performance based teacher evaluation
DESCRIPTION
Performance Based Teacher Evaluation. March 10, 2006. When will we use this new system?. Piloted this school year In place for all staff next year. How is this system different from our current system?. Focus on professional growth Multi-prong approach to gathering data - PowerPoint PPT PresentationTRANSCRIPT
Performance Based Teacher Evaluation
March 10, 2006
When will we use this new system? Piloted this school year In place for all staff next year
How is this system different from our current system? Focus on professional growth Multi-prong approach to gathering
data More complete picture of teacher Fewer evaluations for tenured
teachers
The Process At the beginning of the year, staff
members complete a Professional Development Plan (PDP).
Replaces IPDP
The PDP Done collaboratively with building
administrator Staff members choose one of several
options Goals must be related to CSIP and
building SIP plan. Staff members provide artifact data to
show how this professional development impacted student learning.
The Evaluation Schedule:
Phase I: for Non-tenured Staff Evaluated every year
One unscheduled observation One scheduled observation Drop-in observations One summative observation at end of
year
The Evaluation Schedule
Phase II: Tenured Staff Evaluations every third year
One unscheduled observation Drop-in observations One summative observation at end of
third year
Drop-Ins An unscheduled, informal visit to the
classroom by the administrator. Data collection is not necessary but may occur as the administrator deems appropriate. If anything is put in writing, the teacher will receive a copy.
The Formative Evaluation Used differently from our current
Formative Evaluation Form
Formative Evaluation A process of ongoing feedback about
a certified staff member’s performance for the purpose of enhancing his/her professional skills.
Formative Evaluations Encompass
SCHEDULED OBSERVATION A planned observation of performance
that includes pre-observation discussion, the observation and documentation, and post-observation discussion used to collect data for the teacher evaluation phase.
Formative Evaluations Encompass
UNSCHEDULED OBSERVATION An unannounced observation of
performance, including the observation and documentation, and post-observation discussion used to collect data for the teacher evaluation phase.
Formative Evaluations Encompass
ARTIFACT DATA Documents or tangible items of
information related to performance. Artifacts are typically supplied by the teacher but may be collected from another related source.
Formative Evaluations Encompass
NON-OBSERVED DATA Unsolicited data regarding a teacher
that is shared with or collected by an administrator and related to a specific criterion.
Summative Evaluation At the end of the evaluation cycle Staff members are expected to meet
all standards and criteria
Summative Evaluation Data in a summative evaluation
includes scheduled observations, unscheduled observations, artifact data, non-observed data, drop-ins, formative evaluations, professional development plans, lesson plan reviews, and other performance related data.
Tenured Teachers in Need of Assistance For a very small percentage of staff
members Replaces our current job target
system Provides more opportunities for
additional growth and improvement than our current job targets
Tenured Teachers in Need of Assistance
Phase III Awareness Phase Assistance Phase Intensive Assistance Phase Disciplinary Phase
Awareness Phase Administrator identifies the concern in
writing Staff member and administrator meet to
collaborate and resolve problem Administrator will review progress
Staff member remains in Phase II Staff member placed in Assistance or
Disciplinary Phase
Assistance Phase Review recommendation from Awareness
Phase Professional Improvement Plan (PIP) is
developed. Goals Strategies to resolve concern Timelines Progress indicators Resources and support needed
Assistance Phase Administrator and staff member review
progress made on PIP Staff member returns to Phase II Staff member stays in Assistance Phase with
revised goals Staff member may be moved to Intensive
Assistance Phase Concern is not resolved and staff member
may be moved to Disciplinary Phase
Assistance Phase If similar concerns arise, related
data obtained during the Assistance Phase may be used in further action against the teacher once the teacher is returned to Professional Level II.
Intensive Assistance Phase Superintendent reviews administrator
request for Intensive Assistance If approved, staff member and
administrator meet to introduce Intensive Assistance Phase
If staff member declines Intensive Assistance team, staff member will notify superintendent in writing.
Intensive Assistance Phase Superintendent and Administrative
Resource person will assign a minimum of three members to Intensive Assistance team who have experience or expertise in area(s) in need of improvement. Can be experts from district and/or outside
experts • Input will be requested from district staff
Members of team chosen based on individual needs of staff member
Intensive Assistance Phase Intensive Assistance Team will work with
administrative resource person to plan observation and conference schedule.
Teacher evaluation/performance data may be shared with Intensive Assistance Team. Shared information will be kept confidential.
Intensive Assistance Team does not meet with building administrator.
Intensive Assistance Phase Intensive Assistance team will meet
with staff member to Review role of team Verify observation and conference
schedule Receive input from staff member
Intensive Assistance Phase
Role of the Intensive Assistance Team Use data and information provided by
administrator to develop a planned approach to help the staff member meet PBTE standards and criteria.
Intensive Assistance Phase Plan will usually include, but is not limited
to: Direct observation of teacher or other
activities Conferencing with the staff member Peer coaching Mentoring Follow-up activities May include any number of additional
strategies designed to address the area(s) of concern
Intensive Assistance Phase Length of service of the Intensive
Assistance Team will vary, depending on the needs of the staff member. It is recommended that the length of service not exceed one calendar year.
Members of the Intensive Assistance team will not be used as second evaluators
Intensive Assistance Phase Minutes of each meeting held with the staff
member will be maintained. Minutes will contain: Meeting dates Topics discussed Specific suggestions and options Agreed upon course of action with a timeline Signature of all members present at meeting
Administrative resource person, staff member, and all members of team will receive a copy of minutes.
Intensive Assistance Phase Assistance team members will
communicate regularly with administrative resource person to report observation conferences and progress.
Team members’ observations and conferences are presented in writing to administrative resource person.
Intensive Assistance Phase Minutes do not become part of the
staff member’s evaluation, and will not be shared with the building administrator
The minutes will be placed in the employee’s personnel file when the process is completed.
Intensive Assistance PhaseResponsibilities of Staff Member Ask for clarification from Intensive
Assistance Team, administrative resource person and the building administrator
To be responsible for anecdotal notes, if desired
To request, if desired, a Teachers’ Association representative or other form of representation to be present with him/her during Intensive Assistance Team meetings
Intensive Assistance Phase To be open and flexible in
implementing different and/or refined strategies in improving his/her Professional Performance Expectations
To be responsible in meeting deadlines, appointments, scheduled observations, and other timelines
Intensive Assistance PhaseRole of the Administrator The building administrator continues to be
the evaluator of the staff member. The Intensive Assistance Phase does not
delay or replace the normal supervision and evaluation process
After Intensive Assistance has ended, building administrator completes an evaluation.
Intensive Assistance Phase Building Administrator makes one of
these recommendations to superintendent Return staff member to Phase II Continue Intensive Assistance Program Submit situation to superintendent for
further action
Disciplinary Phase The Disciplinary Phase is not
intended as a restriction on the district’s right to take appropriate disciplinary action for a tenured teacher for misconduct in accordance with Missouri State Statute 168.114 without prior resort to either an Awareness Phase or Assistance Phase
Disciplinary Phase The staff member may be placed in the
Disciplinary Phase because of, but not limited to: Not meeting the Standards, Criteria and
Descriptors for Performance Based Teacher Evaluation after being in the Assistance Phase and/or Intensive Assistance Phase
Violations as listed under the Teacher Tenure Act (Missouri State Statute 168.114)
Specific policy or rule violation(s)
Disciplinary Phase Administrator, staff member, and
association President or designated representative meet. Other resource people may be involved (central office administrator(s) or a “Uniserve” representative).
Administrator identifies in writing the specific standard(s), rule or policy in violation.
Disciplinary Phase Staff member is given an
opportunity to respond in writing. Following a discussion, administrator
will indicate the next steps to be taken, which may include any or all of the following options:
Disciplinary Phase A specific remedial plan with
timeline (Professional Improvement Plan)
Placement of teacher on paid administrative leave
Requirement of specific training or evaluation by a professional
Recommendation for termination
PBTE Documents Available online
Staff Development Department Online documents are in .PDF format
and cannot be typed on Documents in Word format (ex:
Lesson Plan Review and Professional Development Plan) will be e-mailed to staff next year.
Support for Next Year As staff members begin to use these
new documents, help is available from: Pilot teachers PBTE committee members Building administrators Cynthia Seltzer
Board Approval All documents are currently still
considered drafts PBTE Evaluation process will be
presented to Board Curriculum committee in April Full Board of Education in May
Thank you Pilot Teachers PBTE Committee Members Building Administrators Staff Members who gave us
feedback along the way