wallingford public schools evaluation document 2010-2011 [email protected]
TRANSCRIPT
BELIEF STATEMENT
What teachers know and do directly influences what students learn.
THIS IS NOT YOUR OLD EVALUATION PROCESS
This new Evaluation process is a paradigm shift from our old process.
The fundamental difference is the direct connection with the COMMON CORE OF TEACHING.
Forms are also new!
CORE COMMON of TEACHING[CCT]
Contains teaching standards which describe two levels of effective knowledge, skills and qualities:
Six domains identify foundational skills and competencies; and
Discipline-specific standards define and expand the definition of effective teaching
CORE COMMON of TEACHING[CCT] 2
Linked by state law and regulations to requirements across a teacher’s career
Foundation of the WALLINGFORD PUBLIC SCHOOLS Teacher Evaluation Document
Used to guide and build teacher competenciesUsed in New Teacher Induction, teacher and
administrator evaluations
CORE COMMON of TEACHING[CCT] 3
Six domainsContent and Essential SkillsClassroom Environment, Student Engagement
and Commitment to LearningPlanning for Active LearningInstruction for Active LearningAssessment for LearningProfessional Responsibilities and Teacher
Leadership
CORE COMMON of TEACHING[CCT] 4
Each domain identifies a series of indicators
These indicators will be used within the goal setting of the Evaluation Document
EVALUATION CYCLESEVALUATION CYCLESNON-TENURE TEACHERSNON-TENURE TEACHERS
MAYMAY:: Be participating in Be participating in TEAMTEAM Have completed the Induction ProcessHave completed the Induction Process Have received tenure in another districtHave received tenure in another district
WILL:WILL: Participate in the WALLINGFORD PUBLIC Participate in the WALLINGFORD PUBLIC
SCHOOL EVALUATION PROCESSSCHOOL EVALUATION PROCESS Develop a Professional Growth Action Develop a Professional Growth Action
PlanPlan Have 3 formal/2 informal observationsHave 3 formal/2 informal observations Complete Forms A, B1,B3Complete Forms A, B1,B3, , CC
EVALUATION CYCLESEVALUATION CYCLESTENURE TEACHERSTENURE TEACHERS
MAYMAY, in collaboration with your , in collaboration with your evaluator:evaluator:
Be in a Classroom Observation CycleBe in a Classroom Observation Cycle-OR--OR-
Be in a Professional Growth Action CycleBe in a Professional Growth Action Cycle {Select from Professional Growth Activity {Select from Professional Growth Activity
Options}Options}
WILL:WILL: Complete Form A – Professional Growth Action Complete Form A – Professional Growth Action
Plan (PGAP)Plan (PGAP) Complete other forms as appropriate to cycle Complete other forms as appropriate to cycle
andand Form C Form C
EVALUATION CYCLESEVALUATION CYCLESTENURE TEACHERSTENURE TEACHERS
CLASSROOM PERFORMANCE CYCLECLASSROOM PERFORMANCE CYCLE
Minimum one FORMAL classroom Minimum one FORMAL classroom observation requiredobservation required
Pre and Post conferencePre and Post conference
INFORMAL INFORMAL observations as observations as needed/requestedneeded/requested
Length: one yearLength: one year
Forms: A, B1, B3, CForms: A, B1, B3, C
EVALUATION CYCLESEVALUATION CYCLESTENURE TEACHERSTENURE TEACHERS
PROFESSIONAL GROWTH ACTION CYCLEPROFESSIONAL GROWTH ACTION CYCLE NO FORMAL CLASSROOM OBSERVATION NO FORMAL CLASSROOM OBSERVATION
REQUIREDREQUIRED Teacher selected goal/activity in collaboration Teacher selected goal/activity in collaboration
with evaluatorwith evaluator Teacher designed process for Teacher designed process for
completion/demonstration of professional completion/demonstration of professional growth in collaboration with evaluatorgrowth in collaboration with evaluator
Length: two years (two different activities Length: two years (two different activities possible)possible)
Forms: A, B3, C and any required by activity Forms: A, B3, C and any required by activity criteriacriteria
COMPLETION OF EVALUATION FORMS
It is a four step process to complete the required forms within the Evaluation Document
Every teacher completes Form A of the Evaluation Document
GUIDELINES FOR COMPLETION OF FORMS
STEP # 1Establish a personal SMART goal based
upon District/School goals
In this step, you are identifying a need or opportunity for professional
growth within the focus of student learning.
COMPLETION GUIDELINESSTEP #1
Related Documents: CCT, National/State Discipline Standards, District Standards/Initiatives, District Strategic Plan
In other words, you identify the most pressing need for you and your students to meet with success!
A. Explore CCT domains for connection to District/School/Personal SMART goals
B. Identify one/two indicators within the selected CCT domain(s) most relevant to established SMART goal(s)
GUIDELINES FOR COMPLETION OF FORMS STEP # 2
Establish development of Professional Growth Plan{ Parts I and II of PGAP}
IN THIS STEP YOU DEVELOP A GOAL THAT WILL BE IMPLEMENTED OVER AN 8 – 10 WEEK PERIOD
(OR LONGER)
Professional Growth Plan Action Plan
COMPLETION GUIDELINESSTEP #2
I. Professional Growth PlanA. Connect SMART goal to Department/Grade level Rationale
B. Use variety of data sources – data team information, CMT/CAPT results, DRA, Aimsweb, etc.
C. Identify how student learning links to goals in District initiatives
D. Write summary of findings and student learning link to goals
COMPLETION GUIDELINESSTEP #2 II. Action Plan
A. Establish 8 – 10 week (or longer) time period during which goal will be implementedB. Address plans for instruction
1. Include activities/strategiesC. Identify assessment models to be used to measure student progress/outcomesD. Identify professional development needs
1. Resources, workshops, trainings, peer observations
* E. Meet with evaluator to initiate evaluation process
GUIDELINES FOR COMPLETION OF FORMS
STEP # 3Implementation of Plan and Application
of Activities/Strategies
This step is where you will participate in professional growth activities identified in
Part II of the PGAP and deliver instruction to students.
COMPLETION GUIDELINESSTEP #3
To complete this step, you will:A. DOCUMENT PROGRESS TOWARD YOUR SMART GOAL
1. Collect evidence of student learning
2. Use journal entries/notes
B. USE INITIAL DATA AND CURRENT DATA TO DETERMINE SUCCESS IN ACHIEVING SMART GOAL
C. Complete Part III of PGAP -Mid-Year Review/Reflection
* D. SIGN FORM AND MEET WITH EVALUATOR TO DISCUSS PROGRESS TOWARD GOAL
E. [Next Slide]
COMPLETION GUIDELINESSTEP #3
To complete this step, you will:
E. Have successfully demonstrated achievement of goal through assessment of student progress and you will proceed to STEP #4 – Reflection
-or-
Continue your SMART goal with adjustments to activities/strategies used to enhance student learning/outcomes and meet again with your evaluator before proceeding to STEP #4
GUIDELINES FOR COMPLETION OF FORMSSTEP # 4
COMPLETION OF THE EVALUATION PROCESS
This is the End-Of-Year Reflection/Review – Part IV of the PGAP
TO COMPLETE THIS STEP, YOU WILL:A. Write a brief reflection response to the two prompts in Part IV
1. (Optional) Include examples of student work as evidence, use anecdotal comments, or reference other parts of the PGAP
*B. Meet with an evaluator to sign FORM C
PROFESSIONAL GROWTH ACTIVITY OPTIONS
[Tenure Cycle and Non-Tenure Cycle]
A tenure teacher may select this cycle in the Evaluation process in collaboration with his/her evaluator
A non-tenure teacher may select this cycle when Induction Process has been completed in collaboration with his/her evaluator
TWO different activities – ONE per yearExceptions may apply
Examples of activities follow
PROFESSIONAL GROWTH ACTIVITY OPTIONS
[Tenure Cycle or Non-Tenure Cycle]
I - ACTION RESEARCH
May be selected at any grade level
May be part of graduate studies program Coursework can be used
PROFESSIONAL GROWTH ACTIVITY OPTIONS
[Tenure Cycle and Non-Tenure Cycle]
II – Peer Coaching(Examples at each level)
Elem. – veteran teacher works with non-tenure/new teacher to grade level
Middle – Team concept – veteran teacher works with
non-tenure/new teacher High – veteran teacher works with teacher new to course
i.e. Algebra 1G now teaching Calculus
World History now teaching Economics
PROFESSIONAL GROWTH ACTIVITY OPTIONS
[Tenure Cycle and Non-Tenure Cycle]
III – Portfolio
At any level – may be part of
graduate studies
PROFESSIONAL GROWTH ACTIVITY OPTIONS
[Tenure Cycle and Non-Tenure Cycle]
IV – Preparation of Presentation/Article
At any level May be part of graduate
studiesPresent at faculty/department meeting Present at District PD
Present at Professional Organization – i.e. NELMS (middle school)
PROFESSIONAL GROWTH ACTIVITY OPTIONS
[Tenure Cycle and Non-Tenure Cycle]
V – STUDY GROUP
3-6 colleaguesAt any level –
- Data teams
- Cohort members working on advanced degree
(i.e. 092 certification)
PROFESSIONAL GROWTH ACTIVITY OPTIONSVI
[Tenure Cycle and Non-Tenure Cycle]
VI – NATIONAL CERTIFICATION
At any level – Individual pursuit May span multiple years –
dependent on completion dates
PROFESSIONAL GROWTH ACTIVITY OPTIONS
[Tenure Cycle and Non-Tenure Cycle]
VII – MENTOR/COOPERATING TEACHER
At any level Must be selected by TCC of TEAM
NOTE: Use limited to two consecutive years
PROFESSIONAL GROWTH ACTIVITY OPTIONS
[Tenure Cycle and Non-Tenure Cycle]
VIII – CO-TEACHING (2 years)
At any level – Units of Study Reg. Ed classroom teacher w/Special Education teacher Reg. Ed classroom teacher w/ Specialist/Interventionist
EXAMPLES: Elem. Teacher + PE teacher – “health and nutrition unit” Middle + Guidance – “career unit” High + Social Worker – “decision-making unit”
PROFESSIONAL GROWTH ACTIVITY OPTIONS
[Tenure Cycle and Non-Tenure Cycle]
IX – Collaborative Projects {2 or more teachers}
At any level – INTERDISCIPLINARY
Examples: All levels – Info Tech + classroom teacher Elem. – Grade level focus unit developed Middle – Sci/LA – Sci-Fi literature unit -- Math/Sci – graphing unit High – Spanish/Art – mosaics and famous artists
History/Music – Renaissance Period
PROFESSIONAL GROWTH ACTIVITY OPTIONS
[Tenure Cycle and Non-Tenure Cycle]
X – CURRICULUM DEVELOPMENT AND ADAPTATION
At any level
Must be member of Curriculum Committee [Any subject area]
May be multi-year – First year – development Second year – implementation Third year – review impact (DATA)
May be graduate course study requirement
PROFESSIONAL GROWTH ACTIVITY OPTIONS
[Tenure Cycle and Non-Tenure Cycle]
XI – PRESENT STAFF DEVELOPMENTAt any level
TOPIC – Focus on District/School goals and/or InitiativesEXAMPLES: School psychologist updates staff on “Executive
Functioning” High school – Math teacher develops workshop on analysis
of data for new DATA Team participants May be graduate study or course of study requirement
PROFESSIONAL GROWTH ACTIVITY OPTIONS
[Tenure Cycle and Non-Tenure Cycle]
XII – EVIDENCE OF EFFECTIVE TEACHING STRATEGIES
At any level – INDIVIDUAL
May be derived from DATA Team work
CALENDAR OF EVALUATION2010-2011
A. Goals established in collaboration with evaluator by NOVEMBER 5
B. Formal observations1. Non-Tenured – First by Nov. 24
Second by Dec. 22
Third by Feb. 1
2. Tenured – by April 1
C. Final evaluations1. Non-Tenured - by March 1
2. Tenured – by May 15
EVALUATION COMMITTEE2010-2011
Nicholas Brown
Kenneth Daly
Doreen Duren
Jan Guarino
Janie Hocking-Ferrone
Maria Friess-Marcarelli
Kristina Kiely
Janice Lautier
Rick Pizzonia
Fern Pucciarello
Todd Snyder
Chris Stone