Caroline County Public Schools 204 Franklin Street Denton MD Teacher Evaluation System

Transcription

1 Caroline County Public Schools 204 Franklin Street Denton MD Teacher Evaluation System

2 Table of Contents Philosophy...1 Professional Practice...2 Student/School Data Measures...3 Transitioning Educator Effectiveness to Full Implementation...4 Schedule for Evaluation Professional Practice & Student Growth...5 TES Guidelines...6 Performance Standards...8 Observations...9 Evaluation of Professional Practice Student Growth Measures/Student Learning Objectives Professional Growth Plan Professional Improvement Plan Memorandum Attachment 1: Standards Attachment 2: Sources of Data Beyond Classroom Observations Attachment 3: Post-Observation Conference Report Attachment 4: Informal Classroom Observation Form Attachment 5: UDL Informal Observation Form Attachment 6: Teacher Professional Practice Mid-Year Report Attachment 7: Teacher Professional Practice Evaluation Report Attachment 8: Teacher Student Learning Objective (SLO) Plan Attachment 9: Teacher Evaluation System Professional Growth Plan Attachment 10: Teacher Evaluation System Professional Improvement Plan... 73

3 Teacher Evaluation System Handbook Philosophy Of all the factors that are important to student achievement in productive schools, the most important is what individual teachers believe, know and can do. The National Commission on Teaching and America s Future has called for schools and school districts to dedicate themselves to the educational birthright of every student: access to caring, competent and qualified teachers. In order to promote a high quality of teacher performance and to advance the instructional program of the Caroline County Public Schools (CCPS), a continuous improvement program of teacher professional development has been established. As part of Race to the Top (RTTT), Maryland requires annual evaluation of teachers which includes student growth. The Teacher Evaluation System (TES) seeks to support the professional development of teachers and to assure the community, parents, students, and ourselves that every student has access to high quality teaching. Certified personnel holding the following positions are considered teachers who will be evaluated using the Teacher Evaluation System: Classroom Teachers, including Art, Music and Physical Education Teachers, Media Specialists (teachers of record) Speech Pathologists, School Psychologists, Infant and Toddler, 3-year old, Instructional Specialists (special education, reading resource, math resource), Media Specialists (non-teachers of record), full time self-contained special education teachers (testing N < 6), Pupil Personnel Workers only will be evaluated on Professional Practice. The Caroline County Public Schools Teacher Evaluation System will: Promote high standards of teaching and learning Encourage teacher growth through collaboration and reflection Ensure quality teaching throughout the district Assist in personnel decisions The TES include 2 components (See chart) below: Professional Practice Student Growth Measures* Each component comprises 50% of the annual evaluation. Each component will be explained in the following pages. 1

4 Professional Practice This Teacher Evaluation System is intended to promote student performance and achievement, enhance teacher professional performance, and promote continuous improvement. Based on the work of the National Board for Professional Teaching Standards, six broad standards of teacher performance have been established. I. Teachers are committed to students and their learning and achievement. II. Teachers demonstrate knowledge of the subjects they teach and how to teach those subjects to students. III. Teachers maintain a positive learning environment that motivates students to learn and achieve. IV. Teachers continually assess and monitor student progress, analyze the results, and use data to improve instruction and student achievement. V. Teachers demonstrate a commitment to continuous improvement through active participation in professional development. VI. Teachers exhibit a high degree of professionalism. Under this Teacher Evaluation System, the evaluation of teaching performance will be continuous, long-term, embedded in dialogue, and based on all aspects of teaching and learning. 2

5 Student/School Data Measures Student/School Data Measures The following chart details the data and percentages of the data that contribute to the Student/School Data Measures portion of the Student Growth Component. Evaluation CCPS Teacher Evaluation Model Professional Practice Student Growth 50% Qualitative Measures As defined below 50% Quantitative Measures As defined below Standard 1 Commitment to Learning & Achievement Standard 2 Content Knowledge/ Pedagogy Standard 3 Positive Learning Environment Standard 4 Assessment/ Student Progress Standard 5 Professional Development Standard 6 Professionalis m 50% - Student Learning Objectives Target #1 25% Target #2 25% Evaluation: Ineffective/Effective/Highly Effective Student/School Data Measures will be evaluated annually. 3

6 Transitioning Educator Effectiveness To Full Implementation Over Three Years Non-Tenured and Ineffective Teachers: Beginning with the school year, Non-tenured or Ineffective Teachers will be evaluated annually on both Professional Practice and on Student Growth Measures. Ineffective teachers will be defined as those teachers who were rated Unsatisfactory prior to the school year or rated as Ineffective in subsequent evaluations. Tenured and Satisfactory or Effective/Highly Effective Teachers: A Cohort #1: Those tenured teachers already scheduled to be evaluated during the school year and enough additional tenured teachers scheduled to be evaluated beyond the school year to approximate 1/3 of the total school tenured teacher population. B C Cohort #2: Those tenured teachers already scheduled to be evaluated during the school year and enough additional tenured teachers scheduled to be evaluated beyond the school year to approximate 1/3 of the total school tenured teacher population. Cohort #3: Those tenured teachers already scheduled to be evaluated during the school year and enough additional tenured teachers scheduled to be evaluated beyond the school year to approximate 1/3 of the total school tenured teacher population. Each LEA should determine a methodology for schools to initially identify the one-third balancing of their tenured teachers. Cohort SY SY SY SY A Evaluate Student Growth Measures Evaluate Professional Practice Evaluate Student Growth Measures Carry Over Previous Professional Practice Evaluate Student Growth Measures Carry Over Previous Professional Practice Evaluate Student Growth Measures Evaluate Professional Practice B C Evaluate Student Growth Measures Evaluate Student Growth Measures Apply Satisfactory Evaluation Equivalent Apply Satisfactory Evaluation Equivalent Evaluate Student Growth Measures Evaluate Student Growth Measures Score Evaluate Professional Practice Apply Satisfactory Evaluation Equivalent Evaluate Student Growth Measures Evaluate Student Growth Measures Score Carry Over Previous Professional Practice Score Evaluate Professional Practice Evaluate Student Growth Measures Evaluate Student Growth Measures Carry Over Previous Professional Practice Score Carry Over Previous Professional Practice Score *Satisfactory Evaluation Equivalent: Based upon the eventual determination of cut scores in the state model, an equivalent score will be determined for teachers previously rated as satisfactory prior to SY for substitution in the state evaluation calculations during SY and SY To facilitate the three year transition, the Evaluation Equivalent will be determined so as not to place the teacher at a mathematical disadvantage. 4

7 Schedule for Evaluation Professional Practice and Student Growth As documented by decades of research, the best strategy for improving teaching and learning is to build the capacity of the school to function as a learning community in which professional development is job embedded. To support the learning community, the Teacher Evaluation System places teachers in a multi-year professional growth cycle. The professional growth cycle provides opportunities and resources for reflection on teaching practices (both individually and collegially) that lead to continuous improvement of teaching practices. The Teacher Evaluation System was designed to meet the different needs of teachers at various points in their careers in CCPS. Every teacher will be evaluated at least annually. All non-tenured teachers are provided formal feedback twice each year. At mid-year, teachers will receive formal feedback on Professional Practice, the Teacher Professional Practice Mid- Year Report. Student growth will be formally evaluated, at a minimum, as part of the end-ofyear evaluation, the Teacher Professional Practice Evaluation Report. Tenure is granted three years from the date of hire. Maryland State Department of Education (MSDE) requirements for standard or advanced professional certification have to be met. All non-tenured/probationary teachers and teachers rated Ineffective shall be evaluated annually on professional practice and student growth. Tenured teachers will be evaluated at least once annually on a three-year evaluation cycle. In the first year of the evaluation cycle, tenured teachers shall be evaluated on both professional practice and student growth. If in the first year of an evaluation cycle a tenured teacher is determined to be Highly Effective or Effective, then in the second year of the evaluation cycle, the tenured teacher will be evaluated using the professional practice rating from the previous year and the student growth based on the most recent available data. If in the second year of the evaluation cycle a tenured teacher is determined to be Highly Effective or Effective, then in the third year of the evaluation cycle, the tenured teacher shall again be evaluated using the professional practice rating from the previous year and student growth based on the most recent data. At the beginning of the fourth year, the evaluation cycle will begin again. Tenured teachers with a change in job title: The employee will remain in the same cohort and be evaluated in the first year in the new position. Portable tenure - Teachers that are eligible for portable tenure will be identified by Human Resources. These teachers will have a one (1) year of probationary employment. With Board of Education approval, the probationary period may be extended for a second year if the teacher does not qualify for tenure based on the established performance criteria and the teacher demonstrates a strong potential for improvement. Since CCPS teachers are in different phases using the TES, the transition plan can be viewed in the following chart. 5

8 Years 1-3 Beginning Teacher (Nontenured/Probationary) Caroline County Public Schools Teacher Evaluation System Guidelines Observations and Evaluations Four formal observations (one completed by Central Office Administrator) with: Two observations each semester A minimum of one observation by the conclusion of the first marking term. One announced observation with a pre-observation conference each semester Two post-observation conferences each semester Two written Post-Observation Conference Reports each semester Note: If a teacher may be rated Ineffective more formal observations (at least three observations total during the semester) are required. Two evaluations with: At mid-year, teachers will receive formal written feedback on Professional Practice, the Teacher Professional Practice Mid- Year Report. At the end of the year, teachers will receive a formal written Teacher Final Evaluation Report. Student growth information will be included in at least one of the written reports. Note: When a teacher is evaluated Ineffective he/she will be placed on a Professional Improvement Plan (PIP) for a period of one semester and not longer than one school year. Years 1 and 2 Tenured, Experienced, Veteran, Change in Job Title Evaluated in first 2 years) Teacher Observations and Evaluation Professional Practice and Student Growth Two formal observations with: At least one required each semester One announced observation with pre-observation conference Two post-observation conferences Two written Post-Observation Conference Reports Note: If a teacher may be rated Ineffective, more formal observations are required. One must be completed by a Central Office Administrator. One evaluation with: One written Teacher Final Evaluation Report Note: When a teacher is evaluated Ineffective he/she will be placed on a PIP for a period of one semester and not longer than one school year. 6

9 Years 2 and 3 of the 3 year cycle Tenured, Experienced, Veteran Teacher Observation and Evaluation Years Student Growth Minimum of two observations per year: Observations may be informal or formal* Written documentation for each observation Post-observation conference is required for a formal observation and optional for an informal observation One evaluation with: The existing professional practice score plus student growth measures Title of form once developed needed *Teachers need to be informed whether the observations will be informal or formal prior to the observation. *If an informal observation results in concerns about professional practice, the administrator should meet with the teacher. During that conference, the administrator shall indicate that the next observation would be a formal observation if that is the administrator s intent. Note: If the principal has concerns about the performance of a teacher, he/she may initiate a special evaluation. *The teacher will remain in the same cohort. Due Dates for Final Evaluation Reports It is essential that administrators send evaluations with the rating of Ineffective to the Department of Human Resources within the specified due dates. Highly Effective, Effective January 15 June 1 Probationary Teachers Ineffective December 15 April 15 Highly Effective, Effective Tenured Teachers Ineffective June 1 May 1 7

10 Performance Standards Six performance standards for teachers have been endorsed by the Caroline County Board of Education. They provide a blueprint for the assessment of teachers competencies in the Caroline County Public Schools (CCPS) Teacher Evaluation System (TES). These standards are used in the evaluation of all teachers. Each of the Standards I through IV comprise 10% of the Professional Practice component; Standards V and VI each comprise 5% of this component. When compiled, the Professional Practice is 50% of an evaluation. They are as follows: Standard I: Teachers are committed to students and their learning and achievement. (10%) Standard II: Teachers demonstrate knowledge of the subjects they teach and how to teach those subjects to students. (10%) Standard III: Teachers maintain a positive learning environment that motivates students to learn and achieve. (10%) Standard IV: Teachers continually assess and monitor student progress, analyze the results, and use data to improve instruction and student achievement. (5%) Standard V: Teachers demonstrate a commitment to continuous improvement through active participation in professional development. (5%) Standard VI: Teachers exhibit a high degree of professionalism. (5%) Each performance standard is clarified by performance criteria, descriptive examples of observable teaching behaviors, and sample interpretive statements [Attachment 1]. The purpose of the examples is to provide a sample picture of what teaching looks like when it meets and when it does not meet the CCPS performance standards. Sample interpretation statements are included to show how teacher behaviors might influence student learning (Standards I-IV) and teacher growth and professionalism (Standards V & VI). For each standard, a list of Sources of Data Beyond Classroom Observations [Attachment 2] is included to provide additional data sources that might be used to measure teacher performance. 8

11 Observations All teachers will be observed informally and/or formally at least twice each year. Teachers will be informed prior to the observation whether the observation will be informal or formal. The FileMaker Pro online tool will be used to complete all written observations and evaluations. Directions for using this tool can be found at the end of this section. Requirements for Formal Observations Formal observations serve as critical sources of data for the evaluation process. The requirements for formal observations are as follows: 1. A formal observation must occur for a minimum of thirty (30) minutes. 2. At least two formal observations for probationary teachers and one formal observation for tenured teachers must be announced. A pre-observation conference is required for each announced formal observation. 3. All formal observations must include a post-observation conference and a written report. 4. Post-observation conferences should be held within three (3) duty days after the formal observation. Conferences may be delayed by mutual agreement due to extenuating circumstances. 5. The Post-Observation Conference Report [Attachment 3] is completed after the conference with the teacher. It is reviewed by the administrator and the teacher and one copy is housed in the local school file and another copy given to the teacher. The report should be returned to the teacher within seven (7) duty days after the formal observation. 6. Teachers may respond to a Post-Observation Conference Report by submitting a written response to their file within ten (10) school days of the receipt of the written report. 7. If it appears likely that a teacher will received an Ineffective rating in an evaluation, the observations (serving as the basis for the evaluation) must be completed by two different qualified observers. Classroom Observation Requirements The number of required observations during the formal evaluation year varies, depending on a teacher s status and a preliminary assessment of performance. Additional observations by two different qualified observers are required if the evaluator suspects the final rating may be Ineffective. Any source of information that is put into a teacher s file to be used in the evaluation must be initialed or signed and dated by the teacher and observer. 9

12 Non-tenured/Probationary teachers: At least four formal observations are required by principal or qualified observer, two per semester. At least one observation must be completed by a central office administrator. One of the two required formal observations each semester must be announced and have a pre-observation conference. At least one observation must be completed by the end of the first marking term. If the teacher may be rated Ineffective, at least three formal observations are required during the semester. One of the observations must be completed by a second observer. Tenured teachers on their cohort cycle: At least one formal observation each semester is required by principal or qualified observer. One of the two required formal observations must be announced and have a preobservation conference. If the teacher may be rated Ineffective, at least four formal observations are required. One of the formal observations must be completed by a central office administrator. If the teacher may be rated Ineffective notify Human Resources and Assistant Superintendent of Instruction. The Post-Observation Conference Report After the observation conference, the observer prepares a written narrative summary of the class and the conference called the Post-Observation Conference Report [Attachment 3]. This report contains an analysis of the lesson, providing an appropriate balance of claims about the teaching observed, evidence to support the claims, and interpretations about the effect on students. The report format incorporates a context paragraph, objective paragraph, Claim/Evidence/Interpretation paragraph(s) for each of the first four performance standards, post observation conference paragraph, and a summary paragraph with commendations and recommendations. The post-observation conference paragraph includes an analysis of the post-observation conference, highlighting the teacher s responses and reflection. Suggestions and recommendations should be clearly stated as well as observer support and follow up. The summary paragraph restates the claims and any suggestions or recommendations for a growth goal(s) as well as support and follow up that will occur by the observer. The teacher is expected to review and return a signed copy of the Post-Observation Conference Report. The teacher s signature indicates that he/she has received and read the conference report but does not necessarily indicate agreement with the content of the report. The teacher may respond to the report by submitting a written response within ten (10) school days after receipt of the written report. 10

13 Requirements for Informal Observations A minimum of two observations, either informal or formal, [see Attachments 4 and 5] must occur for teachers during the years when professional practice is not formally evaluated, one each semester. The administrator needs to inform the teacher of whether the observation will be formal or informal prior to the observation. A written record of each informal or formal observation must be maintained by the teacher and the administrator. The written documentation may be in the format of attachments 4-A, 4-C, or other informal literal notes and s. All informal observation forms/notes/ s must be signed and dated by the observer and the teacher. One copy goes to the teacher and one goes to the school file. If there are concerns about the teacher s performance relative to the evaluation and performance standards, the administrator may requires a special evaluation for the teacher. 11

14 Evaluation of Professional Practice Feedback on professional practice will occur bi-annually for non-tenured/probationary teachers. Evaluation will occur once during a three-year cycle for tenured teachers. For tenured teachers the professional practice score will be valid for three years as long as the teacher meets the performance criteria during non-evaluative years. In the TES, the formal evaluation process is seen as a tool for continuous improvement for teachers. During the year where professional practice is evaluated, both the teacher and administrator gather data reflecting the three-year cycle. These data serve as the points of reference for the collaborative evaluation process. Formal Evaluation Details 1. Schedule: Teacher Evaluation System Guidelines Non-tenured/probationary teachers will receive formal feedback on professional practice twice during the year. At mid-year, teachers will receive formal written feedback on professional practice, the Teacher Professional Practice Mid-Year Report. At the end of the year, teachers will receive a formal written Teacher Final Evaluation Report. Tenured teachers are formally evaluated on professional practice once every three (3) years as long as they continue to meet the performance criteria and then follow the schedule for their cohort. Tenured teachers who change job titles (i.e., classroom teacher to media specialist, counselor, etc.) are evaluated the first year in their new job and then returned to the previous cohort. 2. Special Evaluations: If a principal has concerns about the performance of a tenured teacher, he/she may initiate a special evaluation. The special evaluation process removes the teacher from the assigned cohort and places him/her in a formal evaluation year. The teacher will be advised of this action by the administrator in writing with a copy to the Department of Human Resources and to the appropriate Department of Instruction. Special evaluation status is not subject to appeal. The administrator or qualified observer must complete a minimum of two informal and/or formal observations prior to initiating a special evaluation. (Formal observations are strongly recommended.) A minimum of four school months must transpire between the notification and the completion of the special evaluation. All formal observation requirements for a regular evaluation are required for the completion of a special evaluation. If an Ineffective will be given, at least four formal observations are required and at least one of them must be completed by a central office administrator. 3. Evaluators: The principal or an assistant principal at the school to which the teacher is assigned is responsible for completing the formal evaluation. The central office administrator is an active participant in both the observation and evaluation process. 12

15 4. Teachers in Multiple Schools: In the case of teachers who work in multiple schools, the administrator at the school in which the majority of the teacher s time is assigned completes the evaluation. If equal time is spent in two difference schools, the decision as to specific principal responsibilities will be made by the Assistant Superintendent. The administrator completing the evaluation is responsible for gathering data from the principal(s) of the other school(s) in which the teacher works for inclusion in the evaluation. The Teacher Professional Practice Mid-Year Report and Teacher Professional Practice Evaluation Report The principal, assistant principal, or central office administrator is the evaluator responsible for completing the formal Teacher Professional Practice Mid-Year Report and the Teacher Professional Practice Evaluation Report [Attachments 6 and 7] for non-tenured/probationary teachers and the Teacher Professional Practice Evaluation Report at the end of the formal professional practice evaluation year for non-tenured/probationary and tenured teachers. The evaluator reviews all of the material, including all informal and formal observation reports for the entire cycle, literal notes, Professional Improvement Plans (if written), s, memos, parent letters, grades, as well as a variety of other data sources. Teachers are encouraged to assemble a portfolio, or other means, with evidence of attainment of growth in terms of the six performance standards to serve as a comprehensive record of professional growth and continuous improvement. Before the final evaluation is completed, the administrator and the teacher will review together the additional sources of data that may include the following: samples of student work, test scores, assignments, feedback to students; year-long, semester-long, unit and daily plans; evidence of communication with parents; publications; student results: countywide and state test scores; department final exams; tests, quizzes, papers and project grades; checklists of skills mastered; discipline referrals; other measures of progress or success; and customized data reports that document student results over a number of years; and student and parent surveys. The evaluation conference should conclude with what the teacher will continue to work on or begin to work on for the next year. The Teacher Professional Practice Evaluation Report concludes with a summary rating of the teacher s overall performance and is sent along with the current evaluation year s formal observation reports attached to the Department of Human Resources for inclusion in the teacher s personnel file. The teacher is given a holistic and numerical rating of Highly Effective, Effective or Ineffective. Teachers may respond to the Teacher Professional Practice Mid-Year Report or Teacher Professional Practice Evaluation Report by submitting a written response to their file within ten (10) days of the receipt of the written report. 13

16 Computation of the Professional Practice Score Performance Standards I-VI For each performance standard (I-VI), there are performance criteria (A-E). Observers can write to one or more performance criteria for each performance standard. For each performance criteria, the observer rates the teacher Highly Effective, Effective, or Ineffective. Each rating is assigned a point value: Highly Effective = 3, Effective = 2 and Ineffective = 0. For each performance standard, the ratings for the criteria will be averaged. Professional Practice Score The final Professional Practice Score is calculated using a 0-3 point rubric. It is determined by averaging the performance in each of the CCPS TES Performance Standards. The numerical rating corresponds to a holistic rating using the chart that follows. The mean of each Standard s summary rating is averaged to calculate a final Professional Practice score. This score is interpreted as follows: Ineffective = less than 1.5 Effective = greater than or equal to 1.5 but less than or equal to 2.5 Highly Effective = Greater than Teacher Evaluation Calculation A teacher s effectiveness is calculated using the formula below: 50% PP + 25% SLO Target #1 + 25% SLO Target #2 = 100% Evaluation Key: PP = Professional Practice SLO = Student Learning Objectives The Teacher Professional Development Practice score is combined with the score from both SLO targets to determine an overall Evaluation score. This score is carried over for two years, which during that time the teacher is informally evaluated. This score is interpreted as follows: Ineffective = less than 1.5 Effective = greater than or equal to 1.5 but less than or equal to 2.5 Highly Effective = Greater than

17 Below are two examples of how a score is calculated. Example 1: Example 2: 15

18 Example 3: 16

19 Guidelines if the Professional Practice Score is Ineffective : For a teacher whose Professional Practice score is Ineffective, a Professional Improvement Plan (PIP) will be written. o Tenured Teacher! If the tenured teacher on a PIP earns a rating of Effective or Highly Effective on Professional Practice, the teacher will be reassigned to a cohort.! For a tenured teacher who has made little to no progress on his/her current PIP and/or earns a rating of Ineffective on Professional Practice, there may be a recommendation for a second class certificate or dismissal. o Non-tenured /Probationary Teacher! For a non-tenured/probationary teacher who has made little to no progress on his/her current PIP and/or earns a rating of Ineffective on Professional Practice, there may be a recommendation for dismissal. Guidelines for Recommendation of a Second-Class Certificate Placement: A teacher with an Ineffective rating may be placed on a Second Class Certificate. During this period, the teacher s salary is frozen. (Md. Code Ann., Ed. Art 6-102). It is not a necessary step in a teacher dismissal progression. A teacher can be dismissed prior to or without a Second Class Certificate. 17

20 Student Growth Measures The Student Growth Measures is composed of: Student Learning Objectives (SLO) 2 Targets Student Learning Objectives Student Learning Objectives (This section follows the SLO PowerPoint Presentation posted on First Class) A Student Learning Objective (SLO Plan) is a way to measure student growth. It establishes learning goals and sets performance targets based on the analysis of relevant and quantifiable data. Strategies are identified that will be used to help students attain those performance targets. During the instructional interval, data is collected and student progress toward the performance targets is monitored. At the end of the instructional interval, mastery or student growth related to the performance target is measured by an assessment tool identified at the beginning in the SLO planning process. The SLO is one component of the Student Growth Measures portion of the Teacher Evaluation System. SLO development follows this process: Principal develops school wide SLO Principal shares his/her SLO plan and SIP with staff Teachers collect and analyze baseline data for their students Teachers develop their own SLO plan, individually but in collaboration with others on their team/grade Teacher SLO plan is approved by principal Teacher and Principal SLO plans are implemented Mid-Instructional Interval Reflection Continued Implementation of SLO Plans End of Year Reflection/Scoring of SLO plan The SLO Plan [Attachment 8] Standards, SIP Goals, Objectives -The standards, goals, and objectives for the SLO plan can be developed for any subject, grade or group of students. Standards, Goals and Objectives: This plan supports the following: * TES Performance Standard(s): * SIP Goal(s): *Objective(s): MCCR, CCPS Curriculum 18

21 1. Relevant data - The data is quantifiable, relevant to the students who are a part of the SLO plan, and includes information about individuals in subgroup populations as well as whole group populations. Data sources include: HSA, AMOs, pretests, county benchmarks, reading inventories, AP data, trend data, historical data, current data, aligned to College and Career Readiness, etc. 1. Identified need as related to relevant data: (Identify specific data used in the analysis process. In addition to data for the overall group, include baseline data for student subgroup populations -ELL, SPED, FARMS, G/T, Race/Ethnicity. Use evidence from the data presented to identify the needs of the students who will be a part of this SLO. 2. Performance targets - Performance targets identify: a. The specific population of students that will be a part of the target. b. The percentage of students who must achieve the target. c. The name of the assessment instrument that will be used to measure mastery or growth. d. The level of proficiency that will be expected on the assessment instrument 2. My performance targets: Write 2 performance targets. For each target, identify the student group selected, the number and percentage of students involved, the degree of performance expected, and the name of the assessment that will be used to measure mastery or growth. A teacher SLO focuses on performance targets for his/her students and aligned to the Principal SLO and/or SIP. Performance targets should be focused on the same subject. Each performance target should be focused on a different population of students. Teacher s assessment instrument must be something other than state tests since those results are not back before the end of the SLO plan s completion. The SLO Performance Target Framework will assist with the development of SLOs. % of Students 100% SLO: Performance Target Framework Population (all or subgroups) All students ELL Special Education FARMS Hispanic/Latino American Indian/Alaska Native Asian Black/African American Native Hawaiian/Pacific Islander White Will score Measurement (% or Rubric) (1-100 %) (1 4 Rubric) Assessment CPA CRA Benchmarks Classroom Assessments IRI Unit Tests Rubrics Pre and Post Assessments Performance Tests Portfolios (Other) 19

22 All performance targets will be written with the understanding that students must be present for class 80% or more to be factored into the achievement of the target. 3. Proposed activities to achieve the performance targets. - Questions to consider: What instructional strategies will you use? What resources/materials will you need? What professional development do you need? Who are other professionals that you will collaborate with on the SLO plan? 3. Proposed instructional activities to achieve the performance target(s): (Think about the essential knowledge and skills that students must master in order to achieve the performance targets. Then, describe and explain key instructional strategies that you will use to prepare students to achieve those targets.) Resources/materials needed: (Describe/explain any additional materials or resources that will support your instruction and assist students in meeting the targets.) Professional development needed: (Describe/explain any professional development that you will pursue to support your instruction and assist students in meeting the targets.) Professional community members with whom I will collaborate: (i.e., grade level team, resource teacher, content specialist, other.) Teachers will focus on instructional activities that will be used in their classroom as well as seeking professional development they will need to assist them in meeting their performance targets. 4. Progress Monitoring Data - During the instructional time interval, what data will be collected to monitor student progress toward achievement of the performance targets? Is the data being collected considered the best data available? 4. Data to be collected and analyzed to monitor progress toward achievement of targets: (Describe and explain the process you will use to monitor student growth during the instructional interval of this SLO plan. How will you measure student progress toward meeting the targets? What assessment instruments will you use during the instructional interval? Is the data you are collecting to monitor student growth toward your target, considered the best available?) The teacher will collect data to monitor the progress students are making throughout the semester or year to achieve their targets. 5. Criteria for success - Quantifies levels of attainment toward each performance target. Sets the process for determining the number of points that will be earned for each performance target. These points will be added to other points earned in the evaluation system (professional practice points). Each attainment level described must be quantifiable and directly relate back to its respective performance target. 20

23 5. Completion of the SLO plan will include the following criteria for success: (Identify the attainment levels to which you must achieve in order to be considered successful in meeting the performance targets you identified. Each attainment level must be quantifiable and expressed as a level of attainment as it relates to each performance target.) For Performance Target #1: I will receive full attainment if: I will receive partial attainment if: I will receive insufficient attainment if: For performance Target #2: I will receive full attainment if: I will receive partial attainment if: I will receive insufficient attainment if: The teacher will identify 3 levels of criteria for determining the attainment of their performance targets. This criteria will serve as the basis for calculating the number points earned for the SLO plan. For each performance target: Full attainment receives 100% of points possible Partial attainment receives 67% of points possible Insufficient attainment receives 33% of points possible 6. Beginning Reflections Questions to consider: Describe how this plan will help improve student achievement. What do you hope to gain from a professional development you receive as part of this plan? Other reflections? Beginning Reflections: Date: (How will this plan help to improve student achievement in my classroom? What do I hope to gain from any professional development I receive as a part of this plan? What other reflections do I have?) Evaluation of the SLO Plan According to the SLO development process, the principal will approve a teacher s SLO plan. The principal will use the Student Learning Objective (SLO) Rubric for Approval of a Teacher s Written SLO Plan. 21

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25 Reflections A part of the SLO is continual reflection. The purpose is for the teacher to reflect on his/her data, teaching behavior, and its impact on student learning. The SLO will include three reflections. The first reflection should be completed once the teacher has devised the SLO plan, but before it has been implemented. This reflection should include how the plan will help improve student achievement and what the teacher plans to gain from any professional growth that is part of the plan. The second reflection should occur midway through the instructional interval. The teacher should reflect on the data that has been collected to date that measures progress toward the performance targets, what is working, what is not working, what needs to be changed, what new strategies have been used, and what practices have changed. The final reflection should occur towards the end of the instructional interval. The teacher should provide the data that has been collected to measure progress toward performance targets, a written analysis of the data with the following questions in mind: What does the data show about the progress students made toward achieving the targets? To what level did the teacher reach attainment of his/her performance targets; full, partial, insufficient? What impact have instructional changes had on the students learning and achievement? (Share student work/ performance/ results.) What are the appropriate next steps in professional development to improve both the instruction as well as student learning and achievement? Final Evaluation of the SLO Plan Administrators will meet annually with each teacher who has written a SLO Plan. The teacher should bring the following to the meeting: SLO Plan with mid and final reflections (SLO Part II and Part III) Artifacts that show progress or lack of progress towards performance targets, such as, student work samples The discussion in the conference should focus on the performance targets, progress towards the performance targets, and performance targets for the next instructional interval. Examples of guiding questions are: What impact have these changes had on the students learning and achievement? What data were gathered and analyzed? What were the results? What are the appropriate next steps in order to improve both the instruction and student achievement? The conference notes should be recorded by the administrator in the last box on the SLO Part III form. The progress of the current SLO and the possible performance targets for the next instructional interval should be stated. Provide a copy to the teacher, send the original to the Assistant Superintendent for Instruction and file one at the school. 23

26 Scoring of the SLO Plan The Student Learning Objective (SLO) score will be based on the performance level for each target of the SLO. Each target will be weighed equally. Rating Performance Level 3 Full Attainment 2 Partial Attainment 1 Insufficient Attainment 0 Did not complete End of Instructional interval Conference Notes: (This section to be completed by principal or their designee.) Include progress made in achieving targets. Attainment of Performance Targets: For performance target # 1, the teacher reached: (circle one) FULL Attainment PARTIAL Attainment INSUFFICEINT Attainment Points earned for target # 1 calculated as follows: For performance target # 2, the teacher reached: (circle one) FULL Attainment PARTIAL Attainment INSUFFICEINT Attainment Points earned for target # 2 calculated as follows: Total Points Earned for this SLO Plan: (pts for target #1 + pts earned for target #2) The Professional Growth Plan has been discussed and reviewed by the undersigned. Teacher s Signature: Date: Administrator s Signature: Date: Central Office Administrator s Signature: Date: (Copy to teacher and school file.) 24

27 Professional Growth Plan Purpose: Speech Pathologists, School Psychologists, Infant and Toddler, 3-year old, Instructional Specialists (special education, reading resource, math resource), Media Specialists (nonteachers of record), full time self-contained special education teachers (testing N < 6), Pupil Personnel Workers will be evaluated only on Professional Practice and will develop an annual Professional Growth Plan (PGP) [Attachment 9]. The focus of the PGP is to support professional growth activities that are of value to the teacher, are planned to improve student achievement, and are consistent with school and school system improvement plans. Continual reflection should be a natural part of this process. Reflections might include thinking about what data have been collected and analyzed, what the teacher is doing differently, and what his/her students are doing differently. The plan will be reviewed annually with the principal or his/her designee and amended as needed. The goal of the PGP is to improve instruction and student achievement. The PGP should be developed by the teacher and approved by the appropriate administrator. Teachers are encouraged to collaborate with colleagues, resource teachers, lead teachers, administrators, central office staff, and other key school leaders. The PGP should be aligned with the School Improvement Plan (SIP) and/or the Teacher Evaluation System (TES) performance standards. The PGP should directly address one or more of the school s improvement plan goals, and/or be related to and aligned with the TES Performance Standards. The intent of the plan is to provide the teacher: " structure and accountability; " clarity, rigor, and substance; " opportunities to review and produce data as part of the planning process; and " the integration of the results of teacher s professional growth into his/her formal evaluations. Reflective Writings: Options for reflections might include teachers writing individual reflections or teachers writing highlights of discussions with one or more professional community members. A major part of the PGP is continual reflection. The purpose is for the teacher to reflect on his/her teaching behavior and its impact on student learning. The PGP will include three reflections. The first reflection should be completed once the teacher has devised the plan but before it has been implemented. This reflection should include the rationale of why the teacher selected his/her goal. The second reflection should occur mid year. The teacher should reflect on what is working and what is not and what adjustment if any needs to be made to the PGP. The final reflection should occur towards the end of the year. The teacher should assess the strengths and liabilities of the implementation of the PGP as well as reflect on any other ideas he/she might have to continue or adjust the next year s PGP. 25

28 End of Year Conference: Administrators should meet at the end of the school year with each teacher who has written a Professional Growth Plan (PGP). The teacher should bring the following to the meeting: Professional Growth Plan with mid year and final reflections (PGP Par 1 and Part 2) Artifacts that were listed in the Criteria for Success area on the PGP Part 1 these items may be in the format of a portfolio and show progress on the goal Other data that were or were not listed on the PGP that show progress or lack of progress on the goal The discussion in the conference should focus on the goal, progress of the goal, and setting a goal for the next year. Examples of guiding questions are: What impact have these changes had on the students learning and achievement? What data were gathered and analyzed? What were the results? What are the appropriate next steps in order to improve both the instruction and student achievement? The end of year conference notes should be recorded by the administrator in the last box on the PGP Part 2 form. The progress for the year and the possible goal for next year could be stated. Provide a copy to the teacher and file the original in the teacher s file. 26

29 Role of the Principal or Designee: The principal or designee works with teachers to: " reflect on the rationale for their performance targets; " share with teachers current educational research and best practices that relate to their SLOs; " reflect on the impact on teacher practice and student achievement of SLO performance targets and data; " integrate the results from the teacher s formal evaluations into the SLO; and " discuss SLO performance targets and data during feedback conferences/conversations. Activities for Professional Growth: Activities that improve teaching and learning are critical components of a professional learning community. Some suggested activities include the following: Peer Reflective Conversations Invite a peer to discuss and help you reflect on a specific aspect of your teaching. Choose a reference point for these conversations such as student work samples, videotape of a lesson, or peer visit information. Peer Visit with Reflection Invite a peer to observe a specific aspect of your teaching, so that together you can reflect on the teaching. Participate in a planning conversation to identify the focus of the lesson. Participate in a reflective conversation to discuss ideas for improving teaching and learning. Professional Visits Ask to observe a peer or a program. Participate in a planning conversation to identify the focus of the visit. Participate in a reflective conversation to discuss application ideas and clarify questions. Action Research Study your own teaching/learning practices (as an individual or with a group) to make formal decisions on ways to improve instruction. Engage in action research steps in the following sequential order: observe situation; identify and pose a question; collect data; analyze data; identify action steps and implement; document and discuss; summarize and share lessons learned, implications, or conclusions. Audio/Videotaping Create a tape to collect data for analysis and/or reflection. Participate in a peer reflective conversation focused on the audio/videotape. 27

30 Delivery of Workshops/Courses Prepare, develop, and/or deliver courses or workshops. Provide a measurable educational impact for peer, parents, or other. Development of Instructional Materials Create collections of thematically related materials and share with colleagues. Journal Writing Reflect on or synthesize professional readings. Critique your own teaching or the teaching of a colleague. Record data from classroom observations: analyze trends. Write for a specific length of time or amount in response to a prompt, stem, or question. Networking Participate in regular or frequent collegial dialogues and collaborative activities focused on school improvement. Work with practitioners from different schools. Conduct purposeful work focused on educational change. Engage in practitioner driven school-based renewal. New Curriculum Development Develop and pilot new curriculum and share with colleagues. Participation in a Course Apply strategies learned in the course to current instructional practices and share with colleagues. Team Teaching Plan, teach, and evaluate a unit collaboratively. Share responsibility for developing, presenting and assessing a lesson 28