Teacher Evaluation

&Development Pilot

ProgramOrientation to Teacher Evaluation

2013-2014

“There is no power for change greater than a community discovering

what it cares about” Margaret Wheatley

Vision of Our Evaluation Model

Commitment to a model that is designed to improve student learning and staff effectiveness through the ongoing development of West Hartford’s professional staff

Comprehensive in its design, addressing both the State mandates as well as providing differentiated experiences based on the full range of professional performance needs

To ensure all students have competent, high quality teachers, we must provide an evaluation and support structure that builds human capacities and challenges all educators to aspire and reach excellence

Vision of Our Evaluation Model

Student learning is directly affected by teacher knowledge and skill;

Teacher knowledge and skill are affected positively by the integration of teacher evaluation, professional development and collaboration;

Teachers, like students, must be committed to continuous improvement;

An effective evaluation plan requires a clear definition of teaching and learning along a continuum of development and a reliable system to assess it; and

The gaps between expectations for student performance and actual student performance should guide and shape the content of professional development and the expectations for improved performance.

Principles of Our Evaluation Plan

1. Goal Setting and Planning- Orientation on Process- Teacher Reflection and Goal Setting- Goal Setting Conference

2. Mid-Year Check-ins3. End-of-Year Conference

Teacher Evaluation Process

Teacher Performance and PracticeNumber of Observations

Teacher Category Number of Observations

Non-Tenured Teachers 3 Formal Observations4 Informal Observations

Below Standard and Developing (Tenured)

3 Formal Observations5 Informal Observations

Effective and Exemplary (Tenured)

1 Formal Observation4 Informal Observations

*Please note: In the first year of implementation, all teachers will be observed 7 times: 3 formal observations and 4 informal observations.

Orientation Process – Teachers provided with information about the evaluation process

Teacher Reflection and Goal Setting - Teacher examines student data, prior year evaluation, survey results and WHPS’ Instructional Framework and drafts goals

Goal Setting Conference – Administrator and teacher discuss proposed goals and arrive at mutual agreement

Teacher Evaluation Process:Component #1 Goal Setting and Planning

Evaluator and teacher hold at least one mid-year check-in

Evaluations and teachers will review progress toward the goals/objectives at least once during the school year, using available information, including agreed upon indicators.

Teacher Evaluation Process:Component #2 – Mid-Year Check-In

Teacher Self-Assessment

– The teacher reviews all information and data collected during the year and completes a self-assessment for review by evaluator.

End-of-Year Conference

- Four Levels of Performance1. Exemplary2. Effective3. Developing4. Below Standard

Teacher Evaluation Process:Component #3 - End-of-Year Conference