lcs professional staff evaluation handbook
DESCRIPTION
This document contains detailed information related to “All Things Evaluation”, which includes: A detailed summary of the evaluation process, McREL Evaluation Targets and Artifacts, Sample Final Evaluation Summary Documents, Merit Pay Criteria and Lakeview Community Schools Layoff/Recall Administrative Guidelines.TRANSCRIPT
Lakeview Community Schools Professional Staff Evaluation
Handbook
Kyle Hamlin
8/25/2014
This document contains detailed information related to “All Things Evaluation”, which includes: A detailed summary of the evaluation process, McREL Evaluation Targets and Artifacts, Sample Final Evaluation Summary Documents, Merit Pay Criteria and Lakeview Community Schools Layoff/Recall Administrative Guidelines.
Lakeview Community Schools Professional Staff Evaluation Handbook
1
TEACHER EVALUATIONS
1. Each Teacher shall have the right, upon request, to review the contents of his or her own personnel file maintained by
the school system. This review will be made in the presence of the administrator responsible for the safe keeping of
the file. Privileged information such as confidential credentials, letters of reference from universities, individuals, and
previous employers are specifically exempted from such review. The administrator shall remove such privileged
information from the file prior to a review of the file by the Teacher. A representative of the Association may, at the
Teacher’s request, accompany the Teacher in this review. The administrator shall have the right to request a second
administrator present during this review.
Each Teacher’s personnel file shall contain the following minimum items of information:
All Teacher evaluations and individualized development plans
Copies of annual contract(s)
Teacher certificate
A transcript of academic records
Record of continuing education completion
Record of tenure status (probationary shall include date of hire; tenure shall include date tenure was achieved).
No material other than privileged information as defined above may be placed therein without allowing the
Teacher an opportunity to file a response thereto, and said response shall become a part of said file.
Monitoring and observation of teachers shall be carried on openly.
2. Each building administrator will explain the evaluation process to their staff at the start of each school year. As a part
of this process, the evaluation form to be used, McREL Evaluation System, will be reviewed and explained. Within
the first ten (10) school days, new employees will be trained in the McREL model and given access to McREL
Teacher Evaluation System online, as well as the observation criteria, if different or additional to McREL, the
evaluation process will be explained and provided to all teachers. Counselors, Social Workers, Speech and Language
Therapist and/or other certified ancillary staff will be evaluated using the current alternative evaluation system until a
better evaluation tool is developed and mutually agreed upon.
3. The evaluation process shall comply with all requirements established by the state law and the Michigan Department
of Education, including but not limited to the Race to The Top requirements set forth in MCL 380.1249 & 1250.
Building teachers and administrators will meet annually to review and make recommendations for adjustments to the
implementation process.
During the 2014-15 school year, 75% of the certified staff evaluation will be based on McREL and 25% will be based
on student growth data rubric. Each building will have autonomy regarding what local and state (to the extent
permitted by the MDE and Superintendent) assessment data will be counted toward student growth.
During the 2015-16 school year, 50% of the evaluation will be based on McREL and 50% will be based on student
growth data rubric. Each building will have autonomy regarding what local and state (to the extent permitted by the
MDE and Superintendent) assessment data will be counted toward student growth.
4. Probationary Teachers shall be formally observed in writing at least three times each year by their building
administrator provided they work the full school year. Between the first observation and the final observation, there
shall be at least 60 days. Each Probationary Teacher shall be able to access his or her formal observation notes on-line
and a post-observation conference will be held between teacher and building administrator to discuss the formal
observation within 10 working days absent any extenuating circumstances.
Tenured Teachers shall be observed at least 3 times a year, of which one shall be a formal observation. The first
formal observation shall take place on or before December 1st.
Between the first observation and the final observation,
there shall be at least 60 days. Each Teacher shall be able to access his or her formal observation notes on-line and a
post-observation conference will be held between teacher and building administrator to discuss the formal observation
within 10 working days absent any extenuating circumstances.
A. The performance evaluation system shall provide that, if a teacher is rated as highly effective on 3
consecutive
annual year-end evaluations, the school district, intermediate school district, or public school academy may
choose to conduct a year-end evaluation biennially instead of annually. However, if a teacher is not rated as
Lakeview Community Schools Professional Staff Evaluation Handbook
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highly effective on 1 of these biennial year-end evaluations, the teacher shall again be provided with annual
year-end evaluations.
B. Each teacher being evaluated shall meet with his or her building administrator by December 1 of the school
year for the purpose of the pre-observation conference where the building administrator and teacher will
discuss the Teacher’s self-assessment and Individualized Professional Development Plan (IPDP) or
Individualized Development Plan (IDP). Both the IPDP and the IDP will identify specific goals for each
Teacher and will specify strategies for the achievement of each goal. The school district will pay any
approved expenses (such as tuition, mileage, workshop fees, etc.) incurred by the Teacher in following the
strategies designated within the IPDP or IDP.
C. A Summary Evaluation Conference will be held in accordance with the McREL Teacher Evaluation System.
A Lakeview Community Schools Educator Evaluation Summary must be placed in the employee’s personnel
file by June 30th. This evaluation will be based upon the current year observations. If a Teacher chooses to
add a rebuttal to their evaluation, they shall do so within 10 business days. The evaluation must contain an
assessment of the teacher's progress in meeting the goals of his/her current plan, as well as the Teacher’s new
IPDP or IDP. Upon completion of the year-end performance evaluation, a personal conference will be held
between the building administrator and the teacher to discuss and or modify the existing IDP, if necessary.
D. Probationary Teachers and Tenure Teacher rated below effective may be required to attend meetings or in-
services for up to four days and shall be compensated at $75.00 per day, prorated for anything less than a day
(7 1/2 hrs per day) over the summer vacation for the purpose of developing the IPDP/IDP or for professional
development necessary to implement strategies identified within the IPDP/IDP. The date is to be mutually
agreed upon between teacher and building administrator.
i. During any formal or informal observation, if a principal records any “Below Proficient’ or “Not
Demonstrated” rating for any element or building criteria for a Teacher, a post-observation meeting
will be held within 10 days of the observation for the purpose of addressing documented concern(s).
During the post-observation meeting, the teacher and administrator will discuss professional growth
opportunities and recommendations that will be documented in their observation report. The school
district will pay any mutually agreed upon expenses (such as mileage, workshop fees, etc.) incurred
by the teacher.
ii. If the teacher receives a “Below Proficient” rating on their Summary Evaluation Rating Form in
McRel and feels the evaluation is inaccurate due to a perceived bias, the teacher has a right to appeal
to the Superintendent.
5. The LCS McRel Final Summative Rating shall be determined by a teacher receiving points for each component.
A. Probationary Teachers who are deemed Proficient or higher in all elements will be placed on a “Monitored
Professional Development Plan.” All other Probationary Teachers will be placed on a “Directed Professional
Development Plan.” An administrator may place a teacher on a Directed or Monitored Professional
Development Plan if observation deems corrected actions necessary, (e.g. classroom management,
organization).
B. Tenured Teachers who receive at least an overall evaluation rating of “effective”, will be placed on an
“Individual Professional Development Plan.” Tenured Teachers who receive below “effective rating” on the
evaluation will be placed on a “Monitored Professional Development Plan” or a “Directed Professional
Development Plan.” An administrator may place a teacher on a Directed or Monitored Professional
Development Plan if observation deems corrected actions necessary, (e.g. classroom management,
organization).
C. Transfers and reassignments may be made for the purpose of removing staff that have not improved their
professional practice and were unsuccessful at meeting the requirements for their “Monitored Professional
Development Plan” or “Directed Professional Development Plan.” Removal of staff shall abide by all State
laws and will take place the last day of school following a teacher receiving a second unsatisfactory
evaluation or time set forth by State law.
Example: June 15, 2014 “Ineffective” Rating
June 15, 2015 “Ineffective” Evaluation
June 15, 2015 Removal
6. Probationary teachers and tenure teachers shall have the right of representation in any conference or consultation.
Lakeview Community Schools Professional Staff Evaluation Handbook
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McREL TARGETS and ARTIFACTS
STANDARD
I: Teachers demonstrate leadership
Element A: Teachers lead in their classroom
Possible
Artifacts:
Portfolios, rubrics, NWEA, IGOR, progress monitoring, common ELA/Math
block components, essential questions, meeting minutes, classroom
rules/procedures visible for students
Developing ● Has assessment data available and refers to it to understand the skills and
abilities of students
● Accesses available data to understand the skills and abilities of students
● Has written classroom management plan available and posted
● Has learning objectives posted in classroom
Proficient ● Uses a variety of assessments to evaluate student progress
● Includes evidence of data analysis in lesson plans, activities, and group
assignments
● Communicates learning objectives to students
● Enforces the written classroom management plans
● Designs instruction to fit needs of individual child
Accomplished ● Uses portfolios, rubrics, and/or other types of assessments to evaluate
progress
● Uses protocols and forms for collaborative activities
● Includes real‐life situations in lesson plans
● Provides leadership opportunities in classroom
● Learning objectives are communicated/modeled to produce student leaders in the
classroom
● Develops lesson plans and classroom activities that reflect ongoing use of
assessment data
Distinguished ● Analyzes data with colleagues to make decisions about student needs and
instructional planning
● Facilitates professional development at the school level to ensure all students
succeed by the use of best practices connected to student data
Element B: Teachers demonstrate leadership in the school
Possible
Artifacts:
Meeting minutes, written documentation of peer observation
Developing ● Attends Professional Learning Community meetings (department, faculty,
grade level, team, other)
● Has a copy of the School Improvement Plan and is familiar with building goals
Proficient ● Actively participates in Professional Learning Community meetings
(department, faculty, grade level, team, other)
● Analyzes data with colleagues to make instructional decisions
● Provides suggestions and feedback to School Improvement Team
Accomplished ● Facilitates Professional Learning Community meetings and/or serves as a
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grade level, department, or School Improvement Team representative
● Assists in developing plans to foster academic growth
● Observes peer teachers to learn new strategies
● Shares plans, strategies, etc. with colleagues
Distinguished ● Serves as a leader in implementing or advocating the creation of goals in
the School Improvement Plan
● Invites or visits other teachers into classroom to share instructional strategies
ELEMENT
C: Teachers lead the teaching profession
Possible
Artifacts:
Agendas for meetings set up for colleagues, notes for meetings set up with
colleagues, lesson plans reflecting in classroom activities, grade level and
content area team meetings are showing active participation, contact logs
Developing ● Can access the MAISD professional development web site and locate
professional development opportunities
● Attends required professional development sessions
● Collaborates formally and informally during meetings and has a written
professional development plan
Proficient ● Provides research on best practices and/or documentation of required
professional development activities or readings completed
● Communicates professionally with the leadership team representative,
grade level and/or department chair
● Effectively and consistently communicates with parents, students, colleagues,
and administrators
● Collaborates effectively during meetings and dialogue, establishing a positive
line of communication with colleagues and administration
Accomplished ● Actively seeks and attends at least one non‐required professional growth activity
● Lesson plans show implementation of content and best practices learned in
professional development
Distinguished ● Leads professional development to address areas of need at the school level
● Models professionalism with a positive attitude and strong work ethic
● Observes and gives feedback to colleagues in lesson planning and delivery
● Establishes collegial classroom visitations for the purpose of garnering
best practices to share with departments
Element D: Teachers advocate for schools and students
Possible
Artifacts:
Meeting minutes, documented portfolio process, communication with home,
lesson plans addressing multiple learning needs, using IEP’s and
communicating with appropriate personnel on strategies for success
Developing ● Has copy of the school handbook
● Attends meetings as required
● Can communicate testing and portfolio process/procedures
● Collaborates with colleagues to improve student learning
Proficient ● Develops written lesson plans for student learning
● Shares ideas for positive change at school meetings
● Uses formative data to improve student learning
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● Attends IEP meetings when requested
● Sends progress reports and/or updates weekly progress via PowerSchool
● Communicates with school personnel regarding student needs
Accomplished ● Leads small group meetings
● Organizes events and/or programs at the school or encourages parent/guardian
participation in school activities
● Communicates with parents/guardians beyond required reports and open house
sessions to show and discuss student work and/or progress
● Actively seeks solutions for challenged students and helps remove barriers for
success
Distinguished ● Serves as a leader or chairperson of a group that advocates for schools
and/or students
● Leads staff development on activities/strategies/ways to assist students
and the building to overcome challenges
Element E: Teachers demonstrate high ethical standards
Possible
Artifacts:
Classroom rules and procedures for view of students, no reprimands on file
from current school year, absence of complaints from
students/parents/colleagues, meeting minutes
Developing ● Has reviewed a copy of the LCS bylaws and policies pertaining to staff ethics
and standards for professional conduct
● Completes lesson plans for daily instruction
● Has fair and equitable classroom rules and procedures to protect student learning
conditions
● Keeps accurate student discipline log, communication log, grade book
● Keeps records confidential
Proficient ● Maintains an accurate and equitable grading policy and management plan
● Consistently exhibits professional behavior in the classroom, meetings, and
school functions
● Protects the learning environment to maximize instructional time for
student learning
● Participates in professional development activities as required
Accomplished ● Participates in professional development to improve performance
● Seeks additional resources to provide a classroom climate conducive to learning
and to promote learning to the maximum possible extent
● Collaborates with others to shape educational goals, policies, and decisions
● Consistently follows all classroom, building, and district policies
Distinguished ● Leads an initiative to shape educational goals, policies, and decisions
● Effectively uses data to make recommendations for school improvement
STANDARD
II:
Teachers Establish a Respectful Environment for a Diverse Population of
Students
Element A: Teachers provide an environment in which each child has a positive
nurturing relationship with caring adults.
Possible Lesson plans reflect understanding of IEP’s/504’s/behavior plans,
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Artifacts: conferencing/communication logs,NWEA/MEAP/PowerSchool/economically
disadvantaged, home visits, mentoring others
Developing ● Identifies the types of diversity within the student population
Proficient ● Respects the diversity within the student population
● Establishes a classroom environment that reflects cultural diversity
Accomplished ● Encourages students to be supportive of diversity
● Creates a safe and orderly environment that allows students to take risks
Distinguished ● Advises/leads colleagues to be supportive of diversity
Element B: Teachers embrace diversity in the school community and in the world.
Possible
Artifacts:
Ted TV.com, lesson plans, demographics in the district/building, Skype,
video clips, student projects involving diversity, bulletin boards involving
diversity
Developing ● Identifies the types of diversity within the school community
Proficient ● Displays knowledge of diverse cultures, their histories, and their roles in shaping
global issues
Accomplished ● Understands the influence of diversity and plans instruction appropriately
● Uses a variety of materials that reflect a broad range of cultures and interests
Distinguished ● Coordinates guest visits/field trips into the classroom/curriculum that capitalizes
on diversity as an asset
Element C: Teachers treat students as individuals.
Possible
Artifacts:
NWEA data in lesson plans, classroom projects, reward activities, use of
IEP’s/504’s, journaling, classroom observations will demonstrate a variety of
activities
Developing ● Communicates district’s purpose and vision
● Rarely differentiates instruction
Proficient ● Articulates the need to treat students as individuals
● Creates classroom opportunities that allows the teacher to actively know and
connect with their students
● Incorporates student interests and/or concerns into course content
Accomplished ● Values individual student contributions
● Creates activities/lessons that provides students with choices about how to
express their learning
Distinguished ● Maintains a learning environment that has high expectations of every student
● Differentiates student work activities on a daily basis
Element D: Teachers adapt their teaching for the benefit of students with special needs.
Possible
Artifacts:
IEP at a glance, 504 accommodations, progress monitoring, data portfolios,
lesson plans, modification notes and examples, ITunesU, Skype, TED TV,
KhanAcademy
Developing ● Identifies students in your building that have special needs
● Be aware of student IEP accommodations
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● Has an awareness of available student modifications
● Has a knowledge of multiple intelligence strategies
● Can identify subgroups that exist within the classroom/school
● Frequently monitors student performance
● Rarely differentiates instruction
Proficient ● Meets/communicates with student case manager(s) consistently
● Collaborates with specialists that can provide support to the special learning
needs of students
● Periodically seeks assistance to meet the needs of students
● Directions are given to students in a variety of ways
● Participates in professional development activities to improve teaching
strategies
● Differentiates student activities occasionally
● Makes adjustments in the lessons based on the needs of the students
● Lesson plans include differentiated plans for advanced and struggling
students
● Follows the IEP accommodations of the students
Accomplished ● Provides collaborative learning opportunities for students based on learning
needs
● Frequently uses various assessments to modify some activities
● Differentiates student activities on a regular basis
● Frequently acts as a resource person for peers and/or seeks support for the needs
of students
Distinguished ● Consistently differentiates lesson based on students needs
● Utilizes diagnostic, formative and summative data and other available resources
to adapt instruction
● Systematically differentiates lessons based on students needs
● Utilizes data and other available resources to adapt instruction
● Utilizes technology in order to deepen student understanding
● Acts as a resource to peers and the school community
Element E: Teachers work collaboratively with the families and significant adults in the
lives of their students.
Possible
Artifacts:
Meeting agendas, classroom webpage/blog, NWEA goal setting sheet for
parents/students, periodic progress reports, signed syllabi, tutoring students
at time outside of normal school day, Facebook page for class, Twitter
account for class, face-to-face parent contact, class website/newsletter
Developing ● Recognizes factors that can diminish or enhance involvement by parents,
guardians, and the community in schools
● Distributes communications to parents
● Keeps a record of all school related communications
● Identifies obstacles that prevent students from being successful
Proficient ● Maintains a communication log
● Maintains a classroom website or class newsletter
● Teacher advocates for school community
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Accomplished ● Maintains a classroom website with current assignments, projects,
announcements
● Identifies obstacles that prevent students from being successful
● Attends events that are hosted in the school community
Distinguished ● Documents responsiveness to parent needs via a communication log
● Makes appropriate referrals to available resources
● Advocates for school community
● Make home visit when all other forms of communication have failed
STANDARD
III: Teachers know the content they teach
Element A: Teachers align their instruction with the state standards.
Possible
Artifacts:
EBLI lessons, meeting notes, state committee(s), LCS curriculum council,
student growth rubric, ongoing reflection in lesson planning
Developing ● Demonstrates awareness of state standards/common core and can easily produce
when requested
● Lesson plans show evidence of the inclusion of literacy across content
areas
Proficient ● State standards/common core objectives are clearly articulated in lesson plans
● Lessons show evidence of the use of strategies that make the curriculum
rigorous and relevant
● Elementary: Integrates effective literacy instruction throughout the curriculum
● Secondary: Incorporates a wide variety of literacy skills within content areas to
enhance learning
Accomplished ● Incorporates strategies and resources in lessons that were obtained from
staff/grade level meetings and professional development opportunities
● Reflects upon the rigor and relevance of the taught curriculum via grade level
meetings and conversations with administrators, peers and parents
● Employs higher order thinking skills in developing lessons and questions
Distinguished ● Models strategies for colleagues
● Develops and leads training to help colleagues align their instruction with the
State Standards/Common Core
● Actively participates in curriculum coordinating council, state or local focus
group, or state or local project teams
● Uses student data to make appropriate adjustments to lesson content and the
pacing of the curriculum
Element B: Teachers know the content appropriate to their teaching specialty
Possible
Artifacts:
Curriculum Crafter notes, Readers’ and Writers’ Workshop, EBLI lessons,
lesson plans, virtual field trips, learning/science fairs, on-line communities,
EduSkype, student clubs and activities, student projects, certificates from
workshops
Developing ● Objectives of daily lessons are aligned to content appropriate to grade level or
subject area being taught
● Uses professional resources related to their content when planning
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and delivering instruction
Proficient ● Attends professional development, graduate courses, conferences, designed to
increase content knowledge
● Has a working knowledge of the technologies available to increase student
understanding of content curriculum
Accomplished ● Involves students in learning more about the content area outside of the required
curriculum
● Shares content area resources with colleagues
● Engages in the use of technology to enhance the delivery and student
understanding of the content area
Distinguished ● Sponsors clubs, field trips, after-school activities related to content area
● Develops resources and tools that aid self and colleagues to
increase the rigor and relevance of the content area for students
Element C: Teachers recognize the interconnectedness of content areas/disciplines
Possible
Artifacts:
Curriculum Crafter notes, lesson plans, student work, classroom displays,
meeting notes, guest speakers, field trips, EduSkype
Developing ● Has knowledge of the curriculum content below and above their grade
level/course
● Has a global/interdisciplinary understanding of the interconnectedness of all
curriculum areas
● Attends vertical and horizontal curriculum planning meetings
Proficient ● Team and/or vertical articulation meetings are attended to discuss grade level
and/or subject area requirements
● Promotes global awareness relevant content into lesson plans and delivery
Accomplished ● Relates content to other disciplines as evidenced by lesson
plans, lesson delivery, student work, out of class activities
● Integrates global awareness content into lesson plans and delivery
● Team teaching/co‐teaching or planning interdisciplinary units
● Leads content planning meetings
Distinguished ● Utilizes technology to teach global awareness
● Collaborates with community, universities or other organizations to ensure the
interconnectedness of content areas/disciplines
● Develops and delivers professional development designed to help colleagues
understand global connections embedded within content areas
Element D: Teachers make instruction relevant to students
Possible
Artifacts:
Lesson plans that involve critical thinking, problem solving, technology
literacy, collaborating and communicating ideas to each other, global
awareness, civic literacy, financial literacy, health awareness, authentic
assessments that demonstrate student understanding, relevant lessons,
websites and blogs
Developing ● Lesson plans reflect that the teacher is able to connect their curriculum to life in
the 21st century
● Knows how to access resources, artifacts, and examples to help students connect
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their learning to life in the 21st century
Proficient ● Instructional delivery includes activities that enable students to connect the
curriculum with technology using 21st century skills
● Teacher is able to help students make connections across the
curriculum as evidenced by student work
Accomplished ● Integrates core content with 21st century content
● Collaborates with colleagues to show relevance between disciplines
● Uses outside resources, artifacts and examples that facilitate students making
connections between the classroom and life in the
21st century
Distinguished ● Collaborates and develops relationships with community members
● Conducts field studies or active research with students to make connections
between the classroom and life in the 21st century
STANDARD
IV: Teachers facilitate learning for their students
Element A:
Teachers know the ways in which learning takes place, and they know the
appropriate levels. Teachers facilitate learning for their students of
intellectual, physical, social, and emotional development of their students.
Possible
Artifacts:
Lesson plans, data, IEP review/504 knowledge, utilizes available data to
adapt/modify instruction (NWEA, MEAP, ACT, other), PD materials
Developing ● Understands developmental levels and recognizes the need to
differentiate instruction
● Assesses students’ academic performance
Proficient ● Implements multiple teaching strategies to address various learning styles
● Provides differentiated assignments based on assessment data
Accomplished ● Consistently and appropriately differentiates instruction
● Identifies appropriate developmental levels using formative and summative
assessments
Distinguished ● Shares ideas with peers and assists in leading professional
development
● Presents at county, state, or national meetings and/or conferences
● Is aware of current research regarding student learning
● Researches and encourages the school to adapt or adopt programs that enhance
student learning
Element B: Teachers plan instruction appropriate for their students
Possible
Artifacts:
Anecdotal records, progress monitoring, knowledge of IEP/504’s, meeting
notes, lesson plans
Developing ● Creates lesson plans aligned with the state standards/common core
● Administers required assessments
● Recognizes that data is an important tool for planning
● Uses available curriculum resources to guide instruction
Proficient ● Uses formative/summative assessments as well as other data to guide
instruction and lesson planning
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● Continually modifies instruction based on informal and formal assessment data
● Incorporates teaching strategies that meet the needs of all students
Accomplished ● Monitors all student responses during whole class, small group and
seat-work activities
● Creates common assessments or reviews assessments with vertical content areas
Distinguished ● Responds to cultural differences through lesson planning and lesson
implementation
● Leads vertical data discussions to support SIP goals and objectives
Element C: Teachers use a variety of instructional methods
Possible
Artifacts:
Lesson plans, learning style surveys, lesson design, conferencing, classroom
websites, Skype, handouts, labs, small group notes, professional
literature/publications
Developing ● Is aware of different teaching strategies and learning styles
Proficient ● Differentiates instruction to meet the different learning styles in the classroom
● Incorporates a variety of classroom activities during instruction
Accomplished ● Differentiates instruction on a *weekly basis incorporating visual, auditory, and
kinesthetic learning opportunities to meet the learning needs of all students
Distinguished ● Teacher incorporates current ideas from in‐service training and self generated
research into lessons
● Teacher keeps informed of current best practices using professional literature
Element D: Teachers integrate and utilize technology in their instruction
Possible
Artifacts:
Email, texting, Facebook, Skype, streaming, tweeting, NWEA, tablets, smart
boards, lesson plans, projects, Powerpoint, web pages, PowerSchool
Developing ● Is aware of technology that is accessible for instructional purposes
Proficient ● Uses technology in the classroom daily
Accomplished ● Teacher uses appropriate technology to support instruction of core curriculum
while incorporating 21st century skills
Distinguished ● Leads students to produce a project using technology
● Attends professional development on technology and uses skills
learned as part of his/her daily practice
Element E: Teachers help students develop critical thinking and problem solving skills
Possible
Artifacts:
Pre-lesson activities, learning targets, projects, group work, essays, labs,
conferencing, current events, discussion reflections, students teach others
Developing ● Recognizes the importance of higher order thinking skills and the various levels
of higher order questioning
● Asks knowledge and comprehension based questions in the classroom
Proficient ● Requires students to apply, analyze, evaluate, and create
Accomplished ● Teacher consistently poses higher order questions to students and models think‐
aloud and problem solving
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● Teacher asks questions to help guide students toward developing their own
understanding by: thinking creatively, synthesizing knowledge, drawing
conclusions, understanding connections, making complex choices, and framing,
analyzing and solving problems
Distinguished ● Assists colleagues in integrating higher order thinking and problem solving
skills during grade level meetings and/or staff development
Element F: Teachers help students work in teams and develop leadership qualities
Possible
Artifacts:
Author study, pre/post surveys, lists of groups, notes, peer evaluations,
projects, rubrics, seating chart, lesson plans, peer tutoring, peer editing,
partner work, athletic teams, clubs, book clubs
Developing ● Understands the need to teach students to work collaboratively
● Arranges classroom seating that encourages and supports collaborative work
Proficient ● Teacher provides frequent opportunities for paired activities and small
group work
● Teacher groups students purposefully to ensure collaboration and provides
opportunities for students to collaborate effectively
Accomplished ● Creates a learning environment that empowers students to assemble working
teams and assign themselves roles and responsibilities
Distinguished ● Develops student leaders and teamwork skills that will benefit students
outside the classroom setting
Element G: Teachers communicate effectively
Possible
Artifacts:
Rules/procedures posted, lesson plans, positive body language, website,
newsletters, journaling, letters to parents, syllabus, texting, telephone,
twitter, Facebook, projects, assessments
Developing ● Utilizes correct grammar when communicating
● Speaks clearly in all conversations
● Gives clear directions as part of lessons
● Uses a positive tone and voice level in conversations
● There is evidence that rules and procedures are in place for effective classroom
management
Proficient ● Provides a variety of teaching styles (tone, visual, etc.) to communicate
directions
● Communicates in verbal and written notes
● Utilizes a newsletter/website to communicate with parents
● Lesson presentation demonstrates use of variety of questioning
techniques and opportunities for discussion
● Lessons include modeling
● Teachers communicate weekly to update parents and students
● Teacher assures that all students have equal opportunity for classroom
responses
● Teachers use positive language and provides feedback through quarterly
conferences with students
● Students participate in small group discussion and cooperative groups
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Accomplished ● Asks open‐ended questions and encourages open discussions
● Uses cooperative groups effectively
● Communicates weekly with families through a variety of methods
● Students actively participate by listening, writing, and classroom discussions
● Teacher has students use journals and responds to their work
● Teacher provides opportunity for students to select appropriate means of
communication and assess their work
Distinguished ● Teacher empowers students to lead in instructional opportunities
● Teacher empowers students to assess peers and their own learning
● Helps to establish school‐wide procedures for enhancing communication of
students and colleagues
● Employs a 21st century mindset in communication and learning
Element H: Teachers use a variety of methods to access what each students has learned
Possible
Artifacts:
Assessments, modified work, progress reports, rubrics, running records,
self-assessments, data, student work, homework, digital recordings, NWEA,
grade level meetings, unit tests, ACT, IGOR, MEAP, quick checks,
classroom notes, peer review notes
Developing ● Administers required assessments
● Administers formative and summative assessments and maintains
records of students’ progress
Proficient ● Reviews students’ homework to assess mastery
● Uses test data to group children for instruction
● Adjust teaching to address and meet students’ needs based on multiple
assessments
● Uses a variety of methods to assess students including small group interactions
● Understands how to interpret the data and uses information to drive instruction
● Provides evidence that students are attaining 21st century knowledge
Accomplished ● Uses data in order to modify instruction on a consistent basis
● Consistently uses data to drive instruction and modifies daily
instructions accordingly
● Uses small group instruction to teach concepts based on data from assessments
● Teacher allows students to choose from a variety of ways to demonstrate
mastery
● Teacher uses rubrics to determine learning expectations for the students as well
as to evaluate student products
● Allows peer review and peer feedback to encouraging learning and reflection
Distinguished ● Teachers teach students to self‐evaluate and set goals
● Regularly conducts summative, formative, and anecdotal assessments to fluidly
group students
● Teach students to analyze assessments/tests in order to take responsibility for
their own performance and set personal improvement goals
● Students are allowed to choose the artifacts they are assessed by
Lakeview Community Schools Professional Staff Evaluation Handbook
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STANDARD
V: Teachers reflect on their practice
Element A: Teachers analyze student learning
Possible
Artifacts:
Portfolios, workshop/PD certificate, collaboration notes, data journal,
projects, labs, rubrics, RIT scores, running records, flexible groups, team
meeting notes, webinars, academic fair, displays student work
Developing ● Review students’ portfolio, IEP’s, and cumulative records prior to planning
lessons
● Attends workshops focused on improving student learning
Proficient ● Routinely shares research based interventions while discussing and analyzing
student data during PLC’s, staff, content area, or grade level meetings
Accomplished ● Keeps a student data log or journal showing analysis and reflection about
student learning
Distinguished ● Keeps a student data log or journal on each student showing evidence of
analysis from using research based strategies and shares strategies during grade
level discussions
Element B: Teachers link professional growth to their professional goals
Possible
Artifacts:
Meeting notes, notes from conferences, student work, PD plan/goals
Developing ● Attend staff meetings and professional development sessions at school and with
the county
● Has knowledge of availability of workshops through the MAISD
● Develops an appropriate professional development plan
● Reads and provides input with colleagues on school improvement plan
Proficient ● Participates in professional development that aligns with individual, building,
and/or district professional development goals
● Has a positive rapport with staff
Accomplished ● Attend workshops aligned with individual professional development goals that
apply to student needs
● Takes an active leadership role in leading professional development
● Collects and shares outside resources
Distinguished ● Uses the strategies learned at professional development workshop in planning
with grade level team
● Chairs a committee or is an active leader in the overall school improvement
process
Element C: Teachers function effectively in a complex dynamitic environment
Possible
Artifacts:
Lesson plans, NWEA, student work, certificates, professional
literature/publications, journaling, e-mails, classroom data, evaluations for
special education, meeting minutes
Developing ● Reviews professional material and is knowledgeable of current research based
approaches
Proficient ● Uses research based intervention practices in lessons
Lakeview Community Schools Professional Staff Evaluation Handbook
15
Accomplished ● Implements research based practices in the classroom
● Participates in workshop on own initiative and presents to staff
Distinguished ● Conducts and/or shares research from professional materials
● Presents at local, county, state, or national level
Revised July 31, 2014
MERIT PAY
Merit Pay Tied to Student Achievement
1. The Merit Pay process shall comply with all requirements established by MCL 380.1250. This process will be reviewed
periodically and change appropriately to continue to comply with all regulations.
2. Merit Pay shall be defined as additional compensation certified staff will be awarded above his or her regular salary. It
shall not be considered base compensation. Merit pay shall not impact the step schedule or the salary schedule.
3. The Lakeview Community School’s Board of Education shall designate a minimum of $15,000 annually. Merit Pay shall
be paid annually by June 30th.
4. Earning Merit Pay points will begin after the last school day and continue through the last school day the following year.
Any certified staff member who meets the following four requirements will receive merit pay:
1. A tenured certified staff member cannot be on a Monitored or Directed Professional Development Plan. Probationary
teachers cannot be on a Directed Professional Development Plan.
2. A certified staff member must have at least a proficient rating in four (4) of the five (5) evaluation standards and at
least one (1) rating above proficient.
3. Must have a minimum of 75 points.
Lakeview Community Schools Professional Staff Evaluation Handbook
16
A. Distinguished and/or Accomplished in each Standard, based on the Teacher Summary Evaluation Rating Sheet.
Standards Proficient Accomplished Distinguished
Teacher Demonstrates Leadership 0 4 6
Teacher Establishes a Respectful Environment 0 4 6
Teacher Knows the Content They Teach 0 4 6
Teacher Facilitates Learning for Their Students 0 4 6
Teacher Reflects on Their Practices 0 4 6
TOTAL MAXIMUM POINTS PER YEAR 20 30
A - Counselors - Distinguished and/or Accomplished in each Standard, based on the Counselor Summary Evaluation Rating
Sheet.
Standards Proficient Accomplished Distinguished
Direct Service/Instructional Support 0 4 6
Assessment 0 4 6
Program and Planning 0 4 6
Consultation and Contribution to the Learning Environment 0 4 6
Professional Responsibilities 0 4 6
TOTAL MAXIMUM POINTS PER YEAR 20 30
A – Speech Therapists - Distinguished and/or Accomplished in each Standard, based on the Speech Summary Evaluation
Rating Sheet.
Standards Proficient Accomplished Distinguished
Direct Service/Instructional Support 0 4 6
Assessment 0 4 6
Program and Planning 0 4 6
Consultation and Contribution to the Learning Environment 0 4 6
Professional Responsibilities 0 4 6
TOTAL MAXIMUM POINTS PER YEAR 20 30
A – Social Workers - Distinguished and/or Accomplished in each Standard, based on the Social Worker Summary Evaluation
Rating Sheet.
Standards Proficient Accomplished Distinguished
Direct Service/Instructional Support 0 4 6
Assessment 0 4 6
Program and Planning 0 4 6
Consultation and Contribution to the Learning Environment 0 4 6
Professional Responsibilities 0 4 6
TOTAL MAXIMUM POINTS PER YEAR 20 30
B. Certified staff member meets his or her IPEP Goals, based on the Individualized Professional Development Plan End-of-
Year Review.
Goals
Not Met
MET
Lakeview Community Schools Professional Staff Evaluation Handbook
17
All Goals were successfully met
0
10
C. Self-Directed Professional Development: A certified staff member participates in professional development activities on
their own time (above and beyond the State days) and substantially at their own expenses or sent by the district will
receive points. Staff is expected to attached artifact.
Professional Development Activity Total Points
Professional Development (1 hr = 0.1 point or if
given SCECH will equal the SCECH points) or
College Credit (1 credit hour = 3 points)
10
TOTAL MAXIMUM POINTS PER YEAR 10
D. A certified staff member who documents leading or attending various meetings or activities outside the school day that
help inform and guide the operations and instruction of the school, district, and/or community, as well as
meeting individual student academic and nonacademic needs that cannot be met during the regular
school day or by school means shall receive points.
Activities Points if receiving Compensation
(per event)
Points if Voluntary (per event)
Committee Chair 1 3
Committee Member (80%
attendance)
1 2
Service Leadership (i.e. Special
Olympics)
1 2
Event Coordinator 1 3
Event Volunteer 1 2
Presentation to other educators,
the public, or students (i.e.
graduation)
1 2
Attending School Events 0 1
Attending Graduation 0 3
Attending Community Events 0 1
Local/State/Federal Recognition 0 1
Attending more than the required
contractual evening events
0 1
Other – determined on individual
basis by Superintendent or
designee
TOTAL MAXIMUM POINTS 30
E. Teachers: Student Achievement Growth: To be eligible for Student Achievement Growth Points staff members must be
effective or higher on the Local and State portion of the LCS Data Rubric.
Student Achievement Growth Does Not Meet school building
mutually agreed upon
goal/criteria
Meets school building mutually
agreed upon goal/criteria
Local Assessment 0 10
State Assessment 0 10
TOTAL MAXIMUM POINTS 20
E. Social Worker: Student Achievement Growth: Social Workers will write two objectives that are Specific, Measurable,
Attainable, Results Driven, and Time-bound (SMART goals). The guidelines to writing these objectives are below. Each goal
Lakeview Community Schools Professional Staff Evaluation Handbook
18
must be approved by the building administrator and must be developed prior to the first day of school. These goals will
represent the local assessment as it relates to “social worker”. The criteria are written below:
a. One objective must reflect a department goal,
and
b. One objective must reflect:
i. a school-specific goal from the School Improvement Plan,
ii. an LCS district-wide goal,
iii. a team goal,
or
iv. a second department goal.
SAMPLE OBJECTIVE #5 (ELEMENTARY/DISTRICT GOAL/DIRECT SERVICE)
70% of students referred to the School Social Worker (SSW) for behavioral issues that impact learning will show
improved behavior and ability to attend in the classroom, resulting in improved academic achievement.
Rationale: Set high expectations for all students to achieve
Population: 30 students referred for behavioral issues
Interval of Instructional Time: One school year
Assessment(s): Individual student growth plan
Expected Gain/Growth: 70% of students referred to the SSW for behavioral issues that impact learning will show a 50%
improvement in behavior and an ability to attend in the classroom, resulting in improved academic achievement as measured
by referral logs, attendance records, and report card grades.
Strategies: Learning Content:
� Individual conferences � Problem solving
� Parent meetings � Refusal skills
� Letters to parents � Conflict resolution
� Phone call to parents � Goal setting
� Behavior contract
� Attendance tracking
� Weekly progress reports
� Monthly incentives
� Weekly support group sessions
State Assessment – Social Worker’s will qualify for merit points based on students meeting target growth rate in English
Language Arts, prorated for the departments/grade levels the social worker services. In this case, we will be utilizing the
achievement results from the middle school students in our district.
Student Achievement Growth Does Not Meet mutually agreed
upon goal/criteria
Meets mutually agreed upon
goal/criteria
Objective 1 0 9
Objective 2 0 9
State Assessment 0 2
TOTAL MAXIMUM POINTS 0 20
Add for Speech
E. Counselors: Student Achievement Growth: Counselor’s will write two objectives that are Specific, Measurable, Attainable,
Results Driven, and Time-bound (SMART goals). The guidelines to writing these objectives are below. Each goal must be
approved by the building administrator and must be developed prior to the first day of school. These goals will represent the
local assessment as it relates to “counselor”. The criteria are written below:
Lakeview Community Schools Professional Staff Evaluation Handbook
19
All Counselors will write two objectives based on the three counseling domains of academic,
career and personal/social growth:
a. one objective focused on increasing student achievement for a subgroup of students;
and
b. one objective focused on at least one of the following: student academic, student career, or student personal/social
growth.
SAMPLE OBJECTIVE—INCREASING STUDENT ACHIEVEMENT FOR A SUBGROUP OF STUDENTS
The school counselor, a team of teachers, and a student advisor will work collaboratively
with the principal or an assistant principal to identify a subgroup of at least 40 students
who failed two or more courses the previous year and develop a learning plan that results
in 95% of the students passing all courses.
State Assessment – Counselor’s will qualify for merit points based on students meeting target growth rate in English Language
Arts, prorated for the departments/grade levels the counselor services.
Student Achievement Growth Does Not Meet mutually agreed
upon goal/criteria
Meets mutually agreed upon
goal/criteria
Objective 1 0 9
Objective 2 0 9
State Assessment 0 2
TOTAL MAXIMUM POINTS 0 20
F. Calculation for Merit Pay
Activity Maximum Points Points Awarded
(Example Only)
Evaluation 30 10
Meeting Goals 10 1
Self-Directed PD 10 18
Extra Curricular Activities 30 50
Student Achievement Growth 20 10
TOTAL MAXIMUM POINTS 100 89
G. Merit Pay Compensation will be determined by the following calculation:
To qualify, certified staff must have at least 75 points. (prorated according to how many points are given)
$15,000 divided by all qualifying certified staff points = point value
Point value multiplied by each individual certified staff points = merit pay
Example:
$15,000 divided by 15 qualifying certified staff with a total of 1,335 points = $11.24 per point
John Doe has 75 points therefore he received 75 x $11.24 = $843
*Please note, there is a $1,500.00 max per person.
Lakeview Community Schools Professional Staff Evaluation Handbook
20
Lakeview Community Schools
Administrative Guidelines
3131 – Staff Reduction and Recalls
It is the policy of this Board that all personnel decisions shall be based on retaining effective teachers in situations
involving a staffing or program reduction or any other personnel decision resulting in the elimination of a position,
as well as for hiring after such reductions/position eliminations or recall to vacant positions. Length of service or
tenure may only be considered by the administration when all other factors, as listed below, are considered equal
amongst the potentially affected teachers. LEA members will retain their seniority rights three years from date of
layoff.
The effectiveness of teachers shall be measured in accordance with the District’s performance evaluation system
developed under Section 1249 of the School Code, and the personnel decisions shall be based on the following
factors:
A. Each teacher will be given an overall effectiveness rating based on their McREL final evaluation form and
student growth data. The categories are: Highly Effective, Effective, Minimally Effective, and Ineffective.
i. Staff reductions will begin in ascending order beginning with staff members with an Ineffective
rating.
ii. Staff recalls will begin in descending order beginning with a Highly Effective rating.
B. Decisions involving the recall and/or reduction of personnel, when effectiveness ratings are equal, shall
consist of but is not limited to the following:
i. Evidence of student growth and interventions, which shall be the predominant factor in assessing an
employee’s individual performance.
ii. The teacher’s demonstrated pedagogical skills, including at least a special determination concerning
the teacher’s knowledge of his or her subject area and the ability to impart that knowledge through
planning, delivering rigorous content, checking for and building higher-level understanding,
differentiating, and managing a classroom; and consistent preparation to maximize instructional time.
iii. That the teacher’s management of the classroom, manner and efficacy of disciplining students,
rapport with parents and other teachers, and ability to withstand the strain of teaching.
iv. Additional Factors:
a. Individual contributes to the overall performance of the school by making clear,
significant, and relevant contributions above the normal expectations for an individual in
his or her peer group and has demonstrated a record of exceptional performances.
b. Relevant training: This factor shall be based on completion of relevant training other than
the professional development or continuing education that is required by the employer of
by state law and integration of that training into instruction in a meaningful way.
c. The teacher’s attendance pattern.
d. Staff disciplinary record, if any. Any disciplinary records prior to four calendar years will
remain in personnel file; however will not be considered under “additional factors” as it
relates to staff reduction and recalls.
PA 102, 2011
M.C.L. 380.1248
Component Not Demonstrated Developing Proficient Accomplished Distinguished Component Not Demonstrated Developing Proficient Accomplished Distinguished1a 3 2a 3
1b 3 2b 3
1c 3 2c 3
1d 3 2d 3
1e 3 2e 3
Overall Framework 1 0 0 0 15 0 Overall Framework 2 0 0 0 15 0
Component Not Demonstrated Developing Proficient Accomplished Distinguished Component Not Demonstrated Developing Proficient Accomplished Distinguished3a 3 4a 3
3b 3 4b 3
3c 3 4c 3
3d 3 4d 3
Overall Framework 3 0 0 0 12 0 4e 3
4f 3
Component Not Demonstrated Developing Proficient Accomplished Distinguished 4g 3
5a 3 4h 3
5b 3 Overall Framework 4 0 0 0 24 0
5c 3
Overall Framework 5 0 0 0 9 0
Strand Totals Points Each Developing = 1 point
Total points for
Framework 1 0.11 11.25 Each Proficient = 2 points
Total points for
Framework 2 0.11 11.25 Each Accomplished = 3 points
Total points for
Framework 3 0.11 11.25 Each Distinguished = 4 points
Total points for
Framework 4 0.11 11.25Total points for
Framework 5 0.11 11.25
Total Points 56.25
Comments:
Lakeview Community Schools McREL Final Summative RatingsFramework 1 - Demonstrates Leadership Framework 2 - Respectful Environment
Framework 3 - Knowing Content Framework 4 - Facilitate Learning
Framework 5 - Reflect on Practice
Each Strand is worth 15%or 15 points in McRELMax Possible = 75
Ineffective - 1 Point Minimally Effective - 2 Points Effective - 3 Points Highly Effective - 4 Points
Student Progress in
Learning
The teacher has no system for
maintaining information on student
progress in learning, or the system
is in disarray.
The teacher's system for maintaining
information on student progress in
learning is rudimentary or partially
effective.
The teacher's system for
maintaining information on student
progress in learning is effective.
The teacher's system for maintaining
information on student progress in
learning is very effective, and the
information is accessible to students.
Use of Data to
Evaluate
Effectiveness of
Instruction
Assessment is focused on student
achievement with limited
connections made to the
effectiveness of the teaching
techniques employed.
Assessment results are loosely interpreted
as the result of the relationship between
student achievement and teacher
instruction.
A variety of assessment results are
used to evaluate the effectiveness
of teaching strategies and impact
on student progress.
Both formative and summative
assessments are used to evaluate the
effectiveness of instruction on student
progress and serve as a basis for
reflecting on and revising practice
with students.
Alignment with
Instructional Goals
The content of and methods used
to assess student learning lacks
alignment with instructional goals.
The content of and methods used to assess
student learning are inconistently aligned
with instructional goals.
The content of and methods used
to assess student learning are
aligned with instructional goals.
The content of and methods used to
assess student learning are aligned to
instructinal goals and are
differentiated according to individual
student needs.
The target is based on
the NWEA status norms
(RIT Scores)
Post data shows less than 60% of
students show growth equal to the
NWEA normative targets.
Post data shows at least 60% of students
show growth equal to the NWEA
normative targets.
Post data shows at least 75% of
students show growth equal to the
NWEA normative targets.
Post data shows at least 90% of
students show growth equal to the
NWEA normative targets.
Goal is developed by
district and/or building
improvement teams
Grades 3-7: Less than 60% of are
proficient on the MEAP test or
showed growth of at least 2
performance levels.
Grades 3-7: At least 60% of students are
proficient on the MEAP test or showed
growth of at least 2 performance levels.
Grades 3-7: At least 75% of
students are proficient on the
MEAP test or showed growth of at
least 2 performance levels.
Grades 3-7: At least 90% of students
are proficient on the MEAP test or
showed growth of at least 2
performance levels.
Total Points scored = 15
2014-15: 25% of the overall evaluation Percentage scored = 0.75
Revised 7-31-14 2015-16: 50% of the overall evaluation Points earned for this standard = 18.75
Lakeview Community Schools - Standards for Teacher Evaluation
Student Assessment and Achievement Data
Student Achievement Data: Local
Student Achievement Data: State
Ineffective Highly Effective
0-49 84-100
Teacher Signature Date
Administrator Signature Date
Superintendent Signature Date2014-2015 Student Growth and Assessment Data = .252015-2016 Student Growth and Assessment Data = .50
EffectiveMinimally Effective
50-66 67-83
Final Performance Rating
Total Possible = 100% 75(Rubric Score * .75) + (Data Source * .25) = Final Rating
Reflect on Practice 12% 11.25Student Growth and Achievement 40% 18.75
Knowing Content 12% 11.25Facilitate Learning 12% 11.25
Final Calculation Guidance
Respectful Environment 12% 11.25Demonstrates Leadership 12% 11.25
Framework Weight of Category Category Score
MME Star ReadingACTPlan/Explore
MI Access NWEA Local Exams
MEAP Access Star Math
Lakeview Community Schools Educator Evaluation SummaryStudent Growth and Assessment Data
Three years of data will be included when available.
MEAP IEP Goals MLPP