DIMMICK COMMUNITY CONSOLIDATED SCHOOL DISTRICT #175 TEACHER EVALUATION PLAN

Transcription

1 DIMMICK COMMUNITY CONSOLIDATED SCHOOL DISTRICT #175 TEACHER EVALUATION PLAN Braves

2 Table of Contents 1. Teacher Evaluation Plan Development Process 2 2. The Teacher Evaluation Framework 3. Committee Members 4. Core Beliefs of the Teacher Evaluation Process 3 5. Goals of the Teacher Evaluation Plan 6. The Domains, Components and Elements 7. Levels of Performance and the Four Rating System 8. Professional Practice Component Domain Rating System=70% of the Summative Rating 9. Student Growth Component Rating System=30% of the Summative Rating Summative Evaluation Rating System 11. Observation and Evaluation Timeframes and Schedule 12. Needs Improvement Rating Unsatisfactory Rating and Remediation 14. Summative Evaluation Rating and Written Response 15. Assignments, Representation, Training and Disclaimers Plan Approval Page 17. Appendix - 2 -

3 1. Teacher Evaluation Plan Development Process Updating the evaluation process is necessary to ensure compliance with the Illinois Performance Evaluation Reform Act (PERA) (Public Act ). PERA required significant changes to how teachers are evaluated. The goal of the committee was to develop an evaluation plan with a focus on teacher growth and a more objective and clear means of communication throughout the process. The task of this committee was to study, plan, research, develop and implement a new, comprehensive teacher evaluation plan that is in compliance with PERA and also one that meets the needs of the district and the professional growth needs of the teachers with the ultimate goal of improving the process of teaching and learning. 2. The Teacher Evaluation Framework The committee focused on the development of an evaluation instrument aligned with Danielson s framework. Danielson focuses on four domains that are clear, concise and more easily understood between the teacher and the evaluator. It also recognizes professional growth as a major component in the process. 3. Committee members The Teacher Evaluation Plan Committee members are: Mr. Joel Foster (5-8 Lead Teacher), Mrs. Maribeth Ficek (K-4 Lead Teacher), Mrs. Teri Rossman (STEM Teacher/Technology Coordinator), Mr. Doug Safranek (DETA President) and Mr. Ryan Linnig (Superintendent/Principal). 4. Core Beliefs of the Teacher Evaluation Process The evaluations should be an ongoing process. There should be clarity of expectations for both the teacher and the evaluator. The evaluation should be based on continual improvement of instruction focused on improved student learning. The evaluation should be flexible accounting for teaching assignments, grade levels and professional responsibilities. The evaluation process should be collaborative in nature. The evaluation process should include self-reflection and self-assessment. The evaluation process should take into account professional growth and experience of the teacher. Professional growth can always take place and improvement should be ongoing. 5. Goals of the Teacher Evaluation Plan To develop an evaluation tool that ultimately improves teaching and learning. To provide a fair and consistent method of teacher evaluation that meets the diverse needs of the staff. To provide common language allowing for clear expectations about effective instruction and professional dialogue. To allow teachers to play a direct, active role in the process of their own evaluation, including opportunities for selfreflection and professional growth. To develop a plan that is legally sound and in compliance with PERA. 6. The Domains, Components and Elements Danielson s framework outlines four Domains of Teaching Responsibility, as well as components under each domain. The Framework for Teaching Summary (Appendix A) provides more detailed elements under each component, and the Evaluation Document (Appendix G) includes descriptors for each performance level for the four domains. The four domains, as well as the five components under each domain, are as follows: - 3 -

4 Domain 1 - Planning and Preparation 1A Demonstrating Knowledge of Content, Pedagogy and Resources. 1B Demonstrating Knowledge of Students 1C Setting instructional Outcomes 1D Designing Coherent Instruction 1E Designing Student Assessments Domain 2 - The Classroom Environment 2A Creating an Environment of Respect and Rapport 2B Establishing a Culture for Learning 2C Managing Classroom Procedures 2D Managing Student Behavior 2E Organizing Physical Space Domain 3 - Instruction 3A Communicating with Students 3B Using Questioning and Discussion Techniques 3C Engaging Students in Learning 3D Using Assessment in Instruction 3E Demonstrating Flexibility and Responsiveness Domain 4 Professional Responsibilities 4A Reflecting on Teaching 4B Maintaining Accurate Records 4C Communicating with Families 4D Growing & Developing Professionally while Participating in a Professional Community 4E Showing Professionalism 7. Levels of Performance and the Four Rating Categories In compliance with PERA, the Teacher Evaluation Plan includes four specific rating categories that correspond with Danielson s Levels of Performance. The evaluation rating categories are: Excellent, Proficient, Needs Improvement and Unsatisfactory. 8. Professional Practice Component Domain Rating System=70% of the Summative Rating. (See Appendix G) Under each of the domains, teachers are rated according to the above levels for each of the twenty components. Domain scores will be rounded to the nearest tenth and the Domains will be weighted for the observation score as follows: Domain 1=20%, Domain 2=20%, Domain 3=40% & Domain 4=20%. The five component ratings under each domain are then used to determine the overall domain rating. The domain scores are then calculated according to the weighted percentages above to determine the professional practice score. 9. Student Growth Component Rating System=30% of the Summative Rating. (See Appendix I) : , with no individual components rated lower than Proficient. : , with no more than 2 individual components rated as Needs Improvement and no components rated as Unsatisfactory. : , with no more than 1 individual component rated as Unsatisfactory; OR more than 2 components rating as Needs Improvement. : or having two or more components as unsatisfactory. 10. Summative Evaluation Rating System For the summative evaluation (Appendix G), individual teachers are assigned an overall performance rating. For tenured teachers, it will be based upon the formal observation plus any applicable informal observations. For probationary teacher s it will be based upon the average of both formal observations plus any applicable informal observations. The summative rating will be based on the same 4 rating scales and criteria indicated in section 8 above. 11. Observation and Evaluation Timeframes and Schedule The teacher evaluation process is an ongoing effort focused on the professional growth of the teacher and should ultimately improve teaching and learning. It is also a legal process with specific requirements and necessary timelines. Formal Observations: A schedule with the planned formal observations will be distributed by the evaluator to all affected teachers at least 1 week prior to the evaluation date. Should circumstances arise that make it necessary to make changes to this schedule, the evaluator or teachers will notify the other a minimum of 2 days prior to the rescheduled date, unless an earlier time is mutually agreed upon by both parties. Probationary teachers shall be formally observed at least two (2) times each probationary year and tenured teachers a minimum of once every two years

5 Pre-Conference Forms and Scheduling Formal Evaluations: The evaluator and teacher will establish the specific dates and times of the pre-observation conference and formal observations. Each formal classroom observation shall be a minimum of thirty (30) consecutive minutes. The teacher will be expected to discuss the questions indicated on the Pre-Observation form (Appendix B) during the scheduled pre-observation conference. Post-Observation Reflection Conference Forms and Schedule: The post-observation reflection conference shall take place within ten (10) school days of the formal observation. The teacher will be expected to discuss the concepts indicated in all four domains at the Post-Observation Conference form (Appendix C). Following the post conference, the completed, formal evaluation shall be shared with the teacher within 10 days. Informal Observations: In addition to the number of formal observations described above for probationary and tenured teachers, informal observations may be conducted during each evaluation cycle. Informal observations do not require any notifications or forms; however, if any information from the informal observations is used in the final summative rating, then the information must be shared in writing with the teacher within ten (10) days after the completion of the informal observation and the teacher will be given the opportunity to discuss this with the evaluator following the observation. Annual Professional Responsibilities Data Collection: Any artifacts or evidence of professional responsibilities must be indicated on the Annual Professional Responsibilities Data Collection Form (Appendix D) and submitted by the teacher to the evaluator by the final day of each school year. This document should be updated throughout the school year and be available for review by the evaluator upon request. Professional Growth Plan / S.M.A.R.T. Goals (Appendix H): By September 1 of each school year, all teachers will be expected to complete a Professional Growth Plan which will highlight specific areas within the four domains in which they will focus on improving over the course of the school year. This plan should also align to the goals of the District Strategic Plan. Missed Timelines and Special Circumstances: In the event of a teacher medical leave or other unforeseen, longterm absence prevents the issuance of a final summative evaluation rating, a rating will not be provided and the teacher will be placed on the evaluation cycle the following year. 12. Needs Improvement Rating: A Professional Development Plan (PDP) shall be developed between any tenured teacher and the evaluator within thirty (30) days after the completion of a summative rating in which a tenured teacher is rated as Needs Improvement in any one or more of the 5 components within any of the four domains of the final summative evaluation rating. The plan should address all components and or domains rated as Needs Improvement or Unsatisfactory. In addition to the development and successful completion of the PDP, a tenured teacher receiving a domain or summative rating of Needs Improvement shall have at least 1 additional formal evaluation during the ensuing school term. The PDP is not utilized for non-tenured teachers who receive a summative rating of Needs Improvement. Should the tenured teacher fail to successfully complete the PDP and/or receive a summative evaluation rating of anything less than Proficient on the ensuing formal evaluation, then a remediation plan will be developed as is outlined in section 13 below. 13.Unsatisfactory Rating and Remediation In the event a tenured teacher receives an overall summative evaluation rating of Unsatisfactory, fails to successfully complete a PDP following a rating of needs improvement and/or receives a rating of anything less than proficient in the formal evaluation following the completion of a PDP, then a remediation plan will be developed in accordance with current statute. The remediation process includes a number of specific requirements for the teacher under remediation, the evaluator(s) and the consulting teacher, and also including specific timelines per the law. If a tenured teacher - 5 -

6 exhibits evidence of Unsatisfactory practice at any time, the summative evaluation process may be commenced to determine the rating. Should the rating be determined to be Unsatisfactory, then a remediation plan will be developed as described above. The teacher will be provided with the opportunity to provide any artifacts or evidence in response to an Unsatisfactory rating, with the understanding that the timeline will follow the schedule determined in the remediation plan, rather than any other references contained in the Teacher Evaluation Plan. 14. Summative Evaluation Rating and Written Response All formal observations, conferences and final summative evaluations must be completed by March 1 st of the summative evaluation year. Teachers shall be provided with a copy of the final summative evaluation report (Appendix G) at least 24 hours prior to the meeting to review the final document with the evaluator. One final copy must be signed and dated at the meeting by both the teacher and the evaluator indicating receipt of the summative evaluation, and this original hard copy is to be placed in the teachers personnel file. Signing the summative evaluation by the teacher shall indicate receipt, but not agreement with, the contents of the evaluation. If the teacher disagrees with the summative evaluation and/or narrative, his/her written response to the evaluation must be submitted within ten (10) working days of its receipt. Any written response will be attached to the summative evaluation in the personnel file. 15. Assignments, Representation, Training and Disclaimers Personnel File: A signed copy of each summative evaluation will be placed in the teacher s personnel file. Teacher Evaluation Plan Training: It is ultimately the responsibility of each individual teacher to be completely familiar with the teacher evaluation process, timelines, forms and teacher responsibilities. Questions or clarification should be directed to the evaluator or the superintendent. Teacher Evaluation Plan Disclaimers: This Teacher Evaluation Plan is intended to be flexible and adaptable to all the various teaching positions within the district. Evaluators will consider the uniqueness of each teacher s assignment when making judgments about their effectiveness. Specific job variations such as the number of students taught and the instructional time available may impact such factors such as the ability to individualize and differentiate instruction, communicate individually with parents and devote large amounts of time doing assessments. Furthermore, any issues or conflicts that may arise within the Teacher Evaluation Plan or throughout the teacher evaluation process will be brought forth to the appropriate parties so that they may be resolved in writing. 16. Ratification Mr. Joel Foster (5-8 Lead Teacher) Date Mrs. Maribeth Ficek (K-4 Lead Teacher) Date Mrs. Teri Rossman (STEM Teacher/Technology Coordinator) Date Mr. Doug Safranek (DETA President) Date Mr. Ryan Linnig (Superintendent/Principal) Date

7 17. Appendices Appendix A Appendix B Appendix C Appendix D Appendix E Appendix F Appendix G Appendix H Appendix I Appendix J Appendix K Framework for Teaching Pre-Conference Observation Form Post-Observation Reflection Conference Form Annual Professional Responsibilities Data Collection Remediation Plan Template Teacher Job Description Evaluation Document Professional Growth Plan Student Growth Component Approved Evaluators Professional Development Plan - 7 -

8 APPENDIX A: FRAMEWORK FOR TEACHING DOMAIN 1 PLANNING AND PREPARATION a. Demonstrating Knowledge of Content and Pedagogy Knowledge of Content & the Structure of the Discipline Knowledge of Prerequisite Relationships Knowledge of Content-Related Pedagogy b. Demonstrating Knowledge of Students Knowledge of Child & Adolescent Development Knowledge of the Learning Process Knowledge of Students Skills, Knowledge & Language Proficiency Knowledge of Students Interests & Cultural Heritage Knowledge of Students Special Needs c. Selecting Instructional Outcomes Value, Sequence & Alignment Clarity Balance Suitability for Diverse Learners d. Designing Coherent Instruction Learning Activities Instructional Materials & Resources Instructional Groups Lesson and Unit Structure e. Designing Student Assessment Congruence with Instructional Outcomes Criteria & Standards Design of Formative Assessments DOMAIN 2 THE CLASSROOM ENVIRONMENT a. Creating an Environment of Respect and Rapport Teacher Interaction with Students Student Interactions with One Another b. Establishing a Culture for Learning Importance of the Content Expectations for Learning and Achievement Student Pride in Work c. Managing Classroom Procedures Management of Instructional Groups Management of Transitions Management of Materials & Supplies Performance of Non-instructional Duties Supervision of Volunteers & Paraprofessionals d. Managing Student Behavior Expectations Monitoring of Student Behavior Response to Student Behavior e. Organizing Physical Space Safety & Accessibility Arrangement of Furniture & Use of Physical Resources - 8 -

9 DOMAIN 3 INSTRUCTION a. Communicating with Students Expectations for Learning Directions & Procedures Explanations of Content Use of Oral & Written Language b. Using Questioning and Discussion Techniques Quality of Questions Discussion Techniques Student participation c. Engaging Students in Learning Activities & Assignments Grouping of Students Instructional Materials & resources Structure & Pacing d. Using Assessment in Instruction Assessment Criteria Monitoring of Student learning Feedback to Students Student Self-Assessment & Monitoring of Progress e. Demonstrating Flexibility and Responsiveness Lesson Adjustment Response to Students DOMAIN 4 PROFESSIONAL RESPONSIBILITIES a. Reflecting on Teaching Accuracy Use in Future Teaching b. Maintaining Accurate Records Student Completion of Assignments Student Progress in Learning Non-instructional Records c. Communicating with Families Information about the Instructional Program Information about Individual Students Engagement of Families in the Instructional Program d. Participating in a Professional Community Relationships with Colleagues Involvement in a Culture of Professional Inquiry Service to the School Participation in School & District Projects e. Growing and Developing Professionally Enhancement of Content Knowledge & Pedagogical Skill Receptivity to Feedback from Colleagues Service to the Profession f. Demonstrating Professionalism Integrity & Ethical Conduct - 9 -

10 APPENDIX B - PRE-OBSERVATION CONFERENCE FORM These questions will drive conversations between the teacher and administrator about the lesson to be formally observed. Teachers shall be prepared to discuss these topics during the pre-conference. Teacher: Grade Level/Position: Years in Current Position Observation Date & Time: Pre-Conference Date & Time: Potential Guiding Questions for Discussion between Teacher and Evaluator: 1. What have you learned about your students that has gone into planning for this lesson? 2. What are the key objectives and how will you communicate them to the students? 3. How have you organized the overall structure, pacing and materials within this lesson to engage students in the learning process (i.e. instructional strategies)? 4. How do your classroom procedures and/or the physical arrangement of the classroom help students be successful in your classroom? 5. What adjustments to your lesson plan might you make if you see some students struggling with concepts during and/or after the lesson? 6. How do you plan to assess your students progress towards mastery of the identified learning objectives? What strategies will you use to re-teach those who may not master the objectives? 7. What knowledge gained through professional development has been incorporated in this lesson? 8. What would you like me to specifically observe during the lesson? 9. Beyond what we have already discussed, what else would you like to share with me about the lesson that I will be observing?

11 APPENDIX C POST-OBSERVATION CONFERENCE FORM These questions will guide the Post-Observation Conference discussions between the teacher and evaluator which shall occur within 10 days of the observation. Teacher: Evaluator : Conference Date/Period: Observation Date/Period: Domain 1: Did you depart from you plan? If so, how and why? Domain 2: Comment on your classroom procedures, student conduct and your use of physical space. To what extend did those contribute to student learning? Domain 3: Comment on different aspects of your instructional delivery (e.g., activities, grouping of students, materials and resources.) To what extend were they effective? How do you know? In general, how successful was the lesson? Did the students learn what you intended for them to learn? How do you know? Domain 4: If you had a chance to teach this lesson again to the same group of students, what would you do differently?

12 APPENDIX D ANNUAL PROFESSIONAL RESPONSIBILITIES DATA COLLECTION Any artifacts or evidence must be submitted from the teacher to the evaluator either included on or provided with this completed form by the last day of school each school year. Teacher: School Year: Committees: Administrator: Date of Submission: Supervisory Duties: Presenter of professional growth opportunity, course or seminar for teaching colleagues: Participation in special events: Workshops attended outside the district: Coaching/Sponsoring responsibilities with students: District training: Memberships to professional organizations: College classes/degrees eared this year: Other:

13 APPENDIX E: REMEDIATION PLAN TEMPLATE DIMMICK COMMUNITY CONSOLIDATED SCHOOL DISTRICT #175 LASALLE COUNTY, LASALLE, ILLINOIS TEACHER REMEDIATION PLAN FOR (Teacher Name) (Date)

14 TABLE OF CONTENTS I. STATEMENT OF PURPOSE... 1 II. PARTICIPANTS... 1 III. TIMELINES AND PROCEDURES... 2 IV. STANDARDS, TEACHING DEFICIENCIES AND REMEDIATION ACTIVITIES... 2 V. SIGNATURES/ACHNOWLEDGEMENT... 6 i

15 I. STATEMENT OF PURPOSE School District #175 LaSalle County, Illinois provides this remediation plan in compliance with Article 24A of the Illinois School Code (105 ILCS 5/24A-1 et seq.). The purpose of this plan is to assist the teacher in need of remediation to correct and identify deficiencies in categories rated unsatisfactory. This plan will be the basis of the required evaluations and of the determination of whether or not the teacher has achieved a proficient or better level of performance in the identified rating categories at the end of the remediation cycle. The purpose of this remediation plan is to assist (insert teacher) in achieving a proficient level of performance by the end of the remediation period. Each evaluation conducted under the plan shall assess the teacher's performance during the time period since the prior evaluation; provided that the last evaluation shall also include an overall evaluation of the teacher's performance during the remediation period. Should (insert teacher) complete the remediation plan with a rating of proficient or better in the identified categories, she shall be reinstated into the usual evaluation cycle. Because (insert teacher) performance was rated as "unsatisfactory" in (insert date), he/she must also be evaluated at least once in the school year following the receipt of such rating (i.e., the school year) should he/she complete the remediation plan with a rating of proficient or better in the identified categories. However, the most important outcome is quality education for students. Should (insert teacher) not reach a proficient level of performance in all components, the Board of Education will institute dismissal proceedings. II. PARTICIPANTS TEACHER UNDER REMEDIATION: (insert teacher) EVALUATOR: (insert evaluator(s)) (Must be an administrator or other individual qualified under Section 24A-3) PARTICIPATING ADMINISTRATORS: (insert evaluator(s)) CONSULTING TEACHER: (insert teacher) (Must be an educational employee, have at least 5 years teaching experience, familiarity with the assignment of the teacher being evaluated, and received an excellent rating on most recent evaluation) Both (insert evaluator(s)) will conduct observations and shall collaborate on writing the evaluation reports. (insert administrator) will be the Administrator to authorize any visits to the teacher or other special activities on the part of (insert teacher)and/or the consulting teacher. (insert evaluator(s)) will assist in remediation tasks. The Administrators will observe lessons being taught, review lesson plans when specified in remediation tasks, conduct conferences as needed and assist with teaching ideas. The Administration reserves the right to add other Administrators and/or resource personnel as they deem necessary. The consulting teacher will have no part in developing the required evaluations nor be engaged to evaluate (insert teacher) performance. The parties agree that in no event will the consulting teacher be called upon in any proceeding to testify. She may, however, make suggestions for needed help or assistance from time to time based upon her work with (insert teacher). The consulting teachers role is simply to provide advice to (insert teacher) on how to improve teaching skills and to successfully complete the remediation plan. The consulting teacher will be the one to determine whether or 0

16 not she can assist with specific tasks or can respond to requests from (insert teacher). The consulting teacher shall be informed, through two conferences with (insert administrator) and (insert teacher) of the results of the evaluations in order to continue to provide assistance to (insert teacher). The consulting teacher was provided a copy of this remediation plan to review for a 4 day period. The consulting teacher may offer suggestions as changes to the plan. The District shall consider such suggestions or changes and notify the consulting teacher of their decision. The District s decisions on changes or suggestions shall be final. III. TIMELINES AND PROCEDURES Remediation Period: (Must be at least 90 school days of remediation within the classroom) Approximate Evaluation Dates: (Must include at least a mid-point, 45 day evaluation by the evaluator and final evaluation must be issued within 10 days after the conclusion of the remediation plan, each evaluation must assess the teacher s performance during the time since the prior evaluation, the last evaluation must include an overall evaluation of teacher s performance during the remediation period, a written copy of the evaluation must be discussed with the teacher within 10 school days after the evaluation date) Observation No. 1: Observation No. 2: Evaluation No. 1: Evaluation No. 2: Post observation conference within five days. Post observation conference within five days. (45 days from beginning of remediation period) (90 days from beginning of remediation period) The District s Participating Administrators will observe classes during each evaluation period. Observations may be either announced or unannounced. It is recognized that informal observations may be considered. During each such period, the consulting teacher will provide advice as to how the teacher on remediation can improve his/her skills and successfully complete the remediation plan. Administrators will confer with the teacher (and periodically the consulting teacher) to review observations. There will not necessarily be a conference conducted after an informal classroom observation. Other personnel may be called in by the Administration to assist. The teacher will provide artifacts and evidence as described in this plan, and may also provide any other artifacts and evidence regarding her remediation of the deficiencies set forth in this plan. Each evaluation period will conclude with a written evaluation and rating determined by the evaluating Administrator(s). IV. STANDARDS, TEACHING DEFICIENCIES, AND REMEDIATION ACTIVITIES DOMAIN 1 DEFICIENCIES REMEDIATION ACTIVITIES: EVIDENCE OF REMEDIATION: DOMAIN 2 DEFICIENCIES REMEDIATION ACTIVITIES: EVIDENCE OF REMEDIATION: 1

17 DOMAIN 3 DEFICIENCIES REMEDIATION ACTIVITIES: EVIDENCE OF REMEDIATION: DOMAIN 4 DEFICIENCIES REMEDIATION ACTIVITIES: EVIDENCE OF REMEDIATION: V. SIGNATURES/ACHNOWLEDGEMENT The teacher and the consulting teacher each acknowledge that they had the opportunity to review a draft of the remediation plan, ask any questions that they may have had about the plan, and suggest comments and revisions to the plan. The teacher acknowledges that she understands the plan, the deficiencies listed in the plan, and the remediation activities and evidence of remediation for each deficiency. The consulting teacher acknowledges that she understands the plan, the teacher s deficiencies listed in the plan, the remediation activities and evidence of remediation for each deficiency, and her role as the consulting teacher. Date: Date: Date: Date: Evaluator/Participating Administrator Participating Administrator Teacher Consulting Teacher Given that no suitable consulting teacher candidate could be identified within the District, the Dimmick Elementary Teachers Association recognizes (insert consulting teacher), (insert consulting teacher s school district) as a qualified consulting teacher for this remediation plan (24A-5(j)). Date: DETA President 2

18 APPENDIX F: JOB DESCRIPTION K-8 INSTRUCTOR Qualifications: Hold a valid Illinois Teaching Certificate as well as any other requirements set by law Exhibit the characteristics of a highly motivated instructor who incorporates best practices/research-based strategies into instruction Reports to: Principal/Superintendent Supervises: Students assigned to his/her specific class(es), students with which he/she is in contact during the school day, and students with which he/she is in contact during times established by building administration outside of regular school hours Goal: To effectively meet the needs of each student by providing the necessary support to develop competency in the student learning objectives identified in the district curriculum as well as the academic standards set forth for the State of Illinois. Responsibilities: Domain 1: Planning and Preparation The Teacher shall: 1. Demonstrate knowledge of the content and current pedagogy in his/her assigned classes. 2. Demonstrate knowledge of student backgrounds, cultures, skills, and interests in his/her assigned classes. 3. Prepare class goals/objectives that represent authentic student learning and are aligned to the district curriculum and academic standards set by the state of Illinois. 4. Demonstrate an awareness of resources available for teaching and an understanding of how to gain access to them for his/her students. 5. Demonstrate coherent instruction with a clearly defined structure, which supports the stated goals and engages students in meaningful learning. 6. Align student assessment with instructional goals, appropriate to the needs of the student. Assessment results are used to plan future lessons. 7. Understand and use appropriate formative and summative assessments for determining students needs and respond appropriately according to the data. 8. Develops lesson plans and instructional materials that are designed to provide individualized and small group instruction in order to best serve the needs of the students. Lesson plans clearly include identification of purpose, assessment and strategy. Domain 2: The Classroom Environment The Teacher shall 1. Demonstrate classroom interactions that are warm and caring, and are respectful of the cultural and developmental differences between groups of students. 2. Establish a classroom environment that represents a culture for learning with a commitment to the subject and with high expectations for student achievement. 3. Establish classroom schedules/routines and procedures that function smoothly and maximize effective, purposeful instructional time. 4. Establish clear standards of conduct and respond to student misbehavior appropriately and respectfully with an emphasis on the district standards; be respectful, be responsible and be a role model. 5. Establish a classroom that is safe with learning that is accessible to all students. Classroom furniture and equipment supports learning activities. 3

19 Domain 3: Instruction The Teacher shall 1. Communicate objectives, purpose and expectations clearly and accurately to students, both orally and in writing. Communication will be appropriate to students cultures and levels of development. 2 Uses multiple teaching strategies, including adjusted pacing and flexible grouping to engage students in active learning opportunities that promote the development of critical and creative thinking, problem solving and performance capabilities. 3 Varies his or her role in the instructional process as instructor, facilitator, coach or audience in relation to the content and purposes of instruction and the needs of students. 4 Uses technology to accomplish differentiated instructional objectives that enhance learning for each student. 5 Models and facilitates effective use of current and emerging digital tools to locate, analyze, evaluate and use information resources to support research and learning. 6 Integrate reading, writing and oral communication within the content area and recognize and address student needs in these areas to build content area knowledge. 7 Assess regularly in instruction through self-assessment by students, monitoring of progress of learning by the teacher or students, and through high quality feedback to students. Students are fully aware of the assessment criteria and used to evaluate their work. 8 Ensure the successful learning of all students by making adjustments as needed to instruction plans and by responding to student interests and questions. Domain 4: Professional Responsibilities The Teacher shall 1. Reflect on the lesson, citing characteristics that were not fully successful, and determine improvements. 2. Maintain accurate academic and behavioral records in an efficient and detailed manner. (Grades are to be updated weekly) 3. Communicate frequently with families and successfully engage them in the instructional program. Convey information to families about individual students in a culturally appropriate manner. 4. Participate in school and district events and projects, and maintain positive and productive relationships with colleagues. 5. Seek opportunities for professional development based on an individual assessment of need and district strategic plan goals. 6. Maintain professional competence through in-service, professional development opportunities and research of relevant educational articles and journals 7. Make a genuine effort to ensure that all students are well served by the school. 8. Appropriately administer standardized assessments with honesty and integrity. 9. Assist as appropriate in curriculum development, mapping and student data analysis. Evaluation: The Teacher s performance will be evaluated in accordance with provisions of the Board of Education policy on the Evaluation of Professional Personnel as well as relevant state laws. Signature Date: 4

20 APPENDIX G - EVALUATION DOCUMENT Dimmick C.C.S.D.#175 Teacher Probationary Year Date Evaluator Tenured 1st Formal Pre-Conference Date Formal Evaluation Date Post Conference Date 2nd Formal Pre-Conference Date Formal Evaluation Date Post Conference Date Your signature acknowledges that you have received a copy of the evaluation and is not an indicator that you agree or disagree with its contents. Disputes must be submitted in writing no later than 10 days following receipt of the evaluation. Written responses will be attached to evaluation and placed in the teacher's personnel file. Teacher Evaluator 1st Formal Evaluation Informal Evaluation Forms Attached Lesson Plans Attached Othe r (Please Indicate) 2nd Formal Evaluation Domain 1 Planning & Preparation 20% 3.20 Domain 1 Planning & Preparation 20% 3.20 Domain 2 Classroom Environment 20% 3.60 Domain 2 Classroom Environment 20% 3.40 Domain 3 Instruction 40% 2.80 Domain 3 Instruction 40% 3.20 Domain 4 Professional Domain 4 Professional Responsibilities 20% 3.25 Responsibilities 20% 3.60 Score 3.13 Score 3.32 Professional Practice Score 3.23 X Student Growth Score 3.25 X Summative Evaluation Score Total 32.3 Unsatisfactory (With 2 or more components as Unsatisfactory) Needs Improvement (With 1 component as Unsatisfactory or more than 1 Needs Improvement) Proficient (With no more than 1 component as Needs Improvement) X 0.10 Excellent (With no components below a proficient) PLEASE NOTE THE SCORES ONLY SERVE AS AN EXAMPLE 5

21 DOMAIN 1 PLANNING AND PREPARATION 20% 1st Formal Evaluation 3 1.A. Demonstrate Knowledge of Content, Pedagogy and Resources 2nd Formal Evaluation 3 The teacher s plans and practice display little knowledge of the content, prerequisite relationships between different aspects of the content, or of the instructional practices specific to that discipline. The teacher demonstrates little or no familiarity with resources to enhance own knowledge, to use in teaching or for students who need them. The teacher s plans and practice reflect some awareness of the important concepts in the discipline, prerequisite relationships between them, and the instructional practices specific to that discipline. The teacher demonstrates some familiarity with resources available through the school or district to enhance own knowledge, to use in teaching or for students who need them. The teacher s plans and practice reflect solid knowledge of the content, prerequisite relations between important concepts and of the instructional practices specific to that discipline. The teacher is fully aware of the resources available through the school or district to enhance own knowledge, to use in teaching, or for students who need them. The teacher s plans and practice reflect extensive knowledge of the content and of the structure of the discipline. Teacher actively builds on knowledge of prerequisites and misconceptions when describing instruction or seeking causes for student misunderstanding. The teacher seeks out resources in and beyond the school or district in professional organizations, on the internet, and in the community to enhance own knowledge, to use in teaching 1.B. Demonstrate Knowledge of Students 1st Formal Evaluation 4 2nd Formal Evaluation 3 The teacher demonstrates little or no knowledge of students backgrounds, cultures, skills, language proficiency, interests, and special needs, and does not seek such understanding. The teacher indicates the importance of understanding students backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for the class as a whole. The teacher actively seeks knowledge of students backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for groups of students. The teacher actively seeks knowledge of students backgrounds, cultures, skills, language proficiency, interests, and special needs from a variety of sources, and attains for individual students. 1.C. Setting Instructional Goals/Objectives/Outcomes 6 1st Formal Evaluation 4 2nd Formal Evaluation 3 Instructional outcomes are unsuitable for students, represent trivial or low-level learning, or are stated only as activities. They do not permit viable methods of assessment. Instructional outcomes are of moderate rigor and are suitable for some students, but consist of a combination of activities and goals, some of which permit viable methods of assessment. They reflect more than one type of learning, but teacher makes no attempt at coordination or integration. Instructional outcomes are stated as goals reflecting high-level learning and curriculum standards. They are suitable for most students in the class, represent different

22 types of learning, and can be assessed. The outcomes reflect opportunities for coordination. Instructional outcomes are stated as goals that can be assessed, reflecting rigorous learning and curriculum standards. They represent different types of content, offer opportunities for both coordination and integration, and take account of the needs of individual students. 1.D. Designing Coherent Instruction 1st Formal Evaluation 3 2nd Formal Evaluation 4 The series of learning experiences is poorly aligned with the instructional outcomes and does not represent a coherent structure. The experiences are suitable for only some students. The series of learning experiences demonstrates partial alignment with instructional outcomes, and some of the experiences are likely to engage students in significant learning. The lesson or unit has a recognizable structure and reflects partial knowledge of students and resources. The teacher coordinates knowledge of content, of students, and of resources to design a series of learning experiences aligned to instructional outcomes and suitable for groups of students. The lesson or unit has a clear structure and is likely to engage students in significant learning. The teacher coordinates knowledge of content, of students, and resources to design a series of learning experiences aligned to instructional outcomes, differentiated where appropriate to make them suitable for all students, and likely to engage them in significant learning. The lesson or unit structure is clear and allows for different pathways according to student needs. 1.E. Designing Student Assessments 1st Formal Evaluation 2 2nd Formal Evaluation 3 The teacher s plan for assessing student learning contains no clear criteria or standards, is poorly aligned with the instructional outcomes, or is inappropriate for many students. The results of assessment have minimal impact The teacher s plan for student assessment is partially aligned with the instructional outcomes, without clear criteria, and appropriate for at least some students. The teacher intends to use assessment results to plan for future instruction for the class as a whole. The Teacher s plan for student assessment is aligned with the instructional outcomes, using clear criteria, and is appropriate to the needs of students. The Teacher intends to use assessment results to plan for future instruction for groups of students. The teacher s plan for student assessment is fully aligned with the instructional outcomes, with clear criteria and standards that show evidence of student contributions to their development. Assessment methodologies may have been adapted for individuals and the teacher uses assessment results to plan future instruction for individual students. DOMAIN 2 THE CLASSROOM ENVIRONMENT 20% 2.A. Creating an Environment of Respect and Rapport 1st Formal Evaluation 4 2nd Formal Evaluation 3 Classroom interactions, both between the teacher and students and among students, are negative, inappropriate, or insensitive to students cultural backgrounds, and characterized by sarcasm, put-downs or conflict. 7

23 Classroom interactions, both between the teacher and students and among students are generally appropriate and free from conflict but may be characterized by occasional displays of insensitivity or lack of responsiveness to cultural or developmental differences. Classroom interactions, between teacher and students and among students are polite and respectful, reflecting general warmth and caring, and are appropriate to the cultural and developmental differences among groups of students. Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students cultures and levels of development. Students themselves ensure high levels of civility among members of the class. 2.B. Establishing a Culture of Learning 1st Formal Evaluation 3 2nd Formal Evaluation 3 The classroom environment conveys a negative culture for learning, characterized by low teacher commitment to the subject, low expectations for student achievement, and little or no student pride in work. The teacher s attempt to create a culture for learning is partially successful, with little teacher commitment to the subject, modest expectations for student achievement, and little student pride in work. Both teacher and students appear to be only going through the motions. The classroom culture is characterized by high expectations for most students, genuine commitment to the subject by both teacher and students, with students demonstrating pride in their work. High levels of student energy and teacher passion for the subject create a culture for learning in which everyone shares a belief in the importance of the subject, and all students hold themselves to high standards of performance, for example by initiating improvements to their work. 2.C. Managing Classroom Procedures 1st Formal Evaluation 4 2nd Formal Evaluation 4 Much instructional time is lost due to inefficient classroom routines and procedures for transitions, handling of supplies, and performance of non-instructional duties. Some instructional time is lost because classroom routines and procedures for transitions, handling of supplies and performance of non-instructional duties are partially effective. Little instructional time is lost due to classroom routines and procedures, for transitions, handling of supplies, and performance of non-instructional duties, which occur smoothly. Students contribute to the seamless operation of classroom routines and procedures, for transitions, handling of supplies, and performance of non-instructional duties. 2.D. Managing Student Behavior 1st Formal Evaluation 3 2nd Formal Evaluation 4 There is no evidence that standards of conduct have been established, and little or no teacher monitoring of student behavior. Response to student misbehavior is repressive, or disrespectful of student dignity. 8

24 It appears that the teacher has made an effort to establish standards of conduct for students. The Teacher tries, with uneven results, to monitor student behavior and respond to student misbehavior. Standards of conduct appear to be clear to students, and the teacher monitors student behavior against those standards. The teacher s response to student misbehavior is appropriate and respects the students dignity. Standards of conduct are clear with evidence of student participation in setting them. The teacher s monitoring of student behavior is subtle and preventative and the teacher s response to student misbehavior is sensitive to individual student needs. Students take an active role in monitoring the standards of behavior. 2.E. Organizing Physical Space 1st Formal Evaluation 4 2nd Formal Evaluation 3 The physical environment is unsafe, or some students don t have access to learning. Alignment between the physical arrangement and the lesson activities is poor. The classroom is safe, and essential learning is accessible to most students, and the teacher s use of physical resources, including computer technology, is moderately effective. The Teacher may attempt to modify the physical arrangements to suit learning activities, with partial success. The classroom is safe, and learning is accessible to all students; the teacher ensures that the physical arrangement is appropriate to the learning activities. The teacher makes effective use of physical resources, including computer technology. The classroom is safe, and the physical environment ensures the learning of all students, including those with special needs. Students contribute to the use or adaptation of the physical environment to advance learning. Technology is used skillfully, as appropriate to the lesson. DOMAIN 3: INSTRUCTION 3.A. Communicating with Students 1st Formal Evaluation 2 2nd Formal Evaluation 3 Expectations for learning, directions and procedures, and explanations of content are unclear or confusing to students. Teacher s use of language contains errors or is inappropriate to students cultures or levels of development. Expectations for learning, directions and procedures, and explanations of content are clarified after initial confusion; the teacher s use of language is correct but may not be completely appropriate for students cultures or levels of development. Expectations for learning, directions and procedures, and explanations of content are clear to students. Communications are appropriate for students cultures and levels of development. Expectations for learning, directions and procedures, and explanations of content are clear to students. Teacher s oral and written communication is clear and expressive, appropriate to students levels of development and anticipates possible student misconceptions. 3.B. Using Questioning and Discussion Techniques 1st Formal Evaluation 3 2nd Formal Evaluation 3 9

25 The teacher s questions are low-level or inappropriate, eliciting limited student participation and recitation rather than discussion. Some of the teacher s questions elicit a thoughtful response, but most are low-level, posed in rapid succession. The teacher s attempts to engage all students in the discussion are only partially successful. Most of the teacher s questions elicit a thoughtful response, and the teacher allows sufficient time for students to answer. All students participate in the discussion, with the teacher stepping aside when appropriate. Questions reflect high expectations and are culturally and developmentally appropriate. Students formulate many of the high-level questions and ensure that all voices are heard. 3.C. Engaging Students in Learning 1st Formal Evaluation 4 2nd Formal Evaluation 4 Activities and assignments, materials, and groupings of students are inappropriate to the instructional outcomes, or students cultures or levels of understanding, resulting in little intellectual engagement. The lesson has no structure or is poorly placed. Activities and assignments, materials, and groupings of students are partially appropriate to the instructional outcomes, or students cultures or levels of understanding, resulting in moderate intellectual engagement. The lesson has a recognizable structure but that structure is not fully maintained. Activities and assignments, materials, and groupings of students are fully appropriate to the instructional outcomes, and students cultures and levels of understanding. All students are engaged in work of a high level of rigor. The lesson s structure is coherent, with appropriate pace. Students throughout the lesson are highly intellectually engaged in significant learning and make material contributions to the activities. The lesson is adapted as necessary to the needs of individuals, and the structure and pacing allow for student reflection and closure. 3.D. Using Assessment in Instruction 1st Formal Evaluation 3 2nd Formal Evaluation 3 Assessment is not used in instruction, either through monitoring of progress by the teacher or students, or through feedback to students. Students are unaware of the assessment criteria used to evaluate their work. Assessment is occasionally used in instruction, through some monitoring of progress of learning by teacher and/or students. Feedback to students is uneven, and students are aware of only some of the assessment criteria used to evaluate their work. Assessment is regularly used in instruction, through self-assessment by students, monitoring of progress of learning by teacher and/or students, and high quality feedback to students. Students are fully aware of the assessment criteria used. Assessment is used in a sophisticated manner in instruction, through student involvement in establishing the assessment criteria, self-assessment by students and monitoring of progress by both students and teachers, and high quality feedback to students from a variety of sources. 3.E. Demonstrating Flexibility and Responsiveness 1st Formal Evaluation 2 2nd Formal Evaluation 3 The teacher adheres to the instruction plan, even when a change would improve the lesson or address students lack of interest. The teacher brushes aside student questions; when students experience difficulty, the teacher blames the students or their home environment. 10