporting student learning and development both at home and at school.


III-B-1. Learning ExpectationsConsistently provides parents with clear, user-friendly expectations for student learning and behavior.

III-B-2. Curriculum SupportRegularly updates parents on curriculum throughout the year and suggests strategies for supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency.

16

Standard III: Family and Community Engagement (cont.)

Indicator III-C. Communication: Engages in regular, two-way, and culturally proficient communication with families about student learning and performance..


III-C-1. Two-Way CommunicationRegularly uses two-way communication with families about student performance and learning and responds promptly and carefully to communications from families.

III-C-2. Culturally Proficient CommunicationAlways communicates respectfully with families and demonstrates understanding of and sensitivity to different families’ home language, culture, and values.

17

Agenda


Rubric overview


18

Standard II: Teaching All Students

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 of readiness.


II-A-1. Quality of Effort and WorkConsistently defines high expectations for the quality of student work and the perseverance and effort required to produce it; often provides exemplars, rubrics, and guided practice.

II-A-2. Student EngagementConsistently uses instructional practices that are likely to motivate and engage most students during the lesson.

II-A-3. Meeting Diverse NeedsUses appropriate practices, including tiered instruction and scaffolds, to accommodate differences in learning styles, needs, interests, and levels of readiness, including those of students with disabilities and English learners.

19

Standard II: Teaching All Students (cont.)

Indicator II-B. Learning Environment: Creates and maintains a safe and collaborative learning environment that motivates students to take academic risks, challenge themselves, and claim ownership of their learning.


II-B-1. Safe Learning EnvironmentUses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.

II-B-2. Collaborative Learning EnvironmentDevelops students’ interpersonal, group, and communication skills and provides opportunities for students to learn in groups with diverse peers.

II-B-3. Student MotivationConsistently creates learning experiences that guide students to identify their strengths, interests, and needs; ask for support when appropriate; take academic risks; and challenge themselves to learn.

20


Indicator II-C. Cultural Proficiency: Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.


II-C-1. Respects DifferencesConsistently uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others’ differences related to background, identity, language, strengths, and challenges.

II-C-2. Maintains Respectful EnvironmentAnticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities.

21


Indicator II-D. Expectations: Plans and implements lessons that set clear and high expectations and also make knowledge accessible for all students.


II-D-1. Clear ExpectationsClearly communicates and consistently enforces specific standards for student work, effort, and behavior.

II-D-2. High ExpectationsEffectively models and reinforces ways that students can master challenging material through effective effort, rather than having to depend on innate ability.

II-D-3. Access to KnowledgeConsistently adapts instruction, materials, and assessments to make challenging material accessible to all students, including English learners and students with disabilities.

22

Standard IV: Professional Culture

Indicator IV-A. Reflection: Demonstrates the capacity to reflect on and improve the educator’s own practice, using informal means as well as meetings with teams and work groups to gather information, analyze data, examine issues, set meaningful goals, and develop new approaches in order to improve teaching and learning.


IV-A-1. Reflective PracticeRegularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student learning.

IV-A-2. Goal SettingProposes challenging, measurable professional practice, team, and student learning goals that are based on thorough self-assessment and analysis of student learning data.

23

Standard IV: Professional Culture (cont.)

Indicator IV-B. Professional Growth: Actively pursues professional development and learning opportunities to improve quality of practice or build the expertise and experience to assume different instructional and leadership roles.


IV-B-1. Professional Learning and GrowthConsistently seeks out and applies, when appropriate, ideas for improving practice from supervisors, colleagues, professional development activities, and other resources to gain expertise and/or assume different instruction and leadership responsibilities.

Indicator IV-C. Collaboration: Collaborates effectively with colleagues on a wide range of tasks.


IV-C-1. Professional CollaborationConsistently and effectively collaborates with colleagues in such work as developing standards-based units, examining student work, analyzing student performance, and planning appropriate intervention.

24


Indicator IV-D. Decision-Making: Becomes involved in schoolwide decision making, and takes an active role in school improvement planning.


IV-D-1. Decision-MakingConsistently contributes relevant ideas and expertise to planning and decision making at the school, department, and/or grade level.

Indicator IV-E. Shared Responsibility: Shares responsibility for the performance of all students within the school.


IV-E-1. Shared ResponsibilityWithin and beyond the classroom, consistently reinforces schoolwide behavior and learning expectations for all students, and contributes to their learning by sharing responsibility for meeting their needs.

25


Indicator IV-F. Professional Responsibilities: Is ethical and reliable, and meets routine responsibilities consistently.


IV-F-1. JudgmentDemonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately.

IV-F-2. Reliability & ResponsibilityConsistently fulfills professional responsibilities; is consistently punctual and reliable with paperwork, duties, and assignments; and is rarely late or absent from school.

springfield public schools seeds: unpacking the rubric for educators winter 2012

Documents

standard iiisession

standard iv

new system

new rubric

seeds framework

new evaluation framework

student learning goal

measures of student