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Boston Public Schools

EVALUATION OVERVIEW

2025 New Educator Institute

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Teresa Antony, Ned Brackenbury, Jerome Doherty, Jackie Nazzaro, Mark Seide

Office of Human Resources Performance Management Team

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tinyurl.com/397wm544

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Presentation Goals & Agenda

Presentation Goals:

Understand the BPS Educator Growth and Development cycle
Unpack and gain basic understanding about how the Teacher Rubric applies to your own practice
Reflect on the purpose of Performance Management

***This presentation does not replace the annual orientation training at your school***�

Agenda:

Purpose for evaluation
Overview of the Teacher’s Rubric and evaluation process
Connection to other BPS initiatives
Goal setting in evaluation
Plan types and ratings determinations�

CLARITY … SUPPORT … ACCOUNTABILITY

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The Story of Shiloh

“She looked at me and said, ‘Ms Robinson, you was mean! You was mean but you loved us. And I said, ‘I did. I was mean and I loved you because I wanted you to have everything that you ever wanted and desired.’ And as those words dropped off my lips, I realized we didn’t give her that.”

-Lacey Robinson

Please view this video from the webpage and answer the reflection question.

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Questions

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Please submit any questions about this presentation into the Google form here.

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Part I:

The Purpose of Educator Evaluation

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Part I:

Purpose of

Educator

Evaluation

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Create shared understanding of effective practice

Place student learning at the center via goal-setting process

Empower educators to take ownership of their evaluation

Serve as a tool to achieve district, school, team, & individual priorities

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Educator Career Milestones*

Boston Public Schools

Year 1 (“First-year Provisional”):

90 Calendar-Day Probationary Period (Mid-Nov.)
End of year

Reasonable Assurance (return expected)
Non-Renewal

Year 2 (“Second-year Provisional”):

End of year

Reasonable Assurance (return expected)
Non-Renewal

Year 3 (“Third-year Provisional”):

End of Year

Permanent Appointment for 9/1
Non-Renewal (no position, but eligible to return)
Break In Service (not eligible for rehire for 1 year)

Year 4, Day 1 (“Permanent Appointment”)

* Assumes the educator is fully licensed and completes three consecutive, full-time years of service (min 120 school days).

Years worked under a waiver do not count toward Permanent Status.

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The 5-Step Evaluation Process

Self- Assessment

5. Summative Evaluation

2. Analysis, Goal Setting, and Plan Development

4. Formative Assessment/ Evaluation

3. Implementation of the Plan

The 5-Step Process

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Responsibilities

Educators�

Write a Self-Assessment�
Create S.M.A.R.T.I.E goals�
Collect artifacts and provide rationales in ongoing dialogue with evaluator about performance and progress.

Evaluators

Read educators’ Self-Assessment
Give feedback on and approve educators’ goals
Observe and give educators’ written feedback throughout the year
Developing Educators:

At least 4 unannounced observation

At least 1 announced observation

Write thoughtful and thorough Formative Assessments and Summative Evaluations

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Educator Rubric Standards

I. Curriculum, Planning & Assessment*

II. Teaching All Students*

III. Family & Community Engagement

IV. Professional Culture

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*Must achieve at least a Proficient rating in these two standards to be rated Proficient or Exemplary overall.

Self- Assessment

Summative Evaluation

Analysis, Goals Setting, and Plan Development

Formative Assessment/ Evaluation

Implementation of the Plan

The 5-Step Process

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4 Standards

16 Indicators

33 Elements

BPS Element Look-Fors: www.bostonpublicschools.org/ir

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Part II:

Unpacking the 2012 DESE Teachers’ Rubric

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The 2012 DESE Teacher Rubric

and for the BPS Interactive Rubric, go here:

Interactive Rubric

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BPS Look-Fors on the Interactive Rubric

DESE Model Teacher Rubric

What?

Subject Matter and Pedagogy

To What Extent?

Impact on Students

[2 mins]

Here’s element I-A-1.Subject Matter Knowledge.

When we “unpack” an element with our colleagues, we are looking for the specific skill or knowledge to be demonstrated (the “What?”), as well as the degree to which the educator has made an impact with students (the “To What Extent?”). Each element of the rubric generally follows this pattern across the performance categories, from Exemplary to Unsatisfactory.

Also, note the “Look-Fors” related to student- or teacher-demonstrated outcomes. These are not to be seen as non-negotiables, but rather what practice or outcome could look like for educators or students. Teachers may have multiple ways to demonstrate proficiency under the same element.

The Interactive Rubric is a tool for educators and evaluators to find additional resources and examples for the elements of the Teacher rubric, and may be found online through the BPS website.

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The BPS Interactive Rubric

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https://www.youtube.com/watch?v=pOcx5YcGwJM

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.

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Aligning BPS Equitable Literacy to the Teacher’s Rubric

Students have opportunities to talk about the connections they are making to the author’s words and ideas.

Text, tasks, and instruction integrate and provide opportunities for the expression of diverse perspectives

Enabling texts are used as mentor texts to develop genre-based writing skills.

Text, tasks, and instruction provide opportunities for students to develop or strengthen critical consciousness and criticality.

I-A-4 Well Structured Lessons

“Develops well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping.”

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Vector Evaluations & Professional Development Platform �(formerly called TeachPoint)

Pro-Tip: Use the Chrome as the browser to log in.

Pro Tip: If you are having trouble logging in, make sure you are logged out of all other Google accounts. You must be on your active BPS Google account.

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The 5-Step Evaluation Process

Self- Assessment

5. Summative Evaluation

2. Analysis, Goal Setting, and Plan Development

4. Formative Assessment/ Evaluation

3. Implementation of the Plan

The 5-Step Process

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Goal Writing Process

Goals should align with your self-assessment and school priorities

School Instructional Focus
Team goals
S.M.A.R.T.I.E.
*new educator* induction and mentoring activities

There are two types of goals: Student Learning Goals and Professional Practice Goals.

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What Is A S.M.A.R.T.I.E. Goal?

Specific

Population: Which students are targeted by the goal?

Learning Content: What is being taught over the period the goal covers? Will the goal apply to student learning of all content, or specific skills and standards?

Skill: What high leverage skill can the teacher focus on that will have a direct impact on student learning?

Measurable

Assessment: What assessment(s) will be used to measure student progress toward the goal?

Impact: How will the teacher track the impact of the new skill on student learning?

Attainable

Baseline: What is the starting level of students’ content knowledge? What are the baseline skills needed to learn the content?

Rigor: How much student growth should be expected in order for the goal to be both challenging and reasonable?

Results-Focused

Target: What is the expected level of growth in student knowledge and/or skill at the end of the time period?

Time-Bound

Deadline: When will the overall progress toward the goal be measured?

Inclusive and Equitable

Will the goal reduce gaps in access and outcomes experienced by historically marginalized groups of students?

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Is It S.M.A.R.T.I.E ?

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Student Learning Goal

Based on the fact that 40% of students currently score Meeting or Exceeding proficiency on the MAP Growth: Reading assessment and 25% of my multilingual learners score Meeting or Exceeding, my goal is that by February 2025, 55% of students will score Meeting or Exceeding proficiency on the MAP Growth: Reading assessment benchmark. In order to close gaps, 65% of multilingual learners will have a conditional growth percentile score of 60 or higher by the February MAP administration.

Action Plan
Meet with my instructional coach monthly to review student data and observation & feedback notes (IV-C-1 Professional Collaboration)
Develop small group instruction to address targeted skill gaps identified in frequent, ongoing formal and informal assessment (I-B-2 Adjustments to Instruction)
Provide language stems and visual aids in instruction to allow for multilingual learner engagement and access to the instruction (II-D-3 Access to Instruction
Regularly participate in an interactive dialogue with my New Teacher Developer to continuously refine my instruction.

Artifact
Rolling Agenda/ Meeting Notes
Lesson Plans/ Small Group Instruction Notes
Lesson Plan (identify the activity and language stem)
Rolling Agenda/ Meeting Notes/ Attendance/ Participation Record

[4 mins]

�Notes for Discussion (if time permits take comments for brief discussion)

Includes baseline data: “Based on the fact that 40% of students currently score Meeting or Exceeding proficiency on the MAP Growth: Reading assessment and 25% of my multilingual learners score meeting or exceeding,”

-Baseline data is taken from a specific assessment, relevant to my student population.

-As a Student Learning Goal, it focuses on student outcomes.

-Inclusive of student data that shows a discrepancy in access and achievement for a historically marginalized student population

Sets a realistic goal within assessment timeframes: “My goal is that by February 2025 55% of students will score Meeting or Exceeding”

-MAP assessments are taken in January/February (depending on your school’s administration) and June, so for your evaluation the most recent data will be around January/February.

-15% increase from 40% to 55%

Where did I get this number 55%? This number would come from your data. You could look at how many students aren’t that far off from proficient and set the goal based on how many students it would take to reach it.
Remember this is assessment is in January/February, so the learning isn’t done yet, but you’re already 6 months in.

Closing Gaps (Inclusion and Equity): “In order to close gaps, 65% of multilingual learners will have a conditional growth percentile score of 60 or higher by the February MAP administration.”

-the baseline data points to an inequity that we cannot ignore in this year’s instruction so we need a student outcome that will close the gap for learning, access, and achievement. The way we do that is by growing our students. The curriculum and assessments account for 1 year’s worth of growth. That’s the expectation, but if we continue with 1 year’s worth of growth for students who are already below grade-level we continue to perpetuate inequity for our marginalized students.

ARTIFACTS/ACTION PLAN:

Note that the action plan supports the professional growth of the educator, monitoring student progress, and specific actions to meeting MLLs.
Artifacts will be submitted for the evaluation (2 weeks prior to a formative and 4 weeks prior to a summative). This will show that you are working or continuing to work on this goal.

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The 5-Step Evaluation Process

Self- Assessment

5. Summative Evaluation

2. Analysis, Goal Setting, and Plan Development

4. Formative Assessment/ Evaluation

3. Implementation of the Plan

The 5-Step Process

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Goals + Standards = Educator Overall Rating

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��Student Learning

&

Professional Practice

Curriculum, Planning & Assessment
Teaching All Students
Family & Community Engagement
Professional Culture�

*Must achieve at least a Proficient rating on Standard 1 and 2 to be rated Proficient or Exemplary overall.

Evaluator Observations + Educator Artifacts

Exemplary

Proficient

Needs Improvement

Unsatisfactory

Progress on Goals

Progress on Standards

Overall Rating

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Plan Determination

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Exemplary

Proficient

Needs Improvement

Unsatisfactory

Ratings

Educator Plans

PTS Educators

Non-PTS Teacher

Developing Plan

Self-Directed Growth Plan �(1 or 2 Years)

Directed Growth Plan

Improvement Plan

[1 min]

Your ratings will determine your next plan.

All educators new to BPS (Provisional Educators), even if you have prior teaching experience, will be placed on a Developing Plan. The Developing Educator Plan allows you time to grow as an educator. It is assumed that new educators “need improvement”…meaning that you are learning and growing in your professional practice. Therefore, the only time your plan will change from a Developing Educator Plan is if you receive an unsatisfactory overall rating. In this case, your plan will be changed to an Improvement Plan.

After your 3^rd consecutive year with BPS, if you are rated proficient across all 4 instructional standards and you meet all of the requirements to receive permanent educator status (i.e. being properly licensed), you will be made permanent and moved to a Self-Directed Growth Plan.

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�Whole Group Wrap Up:

Explore the Performance Management website for resources on teacher practice, evaluation and Vector tutorials.

www.bostonpublicschools.org/evalnews

Interactive Rubric

Vector Asynchronous Training

Further DESE Resource: MA Department of Elementary and Secondary Evaluation (DESE) Evaluation

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THANK YOU!

Email: eval@bostonpublicschools.org for any questions.

HAVE A GREAT SCHOOL YEAR!