GENERAL EVALUATION SUMMARY THE TOPEKA PUBLIC SCHOOLS USD 501 TOPEKA, KANSAS

Transcription

1 GENERAL EVALUATION SUMMARY THE TOPEKA PUBLIC SCHOOLS USD 501 TOPEKA, KANSAS Name Soc. Sec. # School Assignment All of the following areas were considered in this evaluation: I. Planning and Preparation A. Demonstrating Knowledge of Content and Pedagogy B. Demonstrating Knowledge of Students C. Selecting Instructional Goals D. Demonstrating Knowledge of Resources E. Designing Coherent Instruction F. Assessing Student Learning Comments by : II. The Classroom Environment A. Creating an Environment of Respect and Rapport B. Establishing a Culture for Learning C. Managing Classroom Procedures D. Managing Student Behavior E. Organizing Physical Space Comments by : III. Instruction A. Communicating Clearly and Accurately B. Using Questioning and Discussion Techniques C. Engaging Students in Learning D. Providing Feedback to Students E. Demonstrating Flexibility and Responsiveness Comments by : 1

2 IV. Responsibilities A. Reflecting on Teaching B. Maintaining Accurate Records C. Communicating with Families D. Contributing to the School and District E. Growing and Developing ly F. Showing ism Comments by : Dates of Formal : Date: Date: Date: Beginning Time: Beginning Time: Beginning Time: Ending Time: Ending Time: Ending Time: Total Time Observed: Total Time Observed: Total Time Observed: Additional Comments by (if any): Comments by Teacher (if any): RECOMMENDATIONS FOR NEXT YEAR: (Not to be completed for the first a. Renew Contract [ ] semester evaluation of teachers b. Probationary Renewal [ ] being evaluated two times per year.) c. Non-renewal [ ] AN EVALUATION CONFERENCE HAS BEEN HELD. (The teacher s signature does not necessarily imply agreement with the content.) Teacher Date Date Principal Date FB-43A Rev Distribution: Original Human Resources; 1 copy Learning and Instruction; 1 copy Principal; 1 copy - Teacher 2

3 USD 501 Feedback Form Teacher Observer(s) Grade Level(s) Subject(s) Date DIRECTIONS: Using the rubric, the teacher and observer, independently or together, circle (or highlight) each relevant descriptor indicating the level of performance. Together, review the Summaries and Suggestions for Future Practice. Page 1 Feedback Form

4 Domain 1: Planning and Preparation LEVEL OF PERFORMANCE COMPONENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 1a: Demonstrating Teacher displays little understanding of the subject or structure of related Teacher s content and pedagogical knowledge represents basic Teacher demonstrates solid understanding of the content and its Teacher s knowledge of the content and pedagogy is extensive, showing evidence Knowledge of pedagogy. understanding but does not extend to prerequisite relationships and connections of a continuing search for improved connections with other disciplines or to with other disciplines. Teacher s practice. Teacher actively builds on Content and possible student misconceptions instructional practices reflect current knowledge of prerequisites and Pedagogy pedagogical knowledge. misconceptions when describing instruction or seeking causes for student 1b: Demonstrating Knowledge of Students 1c: Selecting Instructional Goals 1d: Demonstrating Knowledge of Resources 1e: Designing Coherent Instruction 1f: Assessing Student Learning Teacher makes little or no attempt to acquire knowledge of students backgrounds, skills, or interests, and does not use such information in planning. Teacher s goals represent trivial learning, are unsuitable for students, or are stated only as instructional activities, and they do not permit viable methods of assessment. Teacher is unaware of school or district resources available either for teaching or for students who need them. The various elements of the instructional design do not support the stated instructional goals or engage students in meaningful learning, and the lesson or unit has no defined structure Teacher s approach to assessing student learning contains no clear criteria or standards, and lacks congruence with the instructional goals. Teacher has no plans to use assessment results in designing future instruction. Summary and Suggestions for Future Practice Teacher demonstrates partial knowledge of students backgrounds, skills, and interests, and attempts to use this knowledge in planning for the class as a whole. Teacher s goals are of moderate value or suitability for students in the class, consisting of a combination of goals and activities, some of which permit viable methods of assessment. Teacher displays limited knowledge of school or district resources available either for teaching or for students who need them. Some of the elements of the instructional design support the stated instructional goals and engage students in meaningful learning, while others do not. Teacher s lesson or unit has recognizable structure. Teacher s plan for student assessment is partially aligned with the instructional goals and includes criteria and standards that are not entirely clear or understood by students. Teacher uses the assessment to plan for future instruction for the class as a whole. Teacher demonstrates thorough knowledge of students backgrounds, skills, and interests, and uses this knowledge to plan for groups of students. Teacher s goals represent valuable learning and are suitable for most students in the class; they reflect opportunities for integration and permit viable methods of assessment. Teacher is fully aware of school and district resources available for teaching, and knows how to gain access to school and district resources for students who need them. Most of the elements of the instructional design support the stated instructional goals and engage students in meaningful learning and the lesson or unit has clearly defined structure. Teacher s plan for student assessment is aligned with the instructional goals at least nominally, with clear assessment criteria and standards that have been communicated to students. Teacher uses the assessment to plan for groups of students or individuals. misunderstanding. Teacher demonstrates thorough knowledge of students backgrounds, skills, and interests, and uses this knowledge to plan for individual student learning. Teacher s goals reflect high-level learning relating to curriculum frameworks and standards; they are adapted, where necessary, to the needs of individual students, and permit viable methods of assessment. Teacher seeks out resources for teaching in professional organizations in the community, and is aware of resources available for students who need them, in the school, the district, and the larger community. All of the elements of the instructional design support the stated instructional goals, engage students in meaningful learning, and show evidence of student input. Teacher s lesson or unit is highly coherent and has a clear structure. Teacher s plan for student assessment is fully aligned with the instructional goals, containing clear assessment criteria and standards that are not only understood by students but also show evidence of student participation in their development. Teacher s students monitor their own progress in achieving the goals. Page 2 Feedback Form

5 Domain 2: The Classroom Environment LEVEL OF PERFORMANCE COMPONENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 2a: Creating an Environment of Respect and Rapport Classroom interactions, both between the teacher and students and among students, are negative or inappropriate and characterized by sarcasm, putdowns, or conflict. Classroom interactions are generally appropriate and free from conflict but may be characterized by occasional displays of insensitivity. Classroom interactions reflect general warmth and caring, and are respectful of the cultural and developmental differences among groups of students. 2b: Establishing a Culture for Learning 2c: Managing Classroom Procedures 2d: Managing Student Behavior 2e: Organizing Physical Space The classroom does not represent a culture for learning and is characterized by low teacher commitment to the subject, low expectations for student achievement and little student pride in work. Classroom routines and procedures are either nonexistent or inefficient, resulting in the loss of much instruction time. Student behavior is poor, with no clear expectations, no monitoring of student behavior, and inappropriate response to student misbehavior. Teacher makes poor use of the physical environment, resulting in unsafe or inaccessible conditions for some students or a serious mismatch between the furniture arrangement and the lesson activities. Summary and Suggestions for Future Practice The classroom environment reflects only a minimal culture for learning, with only modest or inconsistent expectations for student achievement, little teacher commitment to the subject, and little student pride in work. Both teacher and students are performing at the minimal level to get by. Classroom routines and procedures have been established but function unevenly or inconsistently, with some loss of instructional time. Teacher makes an effort to establish standards of conduct for students, monitor student behavior, and respond to student misbehavior, but these efforts are not always successful. Teacher s classroom is safe, and essential learning is accessible to all students, but the furniture arrangement only partially supports the learning activities. The classroom environment represents a genuine culture for learning, with commitment to the subject on the part of teacher and students, high expectations for student achievement, and student pride in work. Classroom routines and procedures have been established and function smoothly for the most part, with little loss of instruction time. Teacher is aware of student behavior, has established clear standards of conduct, and responds to student misbehavior in ways that are appropriate and respectful of the students. Teacher s classroom is safe, and learning is accessible to all students; teacher uses physical resources well and ensures that the arrangement of furniture supports the learning activities. Classroom interactions are highly respectful, reflecting genuine warmth and caring toward individuals. Students themselves ensure maintenance of high levels of civility among members of the class. Students assume much of the responsibility for establishing a culture for learning in the classroom by taking pride in their work, initiating improvements to their products, and holding the work to the highest standard. Teacher demonstrates a passionate commitment to the subject. Classroom routines and procedures are seamless in their operation, and students assume considerable responsibility for their smooth functioning. Student behavior is entirely appropriate, with evidence of student participation in setting expectations and monitoring behavior is subtle and preventive, and teacher s response to student misbehavior is sensitive to individual student needs. Teacher s classroom is safe, and students contribute to ensuring that the physical environment supports the learning of all students. Page 3 Feedback Form

6 Domain 3: Instruction LEVEL OF PERFORMANCE COMPONENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 3a: Communicating Clearly and Accurately Teacher s oral and written communication contains errors or is unclear or inappropriate to students. Teacher s oral and written communication contains no errors, but may not be completely appropriate or may require further explanations to avoid confusion. Teacher communicates clearly and accurately to students, both orally and in writing. 3b: Using Questioning and Discussion Techniques 3c: Engaging Students in Learning 3d: Providing Feedback to Students 3e: Demonstrating Flexibility and Responsiveness Teacher makes poor use of questioning and discussion techniques, with low-level questions, limited student participation, and little true discussion. Students are not all intellectually engaged in significant learning, as a result of inappropriate activities or materials, poor representations of content, or lack of lesson structure. Teacher s feedback to students is of poor quality and is not given in a timely manner. Teacher adheres to the instruction plan in spite of evidence of poor student understanding or of students lack of interest, and fails to respond to students questions; teacher assumes no responsibility for students failure to understand. Summary and Suggestions for Future Practice Teacher s use of questioning and discussion techniques is uneven, with some high-level questions, attempts at true discussion, and moderate student participation. Students are intellectually engaged only partially, resulting from activities or materials of uneven quality, inconsistent representations of content or uneven structure or pacing. Teacher s feedback to students is uneven, and its timeliness is inconsistent. Teacher demonstrates moderate flexibility and responsiveness to students needs and interests during a lesson, and seeks to ensure the success of all students. Teacher s use of questioning and discussion techniques reflects high-level questions, true discussion, and full participation by all students. Students are intellectually engaged throughout the lesson, with appropriate activities and materials, instructive representations of content and suitable structure and pacing of the lesson. Teacher s feedback to students is timely and of consistently high quality. Teacher seeks ways to ensure successful learning for all students, making adjustments as needed to instruction plans and responding to student interests and questions. Teacher s oral and written communication is clear and expressive, anticipating possible student misconceptions. Students formulate many of the high-level questions and assume responsibility for the participation of all students in the discussion. Students are highly engaged throughout the lesson and make material contributions to the representation of content, the activities, and the materials. The structure and pacing of the lesson allow for student reflection and closure. Teacher s feedback to students is timely and of consistently high quality, and students make use of the feedback in their learning. Teacher is highly responsive to students interests and questions, making major lesson adjustments if necessary, and persists in ensuring the success of all students. Page 4 Feedback Form

7 Domain 4: Responsibilities LEVEL OF PERFORMANCE COMPONENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 4a: Reflecting on Teacher does not reflect accurately on the lesson or propose ideas as to how it might Teacher s reflection on the lesson is generally accurate, and teacher makes Teacher reflects accurately on the lesson, citing general characteristics and makes Teacher s reflection on the lesson is highly accurate and perceptive, citing specific Teaching be important. global suggestions as to how it might be some specific suggestions about how it examples. Teacher draws on an improved. might be improved. extensive repertoire to suggest alternative 4b: Maintaining Accurate Records 4c: Communicating with Families 4d: Contributing to the School and District 4e: Growing and Developing ly 4f: Showing ism Teacher has no system for maintaining accurate records, resulting in errors and confusion. Teacher provides little or no information to families and makes no attempt to engage them in the instructional program. Teacher s relationships with colleagues are negative or self-serving, and teacher avoids being involved in school and district projects. Teacher does not participate in professional development activities, even when such activities are clearly needed for the development of teaching skills. Teacher s sense of professionalism is low, and teacher contributes to practices that are self-serving or harmful to students. Summary and Suggestions for Future Practice Teacher s system for maintaining accurate records is rudimentary and only partially effective. Teacher complies with school procedures for communicating with families and makes an effort to engage families in the instructional program. Teacher s relationships with colleagues are cordial, and teacher participates in school and district events and projects when specifically requested. Teacher s participation in professional development activities is limited to those that are convenient. Teacher s attempts to serve students based on the best information are genuine but inconsistent. Teacher s system for maintaining accurate records is efficient and effective. Teacher communicates frequently with families and successfully engages them in the instructional program. Teacher participates actively in school and district projects, and maintains positive relationships with colleagues. Teacher participates actively in professional development activities and contributes to the profession. Teacher makes genuine and successful efforts to ensure that all students are well served by the school. strategies. Teacher s system for maintaining accurate records is efficient and effective, and students contribute to its maintenance. Teacher communicates frequently and sensitively with families and successfully engages them in the instructional program; students participate in communicating with families. Teacher makes a substantial contribution to school and district events and projects, assuming leadership with colleagues. Teacher makes a substantial contribution to the profession through such activities as action research and mentoring new teachers, and actively pursues professional development. Teacher assumes a leadership position in ensuring that school practices and procedures ensure that all students, particularly those traditionally underserved, are honored in the school. Page 5 Feedback Form

8 EVALUATION PROCEDURE FOR PROFESSIONAL EMPLOYEES COVERED BY THE PROFESSIONAL AGREEMENT WHO ARE NOT REQUIRED TO BE LICENSED BY KSDE Employee Category First and Second year employees receiving a satisfactory evaluation First year employees found to be at risk of receiving a probationary or non-renewal recommendation on her/his evaluation Second year employees found to be at risk of receiving a probationary or non-renewal recommendation on her/his evaluation Third year employees receiving a satisfactory evaluation Third year employees found to be at risk of receiving a probationary or non-renewal recommendation on her/his evaluation Tenured (four or more years) employees receiving a satisfactory evaluation. Tenured (four or more years) employees found to be at risk of receiving a probationary recommendation on her/his evaluation. Tenured (four or more years) employees found to be at risk of receiving a non-renewal recommendation on her/his evaluation. Reference Table EVALUATION PROCEDURE FOR LICENSED FIRST AND SECOND YEAR EMPLOYEES RECEIVING A SATISFACTORY EVALUATION EVALUATION PROCEDURE FOR LICENSED FIRST YEAR EMPLOYEES FOUND TO BE AT RISK OF RECEIVING A PROBATIONARY OR NON-RENEWAL RECOMMENDATION ON HER/HIS EVALUATION. EVALUATION PROCEDURE FOR LICENSED SECOND YEAR EMPLOYEES FOUND TO BE AT RISK OF RECEIVING A PROBATIONARY OR NON-RENEWAL RECOMMENDATION ON HER/HIS EVALUATION. EVALUATION PROCEDURE FOR LICENSED THIRD YEAR EMPLOYEES RECEIVING A SATISFACTORY EVALUATION EVALUATION PROCEDURE FOR LICENSED THIRD YEAR EMPLOYEES FOUND TO BE AT RISK OF RECEIVING A PROBATIONARY OR NON-RENEWAL RECOMMENDATION ON HER/HIS EVALUATION. EVALUATION PROCEDURE FOR LICENSED TENURED (FOUR OR MORE YEARS) EMPLOYEES RECEIVING A SATISFACTORY EVALUATION EVALUATION PROCEDURE FOR LICENSED TENURED (FOUR OR MORE YEARS) EMPLOYEES FOUND TO BE AT RISK OF RECEIVING A PROBATIONARY RECOMMENDATION ON HER/HIS EVALUATION. EVALUATION PROCEDURE FOR LICENSED TENURED (FOUR OR MORE YEARS) EMPLOYEES FOUND TO BE AT RISK OF RECEIVING A NON-RENEWAL RECOMMENDATION ON HER/HIS EVALUATION. bargaining unit may be different from those used by classroom professional employees. Page 1

9 EVALUATION PROCEDURE FOR FIRST AND SECOND YEAR EMPLOYEES RECEIVING A SATISFACTORY EVALUATION Group Orientation Familiarize professional employee with the procedures. All forms are presented with an explanation of each form provided. This should be done both orally and in writing. Goal setting meeting Provide teacher with assistance in setting professional development goals and completing required form. Formal A minimum of 30 minutes per observation is required. Formal Post-observation Feedback and Reflection that will form later conversations and judgments about the professional employee s professional practice. A minimum of 20 minutes per observation is required. that will form later conversations and judgments about the professional employee s professional practice. The evaluator will provide feedback to the professional employee regarding the evidence captured during the classroom observation. The professional employee will provide the evaluator his/her reflections. Reflection Sheet No later than the 10 th duty day of 1 st semester No later than September 30 Principal At least 2 formal observations of no less than 30 minutes in duration and limited to 1 per school day during first 60 days of 1 st semester. At least 3 formal observations of no less than 20 minutes in duration and limited to 1 per school day during second evaluation period (61 st day of 1 st semester to 60 th day of 2 nd semester). Within 5 school days of the observation or at a mutually agreeable time. employee bargaining unit may be different from those used by classroom professional employees. Page 2

10 Evaluation and Conference EVALUATION PROCEDURE FOR FIRST AND SECOND YEAR EMPLOYEES RECEIVING A SATISFACTORY EVALUATION This conference focuses on the overall performance of the professional employee. Dates and times documenting the formal observations made by an administrator shall be included on the evaluation form. All Forms No later than the 60 th duty day of 1 st and 2 nd semesters bargaining unit may be different from those used by classroom professional employees. Page 3

11 EVALUATION PROCEDURE FOR FIRST YEAR EMPLOYEES FOUND TO BE AT RISK OF RECEIVING A PROBATIONARY OR NON-RENEWAL RECOMMENDATION ON HER/HIS EVALUATION Group Orientation Familiarize professional employee with the procedures. All forms are presented with an explanation of each form provided. This should be done both orally and in writing. Goal setting meeting Provide teacher with assistance in setting professional development goals and completing required form. Formal 1 st evaluation period Post-observation Feedback and Reflection A minimum of 30 minutes per observation is required. that will form later conversations and judgments about the professional employee s professional practice. The evaluator will provide feedback to the professional employee regarding the evidence captured during the classroom observation. The professional employee will provide the evaluator his/her reflections. by Department Chair or other professional employee for 1 class period. The consultation between the administrator and the Department chair or other professional employee will occur before, not after the observation. Reflection Sheet No later than the 10 th duty day of 1 st semester No later than September 30 Principal At least 2 formal observations of no less than 30 minutes in duration. Must be completed by 60 th duty day of 1 st semester. Within 5 school days of the observation or at a mutually agreeable time. 1 class period employee is responsible for facilitation bargaining unit may be different from those used by classroom professional employees. Page 4

12 EVALUATION PROCEDURE FOR FIRST YEAR EMPLOYEES FOUND TO BE AT RISK OF RECEIVING A PROBATIONARY OR NON-RENEWAL RECOMMENDATION ON HER/HIS EVALUATION Employee is required without loss of pay to observe another professional employee approved by the evaluator with the same curricular expertise in the building, district, or nearby Development Formal 2 nd evaluation period Post-observation Feedback and Reflection during the 2 nd evaluation period Summative Evaluation and Conference district. Employee is required without loss of pay to attend an in-service at the option of the administrator. A minimum of 40 minutes per observation is required. that will form later conversations and judgments about the professional employee s professional practice. The evaluator will provide feedback to the professional employee regarding the evidence captured during the classroom observation. The professional employee will provide the evaluator his/her reflections. This conference focuses on the overall performance of the professional employee. Dates and times documenting the formal observations made by an administrator shall be included on the evaluation form. Reflection Sheet All Forms One-half day is responsible for facilitation 1 day is responsible At least 3 formal observations of no less than 40 minutes in duration and limited to 1 per school day during second evaluation period (61 st day of 1 st semester to 60 th day of 2 nd semester). Within 5 school days of the observation or at a mutually agreeable time. No later than the 60 th duty day of 1 st and 2 nd semesters for facilitation employee bargaining unit may be different from those used by classroom professional employees. Page 5

13 EVALUATION PROCEDURE FOR SECOND YEAR EMPLOYEES FOUND TO BE AT RISK OF RECEIVING A PROBATIONARY OR NON-RENEWAL RECOMMENDATION ON HER/HIS EVALUATION Group Orientation Familiarize professional employee with the procedures. All forms are presented with an explanation of each form provided. This should Individual Goal setting meeting Formal 1 st evaluation period Post-observation Feedback and Reflection Meeting with and Written Improvement Plan Written Notice of Potential Job Jeopardy be done both orally and in writing. Provide teacher with assistance in setting professional development goals and completing required form. A minimum of 30 minutes per observation is required. that will form later conversations and judgments about the professional employee s professional practice. The evaluator will provide feedback to the professional employee regarding the evidence captured during the classroom observation. The professional employee will provide the evaluator his/her reflections. The employee will receive a written improvement plan that includes established goals and a timeline that will result in the employee s professional improvement. The plan will be signed by both parties. Employee will receive written notice of potential probationary or non-renewal status. Reflection Sheet No later than the 10 th duty day of 1 st semester No later than September 30 Principal At least 2 formal observations of no less than 30 minutes in duration. Must be completed by 60 th duty day of 1 st semester. Within 5 school days of the observation or at a mutually agreeable time. Within 5 school days of the evaluation meeting. By the end of 1 st semester with follow-up by April 1. employee bargaining unit may be different from those used by classroom professional employees. Page 6

14 EVALUATION PROCEDURE FOR SECOND YEAR EMPLOYEES FOUND TO BE AT RISK OF RECEIVING A PROBATIONARY OR NON-RENEWAL RECOMMENDATION ON HER/HIS EVALUATION by Department Chair or other professional employee for 1 class period. The consultation between the administrator and the Department chair or other professional employee will occur before, not after the observation. Employee is required without loss of pay to observe another professional employee approved by the evaluator with the same curricular expertise in the building, district, or nearby district. by an appropriate District administrator. Development Formal 2 nd evaluation period that will form later judgments about the professional employee s professional practice. Employee is required to attend an in-service at the option of the administrator. A minimum of 40 minutes per observation is required. that will form later conversations and judgments about the professional employee s professional practice. 1 class period One day 2 hours is responsible for facilitation is responsible for facilitation is responsible for facilitation 1 day is responsible for facilitation At least 3 formal observations of no less than 40 minutes in duration and limited to 1 per school day during second evaluation period (61 st day of 1 st semester to 60 th day of 2 nd semester). bargaining unit may be different from those used by classroom professional employees. Page 7

15 EVALUATION PROCEDURE FOR SECOND YEAR EMPLOYEES FOUND TO BE AT RISK OF RECEIVING A PROBATIONARY OR NON-RENEWAL RECOMMENDATION ON HER/HIS EVALUATION Post-observation Feedback and Reflection During the 2 nd evaluation period Summative Evaluation and Conference The evaluator will provide feedback to the professional employee regarding the evidence captured during the classroom observation. The professional employee will provide the evaluator his/her reflections. This conference focuses on the overall performance of the professional employee. Dates and times documenting the formal observations made by an administrator shall be included on the evaluation form. Reflection Sheet All Forms Within 5 school days of the observation or at a mutually agreeable time. No later than the 60 th duty day of 1 st and 2 nd semesters employee bargaining unit may be different from those used by classroom professional employees. Page 8

16 EVALUATION PROCEDURE FOR THIRD YEAR EMPLOYEES RECEIVING A SATISFACTORY EVALUATION Group Orientation Familiarize professional employee with the procedures. All forms are presented with an explanation of each form provided. This should be done both orally and in writing. Goal setting meeting Provide teacher with assistance in setting professional development goals and completing required form. Formal A minimum of 40 minutes is required for this observation. The intent is to observe an entire lesson. It is understood that a lesson may last longer than 40 minutes at some levels. Post-observation Feedback and Reflection Summative Evaluation and Conference that will form later conversations and judgments about the professional employee s professional practice. The evaluator will provide feedback to the professional employee regarding the evidence captured during the classroom observation. The professional employee will provide the evaluator his/her reflections. This conference focuses on the overall performance of the professional employee. Dates and times documenting the formal observations made by an administrator shall be included on the evaluation form. Reflection Sheet No later than the 10 th duty day of 1 st semester No later than September 30 At least 1 formal observation of no less than 40 minutes in duration prior to February 15. Within 5 school days of the observation or at a mutually agreeable time. All Forms No later than February 15 Principal employee bargaining unit may be different from those used by classroom professional employees. Page 9

17 EVALUATION PROCEDURE FOR THIRD YEAR EMPLOYEES FOUND TO BE AT RISK OF RECEIVING A PROBATIONARY OR NON-RENEWAL RECOMMENDATION ON HER/HIS EVALUATION Group Orientation Familiarize professional employee with the procedures. All forms are presented with an explanation of each form provided. This should Individual Goal setting meeting Formal Post-observation Feedback and Reflection Meeting with And Written Improvement Plan Written Notice of Potential Job Jeopardy be done both orally and in writing. Provide teacher with assistance in setting professional development goals and completing required form. A minimum of 30 minutes per observation is required. that will form later conversations and judgments about the professional employee s professional practice. The evaluator will provide feedback to the professional employee regarding the evidence captured during the classroom observation. The professional employee will provide the evaluator his/her reflections. The employee will receive a written improvement plan that includes established goals and a timeline that will result in the employee s professional improvement. The plan will be signed by both parties. Employee will receive written notice of potential probationary or non-renewal status. Reflection Sheet No later than the 10 th duty day of 1 st semester No later than September 30 Principal At least 4 formal observations of no less than 30 minutes in duration and limited to 1 per school day prior to February 15 Within 5 school days of the observation or at a mutually agreeable time. No later than December 1 with goals to be reached by February 15 By December 1 employee bargaining unit may be different from those used by classroom professional employees. Page 10

18 EVALUATION PROCEDURE FOR THIRD YEAR EMPLOYEES FOUND TO BE AT RISK OF RECEIVING A PROBATIONARY OR NON-RENEWAL RECOMMENDATION ON HER/HIS EVALUATION Follow-up Conference A follow-up conference between the evaluator and employee must be scheduled to communicate the status of goal achievement OR Development Summative Evaluation and Conference after each formal observation. Employee is required to either: observe another professional employee approved by the evaluator with the same curricular expertise in the building, district, or nearby district OR attend an in-service. by an appropriate District administrator. that will form later judgments about the professional employee s professional practice. This conference focuses on the overall performance of the professional employee. Dates and times documenting the formal observations made by an administrator shall be included on the evaluation form. Prior to February 15 (within 5 days of the formal observation) One day 2 hours All Forms No later than February 15 is responsible for facilitation is responsible for facilitation bargaining unit may be different from those used by classroom professional employees. Page 11

19 EVALUATION PROCEDURE FOR TENURED (FOUR OR MORE YEARS) EMPLOYEES RECEIVING A SATISFACTORY EVALUATION Group Orientation Familiarize professional employee with the procedures. All forms are presented with an explanation of each form provided. This should Individual Goal setting meeting Formal Post-observation Feedback and Reflection Summative Evaluation and Conference be done both orally and in writing. Provide teacher with assistance in setting professional development goals and completing required form. Review Employee Portfolio. A minimum of 40 minutes is required for this observation. The intent is to observe an entire lesson. It is understood that a lesson may last longer than 40 minutes at some levels. that will form later conversations and judgments about the professional employee s professional practice. The evaluator will provide feedback to the professional employee regarding the evidence captured during the classroom observation. The professional employee will provide the evaluator his/her reflections. This conference focuses on the overall performance of the professional employee. Dates and times documenting the formal observations made by an administrator shall be included on the evaluation form. Reflection Sheet No later than the 10 th duty day of 1 st semester No later than September 30 Principal At least 1 formal observation of no less than 40 minutes in duration prior to February 15. Within 5 school days of the observation or at a mutually agreeable time. All Forms No later than February 15 employee bargaining unit may be different from those used by classroom professional employees. Page 12

20 EVALUATION PROCEDURE FOR TENURED (FOUR OR MORE YEARS) EMPLOYEES FOUND TO BE AT RISK OF RECEIVING A PROBATIONARY RECOMMENDATION ON HER/HIS EVALUATION Group Orientation Familiarize professional employee with the procedures. All forms are presented with an explanation of each form provided. This should Individual Goal setting meeting Formal Post-observation Feedback and Reflection Meeting with Written Notice of Potential Job Jeopardy be done both orally and in writing. Provide teacher with assistance in setting professional development goals and completing required form. Review Employee Portfolio. A minimum of 20 minutes per observation is required. that will form later conversations and judgments about the professional employee s professional practice. The evaluator will provide feedback to the professional employee regarding the evidence captured during the classroom observation. The professional employee will provide the evaluator his/her reflections. The employee will receive a written improvement plan that includes established goals and a timeline that will result in the employee s professional improvement. The plan will be signed by both parties. Employee will receive written notice of potential probationary or non-renewal status. Reflection Sheet No later than the 10 th duty day of 1 st semester No later than September 30 Principal At least 3 formal observations of no less than 20 minutes in duration and limited to 1 per school day prior to February 15. Within 5 school days of the observation or at a mutually agreeable time. No later than December 1 By the end of first semester employee bargaining unit may be different from those used by classroom professional employees. Page 13

21 EVALUATION PROCEDURE FOR TENURED (FOUR OR MORE YEARS) EMPLOYEES FOUND TO BE AT RISK OF RECEIVING A PROBATIONARY RECOMMENDATION ON HER/HIS EVALUATION Summative Evaluation and Conference This conference focuses on the overall performance of the professional employee. Dates and times documenting the formal observations made by an administrator shall be included on the evaluation form. All Forms No later than February 15 Meeting Request with Superintendent A copy of the probationary evaluation will be sent to the General Director of Human Resources. The employee may make a written request for a meeting with the Superintendent. Request within 5 school days of receiving the probationary evaluation employee Review of Probationary Evaluation Notice of Salary Increase Forfeit The superintendent shall review any probationary renewal evaluation and improvement plan. He/she will make the final determination whether it is for cause. The superintendent will give written notice that the salary increase has been forfeited. Meeting will be held within 10 days after the request is made or at a mutually agreeable time. employee and superintendent Superintendent Superintendent bargaining unit may be different from those used by classroom professional employees. Page 14

22 EVALUATION PROCEDURE FOR TENURED (FOUR OR MORE YEARS) EMPLOYEES FOUND TO BE AT RISK OF RECEIVING A NON-RENEWAL RECOMMENDATION ON HER/HIS EVALUATION Group Orientation Familiarize professional employee with the procedures. All forms are presented with an explanation of each form provided. This should Individual Goal setting meeting Formal Post-observation Feedback and Reflection Meeting with and Written Improvement Plan Written Notice of Potential Job Jeopardy be done both orally and in writing. Provide teacher with assistance in setting professional development goals and completing required form. Review Employee Portfolio. A minimum of 20 minutes per observation is required. that will form later conversations and judgments about the professional employee s professional practice. The evaluator will provide feedback to the professional employee regarding the evidence captured during the classroom observation. The professional employee will provide the evaluator his/her reflections. The employee will receive a written improvement plan that includes established goals and a timeline that will result in the employee s professional improvement. The plan will be signed by both parties. Employee will receive written notice of potential non-renewal status. Reflection Sheet No later than the 10 th duty day of 1 st semester No later than September 30 Principal At least 3 formal observations of no less than 20 minutes in duration and limited to 1 per school day prior to February 15. Within 5 school days of the observation or at a mutually agreeable time. No later than December 1 with goals to be reached by February 15. No Later than December 1 employee bargaining unit may be different from those used by classroom professional employees. Page 15

23 EVALUATION PROCEDURE FOR TENURED (FOUR OR MORE YEARS) EMPLOYEES FOUND TO BE AT RISK OF RECEIVING A NON-RENEWAL RECOMMENDATION ON HER/HIS EVALUATION Employee is required to observe another professional employee approved by the evaluator with the same curricular expertise in the building, district, or nearby district. by an appropriate District administrator. Development Summative Evaluation and Conference that will form later judgments about the professional employee s professional practice. Employee may be required to attend an inservice at the option of the administrator. This conference focuses on the overall performance of the professional employee. Dates and times documenting the formal observations made by an administrator shall be included on the evaluation form. A copy of the non-renewal evaluation will be sent to the General Director of Secondary Learning or General Director of Elementary Learning. One day 2 hours is responsible for facilitation is responsible for facilitation 1 day is responsible for facilitation All Forms No later than February 15 After the conference bargaining unit may be different from those used by classroom professional employees. Page 16

24 EVALUATION PROCEDURE FOR TENURED (FOUR OR MORE YEARS) EMPLOYEES FOUND TO BE AT RISK OF RECEIVING A NON-RENEWAL RECOMMENDATION ON HER/HIS EVALUATION Meeting Request with The employee may make a written request for a meeting with the evaluator. The evaluator will explain the reasons for the non-renewal recommendation. Note: See Article 20 (Discipline, Suspension, Termination and Non-Renewal for due process procedures.) Request within 10 school days of the evaluation meeting. Meeting within 10 school days after request is made or a mutually agreeable time. employee for requesting the meeting. bargaining unit may be different from those used by classroom professional employees. Page 17

25 PROFESSIONAL EMPLOYEES WITH MORE THAN FOUR (4) YEARS OF SERVICE 1. employees with more than four (4) years service shall be evaluated at least once every three (3) years with the evaluation completed by February 15 of that year. 2. During the two years between evaluations, the employee will develop a portfolio of evidence documenting domains one (1) and four (4) of the Framework for Teaching. Components and elements of the domains are listed below. Domain 1: Planning and Preparation Domain 4: Responsibilities a. Demonstrating knowledge of content and pedagogy a. Reflecting on teaching -Knowledge of content -Accuracy -Knowledge of prerequisite relationships -Use in future teaching -Knowledge of content-related pedagogy b. Demonstrating knowledge of students b. Maintaining accurate records -Knowledge of characteristics of age group -Student completion of assignments -Knowledge of students varied approaches to learning -Student progress in learning -Knowledge of students skills and knowledge -Noninstructional records -Knowledge of students interests and cultural heritage c. Setting Instructional Outcomes c. Communicating with families -Value, sequence, and alignment -Information about the instructional program -Clarity -Information about individual students - Balance -Engagement of families in the instructional program - Suitability for diverse students d. Demonstrating knowledge of resources d. Participating in a Community -Resources for teaching -Relationships with colleagues -Resources for students -Service to the school. Involvement in a culture of professional inquiry -Participation in school and district projects e. Designing coherent instruction e. Growing and developing professionally -Learning activities -Enhancement of content knowledge and pedagogical skill -Instructional materials and resources -Receptivity to feedback from colleagues -Instructional groups -Service to the profession -Lesson and unit structure f. Designing Student Assessments f. Showing professionalism -Congruence with instructional outcomes - Integrity and ethical conduct -Criteria and standards -Service to students -Design of formative assessments -Advocacy -Use for planning -Decision making -Compliance with school and district regulations 3. The portfolio shall be presented to the evaluator at the goal setting conference that is conducted at the beginning of the evaluation year. bargaining unit may be different from those used by classroom professional employees. Page 18