Teaching Effectiveness Evaluation System (Certificated Personnel)

Transcription

1 307 South Decatur Street, Post Office Box 1991, Montgomery, Alabama (334) Teaching Effectiveness Evaluation System (Certificated Personnel) Handbook & Procedures Manual In accordance with MPS Policy GBI State Adopted Professional Personnel Evaluation System Our Mission The mission of MPS is to engage, educate, and inspire our students to succeed in college, career, and beyond. Vision MPS... where every student develops a love of learning, cultivates intellectual curiosity and dreams of a future full of amazing possibilities. NOTE: MPS Policy GBI replaces GB, GBI, GBIA Montgomery Public Schools/Vernet C. Nettles, Ed.D Teaching- Implementation Year Two

2 MONTGOMERY COUNTY BOARD OF EDUCATION Dr. Lesa Keith, Vice-President District 1 W. Durden Dean District 2 Eleanor Lewis Dawkins District 3 Mary Briers District 4 Melissa B. Snowden District 5 Robert Porterfield, President District 6 Arica Watkins-Smith District 7 CHIEF EDUCATION OFFICER Dr. Reginald Eggleston IMPORTANT TELEPHONE NUMBERS Vernet C. Nettles, Ed.D.... (334) Personnel Evaluation Specialist/Coordinator Aaron Dukes... (334) Executive Director, Human Resources Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 2

3 TABLE OF CONTENTS MONTGOMERY COUNTY BOARD OF EDUCATION... 2 IMPORTANT TELEPHONE NUMBERS... 2 Teaching Effectiveness Evaluation Procedures... 8 Background:... 8 Legal Precedent:... 8 MPS Policy:... 8 Teaching Effectiveness Evaluation Handbook Certificated Personnel Evaluation Systems Other Additional Employee Evaluations Policies, procedures, and activities: Teaching Effectiveness Implementation Leadership Effectiveness Implementation Progressive Discipline Teaching Effectiveness Outline of Teaching Effectiveness Activities Teaching Effectiveness Implementation Timeline MPS Leadership Effectiveness Implementation Timeline Teaching Effectiveness Implementation Evaluation Management Form Teaching and Instruction Domains Teaching Effectiveness - Teaching and Instruction Domains Definition of an Effective Teacher Levels of Performance: DOMAIN - Knowledge of Content and Standards DOMAIN - Instruction and Engagement DOMAIN - Assessment DOMAIN - Climate and Culture DOMAIN - Professionalism Professional Development DOMAIN - Professionalism Compliance DOMAIN - Professionalism Instructional Collaborative Design Teaching Effectiveness Forms Montgomery Public Schools/Vernet C. Nettles, Ed.D Teaching- Implementation Year Two

4 Self-Assessment DOMAIN - Knowledge of Content and Standards DOMAIN - Instruction and Engagement DOMAIN - Assessment DOMAIN - Climate and Culture DOMAIN - Professionalism Professional Development DOMAIN - Professionalism Compliance DOMAIN - Professionalism Instructional Collaborative Design Professional Learning Plan (PLP) & Supporting Evidence MPS Teaching Effectiveness - Professional Learning Plan (PLP) Professional Learning Plan Indicator(s): Completing the Professional Learning Plan Document(s): Educator s Professional Learning Plan (PLP) Walkthrough / Observation Form Directions MPS Teaching Effectiveness Observations Directions for Completing and Using the Teaching Effectiveness Observation Form Teacher Walkthrough / Observation Form INFORMAL Teacher Classroom Observation Instrument INFORMAL Classroom Observation Look Fors Summary & Scoring *Professional School Counselor Teaching Effectiveness School Counselor s Domains Definition of an Effective Teacher Levels of Performance: DOMAIN Knowledge of Standards and Competencies DOMAIN Instruction and Engagement DOMAIN Assessment DOMAIN Climate and Culture DOMAIN - Professionalism Professional Development DOMAIN - Professionalism Compliance DOMAIN - Professionalism Instructional Collaborative Design Professional School Counselor Self-Assessment Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 4

5 DOMAIN Knowledge of Standards and Competencies DOMAIN Instruction and Engagement DOMAIN Assessment DOMAIN Climate and Culture DOMAIN - Professionalism Professional Development DOMAIN - Professionalism Compliance DOMAIN - Professionalism Instructional Collaborative Design Counselor Walkthrough / Observation Form INFORMAL Counselor Environment Instrument # School Library Media Specialist Teaching Effectiveness School Library Media Specialist s Domains Definition of an Effective Teacher Levels of Performance: DOMAIN Knowledge of Content and Standards DOMAIN Instruction and Engagement DOMAIN Assessment DOMAIN Climate and Culture DOMAIN - Professionalism Professional Development DOMAIN - Professionalism Compliance DOMAIN - Professionalism Instructional Collaborative Design School Library Media Specialist Self-Assessment DOMAIN Knowledge of Content and Standards DOMAIN Instruction and Engagement DOMAIN Assessment DOMAIN Climate and Culture DOMAIN - Professionalism Professional Development DOMAIN - Professionalism Compliance DOMAIN - Professionalism Instructional Collaborative Design Library Media Walkthrough / Observation Form INFORMAL Library Media Environment Instrument... School Speech Language Pathologist Teaching Effectiveness School Speech Language Pathologist s Domains Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 5

6 Definition of an Effective Teacher Levels of Performance: DOMAIN Knowledge of Content and Standards DOMAIN Instruction and Engagement DOMAIN Assessment DOMAIN Climate and Culture DOMAIN - Professionalism Professional Development DOMAIN - Professionalism Compliance DOMAIN - Professionalism Instructional Collaborative Design School Speech Language Pathologist Self-Assessment DOMAIN Knowledge of Content and Standards DOMAIN Instruction and Engagement DOMAIN Assessment DOMAIN Climate and Culture DOMAIN - Professionalism Professional Development Speech Language Pathologist Walkthrough / Observation Form INFORMAL Speech Language Pathologist Environment Observation Instrument 121 % School Psychometrist/Psychologist Teaching Effectiveness School Psychometrist/Psychologist s Domains Definition of an Effective Teacher Levels of Performance: DOMAIN Data-Based Decision Making and Accountability DOMAIN Consultation and Collaboration DOMAIN Assessment DOMAIN Climate and Culture DOMAIN - Professionalism Professional Development DOMAIN - Professionalism Compliance DOMAIN - Professionalism Instructional Collaborative Design School Psychometrist/Psychologist Self-Assessment DOMAIN Data-Based Decision Making and Accountability DOMAIN Consultation and Collaboration DOMAIN Assessment Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 6

7 DOMAIN Climate and Culture DOMAIN - Professionalism Professional Development DOMAIN - Professionalism Compliance DOMAIN - Professionalism Instructional Collaborative Design Psychometrist/Psychologist Walkthrough / Observation Form INFORMAL Psychometrist/Psychologist Classroom Observation Instrument Optional Pre and Post Conference Forms Teaching Effectiveness Teacher Pre-Conference (Optional) Reflection Document Teaching Effectiveness Teacher Post-Conference Reflection Document Appendix A MPS Employee Evaluation Policy Appendix B - To Adopt EDUCATEAlabama Appendix C To Adopt LEADAlabama Appendix D Additional Alabama Legislation Appendix E Teaching Effectiveness Planning Appendix F - Teaching Effectiveness - Resources Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 7

8 Montgomery Public Schools Teaching Effectiveness Evaluation Procedures Background: The Montgomery County Board of Education accepts its responsibilities as specified in State Board of Education Resolution G-2-j adopted May 14, 2009 and State Board of Education Resolution G-2-f adopted July 10, 2012, for establishing policies and procedures of the State Adopted Evaluation Program in the schools under its jurisdiction. Resolution G-2-j adopted May 14, 2009 adopted the EDUCATEAlabama Teacher/ Educator Evaluation System, which launched in Resolution G-2-f adopted July 10, 2012 establishes LEADAlabama Instructional Leader Evaluation System, which launched EDUCATE and LEADAlabama evaluation systems are online formative evaluation programs. During the school year, with guidance from the Alabama State Department of Education (SDE), the State Adopted Evaluation Program for teachers evolved, focusing on rubrics based on district priorities and expectations. This implementation, titled Teaching Effectiveness was implemented in During the school year, with guidance from the (SDE) Intervention Team, Teacher Effectiveness was further revised to focus on SDE Intervention Team priority expectations. Additionally, the SDE Intervention Team developed the Leadership Effectiveness Evaluation System to complement Teacher Effectiveness. The Leadership Effectiveness Evaluation system represents a combination of legislated State Adopted Evaluation Program and SDE Intervention Team expectations. Leadership Effectiveness will begin implementation in MPS in Fall Leadership Effectiveness will launch with two categories. Category I will evaluate school-based leadership. Category II will evaluate Central Office and other leaders. Legal Precedent: Alabama State Department Adopted Resolution WHEREAS, in 1988, the Alabama State Board of Education adopted a resolution requiring the evaluation of all professional public education personnel; July 1988 January 1990 May 9, 2009 July 12, 2012 (See appendix) MPS Policy: Certified employees (other than contract principals) will be evaluated in accordance with an evaluation program approved for use by the Alabama State Board of Education. The Board further delegates the Superintendent the responsibility for developing an operational plan for the systematic implementation of the State Adopted Evaluation Program. Contract principals will be evaluated in accordance with rules, regulations, and requirements promulgated by the State Department of Education or as may otherwise be permitted by law. School system Superintendents shall be evaluated by the local school board. Policies and procedures related to this process must be outlined and approved by the local system s current Board. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 8

9 (See the complete Employee Evaluation policy in the Appendix) Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 9

10 Montgomery Public Schools Teaching Effectiveness Evaluation Handbook 1. The Superintendent and/or Superintendent s designee shall be responsible for the development, implementation, and review of the execution of the State Adopted Evaluation Program in Montgomery Public Schools. The Superintendent will administer rules and regulations and make recommendations for changes to the Board as deemed advisable and necessary. Certificated Personnel Evaluation Systems 2. State Adopted Professional Personnel Evaluation System: The State Adopted Evaluation Program for certificated teachers is Teaching Effectiveness, a three component formative evaluation process. This program, implemented in Fall 2016 in MPS, is a state required evolution of the EDUCATEAlabama Teacher/Educator Evaluation System. The State Adopted Evaluation Program for certificated leaders is Leadership Effectiveness. Leadership Effectiveness, the complimentary leadership program to Teaching Effectiveness, is a formative evaluation process and will be implemented as a pilot in Teaching Effectiveness: The following personnel shall be subject to evaluation under the Teacher/Educator Evaluation System: a. certificated regular classroom teachers b. all special educators (including psychometrists/psychologists, Pre-K special educators, speech-language pathologists, special educators that teach students who generally take the AAA) c. school librarians d. school counselors e. ARI reading coaches, etc. (MPS) Additional personnel to be evaluated with Teaching Effectiveness include, but are not limited to, job titles such as: a. Behavior Interventionist b. At-Risk Interventionist c. Graduation Coach, etc. 4. Leadership Effectiveness The following personnel shall be subject to evaluation under the Instructional Leader Evaluation System: a. certificated central office administrators b. principals c. assistant principals d. other building level specialty area administrators e. other specialty central office level administrators, such as instructional, improvement, or program specialist/leaders (MPS) Additional personnel to be evaluated with Leadership Effectiveness include, but are not limited to, job titles such as: a. Zone Coordinator b. Compliance Officer, etc. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 10

11 Other Additional Employee Evaluations 5. For evaluation purposes, the Superintendent or designee will be responsible for maintaining a list of all professional personnel subject to the provisions of State Board Resolutions reflecting appropriate classifications of either non-tenured or tenured status for a. teachers, educators, and designated staff b. probationary or contract status for principals c. non-tenured or tenured status for other instructional leaders 6. Employees, such as nurses, social workers, and district resource officers, who hold various degrees and job-specific certification will be evaluated with a national and/or state standardsbased instrument as determined by the Superintendent or superintendent s designee. 7. The Superintendent or designee will be responsible for making determinations for additional certificated staff that are categorized by other specific job titles. Decisions are based upon job responsibilities. The evaluation system determined should be formative in design, in keeping with Alabama Department of Education legislation. 8. The Superintendent will be responsible for recommending to the Board any supplemental documents to the evaluation system, as needed. 9. The Chief School Financial Officer, staff attorney, and other employees who serve in positions of special trust or sensitivity may be evaluated as determined by the Superintendent or superintendent s designee. 10. School system Superintendents shall be evaluated by the local school board. Policies and procedures related to this process must be annually outlined and approved by the current Board. Policies, procedures, and activities: 11. All MPS employees will annually participate in the evaluation process. 12. Personnel shall be evaluated by site-based, trained, certificated evaluators only. 13. The State Adopted Evaluation Program (Teaching Effectiveness and Leadership Effectiveness) begins each school year on August 1 and concludes on July Annually, MPS will publish an evaluation participation timeline. 15. MPS has established the following absolutes: a. Participants of Teaching Effectiveness should be closed out by May 15 th b. Participants of Leadership Effectiveness Category A (school-based leaders) should be closed out by May 30 th c. Participants of Leadership Effectiveness Category B (central office leaders) should be closed out by June 15 th 16. Teaching Effectiveness and Leadership Effectiveness, shall be for formative purposes only. The primary goal shall be to encourage professional growth and promote positive changes within the schools of the Montgomery Public Schools. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 11

12 17. All certified personnel shall complete an orientation prior to being evaluated annually. a. Site-based Teaching Effectiveness participants will complete the orientation with their site-based principal or supervisor. b. Central Office Teaching Effectiveness participants will complete the orientation with a central office representative and/or with their department head. c. Leadership Effectiveness participants will complete the orientation with a central office representative and/or with their department head or supervisor. Teaching Effectiveness Implementation 18. Beginning , all Teaching Effectiveness evaluatees will annually a. Complete the Professional Commitment & Professional Practice Components i. Self-Assessment and Professional Learning Plan ii. Supporting Evidence & Summaries iii. Professionalism Rubrics iv. Observations based on MPS Effective Teaching and Instruction Domains v. Collaborative Instructional Design Rubric vi. Professional Showcase Rubric (temporarily removed from the process) b. Impact of Engagement and Learning (To be determined by the ALSDE) 19. Teaching Effectiveness evaluators will annually a. Provide an orientation for their evaluatees b. Complete a Teaching Effectiveness Evaluation Management Form c. Facilitate each component of the evaluation process i. Professional Commitment Component for all evaluatees ii. Professional Practice Component for all evaluatees d. Adhere to all documentation deadlines as determined by the Personnel Evaluation Office and Human Resources Leadership Effectiveness Implementation 20. Leadership Effectiveness evaluatees will annually a. Complete the Professional Commitment Component i. Self-Assessment and Professional Learning Plan ii. Supporting Evidence & Summaries iii. Professionalism Rubrics iv. Observations based on MPS Leadership Effectiveness Domains 21. Leadership Effectiveness evaluators will annually: a. Provide an orientation for their evaluatees b. Complete a Leadership Effectiveness Evaluation Management Form c. Facilitate each component of the evaluation process i. Professional Commitment Component for all evaluatees ii. Professional Practice Component for all evaluatees d. Adhere to all documentation deadlines as determined by the Personnel Evaluation Office and Human Resources 22. NOTE: Leadership Effectiveness, participants who are probationary and contract principals, whose contracts are scheduled to expire at the end of the current school year, shall complete their formative evaluation process no later than February 28 th of each year to ensure that the 90-day legal requirement for notification of non-renewal/cancellation of the contract can be met. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 12

13 All probationary and contract principals will be evaluated according to the provisions of Act No , which is referenced and outlined in the State Department Contract Principal Supplement. 23. At any time during the State Adopted Evaluation System should an evaluator be unable to complete the evaluation process with an individual, an evaluator of equal or higher administrative status shall be assigned by the Superintendent or designee to complete the evaluation process. 24. The evaluatee shall have the opportunity to obtain copies of all documents and evidentiary information throughout the process and upon its completion via electronic download. 25. The Superintendent, Executive Director of Human Resources, and the Coordinator/ Specialist of Personnel Evaluation can download current and archival documents from the online evaluation system based on availability from the site. Assigned members of the Instructional Technology Department will also have access such that development, training, and implementation can occur with appropriate support. Google Platform 26. Most MPS evaluation forms and processes will be implemented through Google Classroom and within the Google platform. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 13

14 Progressive Discipline Progressive Discipline is a process that provides a graduated range of corrective and disciplinary measures to respond to employee performance and/or areas of concern that are contradictory to school, district, state or federal guidelines. Human Resources will train all evaluators in purpose and implementation of Progressive Discipline. Evaluators will train their evaluatees. Progressive Discipline documentation can, but does not have to, become a part of the evaluation process. Progressive Discipline is only one component of formative and corrective action for an employee. Based on the severity of the concern, evaluators will communicate with Human Resources for collaboration and guidance related to the inclusion of the Progressive Discipline in the evaluation process. NOTE: In school sites, the evaluators are principals and assistant principals who have direct responsibility for evaluatees beyond the evaluation process and who will have the authority to implement the Progressive Discipline process. In Central Office, the evaluators are directors, executive directors, assistant superintendents, and the superintendent who have direct responsibility for evaluatees beyond the evaluation process and who will have the authority to implement the Progressive Discipline process. Occasionally, a specialist may be an evaluator and the Progressive Discipline documentation will be collaborative with the department head. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 14

15 Progressive Discipline Defined: A progressive discipline system in the best way to correct employee performance concerns. It is also the best way to protect against wrongful termination lawsuits. Step One The Conversation Step Two The Oral Reprimand Step Three Written Letter of Concern Step Four Written Warning (Letter of Reprimand) 1. Have a conversation with the employee to discuss concerns and expectations. 2. Memorialize the conversation via and keep in/her school file. 1. Issue an oral reprimand (more firm than the Step 1 conversation) around an employee s performance OR a workplace problem. 2. Memorialize the conversation via an /memo and keep in his/her school file in case further action is necessary. 1. If the problem persists (or more problems emerge), the supervisor should provide the employee with a written warning detailing the objectionable behavior (Cite the board policy violated) 2. Explain the standards/indicators that will be used to judge the employee s improvement WITH time frames. *Have the employee sign the form and submit a copy to HR*. 1. If performance does not improve, deliver a written warning. Include copies of the previous warnings, indicate specific areas in which the employee must improve and specify the time period within which the worker s behavior or performance must be corrected. 2. Cite the board policy violated *Have the employee sign a copy to acknowledge receipt. Otherwise, the employee could claim that he/she never received the form. If the employee refuses to sign, document that employee did not sign. Notes: -If the behavior is egregious, report the incident to Human Resources. Progressive discipline in these cases will be handled by the Office of Human Resources. -If you are unsure if this is an incident that should be handled at the school level or the central office level, PLEASE call the director of your feeder pattern. HR Contact Area of Support IP# Cell Ann Sippial Classified, Interns and Pre-K (334) Dr. John Johnston Feeder Pattern (334) Deirdre Gulley Feeder Pattern (334) Aaron Dukes All (334) Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 15

16 State Adopted Professional Personnel Evaluation System Teaching Effectiveness Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 16

17 Outline of Teaching Effectiveness Activities Professional Commitment & Professional Practice every teacher, every year o o o o o o Completion of Orientation/Training Completion of Self-Assessment and Professional Learning Plan development Completion of Professional Learning Plan, Activities, and Supporting Documentation. Completion of Observations as deemed by the evaluator Completion of minimum 60 minutes observable classroom instruction (NOTE: General/informal observations can be conducted for all evaluatees during the school year). Completion of Professionalism Rubrics Professional Development Professional Compliance to be completed during the final post-conference Professional Collaboration to be completed during the final post conference Close Out Each evaluatee should receive a closing conversation to discuss strengths and areas of growth Impact of Engagement and Learning o To be determined by the ALSDE NOTE: The Alabama State Department of Education adopted a resolution requiring the evaluation of all professional public education personnel;. and the MPS Teaching Effectiveness Evaluations Handbook & Procedures states that All MPS employees will annually participate in the evaluation process... (Item 11) Therefore, it is the professional expectation and responsibility of each professional public education personnel to participate in the evaluation process. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 17

18 Teaching Effectiveness Implementation Timeline ACTIVITY COMPLETION DATE RESPONSIBLE PERSON I. Education Directory Login Verifications Profile Updates School Staffing Updates Site Info/Site Sign Off II. Teaching Effectiveness Evaluator Training August 30, 2017 September 8, 2017 TBD o o o o (MPS internal deadline) (SDE deadline) Principal Assistant Principal Central Office Administrators (as applicable) Make Up Session Principals/Evaluators, Teachers/Evaluatees, Reviewer, Department Heads, as applicable All Evaluators of Certified Teachers Site based and Central Office III. Teaching Effectiveness School-Based Orientation TBD All Evaluators of Certified Teachers Site based and Central Office IV. Orientation Documentation TBD o Submission of Evaluation Management Form (Google) o Submission of Orientation Sign In Sheets (Google) V. TBD Evaluators and Evaluatees Self-Assessment Collaborative Dialogue Professional Learning Plan development VI. Supporting Evidence Ongoing Evaluators and Evaluatees VII. Observations Evaluators, Evaluatees (minimum 60 minutes of observable o No later than December 15 th instruction) o No earlier than April 15th VIII. Supporting Evidence Checkpoint January 15 th Evaluatees, Evaluators, Reviewers IX. Close Out o No earlier than April 15 th o No later than May 30 th Evaluators and Evaluatees NOTE: New teachers that are assigned after mid-quarter of the 3 rd nine weeks will not be evaluated for the school year. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 18

19 MPS Leadership Effectiveness Implementation Timeline ACTIVITY COMPLETION DATE RESPONSIBLE PERSON I. Education Directory Login Verification August 30, 2017 (MPS internal deadline) Reviewers, Evaluators (School Administrators, Central Office Department Heads, Executive Profile Updates School Staffing Updates Site Info/Site Sign Off September 8, 2017 (SDE deadline) Leadership, Superintendent), Evaluatees II. Leadership Effectiveness Orientation Category A School- based administration Category A: September 12, 2017 Additional Orientations for Assistant Principals and Make-Up Sessions TBA Department Heads, Principals, Evaluators, Reviewers Category B Central office administration Category B Training and Launch date: TBD III. Orientation Documentation September 30, 2017 Submission of Evaluation Management Forms (Google) Submission of Orientation Sign-In Sheets (Google) IV. Self-Assessment October 21, 2017 Collaborative Dialogues Professional Learning Plan development V. Supporting Evidence Ongoing Evaluatees Department Heads, Principals, Evaluators, Reviewers Evaluatees and Evaluators VI. Observations Evaluatees, Evaluators, Reviewers Formal Observation # 1 No later than December 15 th Formal Observation # 2 No earlier than April 15th VII. VII. Supporting Evidence Checkpoint January 15 th Evaluatees, Evaluators, Reviewers VIII. Close Out All Principals except as identified below Probationary & Contract Principals whose contracts are expiring the current year Central Office Administrators No later than May 15th February 28 th June 15 th Evaluatees and Evaluators Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 19

20 Teaching Effectiveness Implementation I. Teaching Effectiveness Components Professional Commitment & Professional Practice Self-Assessment and Professional Learning Plan Supporting Evidence & Summaries Professionalism Rubrics Observations based on MPS Effective Teaching and Instruction Domains Collaborative Instructional Design Rubric Professional Showcase Rubric (temporarily removed from the process Impact on Engagement and Learning Incomplete from the SDE II. Evaluation Cycle Evaluations will be conducted by the site-based principal and/or assistant principal. Each year - All teachers will complete the entire evaluation process o The Professional Commitment Component o Professional Practice Components. III. Observation Protocol: 1. Classroom Observations must be 60 minutes of observable teacher instruction Required: A minimum of 1 observation to be completed during the 1 st Semester Suggested cycles: 2-30 minutes 3 20 minutes 2. The evaluation will conduct a Post-Observation conversation to discuss findings, strengths, and areas of growth. 3. Post Observations should also include dialogue and support related to the Professional Learning Plan Note: Tenured teachers who have scored Ineffective in their previous year s evaluation should be provided strategic coaching by an administrator, lead teacher, or model teacher. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 20

21 Teaching Effectiveness Evaluation Management Form Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 21

22 Montgomery County Board of Education Personnel Evaluation/PD 515 South Union Street Post Office Box 1991 Montgomery, Alabama Telephone (334) Fax (334) Teaching Effectiveness Evaluation Management Form SCHOOL ASSISTANT PRINCIPALS PRINCIPAL DATE LAST NAME FIRST NAME YEAR 1 NON-TENURED YEAR 2 YEA R 3 OTHER (specify year) YEAR 1/ FULL TENURED YEAR 2 YEAR 3 T C LMS RC/ RS LC/ MC SLP OTHER T TEACHER C COUNSELOR SLP SPEECH LANGUAGE PATHOLOGIST LMS LIBRARY MEDIA SPECIALIST RC/RS READING COACH/READING SPECIALIST LC/MC LITERACY COACH/MATH COACH Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 22 Implementation Year Two

23 Teaching Effectiveness Teaching and Instruction Domains Abbreviated to support SDE Intervention Team Priority Focus Expectations Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 23 Implementation Year Two

24 Teaching Effectiveness - Teaching and Instruction Domains Knowledge of Content and Standards Instruction and Engagement Assessment Climate and Culture Professionalism - Professional Development Professionalism Compliance Professionalism Instructional Collaborative Design Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 24 Implementation Year Two

25 Definition of an Effective Teacher As defined by Montgomery Public Schools, an effective teacher provides a high level of instruction and maintains a safe, equitable, and organized classroom where students are self-reflective, engaged, and challenged. The teacher uses formative and summative assessments to respond to the needs and present ability levels of students. The teacher is knowledgeable of content and practices self- reflection, collaborates with colleagues, and pursues professional development to improve teaching and learning. Levels of Performance: Ineffective An ineffective teacher rarely exhibits the qualities, traits, and behaviors of an educator that is successful in the classroom and interacting with his/her peers. Developing A developing teacher occasionally exhibits the qualities, traits, and behaviors of an educator that is successful in the classroom and interacting with his/her peers. Effective An effective teacher consistently exhibits the qualities, traits, and behaviors of an educator that is successful in the classroom and interacting with his/her peers. Exemplary An exemplary teacher consistently exhibits all the qualities, traits, and behaviors of the effective teacher but goes above and beyond in the classroom and interacting with his/her peers. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 25 Implementation Year Two

26 DOMAIN - Knowledge of Content and Standards INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 1.1 Rarely displays an accurate knowledge of the important concepts and content in the discipline and the ways they relate to each other. Occasionally displays an accurate knowledge of the important concepts and content in the discipline and the ways they relate to each other. Consistently displays an accurate knowledge of the important concepts and employs learning activities that reflect standard-aligned outcomes. Designs and implements lessons that allow students to demonstrate mastery through real-life applications that reflect standards-aligned outcomes.. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 26 Implementation Year Two

27 DOMAIN - Instruction and Engagement INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 2.1 Rarely plans lessons incorporating differentiated instructional strategies utilizing appropriate materials, resources, and available technology that are culturally responsive. Occasionally plans lessons incorporating differentiated instructional strategies utilizing appropriate materials, resources, and available technology that are culturally responsive. Consistently plans lessons incorporating differentiated instructional strategies utilizing appropriate materials, resources, and available technology that are culturally responsive. Purposefully plans and facilitates opportunities in which students are empowered to access a variety of learning strategies to accomplish learning targets. 2.2 Rarely communicates the learning target in an oral and written manner. Occasionally communicates the learning target in an oral and written manner. Consistently communicates the learning target in an oral and written manner. Engages in productive dialogue with students and can communicate effectively the learning targets and goals on a consistent basis. 2.4 Rarely uses questioning strategies to engage students in discussion that promotes higher-order thinking. Occasionally uses questioning strategies to engage students in discussion that promotes higher-order thinking. Consistently uses a variety of questioning strategies to engage students in discussion that promotes higher-order thinking. Challenges students through a variety of questioning strategies which promote higher-order thinking, discourse, and real world applications. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 27 Implementation Year Two

28 DOMAIN - Assessment INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 3.2 Rarely uses daily formative assessment results to identify deficiencies and utilizes alternative teaching strategies to address student learning deficits. Occasionally uses daily formative assessment results to identify deficiencies and utilizes alternative teaching strategies to address student learning deficits. Consistently uses daily formative assessment results to identify deficiencies and utilizes alternative teaching strategies to address student learning deficits. Provides opportunities for students to self-assess, then reteaches based on students learning needs and progress. 3.3 Rarely provides timely feedback relative to the standards and acknowledges student achievement. Occasionally provides timely feedback relative to the standards and acknowledges student achievement. Consistently provides timely feedback relative to the standards and acknowledges student achievement. Provides timely feedback and opportunities for students to connect standards to real-world activities. 3.4 Rarely explores formative/summative assessment results to clarify or elaborate reteaching when necessary. Occasionally explores formative/summative assessment results to clarify or elaborate reteaching when necessary. Consistently explores formative/summative assessment results to clarify or elaborate reteaching when necessary. Gives continual explicit feedback to students and assists them in assessing, monitoring, and developing their own learning paths. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 28 Implementation Year Two

29 DOMAIN - Climate and Culture INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 4.2 Rarely displays effective and efficient classroom management, including classroom routines that promote comfort, order, and appropriate student behaviors. Occasionally displays effective and efficient classroom management, including classroom routines that promote comfort, order, and appropriate student behaviors. Consistently displays effective and efficient classroom management, including classroom routines that promote comfort, order, and appropriate student behaviors. Creates an environment in which students take an active role in monitoring their own behavior and/or that or other students related to established routines. 4.3 Rarely motivates students and nurtures their desire to learn in a safe, healthy and supportive environment which develops compassion and mutual respect (i.e., classroom arrangement, organization of classroom materials). Occasionally motivates students and nurtures their desire to learn in a safe, healthy and supportive environment which develops compassion and mutual respect (i.e., classroom arrangement, organization of classroom materials). Consistently motivates students and nurtures their desire to learn in a safe, healthy and supportive environment which develops compassion and mutual respect. (i.e. classroom arrangement, organization of classroom materials). Cultivates cross cultural understandings and values the diverse learning needs of all students. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 29 Implementation Year Two

30 DOMAIN - Professionalism Professional Development Engage in Professional Development - Engages in ongoing professional learning while serving as a professional learning community member to move Instructional practice forward. INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 5.2 Rarely engages in professional development activities to enhance knowledge or skill or engages with colleagues/stakeholders to develop and implement initiatives that support the teaching and learning process. Occasionally engages in professional development activities to enhance knowledge or skill or engages with colleagues/stakeholders to develop and implement initiatives that support the teaching and learning process. Consistently engages in professional development activities to enhance knowledge or skill or engages with colleagues/stakeholders to develop and implement initiatives that support the teaching and learning process. Seeks out opportunities for professional development to enhance knowledge, skills, and abilities, additionally creating opportunities to demonstrate and support school level and/or district level implementation. 5.4 Rarely engages in active dialogue with school administration and colleagues to support professional growth. Occasionally engages in active dialogue with school administration and colleagues to support professional growth. Consistently engages in active dialogue with school administration and colleagues to support professional growth. Promotes opportunities for dialogue with school administrators and colleagues to support schoolwide professional growth. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 30 Implementation Year Two

31 DOMAIN - Professionalism Compliance Compliance-Complies with local, state, and federal regulations and policies while promoting professional ethics and integrity. INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 6.1 Rarely complies with local, state and federal regulations and policies. Occasionally complies with local, state, and federal regulations and policies. Consistently complies with local, state, and federal regulations and policies. Collaborates with colleagues in relevant dialogue regarding compliance with local, state, and federal regulations and its implications for classroom teaching and learning. 6.2 Rarely performs professional duties relevant to daily operations and procedures. Occasionally performs professional duties relevant to daily operations and procedures Consistently performs professional duties relevant to daily operations and procedures. Assumes additional duties and roles relevant to daily operations and procedures. 6.3 Rarely participates in school events and projects seeking opportunities to become involved. Occasionally participates in school events and projects seeking opportunities to become involved. Consistently participates in school events and projects seeking opportunities to become involved. Attends relevant local and school meetings to support school initiatives and demonstrates possibilities for implementation. 6.4 Rarely adheres to MPS dress code. Occasionally adheres to MPS dress code. Consistently adheres to MPS dress code. 6.5 Rarely reports to work on time and on a regular basis. Occasionally reports to work on time and on a regular basis. Consistently reports to work on time and on a regular basis. 6.6 Rarely produces lesson plans that contain all district required information in a timely manner. Occasionally produces lesson plans that contain all district required information in a timely manner. Consistently produces lesson plans that contain all district required information in a timely manner. 6.7 Rarely implements system for maintaining information on student completion of assignments, student progress in learning, and noninstructional records are fully effective. Occasionally implements system for maintaining information on student completion of assignments, student progress in learning, and noninstructional records are fully effective. Consistently implements system for maintaining information on student completion of assignments, student progress in learning, and noninstructional records are fully effective. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 31 Implementation Year Two

32 Compliance-Complies with local, state, and federal regulations and policies while promoting professional ethics and integrity. INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 6.8 Rarely practices appropriate professional behaviors and dispositions to foster safe, positive, and productive interactions with students, colleagues, families and the community. Occasionally practices appropriate professional behaviors and dispositions to foster safe, positive, and productive interactions with students, colleagues, families and the community. Consistently practices appropriate professional behaviors and dispositions to foster safe, positive, and productive interactions with students, colleagues, families and the community. 6.9 Rarely complies with the Alabama Educator Code of Ethics, including professional conduct related to student safety, maintenance of records, and ethical use of technological and other resources. Occasionally complies with the Alabama Educator Code of Ethics, including professional conduct related to student safety, maintenance of records, and ethical use of technological and other resources. Consistently complies with the Alabama Educator Code of Ethics, including professional conduct related to student safety, maintenance of records, and ethical use of technological and other resources. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 32 Implementation Year Two

33 DOMAIN - Professionalism Instructional Collaborative Design Collaborate-Collaborates with stakeholders (i.e. students, parents, teachers, the local education agency etc.) to facilitate student learning. INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 7.1 Rarely promotes a positive culture (listening, providing feedback, collaboration) which encourages the completion of daily tasks, professional responsibilities, and collegiality. Occasionally promotes a positive culture (listening, providing feedback, collaboration) which encourages the completion of daily tasks and professional responsibilities, and collegiality. Consistently promotes a positive culture (listening, providing feedback, collaboration) which encourages the completion of daily tasks and professional responsibilities, and collegiality. Takes a leadership role in creating solutions and promoting a culture of professional responsibilities. 7.2 Rarely engages with parents/guardians, colleagues, and other stakeholders in purposeful communication and/or learning activities. Occasionally engages with parents/guardians, colleagues, and other stakeholders in purposeful communication and/or learning activities. Consistently engages with parents/guardians, colleagues, and other stakeholders in purposeful communication and/or learning activities. Initiates and coordinates purposeful communication and/or learning activities with all stakeholders using multiple opportunities and strategies. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 33 Implementation Year Two

34 Teaching Effectiveness Forms Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 34 Implementation Year Two

35 Teaching Effectiveness Self-Assessment Teaching Effectiveness Self-Assessment Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 35 Implementation Year Two

36 Teaching Effectiveness Self-Assessment DOMAIN - Knowledge of Content and Standards EFFECTIVE INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 1.1 Consistently displays an accurate knowledge of the important concepts and content in the discipline and the ways they relate to each other. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 36 Implementation Year Two

37 Teaching Effectiveness Self-Assessment DOMAIN - Instruction and Engagement EFFECTIVE INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 2.1 Consistently plans lessons incorporating differentiated instructional strategies utilizing appropriate materials, resources, and available technology that are culturally responsive. 2.2 Consistently communicates the learning target in an oral and written manner. 2.4 Consistently uses a variety of questioning strategies to engage students in discussion that promotes higher-order thinking. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 37 Implementation Year Two

38 Teaching Effectiveness Self-Assessment DOMAIN - Assessment EFFECTIVE INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 3.2 Consistently uses daily formative assessment results to identify deficiencies and utilizes alternative teaching strategies to address student learning deficits. 3.3 Consistently provides timely feedback relative to the standards and acknowledges student achievement. 3.4 Consistently explores formative/summative assessment results to clarify or elaborate reteaching when necessary. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 38 Implementation Year Two

39 Teaching Effectiveness Self-Assessment DOMAIN - Climate and Culture EFFECTIVE INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 4.2 Consistently displays effective and efficient classroom management, including classroom routines that promote comfort, order, and appropriate student behaviors. 4.3 Consistently motivates students and nurtures their desire to learn in a safe, healthy and supportive environment which develops compassion and mutual respect. (i.e. classroom arrangement, organization of classroom materials). Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 39 Implementation Year Two

40 Teaching Effectiveness Self-Assessment DOMAIN - Professionalism Professional Development Engage in Professional Development - Engages in ongoing professional learning while serving as a professional learning community member to move Instructional practice forward. EFFECTIVE INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 5.2 Consistently engages in professional development activities to enhance knowledge or skill or engages with colleagues/stakeholders to develop and implement initiatives that support the teaching and learning process Consistently engages in active dialogue with school administration and colleagues to supports professional growth. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 40 Implementation Year Two

41 Teaching Effectiveness Self-Assessment DOMAIN - Professionalism Compliance Compliance-Complies with local, state, and federal regulations and policies while promoting professional ethics and integrity. EFFECTIVE INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 6.1 Consistently complies with local, state, and federal regulations and policies. 6.2 Consistently performs professional duties relevant to daily operations and procedures. 6.3 Consistently participates in school events and projects seeking opportunities to become involved. 6.4 Consistently adheres to MPS dress code. 6.5 Consistently reports to work on time and on a regular basis. 6.6 Consistently produces lesson plans that contain all district required information in a timely manner. 6.7 Consistently implements system for maintaining information on student completion of assignments, student progress in learning, and non-instructional records are fully effective. 6.8 Consistently practices appropriate professional behaviors and dispositions to foster safe, positive, and productive interactions with students, colleagues, families and the community. 6.9 Consistently complies with the Alabama Educator Code of Ethics, including professional conduct related to student safety, maintenance of records, and ethical use of technological and other resources. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 41 Implementation Year Two

42 Teaching Effectiveness Self-Assessment DOMAIN - Professionalism Instructional Collaborative Design Collaborate-Collaborates with stakeholders (i.e. students, parents, teachers, the local education agency etc.) to facilitate student learning. EFFECTIVE INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 7.1 Consistently promotes a positive culture (listening, providing feedback, collaboration) which encourages the completion of daily tasks and professional responsibilities, and collegiality. 7.2 Consistently engages with parents/guardians, colleagues, and other stakeholders in purposeful communication and/or learning activities. Evaluatee Comments: Reflection of individual levels of performance Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 42 Implementation Year Two

43 Teaching Effectiveness Professional Learning Plan (PLP) & Supporting Evidence Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 43 Implementation Year Two

44 Directions: MPS Teaching Effectiveness - Professional Learning Plan (PLP) 1. Complete the MPS Teaching Effectiveness Self-Assessment. Each evaluatee must choose a minimum of 2 indicators to work on during the academic school year. The PLP must be completed by the evaluatee and reviewed with the evaluator during a collaborative conversation. After careful review and mutual agreement, both parties will sign the PLP. 2. Both signatures indicate that all sections of the PLP have been completed and reviewed during the academic school year. Professional Learning Plan Indicator(s): The indicator(s) selected will determine goal(s)/standard(s) that each educator will focus on during their professional growth during the academic school year. Each educator/evaluatee must select a minimum of 2 (two) indicators each year. Indicators will be a combination of o 2 indicators selected by the evaluatee from the self-assessment o o o 1 indicator selected by the evaluatee from the self-assessment & 1 indicator selected based on a school wide or departmental/content area goal 1 indicator selected based on a previous year s evaluation results or areas of teacher/evaluatee practice deficiencies & 1 indicator selected by the evaluatee from the self-assessment or 1 indicator selected based on a school wide or departmental/content area goal Specific Circumstances: Evaluator may determine that an additional indicator may be necessary. In this case, the evaluatee may have a brief third indicator, which must end no later than December. Completing the Professional Learning Plan Document(s): 1. Complete the initial demographic information: School name; Evaluator (Principal or Assistant Principal), Evaluatee/Educator/Teacher; Position; School year; Grade level; Content area; Date of completion/date of Collaborative Dialogue. 2. Indicate the Standard number and indicator that this PLP will address. 3. Indicate the Performance Level that you have rated yourself in the Self-Assessment. 4. Complete the following section Professional Learning Plan - at the beginning of the evaluation process: a. Professional Learning: Identify the focus of what you want to learn during your professional growth experience. What do you want to learn? & How will you learn it? b. Implementation of Professional Learning: Identify the strategies and activities that you will implement or attend to attain the professional learning experiences AND what you will do to implement the learning. How will you apply your new learning? c. Beginning & Ending Timeframe: Indicate the timeframe that you will need to complete the professional growth experiences and implement the learned strategies/behaviors. The timeframe should be realistic and actually address the activity. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 44 Implementation Year Two

45 d. Anticipated/Expected Evidence: What is the evidence that will be presented to document your professional growth experience? This evidence may include information from the activity, summaries from the activity, etc. What will the experience be or look like? What is the evidence of the new learning? e. Anticipated/Expected Impact: The overall purpose of professional growth opportunities is to strengthen the educator and improve student performance. What is the expected impact on the students behavior? f. Signatures and Dates: Both signatures indicate that all sections of the PLP have been completed, a Collaborative Dialogue was held, and a mutually agreed upon PLP has been developed. 5. Complete the following section Evidence of Professional Learning Plan Implementation - at the end of the evaluation process by the evaluatee: a. Professional Learning Attended: Identify and document the professional learning activities attended / implemented, etc. b. Implementation of Professional Learning: Identify what you did or learned from the professional learning activities. c. Impact of Professional Learning: Identify the impact of your professional learning on you and/or your students. NOTE: Evidence must be uploaded. Each PLP indicator must have a MINIMUM of two evidence samples. At least one sample should be documentation of the student performance impacted. 6. Complete this section Collaborative Reflection of Professional Learning Plan Answer each question as is stated. The Evaluator will assign a Performance Level based on the completion of professional learning. Signatures: Both signatures indicate that the Evidence of Professional Learning Plan Implementation Section and the End of Professional Learning Plan Collaborative Reflection Section are completed. Evaluatee signature does not indicate agreement. Signatures indicate compliance. Each evaluatee has the option to include a brief description of their concern as an evidence entry, to ensure that it is included in the evaluation documentation. 7. Any evaluatee who scores Ineffective in areas of their Professional Commitment Component may have to repeat or continue that indicator the following year. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 45 Implementation Year Two

46 Educator s Professional Learning Plan (PLP) EDUCATOR S PROFESSIONAL LEARNING PLAN SCHOOL: EVALUATEE: SCHOOL YEAR: EVALUATOR: POSITION: (Teacher, Library, Specialist): DATE OF COLLABORATIVE DIALOGUE COLLABORATIVE DIALOGUE COMMENTS, if necessary GRADE LEVEL: CONTENT AREA: STANDARD & INDICATOR(S): Professional Learning: (What do you want to learn & How will you learn it?) PERFORMANCE LEVEL: Professional Learning Plan Implementation of Professional Learning: (What are your activities? & How will you apply your new learning?) Beginning Timeframe: Anticipated/Expected EVIDENCE: (What strategies will you implement to demonstrate the learning? What will the experience be or look like? What is the evidence of the new learning? Ending Timeframe: Anticipated/Expected IMPACT: (What is the expected impact for the evaluatee and your student s performance? What is the expected impact on the student behavior?) Evaluator Signature Date: Evaluatee Signature: Date: TO BE COMPLETED BY EVALUATEE Evidence of Professional Learning Plan Implementation (Evidence must be uploaded to ) Professional Learning Attended: Implementation of Professional Learning: Impact of Professional Learning? (What is the impact on you and/or student performance?) TO BE COMPLETED End of Professional Learning Plan Collaborative Reflection BY EVALUATOR Was the professional learning accomplished? Yes No Were proposed activities completed? Yes No If No, please provide additional Was the learning observed in the classroom or in evaluatee s behaviors? If No, please provide information: additional information: Performance Level Assigned: Evaluator Signature Date: Evaluatee Signature: Date: NOTE: Evaluatee Signature does not indicate agreement. Signature indicates compliance. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 46 Implementation Year Two

47 Teaching Effectiveness Walkthrough / Observation Form Directions Teachers Professional School Counselors Library Media Specialist School Psychometrists/Psychologists Speech Language Pathologists Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 47

48 MPS Teaching Effectiveness Observations Directions for Completing and Using the Teaching Effectiveness Observation Form Informal Observations: The INFORMAL MPS Teaching Effectiveness Observation Rubric will be used. Formal Observations: The MPS Teaching Effectiveness Domains will be used. 1. Classroom Observations must total 60 minutes of observable teacher instruction Required: A minimum of 1 observation to be completed during the 1 st Semester Suggested cycles: 2-30 minutes 3 20 minutes Classroom/environment walkthroughs Classroom/environment video recordings Note: Videos are OPTIONAL Observation Form Protocol: o Approved INFORMAL MPS Teaching Effectiveness Observation form Supplemental documentations for observations: o Teacher Test Samples o Student Work Samples o Lesson Plans o Teacher documentable anecdotal evidence o Special Education Co-Teaching Rubric 2. During informal observations, the evaluator may script nonjudgmental notes regarding the teacher s activities, behaviors, activities, culture, and/or climate Example 1: Evaluator witnesses an evaluatee sitting at her desk. Judgmental: You need to get up from your desk. Nonjudgmental: How can we monitor student activity more frequently or consistently? Example 2: Evaluator walks into the data room and observes displayed data. Judgmental: There is a lot of red in your data. Nonjudgmental: Talk me through how we arrived at this data. 3. Some anecdotal notes may be appropriate; however, they must be relevant. 4. After completing an informal observation, the evaluator should communicate comments to the evaluatee within hours using the most appropriate and effective method. 5. In order to complete a formal observation (required once per semester), the evaluator should Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 48

49 o Set a time and date for formal observation o Review comments and follow-up of all informal observations to pre-determine applicable ratings o Draft the formal observation o Send the draft copy to the evaluatee at least 24 hours prior to the set meeting time 6. Additional Protocol o Pre-Conference The Orientation/Training will serve as the Pre-Conference that is provided to all teachers. Principals/Evaluators MUST review the Teaching Effectiveness process, the Teaching Effectiveness Rubric, and building expectations. The optional Pre-Conference form is included as a guide for non-tenured teachers or teachers that are in need of additional instructional practice support o Post- Conference The Post Conference must occur within 3 5 working days. Exceptions MUST be noted. The Post Conference is designed for the evaluator and the evaluatee to discuss the lesson observations, positive observations, areas of concerns, areas of focus, etc. This collaborative conversation should result in self-reflective discussion and future activities. o The evaluation will conduct a Post-Observation conversation to discuss findings, strengths, and areas of growth. o Post Observations should also include dialogue and support related to the Professional Learning Plan Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 49

50 Teaching Effectiveness Teacher Walkthrough / Observation Form Teacher Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 50

51 Montgomery Public Schools Teaching Effectiveness INFORMAL Teacher Classroom Observation Instrument Teacher/ Evaluatee: Observer/ Evaluator: Date: School: Principal: School Year: Grade/ Course: Subject Classroom Objective: Check: Lesson Beginning Lesson Middle Lesson Ending Time IN: Time OUT: Indicator (1.1) Expectation / Effective Displays an accurate knowledge of important concepts and employs learning activities that reflect standards aligned outcomes Or More than 75% of the lesson time is spent reading and/or writing solving worthwhile problems Or Students persevere in solving worthwhile problems, demonstrating their ability recognize the problem, then arrive at the solution, versus jumping to solution attempt. Or Presents all information in a clear, factual and well- organized manner. Plans lessons incorporating differentiated instructional strategies utilizing appropriate materials, resources, and available technology that are culturally responsive. Scoring Key: Score 1 4 Ineffective 1 Effective - 3 Developing 2 Exemplary - 4 Data and Comments (Evidence) (2.1) (2.2) Lesson is purposefully planned and students are empowered to access content through a variety of learning strategies. Or Assignments and classroom activities have upward and downward extensions to meet the needs of all students. Communicates the learning target in an oral and written manner (2.4) (3.2) (3.3) (3.4) Uses a variety of questioning strategies to engage students in discussion that promotes higher-order thinking Uses daily formative assessment results to identify deficiencies and utilizes alternative teaching strategies to address student learning deficits. Provides timely feedback relative to the standards and acknowledges student achievement Explores formative/summative assessments results to clarify or elaborate re-teaching when necessary Or There is a systematic way at the end of every lesson and unit to assess students mastery of objectives. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 51

52 Indicator (4.2) (4.3) Expectation / Effective Displays effective and efficient classroom management, including classroom routines that promote comfort, order, and appropriate student behaviors. OR Establishes, communicates and demands high expectations of students learning, behavior and quality of work. Motivates students and nurture their desire to learn in a safe, healthy and supportive environment which develops compassion and mutual respect (i.e., classroom arrangement, organization of classroom materials) Score 1 4 Data and Comments (Evidence) (5.2) (5.4) Has developed a classroom culture where % of the students are engaged in the learning activity, as demonstrated by their attentiveness and participation Engages in professional development activities to enhance knowledge or skill or engages with colleagues/stakeholders to develop and implement initiatives that support the teaching and learning process Or Evidence of professional development take ways and/or leader feedback present in lesson or classroom. Engages in active dialogue with school administration and colleagues to support professional growth CLASSROOM ENVIRONMENT OBSERVABLE COMMENTS Lesson Plans evident and support student goals Yes No Instructional Objectives clearly stated and visible Yes No Classroom Environment promotes student learning Yes No Classroom Behavior Management system is evident Yes No Schedules of Safety Plan, Emergency Maps, etc. displayed Students are Engaged/Active Learning, Relevant Lessons Yes No Uses effective strategies Yes No Provides immediate feedback to students Yes No Multiple resources to facilitate learning Yes No Evidence Of Differentiated Instruction Yes No CLASSROOM INSTRUCTION OBSERVABLE COMMENTS Small Group Large Group Yes No Teacher Led Student Led Yes No Yes No Glows And Grows. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 52

53 INFORMAL Classroom Observation Look Fors The INFORMAL Classroom Observation is designed as an observation and coaching instrument. The document is designed around the priority focus points for the school year. This information is designed to support and guide you as you use the Observation instrument. Please be aware that you do not have to look for all Indicators during each visit. It is hopeful that you can target specific indicators during the visit such that the coaching and support is targeted as well. INDICATOR EXPECTATION/ EFFECTIVE WHAT TO LOOK FOR OR ASK 1.1 Displays an accurate knowledge of important concepts and employs learning activities that reflect standards aligned outcomes Or More than 75% of the lesson time is spent reading and/or writing solving worthwhile problems Or Students persevere in solving worthwhile problems, demonstrating their ability recognize the problem, then arrive at the solution, versus jumping to solution attempt. Or Presents all information in a clear, factual and well- organized manner Is the teacher doing the thinking (heavy lifting) or are the students? If this is an ELA/History lesson If the lesson is math or in the physical sciences Has the teachers thoughtfully planned out where or how he/she will drive the lesson (can you see their end game?) 2.1 Plans lessons incorporating differentiated instructional strategies utilizing appropriate materials, resources, and available technology that are culturally responsive. Lesson is purposefully planned and students are empowered to access content through a variety of learning strategies. Or Assignments and classroom activities have upward and downward extensions to meet the needs of all students. 2.2 Communicates the learning target in an oral and written manner Students can effectively communicate the daily learning targets and goals. 2.4 Uses a variety of questioning strategies to engage students in discussion that promotes higher-order thinking Is the teacher employing high-yield instructional strategies? -Text dependent, guided questions? -Are learning stations aligned to the objective? Is the teacher building rigor when he/she can? Is the teacher scaffolding down when needed? The student can answer the question What are you guys learning and why? AND the response be aligned to the daily objective Teacher has planned questions that require inferencing skills: -Why do you think the author? -How often will this occur if? -If x is 7 and y is 4? 3.2 Uses daily formative assessment results to identify deficiencies and utilizes Does the teacher employ checks for understanding that assess: Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 53

54 INDICATOR EXPECTATION/ EFFECTIVE WHAT TO LOOK FOR OR ASK alternative teaching strategies to address student learning deficits. Or Assignments and classroom activities have upward and downward extensions to meet the needs of all students. -The posted, aligned daily objective -Rigor of the objective Does the teacher differentiate if students require it? There is evidence of exit ticket and bell ringer data to drive 3.3 Provides timely feedback relative to the standards and acknowledges student achievement 3.4e Explores formative/summative assessments results to clarify or elaborate re-teaching when necessary 4.2 Displays effective and efficient classroom management, including classroom routines that promote comfort, order, and appropriate student behaviors. instruction Does the teacher provide onsite feedback that: -Pushes thinking -Brings the class close to mastery -Addresses misconceptions and distractors Does the class have a clear ending structure where the teacher collects data to determine daily mastery? Is the class safe, orderly and productive? Does the teacher positively narrate student actions? Does the class have a level of joy and urgency? Establishes, communicates and demands high expectations of students learning, behavior and quality of work. 4.3 Motivates students and nurture their desire to learn in a safe, healthy and supportive environment which develops compassion and mutual respect (i.e., classroom arrangement, organization of classroom materials) Has developed a classroom culture where % of the students are engaged in the learning activity, as demonstrated by their attentiveness and participation 5.2 Engages in professional development activities to enhance knowledge or skill or engages with colleagues/stakeholders to develop and implement initiatives that support the teaching and learning process Evidence of professional development take ways and/or leader feedback present in lesson or classroom. *5.4 Engages in active dialogue with school administration and colleagues to support professional growth Is the environment (arrangement of classroom desks, centers, supplies, etc ) conducive for learning? Does the teacher recognize student effort? Teacher employs engagement strategies There is evidence of PD takeaways or PLP goals in the classroom. Leads or initiates conversation with leaders around areas of growth and weakness *This indicator may be difficult to observe in a walkthrough. Classroom Environment represents standard compliance concerns that are expected and emphasized in MPS. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 54

55 Teaching Effectiveness Summary & Scoring Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 55

56 TBA SUMMARY & SCORING Domains Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 56

57 Professional School Counselor s Domains & Self-Assessments Teaching Effectiveness *Professional School Counselor Domains & Self-Assessment Abbreviated to support SDE Intervention Team Priority Focus Expectations Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 57

58 Professional School Counselor s Domains & Self-Assessments Teaching Effectiveness School Counselor s Domains Knowledge of Standards and Competencies Instruction and Engagement Assessment Climate and Culture Professionalism - Professional Development Professionalism Compliance Professionalism Instructional Collaborative Design Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 58

59 Professional School Counselor s Domains & Self-Assessments Definition of an Effective Teacher As defined by Montgomery Public Schools, an effective teacher provides a high level of instruction and maintains a safe, equitable, and organized classroom where students are self-reflective, engaged, and challenged. The teacher uses formative and summative assessments to respond to the needs and present ability levels of students. The teacher is knowledgeable of content and practices self- reflection, collaborates with colleagues, and pursues professional development to improve teaching and learning. Levels of Performance: Ineffective An ineffective school counselor rarely exhibits the qualities, traits, and behaviors of an educator that is successful in the counseling environment and interacting with his/her peers. Developing A developing school counselor occasionally exhibits the qualities, traits, and behaviors of an educator that is successful in the counseling environment and interacting with his/her peers. Effective An effective school counselor consistently exhibits the qualities, traits, and behaviors of an educator that is successful in the counseling environment and interacting with his/her peers. Exemplary An exemplary school counselor consistently exhibits all the qualities, traits, and behaviors of the effective school counselor but goes above and beyond in the counseling environment and interacting with his/her peers. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 59

60 Professional School Counselor s Domains & Self-Assessments DOMAIN Knowledge of Standards and Competencies Effective professional school counselors plan and organize the delivery of the comprehensive school counseling program. Professional school counselors demonstrate knowledge of the applicable content, standards and competencies. ASCA School Counselor Competencies I-A, I-B, I-C INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 1.2 Rarely displays accurate knowledge of the important concepts and content to implement an effective school counseling program that fosters academic, personal/social and career development. 1.3 Rarely develops and maintains a comprehensive counseling and guidance program for ALL students that meets the needs of the school and is based on the Alabama standards and ASCA school counseling standards including academic, personal/social, and career development competencies. Occasionally displays accurate knowledge of the important concepts and content to implement an effective school counseling program that fosters academic, personal/social and career development. Occasionally develops and maintains a comprehensive counseling and guidance program for ALL students that meets the needs of the school and is based on the Alabama standards and ASCA school counseling standards including academic, personal/social, and career development competencies. Consistently displays accurate knowledge of the important concepts and content to implement an effective school counseling program that fosters academic, personal/social and career development. Consistently develops and maintains a comprehensive counseling and guidance program for ALL students that meets the needs of the school and is based on the Alabama standards and ASCA school counseling standards including academic, personal/social, and career development competencies. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 60

61 Professional School Counselor s Domains & Self-Assessments DOMAIN Instruction and Engagement The professional school counselor delivers and implements the comprehensive school counseling program based on the Comprehensive Counseling and Guidance Model for Alabama Public Schools (State Plan ) through the use of effective planning and instructional skills in structured classroom guidance lessons and small group sessions. ASCA School Counselor Competencies: II-A II-B, II-C, IV - A, IV-B INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 2.1 Rarely uses student, parent and teacher needs assessments to plan activities to address students needs. Occasionally uses student, parent and teacher needs assessments to plan activities to address students needs. Consistently uses student, parent and teacher needs assessments to plan activities to address students needs. Always identifies and displays identified academic, personal/social, and career standards, competencies and indicators in guidance lessons that are aligned with the Alabama State Comprehensive Counseling and Guidance Model. 2.3 Rarely engages students to establish academic, personal/social, and career goals to connect education to their future. Occasionally engages students to establish academic, personal/social, and career goals to connect education to their future. Consistently engages students to establish academic, personal/social, and career goals to connect education to their future. Documents responsive services which are data driven and are followed up by the counselor. 2.5 Rarely consults effectively with parents, teachers, administrators and other stakeholders. Occasionally consults effectively with parents, teachers, administrators and other stakeholders. Consistently consults effectively with parents, teachers, administrators and other stakeholders. Uses a school wide referral process effectively involving teachers, administrators, students and parents. 2.6 Rarely implements an effective referral process. Occasionally implements an effective referral process. Consistently implements an effective referral process. Professional School Counselor advocates for students and serves on school committees. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 61

62 Professional School Counselor s Domains & Self-Assessments DOMAIN Assessment Assessments are a wide variety of methods or tools that professional school counselors use to evaluate and measure the comprehensive school counseling program. ASCA School Counselor Competencies: III - A, III - B, III - C, IV:IV-1, IV-B, IV-C, V:VA, VB, VC INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 3.1 Rarely creates a yearly principalcounselor agreement based on annual school needs assessment and goals. Occasionally creates a yearly principal-counselor agreement based on annual school needs assessment and goals. Consistently creates a yearly principal-counselor agreement based on annual school needs assessment and goals. Fully implement a principalcounselor agreement including identified annual goals. 3.3 Rarely spends 80% of time in direct services to students and follows the Alabama State Plan recommended time for their level in guidance curriculum, individual student, planning, responsive services, and system support. Occasionally spends 80% of time in direct services to students and follows the Alabama State Plan recommended time for their level in guidance curriculum, individual student, planning, responsive services, and system support. Consistently spends 80% of time in direct services to students and follows the Alabama State Plan recommended time for their level in guidance curriculum, individual student, planning, responsive services, and system support. Conducts a time and task analysis to ensure time is spent providing 80% direct services to students, and follows the ASCA recommendations of time spent in each component. 3.6 Rarely assesses, analysis, interprets, disaggregates and presents process, perception and results data. Occasionally assesses, analysis, interprets, disaggregates and presents process, perception and results data. Assesses, analysis, interprets, disaggregates and presents process, perception and results data. Makes data-driven decisions based on the analysis and uses the results to determine future program goals. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 62

63 Professional School Counselor s Domains & Self-Assessments DOMAIN Climate and Culture School counselors support and/or establish safe, inclusive and respectful learning environments for a diverse population of students that enhances positive relationships, defines high expectations and promotes academic growth. INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 4.1 Rarely fosters safe and accessible learning environments in which each student has a positive, nurturing relationship with caring adults and peers. Occasionally fosters safe and accessible learning environments in which each student has a positive, nurturing relationship with caring adults and peers. Consistently fosters safe and accessible learning environments in which each student has a positive, nurturing relationship with caring adults and peers. Cultivates cross cultural understandings and values the diverse learning needs of all students. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 63

64 Professional School Counselor s Domains & Self-Assessments DOMAIN - Professionalism Professional Development Effective educators exhibit professionalism by collaborating with all stakeholders by engaging in ongoing professional development and reflective activities that promote continued growth and student achievement as well as complying with the Alabama Educator Code of Ethics and federal, state, and local laws and policies. AQTS 5.1, 5.2, 5.3, 5.4, 5.5 Engage in Professional Development - Engages in ongoing professional learning while serving as a professional learning community member to move Instructional practice forward. INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 5.2 Rarely engages in professional development activities to enhance knowledge or skill. Occasionally engages in professional development activities to enhance knowledge or skill. Consistently engages in professional development activities to enhance knowledge or skill. Seeks out opportunities for professional development and makes a systematic effort to conduct action research. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 64

65 Professional School Counselor s Domains & Self-Assessments DOMAIN - Professionalism Compliance Effective educators exhibit professionalism by collaborating with all stakeholders by engaging in ongoing professional development and reflective activities that promote continued growth and student achievement as well as complying with the Alabama Educator Code of Ethics and federal, state, and local laws and policies. AQTS 5.1, 5.2, 5.3, 5.4, 5.5 Compliance-Complies with local, state, and federal regulations and policies while promoting professional ethics and integrity. INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 6.1 Rarely complies with local, state and federal regulations and policies. Occasionally complies with local, state, and federal regulations and policies. Consistently complies with local, state, and federal regulations and policies. Collaborates with colleagues in relevant dialogue regarding compliance with local, state, and federal regulations and its implications for classroom teaching and learning. 6.2 Rarely performs professional duties relevant to daily operations and procedures. Occasionally performs professional duties relevant to daily operations and procedures Consistently performs professional duties relevant to daily operations and procedures. Assumes additional duties and roles relevant to daily operations and procedures. 6.3 Rarely participates in school events and projects, resisting opportunities to become involved. Occasionally participates in school events and projects, resisting opportunities to become involved. Consistently participates in school events and projects, resisting opportunities to become involved. Attends relevant local and school meetings to support school initiatives and demonstrates possibilities for implementation. 6.4 Rarely adheres to MPS dress code. Occasionally adheres to MPS dress code. Consistently adheres to MPS dress code. 6.5 Rarely reports to work on time and on a regular basis. Occasionally reports to work on time and on a regular basis. Consistently reports to work on time and on a regular basis. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 65

66 Professional School Counselor s Domains & Self-Assessments Compliance-Complies with local, state, and federal regulations and policies while promoting professional ethics and integrity. INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 6.6 Rarely produces lesson plans that contain all district required information in a timely manner. Occasionally produces lesson plans that contain all district required information in a timely manner. Consistently produces lesson plans that contain all district required information in a timely manner. 6.7 Rarely implements system for maintaining information on student completion of assignments, student progress in learning, and non-instructional records are fully effective. 6.8 Rarely practices appropriate professional behaviors and dispositions to foster safe, positive, and productive interactions with students, colleagues, families and the community. 6.9 Rarely complies with the Alabama Educator Code of Ethics, including professional conduct related to student safety, maintenance of records, and ethical use of technological and other resources. Occasionally implements system for maintaining information on student completion of assignments, student progress in learning, and non-instructional records are fully effective. Occasionally practices appropriate professional behaviors and dispositions to foster safe, positive, and productive interactions with students, colleagues, families and the community. Occasionally complies with the Alabama Educator Code of Ethics, including professional conduct related to student safety, maintenance of records, and ethical use of technological and other resources. Consistently implements system for maintaining information on student completion of assignments, student progress in learning, and non-instructional records are fully effective. Consistently practices appropriate professional behaviors and dispositions to foster safe, positive, and productive interactions with students, colleagues, families and the community. Consistently complies with the Alabama Educator Code of Ethics, including professional conduct related to student safety, maintenance of records, and ethical use of technological and other resources. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 66

67 Professional School Counselor s Domains & Self-Assessments DOMAIN - Professionalism Instructional Collaborative Design Effective educators exhibit professionalism by collaborating with all stakeholders by engaging in ongoing professional development and reflective activities that promote continued growth and student achievement as well as complying with the Alabama Educator Code of Ethics and federal, state, and local laws and policies. AQTS 5.1, 5.2, 5.3, 5.4, 5.5 Collaborate-Collaborates with stakeholders (i.e. students, parents, teachers, the local education agency etc.) to facilitate student learning. INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 7.1 Rarely promotes a positive culture (listening, providing feedback, collaboration) which encourages the completion of daily tasks, professional responsibilities, and collegiality. Occasionally promotes a positive culture (listening, providing feedback, collaboration) which encourages the completion of daily tasks and professional responsibilities, and collegiality. Consistently promotes a positive culture (listening, providing feedback, collaboration) which encourages the completion of daily tasks and professional responsibilities, and collegiality. Takes a leadership role in creating solutions and promoting a culture of professional responsibilities. 7.2 Rarely engages with parents/guardians, colleagues, and other stakeholders in purposeful communication and/or learning activities. Occasionally engages with parents/guardians, colleagues, and other stakeholders in purposeful communication and/or learning activities. Consistently engages with parents/guardians, colleagues, and other stakeholders in purposeful communication and/or learning activities. Initiates and coordinates purposeful communication and/or learning activities with all stakeholders using multiple opportunities and strategies. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 67

68 Professional School Counselor s Domains & Self-Assessments Teaching Effectiveness Professional School Counselor Self-Assessment Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 68

69 Professional School Counselor s Domains & Self-Assessments DOMAIN Knowledge of Standards and Competencies Effective professional school counselors plan and organize the delivery of the comprehensive school counseling program. Professional school counselors demonstrate knowledge of the applicable content, standards and competencies. ASCA School Counselor Competencies I-A, I-B, I-C EFFECTIVE INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 1.2 Consistently displays accurate knowledge of the important concepts and content to implement an effective school counseling program that fosters academic, personal/social and career development. 1.3 Consistently develops and maintains a comprehensive counseling and guidance program for ALL students that meets the needs of the school and is based on the Alabama standards and ASCA school counseling standards including academic, personal/social, and career development competencies. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 69

70 Professional School Counselor s Domains & Self-Assessments DOMAIN Instruction and Engagement The professional school counselor delivers and implements the comprehensive school counseling program based on the Comprehensive Counseling and Guidance Model for Alabama Public Schools (State Plan ) through the use of effective planning and instructional skills in structured classroom guidance lessons and small group sessions. ASCA School Counselor Competencies: II-A II-B, II-C, IV - A, IV-B EFFECTIVE INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 2.1 Consistently uses student, parent and teacher needs assessments to plan activities to address students needs. 2.3 Consistently engages students to establish academic, personal/social, and career goals to connect education to their future. 2.5 Consistently consults effectively with parents, teachers, administrators and other stakeholders. 2.6 Consistently implements an effective referral process. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 70

71 Professional School Counselor s Domains & Self-Assessments DOMAIN Assessment Assessments are a wide variety of methods or tools that professional school counselors use to evaluate and measure the comprehensive school counseling program. ASCA School Counselor Competencies: III - A, III - B, III - C, IV: IV-1, IV-B, IV-C, V: VA, VB, VC EFFECTIVE INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 3.1 Consistently creates a yearly principal-counselor agreement based on annual school needs assessment and goals. 3.3 Consistently spends 80% of time in direct services to students and follows the Alabama State Plan recommended time for their level in guidance curriculum, individual student, planning, responsive services, and system support. 3.6 Assesses, analysis, interprets, disaggregates and presents process, perception and results data. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 71

72 Professional School Counselor s Domains & Self-Assessments DOMAIN Climate and Culture School counselors support and/or establish safe, inclusive and respectful learning environments for a diverse population of students that enhances positive relationships, defines high expectations and promotes academic growth. 4.1 Consistently fosters safe and accessible learning environments in which each student has a positive, nurturing relationship with caring adults and peers. EFFECTIVE INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 72

73 Professional School Counselor s Domains & Self-Assessments DOMAIN - Professionalism Professional Development Effective educators exhibit professionalism by collaborating with all stakeholders by engaging in ongoing professional development and reflective activities that promote continued growth and student achievement as well as complying with the Alabama Educator Code of Ethics and federal, state, and local laws and policies. AQTS 5.1, 5.2, 5.3, 5.4, 5.5 Engage in Professional Development - Engages in ongoing professional learning while serving as a professional learning community member to move Instructional practice forward. EFFECTIVE INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 5.2 Consistently engages in professional development activities to enhance knowledge or skill. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 73

74 Professional School Counselor s Domains & Self-Assessments DOMAIN - Professionalism Compliance Effective educators exhibit professionalism by collaborating with all stakeholders by engaging in ongoing professional development and reflective activities that promote continued growth and student achievement as well as complying with the Alabama Educator Code of Ethics and federal, state, and local laws and policies. AQTS 5.1, 5.2, 5.3, 5.4, 5.5 Compliance-Complies with local, state, and federal regulations and policies while promoting professional ethics and integrity. 6.1 Consistently complies with local, state, and federal regulations and policies. EFFECTIVE INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 6.2 Consistently performs professional duties relevant to daily operations and procedures. 6.3 Consistently participates in school events and projects, resisting opportunities to become involved. 6.4 Consistently adheres to MPS dress code. 6.5 Consistently reports to work on time and on a regular basis. 6.6 Consistently produces lesson plans that contain all district required information in a timely manner. 6.7 Consistently implements system for maintaining information on student completion of assignments, student progress in learning, and non-instructional records are fully effective. 6.8 Consistently practices appropriate professional behaviors and dispositions to foster safe, positive, and productive interactions with students, colleagues, families and the community. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 74

75 Professional School Counselor s Domains & Self-Assessments Compliance-Complies with local, state, and federal regulations and policies while promoting professional ethics and integrity. EFFECTIVE INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 6.9 Consistently complies with the Alabama Educator Code of Ethics, including professional conduct related to student safety, maintenance of records, and ethical use of technological and other resources. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 75

76 Professional School Counselor s Domains & Self-Assessments DOMAIN - Professionalism Instructional Collaborative Design Effective educators exhibit professionalism by collaborating with all stakeholders by engaging in ongoing professional development and reflective activities that promote continued growth and student achievement as well as complying with the Alabama Educator Code of Ethics and federal, state, and local laws and policies. AQTS 5.1, 5.2, 5.3, 5.4, 5.5 Collaborate-Collaborates with stakeholders (i.e. students, parents, teachers, the local education agency etc.) to facilitate student learning. EFFECTIVE INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 7.1 Consistently promotes a positive culture (listening, providing feedback, collaboration) which encourages the completion of daily tasks and professional responsibilities, and collegiality. 7.2 Consistently engages with parents/guardians, colleagues, and other stakeholders in purposeful communication and/or learning activities. Evaluatee Comments: Reflection of individual levels of performance Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 76

77 Professional School Counselor s Domains & Self-Assessments Teaching Effectiveness Counselor Walkthrough / Observation Form Professional School Counselor Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 77

78 Professional School Counselor s Domains & Self-Assessments Montgomery Public Schools Teaching Effectiveness INFORMAL Counselor Environment Instrument Teacher/ Evaluatee: Observer/ Evaluator: Date: School: Principal: School Year: Grade/ Course: Objective: Subject Check as appropriate: Lesson Beginning Lesson Middle Lesson Ending Time IN: Time OUT: Indicator Expectation / Effective Scoring Key: Score 1 4 Ineffective 1 Effective - 3 Developing 2 Exemplary - 4 Data and Comments (Evidence) (1.2) Consistently displays accurate knowledge of the important concepts and content to implement an effective school counseling program that fosters academic, personal/social and career development. (1.3) Consistently develops and maintains a comprehensive counseling and guidance program for ALL students that meets the needs of the school and is based on the Alabama standards and ASCA school counseling standards including academic, personal/social, and career development competencies (2.1) (2.3) (2.5) Consistently uses student, parent and teacher needs assessments to plan activities to address students needs. Consistently engages students to establish academic, personal/social, and career goals to connect education to their future. Consistently consults effectively with parents, teachers, administrators and other stakeholders. (2.6) Consistently implements an effective referral process. (3.1) (3.3) (3.6) (4.1) Consistently creates a yearly principal-counselor agreement based on annual school needs assessment and goals. Consistently spends 80% of time in direct services to students and follows the Alabama State Plan recommended time for their level in guidance curriculum, individual student, planning, responsive services, and system support. Assesses, analysis, interprets, disaggregates and presents process, perception and results data. Consistently fosters safe and accessible learning environments in which each student has a positive, nurturing relationship with caring adults and peers. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 78

79 Professional School Counselor s Domains & Self-Assessments (5.2) Consistently engages in professional development activities to enhance knowledge or skill COUNSELING ENVIRONMENT OBSERVABLE COMMENTS Documentable sign in sheet Yes No Documentation of 4-year plans Yes No Guidance lessons support Comprehensive Guidance Plan and student s needs, as appropriate Small-group sessions promote student learning Yes No Schedules of Safety Plan, Emergency Maps, etc. displayed College and Career information posted/available Yes No Documentation of an advisory committee Yes No Provides appropriate feedback to students Yes No COUNSELING INSTRUCTION OBSERVABLE COMMENTS Small Group Large Group (as applicable) Yes No Yes Yes No No Glows And Grows. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 79

80 School Library Media Specialist s Domains & Self-Assessments Teaching Effectiveness # School Library Media Specialist Domains & Self-Assessment Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 80

81 School Library Media Specialist s Domains & Self-Assessments Teaching Effectiveness School Library Media Specialist s Domains Knowledge of Content and Standards Instruction and Engagement Assessment Climate and Culture Professionalism - Professional Development Professionalism Compliance Professionalism Instructional Collaborative Design Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 81

82 School Library Media Specialist s Domains & Self-Assessments Definition of an Effective Teacher As defined by Montgomery Public Schools, an effective teacher provides a high level of instruction and maintains a safe, equitable, and organized classroom where students are self-reflective, engaged, and challenged. The teacher uses formative and summative assessments to respond to the needs and present ability levels of students. The teacher is knowledgeable of content and practices self- reflection, collaborates with colleagues, and pursues professional development to improve teaching and learning. Levels of Performance: Ineffective An ineffective school library media specialist rarely exhibits the qualities, traits, and behaviors of an educator that is successful in the learning environment and interacting with his/her peers. Developing A developing school library media specialist occasionally exhibits the qualities, traits, and behaviors of an educator that is successful in the learning environment and interacting with his/her peers. Effective An effective school library media specialist consistently exhibits the qualities, traits, and behaviors of an educator that is successful in the learning environment and interacting with his/her peers. Exemplary An exemplary school library media specialist consistently exhibits all the qualities, traits, and behaviors of the effective school library media specialist but goes above and beyond in the learning environment and interacting with his/her peers. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 82

83 School Library Media Specialist s Domains & Self-Assessments DOMAIN Knowledge of Content and Standards Effective library media specialists demonstrate knowledge of the principles of library and information studies and an ability to develop, organize, and manage curriculum-based experiences that promote student achievement. (AQTS 1.3, 2.A.4) INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 1.1 Rarely supports the school s instructional program by advocating access to age and content appropriate print rich and high quality digital resources during and outside of the school day. 1.2 Rarely collaborates with teachers and staff to design and present units of study that demonstrate connections to key concepts and information skills across disciplines. 1.5 Rarely participates in school level planning to support the academic achievement goals of the teachers and school. Occasionally supports the school s instructional program by advocating access to age and content appropriate print rich and high quality digital resources during and outside of the school day. Occasionally collaborates with teachers and staff to design and present units of study that demonstrate connections to key concepts and information skills across disciplines. Occasionally participates in school level planning to support the academic achievement goals of the teachers and school. Consistently supports the school s instructional program by advocating access to age and content appropriate print rich and high quality digital resources during and outside of the school day. Consistently collaborates with teachers and staff to design and present units of study that demonstrate connections to key concepts and information skills across disciplines. Consistently participates in school level planning to support the academic achievement goals of the teachers and school. Always supports the school s instructional program by advocating access to age and content appropriate print rich and high quality digital resources during and outside of the school day. Always collaborates with teachers and staff to design and present units of study that demonstrate connections to key concepts and information skills across disciplines. Always participates in school level planning to support the academic achievement goals of the teachers and school. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 83

84 School Library Media Specialist s Domains & Self-Assessments DOMAIN Instruction and Engagement Effective library media specialists in collaboration with the content area teacher provide instructional opportunities that are planned to meet the needs of each individual learner. (AQTS 2.5, 1.5, 2.7, 2.1) INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 2.2 Rarely collaboratively modifies instructional materials and resources to provide appropriate support for each learner based on needs and learner readiness. 2.3 Rarely uses a variety of instructional strategies to move learners toward effective questioning strategies that facilitates independent research and learning. 2.4 Rarely teaches, models, and reinforces clear, age- appropriate expectations that promote the growth of independent inquiry and learning. Occasionally collaboratively modifies instructional materials and resources to provide appropriate support for each learner based on needs and learner readiness. Occasionally uses a variety of instructional strategies to move learners toward effective questioning strategies that facilitates independent research and learning. Occasionally teaches, models, and reinforces clear, age- appropriate expectations that promote the growth of independent inquiry and learning Consistently collaboratively modifies instructional materials and resources to provide appropriate support for each learner based on needs and learner readiness. Consistently uses a variety of instructional strategies to move learners toward effective questioning strategies that facilitates independent research and learning. Consistently teaches, models, and reinforces clear, age- appropriate expectations that promote the growth of independent inquiry and learning. Always collaboratively modifies instructional materials and resources to provide appropriate support for each learner based on needs and learner readiness. Always uses a variety of instructional strategies to move learners toward effective questioning strategies that facilitates independent research and learning. Always teaches, models, and reinforces clear, age- appropriate expectations that promote the growth of independent inquiry and learning. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 84

85 School Library Media Specialist s Domains & Self-Assessments DOMAIN Assessment Assessments are a wide variety of methods or tools that library media specialists use to reflect and evaluate for revision in order to measure student s knowledge or performance to determine what students know and are able to accomplish. INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 3.1 Rarely uses multiple assessment methods including MPS approved collaboration forms to address collaborative planning and instruction in order to make instructional adjustments where indicated. 3.2 Rarely uses daily informal anecdotal and formal conversations to identify deficiencies and create paths to address materials and resources. Occasionally uses multiple assessment methods including MPS approved collaboration forms to address collaborative planning and instruction in order to make instructional adjustments where indicated. Occasionally uses daily informal anecdotal and formal conversations to identify deficiencies and create paths to address materials and resources. Consistently uses multiple assessment methods including MPS approved collaboration forms to address collaborative planning and instruction in order to make instructional adjustments where indicated. Consistently uses daily informal anecdotal and formal conversations to identify deficiencies and create paths to address materials and resources. Always uses multiple assessment methods including MPS approved collaboration forms to address collaborative planning and instruction in order to make instructional adjustments where indicated. Always uses daily informal anecdotal and formal conversations to identify deficiencies and create paths to address materials and resources. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 85

86 School Library Media Specialist s Domains & Self-Assessments DOMAIN Climate and Culture Creates and manages a safe environment that enhances positive relationships, defines high expectations and promotes academic growth. (AQTS 2.1, 2.2, 2.3, 2.5, & 2.7; 4.1, 4.2, 4.3, 4.4, 4.6, 4.8, 4.9 & 4.10) INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 4.1 Rarely provides evidence of library media center rules and procedures that support a positive climate and culture. Occasionally provides evidence of rules and procedures for a positive climate and culture. Usually provides evidence of rules and procedures for library management while monitoring for student success. Cultivates cross cultural understandings and values the diverse learning needs of all students. 4.2 Rarely provides evidence of organized management strategies and/or routines to address Occasionally implements organization and management strategies in response to specific issues. Usually displays effective and efficient library media center management, including routines that promote comfort, order and appropriate student behaviors. Allocates time for students to engage in hands-on experiences, discuss and process content, and make meaningful connections 4.3 Rarely provides evidence of a safe and orderly environment (i.e. arrangement/organization of library media center materials). 4.4 Rarely provides evidence of instructional activities that promote fair and equitable treatment of students that ensures student engagement and active participation. Occasionally creates a safe and orderly classroom environment that is conducive to learning. Occasionally provides evidence of instructional activities that promotes the fair and equitable treatment of students ensuring student engagement and active participation. Usually motivates students and nurtures their desire to learn in a safe, healthy and supportive environment which develops compassion and mutual respect. Usually provides evidence of instructional activities that promote fair and equitable treatment of students ensuring student engagement and active participation. Creates an environment where student work is valued and used as a learning tool. Encourages students to accept mistakes as an integral part of the learning process. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 86

87 School Library Media Specialist s Domains & Self-Assessments DOMAIN - Professionalism Professional Development Effective educators exhibit professionalism by collaborating with all stakeholders by engaging in ongoing professional development and reflective activities that promote continued growth and student achievement as well as complying with the Alabama Educator Code of Ethics and federal, state, and local laws and policies. AQTS 5.1, 5.2, 5.3, 5.4, 5.5 Engage in Professional Development - Engages in ongoing professional learning while serving as a professional learning community member to move Instructional practice forward. INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 5.2 Rarely engages in professional development activities to enhance knowledge or skill. Occasionally engages in professional development activities to enhance knowledge or skill. Consistently engages in professional development activities to enhance knowledge or skill. Seeks out opportunities for professional development and makes a systematic effort to conduct action research. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 87

88 School Library Media Specialist s Domains & Self-Assessments DOMAIN - Professionalism Compliance *Implemented in the Professional Commitment Component Effective educators exhibit professionalism by collaborating with all stakeholders by engaging in ongoing professional development and reflective activities that promote continued growth and student achievement as well as complying with the Alabama Educator Code of Ethics and federal, state, and local laws and policies. AQTS 5.1, 5.2, 5.3, 5.4, 5.5 Compliance-Complies with local, state, and federal regulations and policies while promoting professional ethics and integrity. INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 6.1 Rarely complies with local, state and federal regulations and policies. Occasionally complies with local, state, and federal regulations and policies. Consistently complies with local, state, and federal regulations and policies. Collaborates with colleagues in relevant dialogue regarding compliance with local, state, and federal regulations and its implications for classroom teaching and learning. 6.2 Rarely performs professional duties relevant to daily operations and procedures. Occasionally performs professional duties relevant to daily operations and procedures Consistently performs professional duties relevant to daily operations and procedures. Assumes additional duties and roles relevant to daily operations and procedures. 6.3 Rarely participates in school events and projects, resisting opportunities to become involved. Occasionally participates in school events and projects, resisting opportunities to become involved. Consistently participates in school events and projects, resisting opportunities to become involved. Attends relevant local and school meetings to support school initiatives and demonstrates possibilities for implementation. 6.4 Rarely adheres to MPS dress code. Occasionally adheres to MPS dress code. Consistently adheres to MPS dress code. 6.5 Rarely reports to work on time and on a regular basis. Occasionally reports to work on time and on a regular basis. Consistently reports to work on time and on a regular basis. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 88

89 School Library Media Specialist s Domains & Self-Assessments Compliance-Complies with local, state, and federal regulations and policies while promoting professional ethics and integrity. INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 6.6 Rarely produces lesson plans that contain all district required information in a timely manner. Occasionally produces lesson plans that contain all district required information in a timely manner. Consistently produces lesson plans that contain all district required information in a timely manner. 6.7 Rarely implements system for maintaining information on student completion of assignments, student progress in learning, and non-instructional records are fully effective. 6.8 Rarely practices appropriate professional behaviors and dispositions to foster safe, positive, and productive interactions with students, colleagues, families and the community. 6.9 Rarely complies with the Alabama Educator Code of Ethics, including professional conduct related to student safety, maintenance of records, and ethical use of technological and other resources. Occasionally implements system for maintaining information on student completion of assignments, student progress in learning, and non-instructional records are fully effective. Occasionally practices appropriate professional behaviors and dispositions to foster safe, positive, and productive interactions with students, colleagues, families and the community. Occasionally complies with the Alabama Educator Code of Ethics, including professional conduct related to student safety, maintenance of records, and ethical use of technological and other resources. Consistently implements system for maintaining information on student completion of assignments, student progress in learning, and non-instructional records are fully effective. Consistently practices appropriate professional behaviors and dispositions to foster safe, positive, and productive interactions with students, colleagues, families and the community. Consistently complies with the Alabama Educator Code of Ethics, including professional conduct related to student safety, maintenance of records, and ethical use of technological and other resources. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 89

90 School Library Media Specialist s Domains & Self-Assessments DOMAIN - Professionalism Instructional Collaborative Design Effective educators exhibit professionalism by collaborating with all stakeholders by engaging in ongoing professional development and reflective activities that promote continued growth and student achievement as well as complying with the Alabama Educator Code of Ethics and federal, state, and local laws and policies. AQTS 5.1, 5.2, 5.3, 5.4, 5.5 Collaborate-Collaborates with stakeholders (i.e. students, parents, teachers, the local education agency etc.) to facilitate student learning. INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 7.1 Rarely promotes a positive culture (listening, providing feedback, collaboration) which encourages the completion of daily tasks, professional responsibilities, and collegiality. Occasionally promotes a positive culture (listening, providing feedback, collaboration) which encourages the completion of daily tasks and professional responsibilities, and collegiality. Consistently promotes a positive culture (listening, providing feedback, collaboration) which encourages the completion of daily tasks and professional responsibilities, and collegiality. Takes a leadership role in creating solutions and promoting a culture of professional responsibilities. 7.2 Rarely engages with parents/guardians, colleagues, and other stakeholders in purposeful communication and/or learning activities. Occasionally engages with parents/guardians, colleagues, and other stakeholders in purposeful communication and/or learning activities. Consistently engages with parents/guardians, colleagues, and other stakeholders in purposeful communication and/or learning activities. Initiates and coordinates purposeful communication and/or learning activities with all stakeholders using multiple opportunities and strategies. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 90

91 School Library Media Specialist s Domains & Self-Assessments Teaching Effectiveness School Library Media Specialist Self-Assessment Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 91

92 School Library Media Specialist s Domains & Self-Assessments DOMAIN Knowledge of Content and Standards Effective library media specialists demonstrate knowledge of the principles of library and information studies and an ability to develop, organize, and manage curriculum-based experiences that promote student achievement. (AQTS 1.3, 2.A.4) EFFECTIVE INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 1.1 Consistently supports the school s instructional program by advocating access to age and content appropriate print rich and high quality digital resources during and outside of the school day. 1.2 Consistently collaborates with teachers and staff to design and present units of study that demonstrate connections to key concepts and information skills across disciplines. 1.5 Consistently participates in school level planning to support the academic achievement goals of the teachers and school. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 92

93 School Library Media Specialist s Domains & Self-Assessments DOMAIN Instruction and Engagement Effective library media specialists in collaboration with the content area teacher provide instructional opportunities that are planned to meet the needs of each individual learner. (AQTS 2.5, 1.5, 2.7, 2.1) EFFECTIVE INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 2.2 Consistently collaboratively modifies instructional materials and resources to provide appropriate support for each learner based on needs and learner readiness. 2.3 Consistently uses a variety of instructional strategies to move learners toward effective questioning strategies that facilitates independent research and learning. 2.4 Consistently teaches, models, and reinforces clear, age- appropriate expectations that promote the growth of independent inquiry and learning. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 93

94 School Library Media Specialist s Domains & Self-Assessments DOMAIN Assessment Assessments are a wide variety of methods or tools that library media specialists use to reflect and evaluate for revision in order to measure student s knowledge or performance to determine what students know and are able to accomplish. EFFECTIVE INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 3.1 Consistently uses multiple assessment methods including MPS approved collaboration forms to address collaborative planning and instruction in order to make instructional adjustments where indicated. 3.2 Consistently uses daily informal anecdotal and formal conversations to identify deficiencies and create paths to address materials and resources. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 94

95 School Library Media Specialist s Domains & Self-Assessments DOMAIN Climate and Culture Creates and manages a safe environment that enhances positive relationships, defines high expectations and promotes academic growth. (AQTS 2.1, 2.2, 2.3, 2.5, & 2.7; 4.1, 4.2, 4.3, 4.4, 4.6, 4.8, 4.9 & 4.10) EFFECTIVE INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 4.1 Usually provides evidence of rules and procedures for library management while monitoring for student success. 4.2 Usually displays effective and efficient library media center management, including routines that promote comfort, order and appropriate student behaviors. 4.3 Usually motivates students and nurtures their desire to learn in a safe, healthy and supportive environment which develops compassion and mutual respect. 4.4 Usually provides evidence of instructional activities that promote fair and equitable treatment of students ensuring student engagement and active participation. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 95

96 School Library Media Specialist s Domains & Self-Assessments DOMAIN - Professionalism Professional Development Effective educators exhibit professionalism by collaborating with all stakeholders by engaging in ongoing professional development and reflective activities that promote continued growth and student achievement as well as complying with the Alabama Educator Code of Ethics and federal, state, and local laws and policies. AQTS 5.1, 5.2, 5.3, 5.4, 5.5 Engage in Professional Development - Engages in ongoing professional learning while serving as a professional learning community member to move Instructional practice forward. EFFECTIVE INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 5.2 Consistently engages in professional development activities to enhance knowledge or skill. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 96

97 School Library Media Specialist s Domains & Self-Assessments DOMAIN - Professionalism Compliance Effective educators exhibit professionalism by collaborating with all stakeholders by engaging in ongoing professional development and reflective activities that promote continued growth and student achievement as well as complying with the Alabama Educator Code of Ethics and federal, state, and local laws and policies. AQTS 5.1, 5.2, 5.3, 5.4, 5.5 Compliance-Complies with local, state, and federal regulations and policies while promoting professional ethics and integrity. EFFECTIVE INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 6.1 Consistently complies with local, state, and federal regulations and policies. 6.2 Consistently performs professional duties relevant to daily operations and procedures. 6.3 Consistently participates in school events and projects, resisting opportunities to become involved. 6.4 Consistently adheres to MPS dress code. 6.5 Consistently reports to work on time and on a regular basis. 6.6 Consistently produces lesson plans that contain all district required information in a timely manner. 6.7 Consistently implements system for maintaining information on student completion of assignments, student progress in learning, and non-instructional records are fully effective. 6.8 Consistently practices appropriate professional behaviors and dispositions to foster safe, positive, and productive interactions with students, colleagues, families and the community. 6.9 Consistently complies with the Alabama Educator Code of Ethics, including professional conduct related to student safety, maintenance of records, and ethical use of technological and other resources. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 97

98 School Library Media Specialist s Domains & Self-Assessments DOMAIN - Professionalism Instructional Collaborative Design Effective educators exhibit professionalism by collaborating with all stakeholders by engaging in ongoing professional development and reflective activities that promote continued growth and student achievement as well as complying with the Alabama Educator Code of Ethics and federal, state, and local laws and policies. AQTS 5.1, 5.2, 5.3, 5.4, 5.5 Collaborate-Collaborates with stakeholders (i.e. students, parents, teachers, the local education agency etc.) to facilitate student learning. EFFECTIVE INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 7.1 Consistently promotes a positive culture (listening, providing feedback, collaboration) which encourages the completion of daily tasks and professional responsibilities, and collegiality. 7.2 Consistently engages with parents/guardians, colleagues, and other stakeholders in purposeful communication and/or learning activities. Evaluatee Comments: Reflection of individual levels of performance Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 98

99 School Library Media Specialist s Domains & Self-Assessments Teaching Effectiveness Library Media Walkthrough / Observation Form Library Media Specialist Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 99

100 School Library Media Specialist s Domains & Self-Assessments Montgomery Public Schools Teaching Effectiveness INFORMAL Library Media Environment Instrument Teacher/ Evaluatee: Observer/ Evaluator: Date: School: Principal: School Year: Grade/ Course: Objective: Subject Check: Lesson Beginning Lesson Middle Lesson Ending Time IN: Time OUT: Indicator Expectation / Effective Scoring Key: Score 1 4 Ineffective 1 Effective - 3 Developing 2 Exemplary - 4 Data and Comments (Evidence) (1.1) Consistently supports the school s instructional program by advocating access to age and content appropriate print rich and high quality digital resources during and outside of the school day. (1.2) Consistently collaborates with teachers and staff to design and present units of study that demonstrate connections to key concepts and information skills across disciplines. (1.5) Consistently participates in school level planning to support the academic achievement goals of the teachers and school. (2.2) Consistently collaboratively modifies instructional materials and resources to provide appropriate support for each learner based on needs and learner readiness. (2.3) Consistently uses a variety of instructional strategies to move learners toward effective questioning strategies that facilitates independent research and learning. (2.4) Consistently teaches, models, and reinforces clear, ageappropriate expectations that promote the growth of independent inquiry and learning. (3.1) Consistently uses multiple assessment methods including MPS approved collaboration forms to address collaborative planning and instruction in order to make instructional adjustments where indicated. (3.2) Consistently uses daily informal anecdotal and formal conversations to identify deficiencies and create paths to address materials and resources. (4.1) Usually provides evidence of rules and procedures for library management while monitoring for student success. (4.2) Usually displays effective and efficient library media center management, including routines that promote comfort, order and appropriate student behaviors. (4.3) Usually motivates students and nurtures their desire to learn in a safe, healthy and supportive environment which develops compassion and mutual respect. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 100

101 School Library Media Specialist s Domains & Self-Assessments (4.4) Usually provides evidence of instructional activities that promote fair and equitable treatment of students ensuring student engagement and active participation. (5.2) Consistently engages in professional development activities to enhance knowledge or skill. LIBRARY ENVIRONMENT/ INSTRUCTION OBSERVABLE COMMENTS Lesson Plans evident and support student goals, as appropriate Instructional Objectives clearly stated and visible Yes No Library Media Environment promotes student learning Yes No Library Media Behavior Management system is evident Yes No Schedules of Safety Plan, Emergency Maps, etc. displayed Students are Engaged/Active Learning, Relevant Lessons Yes No Uses effective strategies Yes No Provides immediate feedback to students Yes No Multiple resources to facilitate learning Yes No Evidence Of Differentiated Instruction Yes No Small Group Large Group Individualized Yes No Yes Yes No No Glows And Grows. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 101

102 School Speech Language Pathologist & Self-Assessments Teaching School Speech Language Pathologist Domains & Self-Assessment Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 102

103 School Speech Language Pathologist & Self-Assessments Teaching Effectiveness School Speech Language Pathologist Domains Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 103

104 School Speech Language Pathologist & Self-Assessments Teaching Effectiveness School Speech Language Pathologist s Domains Knowledge of Standards and Competencies Instruction and Engagement Assessment Climate and Culture Professionalism - Professional Development Professionalism Compliance Professionalism Instructional Collaborative Design Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 104

105 School Speech Language Pathologist & Self-Assessments Definition of an Effective Teacher As defined by Montgomery Public Schools, an effective teacher provides a high level of instruction and maintains a safe, equitable, and organized classroom where students are self-reflective, engaged, and challenged. The teacher uses formative and summative assessments to respond to the needs and present ability levels of students. The teacher is knowledgeable of content and practices self- reflection, collaborates with colleagues, and pursues professional development to improve teaching and learning. Levels of Performance: Ineffective An ineffective school speech language pathologist rarely exhibits the qualities, traits, and behaviors of an educator that is successful in the learning environment and interacting with his/her peers. Developing A developing school speech language pathologist occasionally exhibits the qualities, traits, and behaviors of an educator that is successful in the learning environment and interacting with his/her peers. Effective An effective school speech language pathologist consistently exhibits the qualities, traits, and behaviors of an educator that is successful in the learning environment and interacting with his/her peers. Exemplary An exemplary school speech language pathologist consistently exhibits all the qualities, traits, and behaviors of the effective school speech language pathologist but goes above and beyond in the learning environment and interacting with his/her peers. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 105

106 School Speech Language Pathologist & Self-Assessments DOMAIN Knowledge of Content and Standards Effective SLPs will demonstrate knowledge of communication disorders including those articulation (speech sound disorders), language, fluency, and voice/resonance. (AAC (11) INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 1.3 Rarely conducts assessments in collaboration with others to help identify students with communication disorders as well as to inform instruction and intervention that promotes student success. Occasionally conducts assessments in collaboration with others to help identify students with communication disorders as well as to inform instruction and intervention that promotes student success. Consistently conducts assessments in collaboration with others to help identify students with communication disorders as well as to inform instruction and intervention that promotes student success. Always conducts assessments in collaboration with others to help identify students with communication disorders as well as to inform instruction and intervention that promotes student success across all settings. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 106

107 School Speech Language Pathologist & Self-Assessments DOMAIN Instruction and Engagement SLPs will conduct effective instruction when prior planning is transformed into communicating, engaging and assessing students. (AAC iv.) INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 2.1 Rarely provides consistent and ageappropriate speech-language services to clients as prescribed. Occasionally provides consistent and age-appropriate speechlanguage services to clients as prescribed. Consistently provides consistent and age-appropriate speech-language services to clients as prescribed. Always provides consistent and ageappropriate speech-language services to clients as prescribed. 2.2 Rarely creates appropriate resources for students that address personal, social/emotional, academic, and vocational needs that support the student s academic goals. Occasionally creates appropriate resources for students that address personal, social/emotional, academic, and vocational needs that support the student s academic goals. Consistently creates appropriate resources for students that address personal, social/emotional, academic, and vocational needs that support the student s academic goals. Always creates appropriate resources for students that address personal, social/emotional, academic, and vocational needs that support the student s academic goals. 2.3 Rarely organizes therapy interventions based on individual needs as determined by current evaluations. Occasionally organizes therapy interventions based on individual needs as determined by current evaluations. Consistently organizes therapy interventions based on individual needs as determined by current evaluations. Always organizes therapy interventions based on individual needs as determined by current evaluations. 2.5 Rarely provides appropriate treatments for specific speech/language disorder. Occasionally provides appropriate treatments for specific speech/language disorder. Consistently provides appropriate treatments for specific speech/language disorder. Always provides appropriate treatments for specific speech/language disorder. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 107

108 School Speech Language Pathologist & Self-Assessments DOMAIN Assessment School SLPs will demonstrate the ability to conduct articulation (speech disorders), language, fluency, and voice/resonance. (AAC i-ii) INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 3.7 Rarely uses assessment data to guide intervention decisions including both academic and functional needs of the student. Occasionally uses assessment data to guide intervention decisions including both academic and functional needs of the student. Consistently uses assessment data to guide intervention decisions including both academic and functional needs of the student. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 108

109 School Speech Language Pathologist & Self-Assessments DOMAIN Climate and Culture Creates and manages a safe environment that enhances positive relationships, defines high expectations and promotes academic growth. (AQTS 2.1, 2.2, 2.3, 2.5, & 2.7; 4.1, 4.2, 4.3, 4.4, 4.6, 4.8, 4.9 & 4.10) INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 4.2 Rarely displays effective and efficient classroom management, including classroom routines that promote comfort, order, and appropriate student behaviors. Occasionally displays effective and efficient classroom management, including classroom routines that promote comfort, order, and appropriate student behaviors. Consistently displays effective and efficient classroom management, including classroom routines that promote comfort, order, and appropriate student behaviors. Creates an environment in which students take an active role in monitoring their own behavior and/or that or other students related to established routines. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 109

110 School Speech Language Pathologist & Self-Assessments DOMAIN - Professionalism Professional Development Effective educators exhibit professionalism by collaborating with all stakeholders by engaging in ongoing professional development and reflective activities that promote continued growth and student achievement as well as complying with the Alabama Educator Code of Ethics and federal, state, and local laws and policies. AQTS 5.1, 5.2, 5.3, 5.4, 5.5 Engage in Professional Development - Engages in ongoing professional learning while serving as a professional learning community member to move Instructional practice forward. INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 5.2 Rarely engages in professional development activities to enhance knowledge or skill. Occasionally engages in professional development activities to enhance knowledge or skill. Consistently engages in professional development activities to enhance knowledge or skill. Seeks out opportunities for professional development and makes a systematic effort to conduct action research. 5.3 Rarely constructs and implements long-term and short-term learning goals based on student needs Occasionally constructs and implements long-term and shortterm learning goals based on student needs Consistently constructs and implements long-term and shortterm learning goals based on student needs. Uses results to plan future instruction for individual students. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 110

111 School Speech Language Pathologist & Self-Assessments DOMAIN - Professionalism Compliance Effective educators exhibit professionalism by collaborating with all stakeholders by engaging in ongoing professional development and reflective activities that promote continued growth and student achievement as well as complying with the Alabama Educator Code of Ethics and federal, state, and local laws and policies. AQTS 5.1, 5.2, 5.3, 5.4, 5.5 Compliance-Complies with local, state, and federal regulations and policies while promoting professional ethics and integrity. INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 6.1 Rarely complies with local, state and federal regulations and policies. Occasionally complies with local, state, and federal regulations and policies. Consistently complies with local, state, and federal regulations and policies. Collaborates with colleagues in relevant dialogue regarding compliance with local, state, and federal regulations and its implications for classroom teaching and learning. 6.2 Rarely performs professional duties relevant to daily operations and procedures. Occasionally performs professional duties relevant to daily operations and procedures Consistently performs professional duties relevant to daily operations and procedures. Assumes additional duties and roles relevant to daily operations and procedures. 6.3 Rarely participates in school events and projects, resisting opportunities to become involved. Occasionally participates in school events and projects, resisting opportunities to become involved. Consistently participates in school events and projects, resisting opportunities to become involved. Attends relevant local and school meetings to support school initiatives and demonstrates possibilities for implementation. 6.4 Rarely adheres to MPS dress code. Occasionally adheres to MPS dress code. Consistently adheres to MPS dress code. 6.5 Rarely reports to work on time and on a regular basis. Occasionally reports to work on time and on a regular basis. Consistently reports to work on time and on a regular basis. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 111

112 School Speech Language Pathologist & Self-Assessments Compliance-Complies with local, state, and federal regulations and policies while promoting professional ethics and integrity. INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 6.6 Rarely produces lesson plans that contain all district required information in a timely manner. Occasionally produces lesson plans that contain all district required information in a timely manner. Consistently produces lesson plans that contain all district required information in a timely manner. 6.7 Rarely implements system for maintaining information on student completion of assignments, student progress in learning, and non-instructional records are fully effective. 6.8 Rarely practices appropriate professional behaviors and dispositions to foster safe, positive, and productive interactions with students, colleagues, families and the community. 6.9 Rarely complies with the Alabama Educator Code of Ethics, including professional conduct related to student safety, maintenance of records, and ethical use of technological and other resources. Occasionally implements system for maintaining information on student completion of assignments, student progress in learning, and non-instructional records are fully effective. Occasionally practices appropriate professional behaviors and dispositions to foster safe, positive, and productive interactions with students, colleagues, families and the community. Occasionally complies with the Alabama Educator Code of Ethics, including professional conduct related to student safety, maintenance of records, and ethical use of technological and other resources. Consistently implements system for maintaining information on student completion of assignments, student progress in learning, and non-instructional records are fully effective. Consistently practices appropriate professional behaviors and dispositions to foster safe, positive, and productive interactions with students, colleagues, families and the community. Consistently complies with the Alabama Educator Code of Ethics, including professional conduct related to student safety, maintenance of records, and ethical use of technological and other resources. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 112

113 School Speech Language Pathologist & Self-Assessments DOMAIN - Professionalism Instructional Collaborative Design *Implemented in the Professional Practice Effective educators exhibit professionalism by collaborating with all stakeholders by engaging in ongoing professional development and reflective activities that promote continued growth and student achievement as well as complying with the Alabama Educator Code of Ethics and federal, state, and local laws and policies. AQTS 5.1, 5.2, 5.3, 5.4, 5.5 Collaborate-Collaborates with stakeholders (i.e. students, parents, teachers, the local education agency etc.) to facilitate student learning. INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 7.1 Rarely promotes a positive culture (listening, providing feedback, collaboration) which encourages the completion of daily tasks, professional responsibilities, and collegiality. Occasionally promotes a positive culture (listening, providing feedback, collaboration) which encourages the completion of daily tasks and professional responsibilities, and collegiality. Consistently promotes a positive culture (listening, providing feedback, collaboration) which encourages the completion of daily tasks and professional responsibilities, and collegiality. Takes a leadership role in creating solutions and promoting a culture of professional responsibilities. 7.2 Rarely engages with parents/guardians, colleagues, and other stakeholders in purposeful communication and/or learning activities. Occasionally engages with parents/guardians, colleagues, and other stakeholders in purposeful communication and/or learning activities. Consistently engages with parents/guardians, colleagues, and other stakeholders in purposeful communication and/or learning activities. Initiates and coordinates purposeful communication and/or learning activities with all stakeholders using multiple opportunities and strategies. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 113

114 School Speech Language Pathologist Domains & Self-Assessments Teaching Effectiveness School Speech Language Pathologist Self-Assessment Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 114

115 School Speech Language Pathologist Domains & Self-Assessments DOMAIN Knowledge of Content and Standards Effective SLPs will demonstrate knowledge of communication disorders including those articulation (speech sound disorders), language, fluency, and voice/resonance. EFFECTIVE INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 1.3 Consistently conducts assessments in collaboration with others to help identify students with communication disorders as well as to inform instruction and intervention that promotes student success. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 115

116 School Speech Language Pathologist Domains & Self-Assessments DOMAIN Instruction and Engagement SLPs will conduct effective instruction when prior planning is transformed into communicating, engaging and assessing students. (AAC iv.) EFFECTIVE INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY Consistently provides consistent and age-appropriate speech-language services to clients as prescribed. Consistently creates appropriate resources for students that address personal, social/emotional, academic, and vocational needs that support the student s academic goals. 2.3 Consistently organizes therapy interventions based on individual needs as determined by current evaluations. 2.5 Consistently provides appropriate treatments for specific speech/language disorder. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 116

117 School Speech Language Pathologist Domains & Self-Assessments DOMAIN Assessment School SLPs will demonstrate the ability to conduct articulation (speech disorders), language, fluency, and voice/resonance. (AAC i-ii) EFFECTIVE INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 3.7 Consistently uses assessment data to guide intervention decisions including both academic and functional needs of the student. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 117

118 School Speech Language Pathologist Domains & Self-Assessments DOMAIN Climate and Culture Creates and manages a safe environment that enhances positive relationships, defines high expectations and promotes academic growth. (AQTS 2.1, 2.2, 2.3, 2.5, & 2.7; 4.1, 4.2, 4.3, 4.4, 4.6, 4.8, 4.9 & 4.10) 4.2 EFFECTIVE INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY Consistently displays effective and efficient classroom management, including classroom routines that promote comfort, order, and appropriate student behaviors. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 118

119 School Speech Language Pathologist Domains & Self-Assessments DOMAIN - Professionalism Professional Development Effective educators exhibit professionalism by collaborating with all stakeholders by engaging in ongoing professional development and reflective activities that promote continued growth and student achievement as well as complying with the Alabama Educator Code of Ethics and federal, state, and local laws and policies. Engage in Professional Development - Engages in ongoing professional learning while serving as a professional learning community member to move Instructional practice forward. EFFECTIVE INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 5.2 Consistently engages in professional development activities to enhance knowledge or skill. 5.3 Consistently constructs and implements long-term and shortterm learning goals based on student needs. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 119

120 School Speech Language Pathologist Domains & Self-Assessments Teaching Effectiveness Speech Language Pathologist Walkthrough / Observation Form Speech Language Pathologist Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 120

121 School Speech Language Pathologist Domains & Self-Assessments Montgomery Public Schools Teaching Effectiveness INFORMAL Speech Language Pathologist Environment Observation Instrument Teacher/ Evaluatee: Observer/ Evaluator: Date: School: Principal: School Year: Grade/ Course: Subject Classroom Objective: Check: Lesson Beginning Lesson Middle Lesson Ending Time IN: Time OUT: Indicator Expectation / Effective Scoring Key: Score 1 4 Ineffective 1 Effective - 3 Developing 2 Exemplary - 4 Data and Comments (Evidence) (1.3) Consistently conducts assessments in collaboration with others to help identify students with communication disorders as well as to inform instruction and intervention that promotes student success. (2.1) Consistently provides consistent and age-appropriate speechlanguage services to clients as prescribed. (2.2) Consistently creates appropriate resources for students that address personal, social/emotional, academic, and vocational needs that support the student s academic goals. (2.3) Consistently organizes therapy interventions based on individual needs as determined by current evaluations. (2.5) Consistently provides appropriate treatments for specific speech/language disorder. (3.7) Consistently uses assessment data to guide intervention decisions including both academic and functional needs of the student. (4.2) Consistently displays effective and efficient classroom management, including classroom routines that promote comfort, order, and appropriate student behaviors. (5.2) Consistently engages in professional development activities to enhance knowledge or skill. (5.3) Consistently constructs and implements long-term and shortterm learning goals based on student needs. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 121

122 School Speech Language Pathologist Domains & Self-Assessments CLASSROOM ENVIRONMENT OBSERVABLE COMMENTS Lesson Plans evident and support student goals Yes No Instructional Objectives clearly stated and visible Yes No Classroom Environment promotes student learning Yes No Classroom Behavior Management system is evident Yes No Schedules of Safety Plan, Emergency Maps, etc. displayed Students are Engaged/Active Learning, Relevant Lessons Yes No Uses effective strategies Yes No Provides immediate feedback to students Yes No Multiple resources to facilitate learning Yes No Evidence Of Differentiated Instruction Yes No CLASSROOM INSTRUCTION OBSERVABLE COMMENTS Small Group Large Group Yes No Teacher Led Student Led Yes No Yes No Glows And Grows. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 122

123 School Psychometrists/Psychologist Domains & Self Assessment Teaching Effectiveness % School Psychometrist/Psychologist Domains & Self-Assessment Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 123

124 School Psychometrists/Psychologist Domains & Self Assessment Teaching Effectiveness School Psychometrist/Psychologist Domains Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 124

125 School Psychometrists/Psychologist Domains & Self Assessment Teaching Effectiveness School Psychometrist/Psychologist s Domains Data-Based Decision Making and Accountability Consultation Collaboration Assessment Climate and Culture Professionalism - Professional Development Professionalism Compliance Professionalism Instructional Collaborative Design Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 125

126 School Psychometrists/Psychologist Domains & Self Assessment Definition of an Effective Teacher As defined by Montgomery Public Schools, an effective teacher provides a high level of instruction and maintains a safe, equitable, and organized classroom where students are self-reflective, engaged, and challenged. The teacher uses formative and summative assessments to respond to the needs and present ability levels of students. The teacher is knowledgeable of content and practices self- reflection, collaborates with colleagues, and pursues professional development to improve teaching and learning. Levels of Performance: Ineffective An ineffective school psychometrist/psychologist rarely exhibits the qualities, traits, and behaviors of an educator that is successful in the learning environment and interacting with his/her peers. Developing A developing school psychometrist/psychologist occasionally exhibits the qualities, traits, and behaviors of an educator that is successful in the learning environment and interacting with his/her peers. Effective An effective school psychometrist/psychologist consistently exhibits the qualities, traits, and behaviors of an educator that is successful in the learning environment and interacting with his/her peers. Exemplary An exemplary school psychometrist/psychologist consistently exhibits all the qualities, traits, and behaviors of the effective school psychometrist/psychologist but goes above and beyond in the learning environment and interacting with his/her peers. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 126

127 School Psychometrist/Psychologist & Self-Assessment DOMAIN Data-Based Decision Making and Accountability Effective psychometrists/psychologists demonstrate ability in data-based decision making and accountability (AAC a1) and will demonstrate the ability to conduct psychological and psycho-educational assessment. AAC a2 INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 1.1 Rarely demonstrates knowledge of assessment, including appropriate instruments and methods of measurement and evaluation of intelligence, aptitude, achievement, personality and behavior. Occasionally demonstrates knowledge of assessment, including appropriate instruments and methods of measurement and evaluation of intelligence, aptitude, achievement, personality and behavior. Consistently demonstrates knowledge of assessment, including appropriate instruments and methods of measurement and evaluation of intelligence, aptitude, achievement, personality and behavior. Demonstrates knowledge of assessment, including appropriate instruments and methods of measurement and evaluation of intelligence, aptitude, achievement, personality and behavior, and demonstrates mastery in utilizing advanced assessment tools. 1.2 Rarely selects, administers, interprets, and utilizes appropriate, non-biased assessment instruments and writes reports with explicit regard for the context in which assessments take place and will be used. Occasionally selects, administers, interprets, and utilizes appropriate, non-biased assessment instruments and writes reports with explicit regard for the context in which assessments take place and will be used. Consistently selects, administers, interprets, and utilizes appropriate, non-biased assessment instruments and writes reports with explicit regard for the context in which assessments take place and will be used. Selects, administers, interprets, and utilizes appropriate, relevant non-biased assessment instruments and writes thorough psychoeducational reports with explicit regard for the context in which assessments take place and will be used. 1.3 Rarely incorporates systematically collected data about individuals and utilizes this data for decision making. Occasionally incorporates systematically collected data about individuals and utilizes this data for decision making. Consistently incorporates systematically collected data about individuals and utilizes this data for decision making. Works effectively and collaboratively with stakeholders to incorporate varied methods of assessment and systematically collected data about individuals and utilizes this data for decision making. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 127

128 School Psychometrist/Psychologist & Self-Assessment DOMAIN Consultation and Collaboration School psychometrists/psychologists will consult and collaborate with stakeholders to link home, school, and community services. AAC b INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 2.1 Rarely consults, collaborates, and communicates effectively with stakeholders concerning student needs. Occasionally consults, collaborates, and communicates effectively with stakeholders concerning student needs. Consistently consults, collaborates, and communicates effectively to identify developmentally appropriate methods and materials to assist student in achieving educationally and behaviorally relevant goals. Follows up after consulting, collaborating, and communicating to identify developmentally appropriate methods and materials to assist student in achieving educationally and behaviorally relevant goals. 2.2 Rarely consults with other school personnel and community resources as needed for students who experience behavioral and academic problems. Occasionally consults with other school personnel and community resources as needed for students who experience behavioral and academic problems. Consistently consults with other school personnel, system specialists, and/or community resources to provide suggested interventions and strategies as appropriate for students who experience behavioral and academic problems. Consults, makes referrals to, and maintains contact with other school personnel and community resources as needed for students who experience behavioral and academic problems. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 128

129 School Psychometrist/Psychologist & Self-Assessment DOMAIN Assessment School psychometrists/psychologists will demonstrate the ability to conduct psychological and psycho-educational assessment. AAC a2 INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 3.1 Rarely demonstrates knowledge and skill in using formal assessment results to identify students with a possible disability. Occasionally uses formal assessment results to identify students with a possible disability. Consistently uses formal assessment results to identify students with a possible disability. Uses multiple formal assessment results and data to provide explicit feedback and practical interpretation to teachers and parents and to give consideration to all possible exceptionalities. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 129

130 School Psychometrist/Psychologist & Self-Assessment DOMAIN Climate and Culture School psychometrists/psychologists demonstrate knowledge of diversity, multicultural, socio-economic, and ethnic factors in development and their effect on the teaching-learning and assessment processes. AAC d INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 4.3 Rarely allocates time for evaluation activities and ignores established timelines. Occasionally allocates time for evaluation activities and adheres to established timelines. Consistently organizes and allocates time for evaluation activities and adheres to established timelines. Effectively organizes and allocates time for evaluation activities prior to established timelines. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 130

131 School Psychometrist/Psychologist & Self-Assessment DOMAIN - Professionalism Professional Development Effective educators exhibit professionalism by collaborating with all stakeholders by engaging in ongoing professional development and reflective activities that promote continued growth and student achievement as well as complying with the Alabama Educator Code of Ethics and federal, state, and local laws and policies. AQTS 5.1, 5.2, 5.3, 5.4, 5.5 Engage in Professional Development - Engages in ongoing professional learning while serving as a professional learning community member to move Instructional practice forward. INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 5.2 Rarely engages in professional development activities to enhance knowledge or skill. Occasionally engages in professional development activities to enhance knowledge or skill. Consistently engages in professional development activities to enhance knowledge or skill. Seeks out opportunities for professional development and makes a systematic effort to conduct action research. 5.3 Rarely constructs and implements long-term and short-term learning goals based on student needs Occasionally constructs and implements long-term and shortterm learning goals based on student needs Consistently constructs and implements long-term and shortterm learning goals based on student needs. Uses results to plan future instruction for individual students. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 131

132 School Psychometrist/Psychologist & Self-Assessment DOMAIN - Professionalism Compliance Effective educators exhibit professionalism by collaborating with all stakeholders by engaging in ongoing professional development and reflective activities that promote continued growth and student achievement as well as complying with the Alabama Educator Code of Ethics and federal, state, and local laws and policies. AQTS 5.1, 5.2, 5.3, 5.4, 5.5 Compliance-Complies with local, state, and federal regulations and policies while promoting professional ethics and integrity. INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 6.1 Rarely complies with local, state and federal regulations and policies. Occasionally complies with local, state, and federal regulations and policies. Consistently complies with local, state, and federal regulations and policies. Collaborates with colleagues in relevant dialogue regarding compliance with local, state, and federal regulations and its implications for classroom teaching and learning. 6.2 Rarely performs professional duties relevant to daily operations and procedures. Occasionally performs professional duties relevant to daily operations and procedures Consistently performs professional duties relevant to daily operations and procedures. Assumes additional duties and roles relevant to daily operations and procedures. 6.3 Rarely participates in school events and projects, resisting opportunities to become involved. Occasionally participates in school events and projects, resisting opportunities to become involved. Consistently participates in school events and projects, resisting opportunities to become involved. Attends relevant local and school meetings to support school initiatives and demonstrates possibilities for implementation. 6.4 Rarely adheres to MPS dress code. Occasionally adheres to MPS dress code. Consistently adheres to MPS dress code. 6.5 Rarely reports to work on time and on a regular basis. Occasionally reports to work on time and on a regular basis. Consistently reports to work on time and on a regular basis. 6.6 Rarely produces lesson plans that contain all district required information in a timely manner. Occasionally produces lesson plans that contain all district required information in a timely manner. Consistently produces lesson plans that contain all district required information in a timely manner. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 132

133 School Psychometrist/Psychologist & Self-Assessment Compliance-Complies with local, state, and federal regulations and policies while promoting professional ethics and integrity. INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 6.7 Rarely implements system for maintaining information on student completion of assignments, student progress in learning, and noninstructional records are fully effective. 6.8 Rarely practices appropriate professional behaviors and dispositions to foster safe, positive, and productive interactions with students, colleagues, families and the community. 6.9 Rarely complies with the Alabama Educator Code of Ethics, including professional conduct related to student safety, maintenance of records, and ethical use of technological and other resources. Occasionally implements system for maintaining information on student completion of assignments, student progress in learning, and noninstructional records are fully effective. Occasionally practices appropriate professional behaviors and dispositions to foster safe, positive, and productive interactions with students, colleagues, families and the community. Occasionally complies with the Alabama Educator Code of Ethics, including professional conduct related to student safety, maintenance of records, and ethical use of technological and other resources. Consistently implements system for maintaining information on student completion of assignments, student progress in learning, and noninstructional records are fully effective. Consistently practices appropriate professional behaviors and dispositions to foster safe, positive, and productive interactions with students, colleagues, families and the community. Consistently complies with the Alabama Educator Code of Ethics, including professional conduct related to student safety, maintenance of records, and ethical use of technological and other resources. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 133

134 School Psychometrist/Psychologist & Self-Assessment DOMAIN - Professionalism Instructional Collaborative Design Effective educators exhibit professionalism by collaborating with all stakeholders by engaging in ongoing professional development and reflective activities that promote continued growth and student achievement as well as complying with the Alabama Educator Code of Ethics and federal, state, and local laws and policies. AQTS 5.1, 5.2, 5.3, 5.4, 5.5 Collaborate-Collaborates with stakeholders (i.e. students, parents, teachers, the local education agency etc.) to facilitate student learning. INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 7.1 Rarely promotes a positive culture (listening, providing feedback, collaboration) which encourages the completion of daily tasks, professional responsibilities, and collegiality. Occasionally promotes a positive culture (listening, providing feedback, collaboration) which encourages the completion of daily tasks and professional responsibilities, and collegiality. Consistently promotes a positive culture (listening, providing feedback, collaboration) which encourages the completion of daily tasks and professional responsibilities, and collegiality. Takes a leadership role in creating solutions and promoting a culture of professional responsibilities. 7.2 Rarely engages with parents/guardians, colleagues, and other stakeholders in purposeful communication and/or learning activities. Occasionally engages with parents/guardians, colleagues, and other stakeholders in purposeful communication and/or learning activities. Consistently engages with parents/guardians, colleagues, and other stakeholders in purposeful communication and/or learning activities. Initiates and coordinates purposeful communication and/or learning activities with all stakeholders using multiple opportunities and strategies. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 134

135 School Psychometrist/Psychologist & Self-Assessment Teaching Effectiveness School Psychometrist/Psychologist Self-Assessment Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 135

136 School Psychometrist/Psychologist & Self-Assessment DOMAIN Data-Based Decision Making and Accountability Effective psychometrists/psychologists demonstrate ability in data-based decision making and accountability (AAC a1) and will demonstrate the ability to conduct psychological and psycho-educational assessment. AAC a2 EFFECTIVE INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 1.1 Consistently demonstrates knowledge of assessment, including appropriate instruments and methods of measurement and evaluation of intelligence, aptitude, achievement, personality and behavior. 1.2 Consistently selects, administers, interprets, and utilizes appropriate, non-biased assessment instruments and writes reports with explicit regard for the context in which assessments take place and will be used. 1.3 Consistently incorporates systematically collected data about individuals and utilizes this data for decision making. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 136

137 School Psychometrist/Psychologist & Self-Assessment DOMAIN Consultation and Collaboration School psychometrists/psychologists will consult and collaborate with stakeholders to link home, school, and community services. AAC b EFFECTIVE INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 2.1 Consistently consults, collaborates, and communicates effectively to identify developmentally appropriate methods and materials to assist student in achieving educationally and behaviorally relevant goals. 2.2 Consistently consults with other school personnel, system specialists, and/or community resources to provide suggested interventions and strategies as appropriate for students who experience behavioral and academic problems. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 137

138 School Psychometrist/Psychologist & Self-Assessment DOMAIN Assessment School psychometrists/psychologists will demonstrate the ability to conduct psychological and psycho-educational assessment. AAC a2 EFFECTIVE INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 3.1 Consistently uses formal assessment results to identify students with a possible disability. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 138

139 School Psychometrist/Psychologist & Self-Assessment DOMAIN Climate and Culture School psychometrists/psychologists demonstrate knowledge of diversity, multicultural, socioeconomic, and ethnic factors in development and their effect on the teaching-learning and assessment processes. AAC d EFFECTIVE INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 4.3 Consistently organizes and allocates time for evaluation activities and adheres to established timelines. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 139

140 School Psychometrist/Psychologist & Self-Assessment DOMAIN - Professionalism Professional Development Effective educators exhibit professionalism by collaborating with all stakeholders by engaging in ongoing professional development and reflective activities that promote continued growth and student achievement as well as complying with the Alabama Educator Code of Ethics and federal, state, and local laws and policies. AQTS 5.1, 5.2, 5.3, 5.4, 5.5 Engage in Professional Development - Engages in ongoing professional learning while serving as a professional learning community member to move Instructional practice forward. EFFECTIVE INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 5.2 Consistently engages in professional development activities to enhance knowledge or skill. 5.3 Consistently constructs and implements long-term and shortterm learning goals based on student needs. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 140

141 School Psychometrist/Psychologist & Self-Assessment DOMAIN - Professionalism Compliance Effective educators exhibit professionalism by collaborating with all stakeholders by engaging in ongoing professional development and reflective activities that promote continued growth and student achievement as well as complying with the Alabama Educator Code of Ethics and federal, state, and local laws and policies. AQTS 5.1, 5.2, 5.3, 5.4, 5.5 Compliance-Complies with local, state, and federal regulations and policies while promoting professional ethics and integrity. EFFECTIVE INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 6.1 Consistently complies with local, state, and federal regulations and policies. 6.2 Consistently performs professional duties relevant to daily operations and procedures. 6.3 Consistently participates in school events and projects, resisting opportunities to become involved. 6.4 Consistently adheres to MPS dress code. 6.5 Consistently reports to work on time and on a regular basis. 6.6 Consistently produces lesson plans that contain all district required information in a timely manner. 6.7 Consistently implements system for maintaining information on student completion of assignments, student progress in learning, and non-instructional records are fully effective. 6.8 Consistently practices appropriate professional behaviors and dispositions to foster safe, positive, and productive interactions with students, colleagues, families and the community. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 141

142 School Psychometrist/Psychologist & Self-Assessment Compliance-Complies with local, state, and federal regulations and policies while promoting professional ethics and integrity. EFFECTIVE INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 6.9 Consistently complies with the Alabama Educator Code of Ethics, including professional conduct related to student safety, maintenance of records, and ethical use of technological and other resources. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 142

143 School Psychometrist/Psychologist & Self-Assessment DOMAIN - Professionalism Instructional Collaborative Design Effective educators exhibit professionalism by collaborating with all stakeholders by engaging in ongoing professional development and reflective activities that promote continued growth and student achievement as well as complying with the Alabama Educator Code of Ethics and federal, state, and local laws and policies. AQTS 5.1, 5.2, 5.3, 5.4, 5.5 Collaborate-Collaborates with stakeholders (i.e. students, parents, teachers, the local education agency etc.) to facilitate student learning. EFFECTIVE INEFFECTIVE DEVELOPING EFFECTIVE EXEMPLARY 7.1 Consistently promotes a positive culture (listening, providing feedback, collaboration) which encourages the completion of daily tasks and professional responsibilities, and collegiality. 7.2 Consistently engages with parents/guardians, colleagues, and other stakeholders in purposeful communication and/or learning activities. Evaluatee Comments: Reflection of individual levels of performance Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 143

144 School Psychometrist/Psychologist & Self-Assessment Teaching Effectiveness Psychometrist/Psychologist Walkthrough / Observation Form Psychometrist/Psychologist Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 144

145 School Psychometrist/Psychologist & Self-Assessment Montgomery Public Schools Teaching Effectiveness INFORMAL Psychometrist/Psychologist Classroom Observation Instrument Teacher/ Evaluatee: Observer/ Evaluator: Date: School: Principal: School Year: Grade/ Course: Objective: Subject Check: Lesson Beginning Lesson Middle Lesson Ending Time IN: Time OUT: Indicator (1.1) Expectation / Effective Consistently demonstrates knowledge of assessment, including appropriate instruments and methods of measurement and evaluation of intelligence, aptitude, achievement, personality and behavior. Scoring Key: Score 1 4 Ineffective 1 Effective - 3 Developing 2 Exemplary - 4 Data and Comments (Evidence) (1.2) Consistently selects, administers, interprets, and utilizes appropriate, non-biased assessment instruments and writes reports with explicit regard for the context in which assessments take place and will be used. (1.3) Consistently incorporates systematically collected data about individuals and utilizes this data for decision making. (2.1) (2.2) (3.1) (4.3) (5.2) (5.3) Consistently consults, collaborates, and communicates effectively to identify developmentally appropriate methods and materials to assist student in achieving educationally and behaviorally relevant goals. Consistently consults with other school personnel, system specialists, and/or community resources to provide suggested interventions and strategies as appropriate for students who experience behavioral and academic problems. Consistently uses formal assessment results to identify students with a possible disability. Consistently organizes and allocates time for evaluation activities and adheres to established timelines. Consistently engages in professional development activities to enhance knowledge or skill. Consistently constructs and implements long-term and shortterm learning goals based on student needs. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 145

146 School Psychometrist/Psychologist & Self-Assessment CLASSROOM ENVIRONMENT OBSERVABLE COMMENTS Lesson Plans evident and support student goals Yes No Instructional Objectives clearly stated and visible Yes No Classroom Environment promotes student learning Yes No Classroom Behavior Management system is evident Yes No Schedules of Safety Plan, Emergency Maps, etc. displayed Students are Engaged/Active Learning, Relevant Lessons Yes No Uses effective strategies Yes No Provides immediate feedback to students Yes No Multiple resources to facilitate learning Yes No Evidence Of Differentiated Instruction Yes No CLASSROOM INSTRUCTION OBSERVABLE COMMENTS Small Group Large Group Yes No Teacher Led Student Led Yes No Yes No Glows And Grows. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 146

147 Teaching Effectiveness Optional Pre and Post Conference Forms These documents are optional and can be used or impartially revised, as appropriate. Montgomery Public Schools/Vernet C. Nettles, Ed.D Page 147