MEMSPA’s Michigan Transformational Evaluation Model
The 8 Significant E’s of Teaching and Learning Evaluation & Professional Growth Approach
Have you ever wondered if the evaluation process should be more than just a compliancy check on teacher practice? Specifically, what if the evaluation approach was able to ensure teaching quality by spending LESS TIME trying to “observe it all” and instead promoted professional growth with MORE TIME in mini-observation and conversation cycles that focused on student learning? If you are nodding your head and saying, “Yes!”, read on!
The 8 Significant E’s of Teaching and Learning Evaluation & Professional Growth Approach, or The GREAT 8 E’s for short, has been developed through a grant-based, collaborative partnership between MEMSPA (Michigan Elementary Middle School Principal Association) and MDA (Michigan Department of Education) to take a new approach to Michigan Compiled Law (MCL) 380.1249. MEMSPA has developed an evaluation/professional growth process that “strategically discusses and agrees on certain indicators and elements that are high priorities for the educator’s role and responsibilities as well as his/her professional practice and students’ learning needs.” (taken from MEMSPA grant application) and puts these teaching/learning indicators into a collaborative PLAN~TEACH~REFLECT~GROW process.
What makes The GREAT 8 E’s approach so different is described through its four guiding principles:
Principle 1: Use a Valid and Reliable, Learning-Focused Evaluation Tool
The GREAT EIGHT E’s are based on the Massachusetts Model System for Educator Evaluation Plan. The Massachusetts Model uses a valid/reliable rubric focused on curriculum-planning-assessment, teaching ALL students, family and community engagement, and professional culture. It takes the best from many different nationally known rubrics and weaves 16 indicators and 29 aligned elements into a comprehensive, rigorous evaluation process. MEMSPA has taken these indicators and elements and bundled them into The 8 Significant E’s Indicators with Aligned Elements (E1=Expectations, E2=Environment, E3=Empowerment, E4=Engagement, E5=Evaluation, E6=Individual Efficacy, E7=Collective Efficacy and E8=Family & Community Extensions). The bundled EIGHT rubrics link to practical and systematic priorities of teaching and learning. While focusing on any of the eight E indicators could have a significant impact on teaching and learning (as defined by Visible Learning Significant Influences at .40+), no educator whether they be first year or 21st year ever focuses on all of The Great EIGHT E’s at one time. In fact, most educators will be focused on only three E’s in their evaluation cycle, using a “less is best” approach to the evaluation/professional growth process.
Principle 2: Focus on Educator’s Professional Self-Assessment and Professional Growth
Much of the GREAT 8 E’s approach is individualized but what is common is that every PLAN-TEACH-REFLECT-GROW cycle begins with a focus on building a plan for each educator to know-n-grow their own practice. Each cycle starts with self-assessment and goal setting woven into artifacts of practices and professional conversation. Individual educators analyze student data, reflect on their performance and/or educational priorities and identify with the support of other professional colleagues (i.e. mentors, instructional coaches and peers) various activities and supports that will drive learning improvement and progress toward goal attainment.
Principle 3: Differentiated, Collaborative Observation and Conversation Cycles
Because The GREAT 8 E’s evaluation process is customized and differentiated based on educational experience and expertise, there are four recommended cycles. Each 4-step PLAN-TEACH-REFLECT-GROW evaluation cycle provides educators with a continuous opportunity for professional growth and development through self-directed analysis and reflection, planning, action steps, and collaboration. Data collection in each part of the evaluation process is centered on targeted, short, student learning focused mini-observation and conversation cycles of improvement.
- Year 1 Cycle focuses on first things first. This cycle targets developing a well-managed, collaborative classroom (Learning EMPOWERMENT), facilitating a growth-mindset culture that honors and supports diversity (Learning ENVIRONMENT), forming two-way communication with families (Family and Community EXTENSIONS), and going deep into designing (Teaching EXPECTATIONS) and delivering high impact teaching (Learning ENGAGEMENT).
- Year 2 and 3 Cycle extends the teaching/learning impact by continuing to develop the Learning ENVIRONMENT, Teaching EXPECTATIONS and Learning ENGAGEMENT. The cycle then goes deeper into student learning by adding formative assessment and feedback through Learning EVALUATION.
- Peer Collaborative Cycle (Tenured Level 3 and 4) is organized around goal-setting focused on working with other colleagues to go deeper in either Learning ENGAGEMENT or Learning EVALUATION. Tenured teachers work with peers and evaluators to establish student learning goals, analyze data gained from ongoing mini-observations, as well as conducting collegial visits to learn with and from each other.
- Evaluator Collaborative Cycle (4th Year Non-Tenured or Tenured Level 1 and 2) is for educators who need to work with evaluators through a step-by-step approach for any of The Great 8 E’s indicators that are getting limited learning impact. Each evaluation cycle is individually developed with the ultimate goal of accelerated improvement.
Principle 4: Individual and Collective Professional Reflection and Differentiated Supports
Formative reflection is built into each layer of The Great 8 E’s approach. In addition, educators formally reflect at the end of the summative cycle. Written documentation with optional artifacts shine a spotlight on key professional priorities and practices that have made the biggest impact on student learning, family partnerships, and collegial work. Each of these reflections provide educators a formalized approach to highlight key actions, self-assessment of these actions, and advocacy for “what works” in their professional practice.
Ultimately, The 8 Significant E’s of Teaching and Learning Evaluation & Professional Growth Approach, or The GREAT 8 E’s, provides a “worth-it” approach for assessment of teaching quality and promotion of professional learning for BOTH educators and evaluators. An abundance of evidence indicates that a thoughtful approach to evaluation and professional growth—an approach that focuses on engaging educators at all levels of experience and expertise—yields benefits far beyond what any compliance-focused teacher evaluation can do. Want to know more about The 8 Significant E’s of Teaching and Learning Evaluation & Professional Growth Approach? Interested in being part of the state-wide pilot process during Spring and Summer 2021? Still nodding and saying “Yes”? Please contact syndee@memspa.org for more information.
Click Here for MEMSPA Postings and Assurances Template Document for Districts