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Educator Evaluation

EDUCATOR EVALUATION

 

This page is under construction.

 

Below are various files, forms and presentations regarding educator evaluation and district determined measures (DDMs).

 

The first section below houses materials from TRAININGS we have done over the past two years regarding various aspects of the Educator Evaluation Process.

 The second section contains explanations, exemplars, and forms related to each step in the evaluation cycle.


TRAININGS

 
Below are materials from various trainings we have provided to support Educator understanding of the educator evaluation process.
 

Gathering Evidence

 
12/18/14  Presentation: Evidence Guidance Click here to view
District Determined Measures (DDMs)

2015-16 EVALUATION TIMELINE

The file below contains the current timelines (due dates for various documents) for the 2015-16 school year. The due dates for end-of-year evidence and final evaluation reports are currently under discussion between NATA and the administration.   Should these dates change, you will be notified via e-mail and an updated timeline will be posted here.

EVALUATION CYCLE STEPS



Step 1: Self-Assessment

Each fall, every educator in the district completes a self-assessment of his/her strengths and areas for professional growth (with reference to the relevant Evaluation Rubric, his/her most recent Evaluation Report, and the growth of his/her students last year), and the area of strength/challenge for the students he/she will be serving in the coming school year.

                  

Additional guidance on the self-assessment process will be provided during faculty meetings in September, 2015. The form for your self-assessment can be found in the Forms for Educators link below.

Step 2: Goal Setting/ Educator Plan

 

The next step in the annual cycle is goal setting and the development of your Educator Plan. The documents below provide additional guidance on this process. The form on which your goals/plan should be written is also provided below.

 

The first document  below is a brief summary of the specific criteria for successful self-assessments, goals, and educator plans that have been previously communicated in the other documents posted on this website, as well as during various workshops over the past two years. We encourage all Educators to use these to help guide your preparation of these documents.

 

Step 3: Collecting Evidence

 

The next step in the annual cycle is collecting evidence of educator performance. This is the responsibility of both the educator and the evaluator, and should be a transparent, collaborative process.

 

The evaluator will collect evidence through observations of the educator in the classroom, at meetings, or in other professional work settings. The evaluator may also collect documents that illustrate the educator’s work in the course of the observations, or during the course of other interactions/communications with the educator. The evaluator may also request records from central admin. An Educator can request to view this evidence at any time, and the evaluator should share all the evidence they have collected with the educator during the month prior to the educator’s final evidence submission.

 

The frequency and types of observations are detailed in the NATA contact. Other guidance documents to assist evaluators in collecting sound observational evidence and providing effective feedback to educators can be found below. The observation form is also below.

 

Educators must collect evidence regarding their progress towards their SMART goals, and are encouraged to collect additional evidence to document their performance against the district’s annual focus elements from the rubrics. The focus elements for 2015-16 and 2016-17 are listed in the file below. Guidance on evidence collection can be found in the “Evidence Guidance for 2015-16 Focus Elements" file below..

 

Although evidence collection is a collaborative endeavor between educators and evaluator, it is the responsibility of the educator to ensure that the evaluator has sufficient evidence at his/her disposal to document the appropriate performance ratings at the time of the evaluation.

 

See also the specific evidence requirements for Formative Assessment, Formative Evaluation, and Summative Evaluation below.

Step 4: Formative Assessment

 

For Educators on Educator Plans of one year or less in duration (Developing Educator Plans, Directed Growth Plans, and Improvement Plans), the Evaluator will complete a mid-year Formative Assessment Report to provide the Educator with feedback on his/her progress.

 

Educators on two-year Self Directed Growth Plans DO NOT participate in the mid-year Formative Assessment process.

 

For the Formative Assessment, Educators must submit evidence related to progress toward their SMART goals (evidence of completion of action steps, and progress against the benchmarks), and are invited to submit additional evidence regarding their performance on the rubric focus elements. Related evidence may be grouped in a bundle and then described in detail for the evaluator using an Artifact Cover Page (see form below). The description should explain each piece of evidence in the packet and its relation to the SMART goal or rubric element.  You can expand the description box as needed. One piece of evidence may be used to document more than one SMART goal and/or rubric element. Your goal is to tell your stories as clearly as possible to the evaluator.

 

The Evaluator will complete a Formative Assessment Report (see form below) to provide qualitative feedback to the Educator on his/her progress toward his/her goals, and progress towards proficiency based on the available evidence. The Evaluator should clearly indicate where evidence is sufficient, and where additional evidence is needed to demonstrate proficiency. The Report should provide guidance to assist the Educator in developing his/her practice.

 
The annual timelines for the submission of evidence  for Formative and Summative Evaluations are available above in the 2015-16 Evaluation Timelines section.
Step 5: Formative and Summative Evaluations
 
At the end of each school year, every educator will receive a formative evaluation report or a summative evaluation report from his/her evaluator. The purpose of these reports is to provide a rating to the educator on his/her performance, based on evidence collected by the evaluator and submitted by the educator. More importantly the report should be informative for the educator to help guide his/her future professional growth. Professional growth should be the goal of every educator regardless of his/her performance rating.
 
Educators must submit evidence related to progress toward their SMART goals (evidence of completion of action steps, and progress against the benchmarks), and are invited to submit additional evidence regarding their performance on the rubric focus elements. Related evidence may be grouped in a bundle and then described in detail for the evaluator using an Artifact Cover Page (see form below). The description on the Artifact Cover Page should explain each piece of evidence in the packet and its relation to the SMART goal or rubric element. (Simply listing the pieces of evidence is not adequate).  You can expand the description box as needed. One piece/set of evidence may be used to document more than one SMART goal and/or rubric element. Your goal is to tell your stories as clearly as possible to the evaluator.
 
A good rule of thumb is to prepare one Artifact Cover sheet for each of your two SMART goal, and one sheet for each type of additional evidence you choose to submit. (A "type" may be a collection of documents related to a particular element or standard, or a set of documents related to a particular project you wish to highlight that exemplifies your practice across several elements or standards.) Four to six well prepared Artifact Cover Sheets should be sufficient to cover your SMART goals and any additional evidence you wish to submit.
 
Some exemplars of well-prepared Artifact Cover Sheets can be found below.
 
Guidelines on the types of evidence needed to document proficient and exemplary performance are listed in the Evidence Guidance for 2015-16 Focus Elements file below.
 
The annual timelines for the submission of evidence  for Formative and Summative Evaluations are available  above in the 2015-16 Evaluation Timelines section.
 
Evidence expectations for FORMATIVE EVALUATIONS: If you are on a two-year Self-Directed Growth Plan, and are at the end of your first year of the cycle, you are advised to make sure that your evaluator has available to him/her at least HALF of the evidence he/she will need to be able to give you a proficient or higher performance rating on the four standards. It is not necessary to submit evidence regarding all the focus elements every year. The intent of the two-year plan is that you work at a steady pace, together with your evaluator, to assemble evidence regarding your performance over a two year period. However, if  there is not evidence of sufficient quality and quantity for at least half of what will ultimately be required at the end of the two year cycle by the end of the first year, then your evaluator may change your formative overall performance rating accordingly.
 
The remaining files below provide guidance for the evaluators on their end-of-year responsibilities and guidelines on how evidence should be evaluated to determine performance ratings. Educators are encouraged to read these documents as well.
 
For Educators:
For Evaluators:
Forms »