ESE SMART Goals Workshop PowerPoint Presentation€¦ · PPT file · Web view · 2012-04-123 things I know about SMART goals are ... – will help support and sustain the professional

“SMARTer” Goals

Winter 2012

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A ESE-MASS Workshop for superintendents and representatives from their leadership teams

Please sit with your Team Members

You will be talking in pairs/ trios and at your table

during today’s workshop2

Massachusetts Department of Elementary and Secondary Education

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ESE Homepage

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http://www.doe.mass.edu/

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Educator Evaluation Homepage

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http://www.doe.mass.edu/edeval/

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Educator Evaluation Model System

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http://www.doe.mass.edu/edeval/model/

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3 – 2 – 1 (+ 1)

3 things I know about SMART goals are…

2 things I know about how goals fit into the Educator Evaluation system are…

1 burning question I have is…+

1 hold for later


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Intended Outcomes for today: Understand the rationale and framework

for the MA “SMARTer Goal” model

Be able to identify characteristics of “not so SMART,” “SMART” and “SMARTer” goals

Be able to translate at least one school/district priority into a “SMARTer” goal

Have at least one “SMARTer” goal to take back to your school/district

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Agenda Welcome, Warm Up & Intended Outcomes Context: Goal Setting in the new Educator

Evaluation Framework Break (10 mins) The Massachusetts “SMARTer” Goal Model Guided Practice # 1 Guided Practice # 2 Guided Practice # 3 Wrap Up, Feedback and Questions


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5 Step Evaluation Cycle

Foundation for the Framework & Model

Every educator is an active participant in an evaluation

Process promotes collaboration and continuous learning


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Every educator is an active participant in the evaluation process

Massachusetts Department of Elementary and Secondary EducationCollaboration and Continuous Learning are the focus

Every educator proposes at

least 1 professional practice goal and 1 student learning goal –

team goals must be

considered. Evaluator

approves the Goals and Plan

for accomplishing

them.

Every educator uses a rubric

and data about student learning

to identify strengths and weaknesses

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Collaboration and Continuous Learning are the focus

Every educator & evaluator

collects evidence and

assesses progress on

goals

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Continuous Learning

Collaboration and Continuous Learning are the focus

Every educator has a mid-cycle review focusing on progress on

goals


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Massachusetts Department of Elementary and Secondary EducationCollaboration and Continuous Learning are the focus

Every educator

earns one of four ratings

of performance

MA Department of Elementary and Secondary EducationMassachusetts Department of Elementary and Secondary Education

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Educators earn two separate ratings

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Summative

Rating

Exemplary 1-YEAR SELF-DIRECTED GROWTH

PLAN

2-YEAR SELF-DIRECTED GROWTH PLAN

Proficient

Needs Improvement DIRECTED GROWTH PLAN

Unsatisfactory IMPROVEMENT PLAN

Low Moderate HighRating of Impact on Student Learning

(multiple measures of performance, including MCAS Student Growth Percentile and MEPA where

available) Massachusetts Department of Elementary and Secondary Education

Summative

Rating

Exemplary 1-YEAR SELF-DIRECTED GROWTH

PLAN

2-YEAR SELF-DIRECTED GROWTH PLAN

Proficient

Needs Improvement DIRECTED GROWTH PLAN

Unsatisfactory IMPROVEMENT PLAN

Low Moderate HighRating of Impact on Student Learning

(multiple measures of performance, including MCAS Student Growth Percentile and MEPA where

available)

Based on: Rating of

Performance oneach of 4

Standards+

Attainment of Goals

Based on Trends and Patterns on state- and district-determined measures of

student learning gains

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Note: Two Ways the 5-Step Cycle is different for Principals and Central Office Administrators

Goals: Model System includes district or school improvement goals, as well as student learning and professional practice goals

Evaluation Cycle: Annual Cycle (not two-year) for educator plan, regardless of experience

Your decision: Adopt or Adapt?


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Summative Performance Rating=

Performance on each of 4 Standards+

Attainment of Goals(professional practice, student learning)

+(district/school improvement)


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Rubrics as a Starting Point for Setting Goals


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Teacher Rubric-at-a-Glance

With a partner, Identify 5 elements that you would most likely focus on with teachers in the work ahead to implement the new Massachusetts Curriculum Frameworks.


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Rubrics as a Starting Point for Setting Goals


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By the way:Why Rubrics? Why Model

Rubrics Consistent, shared understanding of what

proficient performance looks like, e.g., High Expertise Teaching Project

Common language and structure to organize evidence during each step of the 5-Step Cycle

Descriptors are starting point for setting goals to improve professional practice, setting PD priorities, and providing PD

Basis for fair judgments about performance against the four standards


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The Model Rubrics are Aligned


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Rubric Alignment, e.g., Goal Setting

Superintendent Rubric (I-D-1): Supports administrators and administrator teams to develop and attain meaningful, actionable, and measurable professional practice, student learning, and, where appropriate, district/school improvement goals.

Principal/School-level Administrator Rubric (I-D-1): Supports educators and educator teams to develop and attain meaningful, actionable, and measurable professional practice and student learning goals.

Teacher Rubric (IV-A-2): Proposes challenging, measurable professional practice, team, and student learning goals that are based on thorough self-assessment and analysis of student learning data.


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Alignment of Rubrics, e.g., Goal Setting


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An example


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3 – 2 - 1

3 things I know about SMART goals are…

2 things I know about how goals fit into the Educator Evaluation system are…

1 burning question I have is…+

1 new burning question I have is…


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Evaluation Framework Break (10 mins) The Massachusetts’ “SMARTer” Goal Model Guided Practice # 1 Guided Practice # 2 Guided Practice # 3 Wrap Up, Feedback and Questions


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Evaluation Framework Break (10 mins) The Massachusetts’ “SMARTer” Goal

Model Guided Practice # 1 Guided Practice # 2 Guided Practice # 3 Wrap Up, Feedback and Questions


The case for a state-wide approach to writing

S.M.A.R.T. goals


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What Makes a Goal “SMART”?

Read the two pages on your own (about 5 minutes):

By the end, underline one sentence, one phrase and one word that you think are particularly significant (Make notes along the way)


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What Makes a Goal “SMART”?In groups of 6-8 people:

Round #1: share the sentence; mark them. Round #2: share the phrase; mark them. Round #3: share the word; mark them. Discuss why each of you chose the phrase

you chose and any new insights you gained from hearing your colleagues’ reasons for choosing the phrase they chose.

Identify one phrase to share with the larger group.


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A Massachusetts“SMARTer GOAL”

=A Goal Statement

+Key Actions

+Benchmarks (Process & Outcome)

=The Heart of the Educator Plan


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Step-by-Step with the MA “S.M.A.R.T.er” Goal Model

Step #1: Use data to identify goal area

Step #2: Identify relevant elements from rubric

Step #3: Focus on essential parts of elements

Step #4: Draft the Goal Statement Step #5: Add Key Actions and

BenchmarksMassachusetts Department of Elementary and Secondary Education

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The S.M.A.R.T.er Goal Process: an iterative process

Revise goal statement, key actions and benchmarks as

needed

BUT…….. Don’t obsess!


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Guided Practice #2:A superintendent’s meetingsProficient Performance on IV-A-3:

Plans and leads well-run and engaging administrator meetings that have clear purpose, focus on matters of consequence, and engage participants in a thoughtful and productive series of conversations and deliberations. Establishes clear norms for administrator team behavior.


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Guided Practice #2The goal statement: is it S.M.A.R.T.?

The key actions: Is each one tightly linked to the goal? What is missing to ensure effective implementation?

The benchmarks: Is there a process benchmark? (track actions done?) Is there an outcome benchmark? (track results achieved?)


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Guided Practice #2: Sample Superintendent Goal

Goal Statement: During 2012-2013, I will devote at least 75% of administrative meeting time to district improvement goals and get better at using appropriate strategies to actively engage administrators in developing and sharing ways to implement those goals effectively at the school level.


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Guided Practice #2


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Guided Practice #2The goal statement: is it S.M.A.R.T.?

The key actions: is each one tightly linked to the goal? what is missing to ensure effective implementation?

The benchmarks: is there a process benchmark? (actions done?) is there an outcome benchmark? (results?)


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What’s really “new” here: professional practice goals

Student learning and school/district improvement goals are not “new” to us; developing them as MA “SMARTer” goals with goal statement, key actions, and process/outcome benchmarks is pretty new

What’s really new are professional practice goals in which educators have to be explicit about what we’re going to get better at, not just what we are going to do. Massachusetts Department of Elementary and Secondary Education

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Guided Practice #3: A Principal’s Observations and FeedbackGoal Statement for Classroom

Observation & Feedback:I will manage my time more effectively in order to increase the frequency and impact of classroom observations by learning how to do 10-minute observations and conducting eight visits with feedback per week, on average.


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Guided Practice #2: A Principal’s Observations and FeedbackGoal Statement for Classroom Observation & Feedback:

I will manage my time more effectively in order to increase the frequency and impact of classroom observations by learning how to do 10-minute observations and by the start of second semester conducting eight visits with feedback per week, on average, that an increasing percentage of teachers report are useful beginning with at least 60%.Massachusetts Department of Elementary and Secondary Education

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Guided Practice #3In pairs:

Review the key actions and benchmarks: is anything important missing?

Identify two revisions and/or additions to the actions and/or benchmarks that will make this SMART Goal “S.M.A.R.T.er”


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Evaluation Framework The Massachusetts’ “SMARTer” Goal Model Break (10 mins) Guided Practice # 1 Guided Practice # 2 Guided Practice # 3 Wrap Up, Feedback and Questions


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Wrap up: Goal Statement “starters”

In pairs, First, review Sample School or District Goal

Statements; identify: District/School Improvement Goal

Statements Student Learning Goal Statements Professional Practice Goal StatementsNext, identify which could be TEAM goals?Finally, choose one to make “SMARTer”

back in your school or districtMassachusetts Department of Elementary and Secondary Education

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Your “Homework”1. Back in your district, with your partner: Refine the goal statement you chose to your

context OR Develop another one Draft 3 key actions Draft 1 process benchmark Draft 1 outcome benchmark

2. Exchange your draft SMARTer Goal with another pair

3. Work together to make each draft SMARTer so you can use the revised SMARTer Goal as one of the goals you propose to your evaluator for 2012-13.


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Wrap up: finding a touchstone

Think: Think of some time in your life when you achieved a goal – related to work or not - and it made you proud. What was it about the goal and how you went about achieving it that worked for you?

Pair: If you are willing, share with your partner one thing about the goal or how you went about it that worked for you.


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Intended Outcomes for today: Understand the rationale and

framework for the MA “SMARTer Goal” model

Be able to identify characteristics of “not so SMART”, “SMART” and “SMARTer” goals

Be able to translate at least one school/district priority into a “SMARTer” goal

Have at least one “SMARTer” goal to take back to your school/district

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3 – 2 - 1

3 things I/we know about the MA Model for SMARTer goals are…

2 ways to make a goal “smarter” are…

1 next step I/we will take is…


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PLUS - DELTA


What worked? What would make it better?

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More ResourcesQuestions?

[email protected]

Information?www.doe.mass.edu/edeval

Link to Evaluation Overview on ESE website?www.doe.mass.edu/edeval/101511Overview.pps

Link to Massachusetts Model System:www.doe.mass.edu/edeva/model

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mailto:[email protected]

http://www.doe.mass.edu/edeval

http://www.doe.mass.edu/edeval/101511Overview.pps

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Handouts1a Model System Highlights1b The 5-Step Educator Evaluation Cycle: Train-the-Trainer Modules2a Teacher Rubric-at-a-Glance2b Administrator Rubric-at-a-Glance 3a Descriptors on Evaluation: Superintendent Rubric3b Descriptors on Evaluation: Principal/School-Level Rubric4a Protocol for a Superintendent’s School Visits4b Strategies and Suggestions for Observations5 What Makes a Goal SMARTer?6 Step-by-Step with the Massachusetts “S.M.A.R.T.er Goal” Model7a A Sample Professional Practice Goal for a Superintendent7b Sample District-Level Goal Statements8a A Sample Professional Practice Goal for a Principal8b Sample School-Level Goal Statements


Documents

ESE SMART Goals Workshop PowerPoint Presentation€¦ · PPT file · Web view · 2012-04-123 things I know about SMART goals are ... – will help support and sustain the professional