This week's FAQ contains important information about assigning durations of plans, guiding self-assessment and goal-setting, completing observations, and regional workshops. If you have further questions, please do not hesitate to contact us: [email protected].
1- and 2-Year Self-Directed Growth Plans
The Department of Elementary and Secondary Education regulations on performance evaluation state that self-directed growth plans are either one year or two years in duration. This is based on the idea that when we have a separate rating on multiple measures of student learning (beginning in 2013-2014), those educators who are proficient or exemplary on the four standards and had a rating of moderate or high growth on multiple measures would have a two-year plan. Those with lesser degree of growth would be on a one year plan. In the absence of these measures we rely on the evaluator’s judgment. The Office of Educator Effectiveness recommends one-year plans for this year as we build our collective capacity in goal-setting and the five step process. This would gives us the opportunity to re-assess and re-evaluate goals next year. Also it is quite challenging to write a meaningful two-year student learning goal, so we recommend revisiting goals annually.
SeLF-AsseSSment and Goal-Setting
The Office of Educator Effectiveness has developed guidance for teacher self-assessment and goal-setting. Administrators should use these forms with their staffs to guide an aligned, coherent, and meaningful self-assessment and goal-setting process. The tool below should be used for the self-assessment process, which will end in goal proposal. We suggest that teachers follow the process outlined in the attached documentation to ensure that student learning and professional practice goals are aligned and require only one set of action steps. If your school has not identified priority areas of the rubric based on a school-wide analysis of student learning needs, teachers by default should use the district's four priority areas which are reflected in six elements of the Rubric of Effective Teaching.
Teacher Self-Assessment and Goal Proposal Guidance Tool
evaluation_tools_for_teachers.doc |
Classroom Observations in the EDFS
The Office of Educator Effectiveness is currently working closely with the Office of Instructional & Informational Technology to complete the classroom observation mobile application. Until that resource is released, evaluators should use the form below to complete classroom observations. This form should then be uploaded to the EDFS by clicking on "Artifacts" from the observed educator's plan screen (see below).
After uploading the Observation Form, be sure to include a description and "tag" the document with the appropriate standard from the Rubric of Effective Teaching.
Observation Form
bps_observation_form.docx |
Regional Workshops
The Office of Educator Effectiveness is currently offering regional workshops to support teachers' self-assessment and goal-setting. We are offering these in each neighborhood of Boston to ensure that every teacher has equal access to this professional learning. If you will not be leading your staff through these resources as a school community, and focusing their self-assessment and goal-setting efforts, please recommend that your staff attend an upcoming regional workshops convenient for them.