Who are Mods 5 & 6 for?

Q:  Districts are interested in contracting with us to train teachers in Educator Evaluation System modules 5 (Gathering Evidence) and 6 (Observations and Feedback).  Five seems to be a great fit for teachers, but six seems designed for evaluators.  Will teachers benefit from attending training in module 6?

A:  Module 6 is more geared toward evaluators since they are the individual responsible for conducting observations, but the content in Module 6 will be beneficial to all educators as it represents a significant shift from current practice.  Teachers tend to equate observations with full-length classroom period observations with pre- and post-conferences, during which extensive notes might be taken according to a detailed rubric. The shift to frequent, unannounced observations will feel just as new to a teacher as it will to an evaluator, and it will benefit districts to make sure that everyone is on the same page and holds the same expectations when it comes to the role of observation in the new framework.  DESE encourages districts to send both evaluators and teachers to Module 6, and it’s a district-level choice.

IPDPs and Evaluation System

Q:  How does the Individual Professional Development Plan (IPDP) process relate to the new educator evaluation system?

A:  Regarding IPDPs, the revised licensure regulations allow for educators to use activities in their educator plans to contribute to the IPDPs, and vice versa. Educators and evaluators are encouraged to align the two when possible. That said, an evaluation in no way affects one’s ability to renew their license.

Limits to Teacher Ratings?

Q:   Is there a percentage-based limit to the number of teachers that can be rated exemplary-- any truth to this? (or needs improvement, for that matter)

A:  No—there is no percentage-based limit associated with any performance category.  The regulations place no numerical targets or requirements on the number of educators in each rating category.

New Guidelines Aug 2012

Q: Is DESE updating and changing things as the new system is implemented across the state?  

A: YES.  On Tuesday, August 28th, Commissioner Chester issued new guidelines for Ed Eval trainings.  Here they are with a summary of implications CES work as an approved vendor.

The new guidelines are sent to you in an email - do take a look at them.

Here are the implications for CES:

• Additional RTTT districts may look to CES for training because they are:
• Required to begin training before beginning to evaluate.
• Required to publish a training schedule by 10/1/12.
• More districts may seek training for their evaluators, as DESE has now defined the minimum required training as:
• 4 hours for teachers, to be delivered by district leaders*
• 11 hours for evaluators, to be delivered by vendors or district leaders**
• We will not deliver Modules 7 and 8 this year because:
• Module 7 will be online only
• Module 8 will be released Summer, 2013
• It appears that we will not need to tackle the new one-hour workshops as they are to be delivered by district leaders.

* This consists of four new, one-hour modules, to be released between 9/4 and 10/1.

** This consists of existing modules 1-6.

What's it look like?

Q:  What does proficient performance "look like"?  What exactly would you expect a teacher to be doing?  To what extent DESE will define what things might "look like?"'

A:  DESE will provide no additional guidance around using the rubrics to define proficiency. That work will have to be done between evaluator and educator.

More Than One Rubric

Q:  Special educators in Hadley asked if they could get the Special Instructional Support Personnel (SISP) rubric during training?

A:  Yes, let's get this to them (or get any subgroup their particular rubric) so that they can work with that during training.  Click here to link to where the rubrics are posted.

How much evidence? II

Q:  How much evidence is needed for a single element?

A:  Module 5 has information about this.  In general, evidence should be provided for each indicator (not for each element) and that a product like a model curriculum unit may be sufficient evidence to demonstrate proficiency in multiple different indicators.