december 3, 2007 1 performance appraisal for experienced teachers wcdsbandoecta
TRANSCRIPT
December 3, 2007 1
Performance Appraisal Performance Appraisal for Experienced for Experienced
TeachersTeachersWCDSBWCDSB
and and
OECTAOECTA
Waterloo Region’s Catholic Schools 2
Experienced TeacherExperienced Teacher
Any teacher who has completed the NTIP
Or A certified teacher recognized by the College
of Teachers who was in a permanent teaching position prior to the implementation date of the NTIP
Waterloo Region’s Catholic Schools 3
Performance Appraisal Performance Appraisal PurposePurpose
Foster teacher development Provide meaningful appraisals that
encourage professional learning and growth Identify opportunities for additional support,
where required
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Process ComponentsProcess Components
Annual Learning Plan (ALP) Performance Appraisal:
Pre-observation meeting In-class observation Post-observation meeting Post-observation summative report
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TPA ChangesTPA Changes
Component Old TPA New TPAFrequency 3 year cycle 5 year cycle
Teachers new to the Board must have one in first year of employment
Appraisals 2 appraisals 1 appraisal
Rating Scale 4 pointsExemplary, good, satisfactory, unsatisfactory
2 pointsSatisfactory, unsatisfactory
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TPA ChangesTPA Changes
Component Old TPA New TPACompetency Statements
Principal must comment on all 16
Principal must consider all 16 but is only required to comment on statements identified with teacher in pre-observation meeting
Reporting 3 ministry-approved forms to document each meeting
1 ministry-approved form
Parent/Student Input Annual parent and student survey
Teachers may optionally include parent and student input when developing their ALP
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TPA ChangesTPA Changes
Component Old TPA New TPAAnnual Learning Plan
Each teacher must write one annually
Done in consultation with principal in appraisal year
Includes Board initiatives and school improvement items
Teacher authored and directed in consultation and collaboration with principal for professional development
Updated at least yearly
Take into account comments from last TPA
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TPA ProcessTPA Process Notification of evaluation year within 20 school
days of start of school year Appraisal can occur at any time during school
year1. Pre-observation meeting
2. Classroom observation
3. Post-observation meeting
4. Summative report (optional meeting) Annual Learning Plan (ALP)
See page 78 in Technical Requirements Manual
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Pre-observation MeetingPre-observation Meeting The principal provides the teacher with an overview of the
16 competencies that are within the 5 domains Teacher provides documentation that demonstrates their
professional practice, such as: Previous year’s ALP Long range planning example Current unit planning example Lesson plan for lesson of classroom observation
Teacher and principal discuss which competencies will form the focus of the classroom observation
Not all competencies will be observed in classroom visit Principal will use look-fors as a resource for observing
teaching practice
See page 76 of Technical Requirements Manual
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DomainsDomains
5 domains from the College of Teachers:
1. Commitment To Pupils
2. Professional Knowledge
3. Teaching Practice
4. Leadership and Community
5. Professional Learning
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CompetenciesCompetencies
16 competencies within the 5 domains:
1. Commitment To Pupils (4)
2. Professional Knowledge (4)
3. Teaching Practice (5)
4. Leadership and Community (2)
5. Professional Learning (1)
See page 22 of the Technical Requirements Manual
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Look-forsLook-fors Objective observations used by the principal that
shows that the teacher has command of the competencies
Reduced from 144 to 90 Provide concrete examples of good teaching Not a glorified checklist that equals good teaching
See page 59-75 of the Technical Requirements Manual for examples
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Classroom ObservationClassroom Observation
Must be at least one visit Not all competencies may be observable Classroom may be gym, guidance office,
shop, etc.
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Post-Observation Post-Observation MeetingMeeting
As soon as possible after classroom observation
Teacher and principal review the 5 domains that form the focus for the performance appraisal
Teacher and principal discuss the comments regarding the competencies that are intended for the summative report form
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Summative ReportSummative Report In preparing the summative report, the principal
provides comments identified in discussions with the teacher as the focus of the teacher’s performance appraisal
Provide an overall rating of the teacher’s performance Satisfactory or unsatisfactory
A meeting is not required, but may be requested by the principal or teacher
See pages 44-49 of Technical Requirements Manual
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Satisfactory RatingSatisfactory Rating After one satisfactory, the appraisal process is
completed Must be provided within 20 school days of
classroom observation Must be signed by teacher, to acknowledge receipt Teachers may add comments Summative report contains recommended
professional growth goals for the teacher to consider in developing their ALP
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Unsatisfactory RatingUnsatisfactory Rating Must be notified within 15 school days of
classroom observation Development of an Improvement Plan after
first unsatisfactory rating Second appraisal within 60 school days Teacher placed On Review status after two
unsatisfactory ratings Recommendation for employment
termination after three unsatisfactory ratings
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Annual Learning Plan Annual Learning Plan (ALP)(ALP)
Only for experienced teachers Teacher directed and authored Contains professional development In consultation and collaboration with the principal Takes into account summative report of last TPA Contains (see Board approved form):
Teacher’s professional growth objectives Proposed action plan Timelines
In evaluation year, teacher and principal review and update in a meeting as part of TPA
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Professional Learning Professional Learning TypesTypes
Training – provision of information on technical requirements e.g. legally mandated TPA processes and procedures
Staff Development – system-wide, job-embedded learning e.g. A&E policy, differentiated learning practice
Professional Development – learning activities teachers choose, either individual or in groups – this is what appears on the ALP
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Working TogetherWorking Together
Consult – the act of seeking information, guidance, advice or an opinion from someone else
Collaborate – working together for a common purpose
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Questions, Comments?Questions, Comments?