teacher evaluation and professional growth program module 1: msfe tepg rubric
TRANSCRIPT
Teacher Evaluation and Professional Growth ProgramModule 1: MSFE TEPG Rubric
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Module 1: MSFE TEPG Rubric• The first module provides an overview of the MSFE TEPG Rubric.
Participants will unpack the basic structure and terminology and examine the rubric standard indicators in order to reflect on professional practice and on how to engage in analysis of student data to inform professional S.M.A.R.T. goal development.
Module 2: Student Learning Objectives Module 3: Observation and Feedback Module 4: Reflecting and Adjusting Module 5: Learner Perception Module 6: Reflecting and Planning for Next Year
Module 1: MSFE TPEG Rubric
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Welcome (10 minutes)• Intended outcomes
• Introduction to modules
Connecting (20 minutes)• Rubric in the Four-Step Evaluation Cycle
Learning (1 hour, 45 minutes)• Levels of performance
• Sources of evidence
• S.M.A.R.T.er goals
Implementing (40 minutes)• Setting goals
Reflecting and Wrap-Up (20 minutes)• 3-2-1 reflection
Agenda
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At the end of this session, participants will know and be able to• Understand the rubric’s structure and use it in evaluation
• Complete an accurate self-evaluation grounded in the TEPG Rubric
• Use data and the language of the rubric to set S.M.A.R.T. professional goals
Intended Outcomes
Connecting
20 minutes
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The Four-Step Evaluation Cycle in Action
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Work with an elbow partner Turn to Handout 1 Sort the evaluation activities into the Four-Step Evaluation
Cycle
Connecting Activity: Rubric in the Four-Step Evaluation Cycle
The Rubric in the Four-Step Evaluation Cycle
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A
B
C
D E
F
G
H
I J
K
Learning
1 hour, 45 minutes
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Five core propositions based on the National Board for Professional Teaching Standards• Several standard indicators for each core proposition
Evidence for each standard indicator can be gathered in multiple ways, including• Observation and related conferences
• Teacher-led evidence collection
Four performance-level definitions
Learning Content 1: MSFE TEPG Rubric
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Work with your table group Identify key words that are used across the performance
level Record your responses on Handout 2
Learning Activity 1a: Levels of Performance
MSFE TEPG Rubric
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Distinguished Effective Developing
IneffectiveTeacher displays poor performance levels, consistently not meeting goals and expectations. Significant evidence of poor teacher performance is available. Teacher is recognized by others (teachers, administration, students, and/or parents) for needing significant development to achieve acceptable levels of performance.
Teacher displays below average performance levels, sometimes not meeting goals and expectations or only meeting goals after established timeframes. Evidence of below average teacher performance is available. Teacher is recognized by others (teachers, administration, students, and/or parents) for needing some development to achieve acceptable levels of performance.
Teacher displays average or above average performance levels, consistently meeting goals and expectations within established timeframes. Evidence of expected teacher performance is available. Teacher is recognized by others (teachers, administration, students, and/or parents) for fully proficient performance.
Teacher displays exemplary performance levels, consistently exceeding goals and expectations within established timeframes.A significant amount of evidence of high teacher performance is available.Teacher is recognized by others (teachers, administration, students, and/or parents) for exemplary performance.
Count off and go to the chart indicated by the facilitator Spend 3 minutes at that chart with your group Identify
• Evidence statements, statements that reflect what can be seen or heard in an observation or recorded from other data sources. The data sources for each of the standard indicators from the rubric are listed here for your reference.– 1-a—Observation conferences; teacher’s collection of evidence
– 2-a—Classroom observations; observation conferences
– 3-a—Classroom observations
– 4-a—Observation conferences; informal conversations and meetings, e.g., data team meetings
– 5-a—Teacher’s collection of evidence; evidence of professional growth goal progress; informal conversations and meetings, e.g., staff meetings
When directed by the facilitator, move to the next chart
Learning Activity 1b: Sources of Evidence
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Share some of the statements of evidence and examples of evidence that were identified for the standard indicator where your group started.
Wrap-Up/Debrief From Activity 1b
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Step 1: Expectations and Goal-Setting• Teachers complete self-evaluation (Form 1) using the TEPG Rubric
(included as Handout 3).
• Teachers use those results to identify a professional practice goal on the goal-setting form (Form 2) (included as Handout 4).
Review student learning data. Set student learning objectives. Teacher and evaluator have a fall conference.
Learning Content 2: Self-Evaluation and Goal-Setting
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The self-evaluation process should inform the goal-setting process.
Meet Teacher Smith
S.M.A.R.T. Goals
17The S.M.A.R.T. goal concept was introduced by G. T. Doran, A. Miller, and J. Cunningham in “There’s a S.M.A.R.T. Way to Write Management’s Goals and Objectives,” Management Review 70, no. 11 (1981), 35–36. What Makes a Goal “S.M.A.R.T.”? also draws from the work of Ed Costa, Superintendent of Schools, Lenox, Massachusetts; John D’Auria, Teachers; and Mike Gilbert, Northeast Field Director, Massachusetts Association of School Committees.
Description Questions to ask
Specific • Well-defined, clear outcome• Clear to anyone who does not know
anything about the project
• What do I want to accomplish?
Measurable • Know when it has been achieved• How is achievement measured?
• How will I know it is accomplished?
Attainable • Achievable• Agreement with stakeholders on what
the goal should be
• How can it be accomplished?
Relevant • What are the urgent needs?• Is the goal aligned with other projects?
• Is this the right time?
Time-bound • A specific date is set.• Date is realistic.
• What can I do six weeks from now?
Specific • Well-defined, clear outcome• Clear to anyone who does not know
anything about the project
• What do I want to accomplish?
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Review Teacher Smith’s S.M.A.R.T. goals included on Handout 5
With a partner, identify how the goals can be made S.M.A.R.T.-er
Learning Activity 2: S.M.A.R.T.er Goals
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How did you and your partner improve the example goals?• Goal 1
• Goal 2
Wrap-Up/Debrief From Activity 2
Implementing
40 minutes
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Setting goals• S.M.A.R.T. goals and SLOs
Implementing Content: S.M.A.R.T. Goals and SLO Process
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Complete the self-evaluation using Form 1 (Handout 5) and the TEPG Rubric.
Draft a S.M.A.R.T. professional practice goal on Form 2, Goal-Setting (Handout 6).
Ask your partner to provide you with feedback on the quality of your goals.
Continue completing Form 2, Goal-Setting, if you finish.
Implementing Activity: Setting Goals
Discuss your goal-setting work with your grade-level, subject-area, or table team.
Check the S.M.A.R.T. goals against the tools included on Handout 6.
Wrap-Up/Debrief From Implementing Activity
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Reflecting and Wrap-Up
20 minutes
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On Handout 6, write down• 3 next steps
• 2 things you learned today
• 1 outstanding question you have about the TEPG system
Reflecting Activity: 3-2-1
Meet with your evaluator and finalize Form 2, Goal-Setting Bring some student data to Module 2, Student Learning
Objectives, relevant to the class/course that will be the focus of your SLO. These data may include• Student assessment scores from the prior year (both for classes you taught
last year and test scores of your current students)
• Data from course preassessments
• Information on students with IEPs, 504 plans, and gifted and talented designations
• Course grades to date
Next Steps
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Module 2 will provide details about the SLO process. Participants will engage in activities designed to increase their understanding of the SLO process and have time to begin drafting their SLO for the 2013–14 school year.
Looking Forward to Module 2
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