Instructional Evaluation System

Instructional Evaluation System 2018-2019

Table of Contents 1. Performance of Students 2. Instructional Practice 3. Other Indicators of Performance 4. Summative Evaluation Score 5. Additional Requirements 6. District Evaluation Procedures 7. District Self-Monitoring 8. Appendix A Checklist for Approval Bradford County Schools 1

1. Performance of Students Each instructional employee s annual evaluation will consist of two parts: a Student Growth score and an Instructional Practice score. For most employees, each of these parts will count equally and combine into an overall rating. Student growth data will come from the scores of students assigned to teachers. Students must be present in Survey 2 and 3 to be counted toward the teacher s achievement. The growth measure will count for 33% of the teacher s overall evaluation score. The weighting will be reflective on the percentage of students in each course in relationship to the total number of students assigned to the teacher. The chart on the next page shows the instruments that will measure student gains, proficiency and their corresponding weights. All teachers will be evaluated on learning gains and/or proficiency. In accordance with Board Policy 6.81 each instructional employee shall use local assessments for courses without a state assessment. Local assessments are assessments selected or developed by the district to measure student mastery of courses content for each course where mastery is not assessed by statewide, standardized assessments. These assessments will be used to determine student growth when compared to mid-term student course grades as part of a Student learning Objective (SLO). All secondary teachers teaching courses without a local assessment will develop a comprehensive post-test (final exam). A peer group, including a least one administrator, will review and approve each CPT based on alignment to the standards in the course descriptions and adequate rigor and complexity. All CPTs will include at least one complex essay question that will be graded using a rubric. It will be administered and graded by a peer. Each CPT will be weighted according the matrix. 60% or greater must be achieved on the final in order to count as proficient and 40% on SAT-10. In addition, state End of Course Exams (EOCs) results will also be used when applicable, as indicated on the matrix. The learning gains for all secondary teachers will be measures by Florida Standards Assessment (FSA) gains, where applicable. Elementary teachers will be evaluated on student gains as seen on the local assessments and proficiency and/or gains as seen on a Nationally Normed Assessment (NNA) or the FSA, as indicated on the matrix. The evaluations of instructional personnel who are not classroom teachers will include student learning growth from statewide assessments for students assigned to the instructional personnel. The following optional chart is provided for your convenience. Other ways to display information are acceptable. This chart is intended to address some of the bullets listed above, but additional documentation may be needed. Bradford County Schools 2

Student Performance Measures (This is used for all teachers, including new teachers) K - 3 teachers will use I-Ready Math Typical Growth Targets for math. Students will be considered to have achieved qualified growth if they meet their individual typical growth target set for them based on the information from Diagnostic 1 (Beginning of Year) to Diagnostic 3 (End of Year). STAR Early Literacy (K) or STAR (1-5th) will be used for reading growth data. As with I-Ready, the growth target for each individual student will be determined by his or her starting score. The breakdown of points is attached. K - 3: I-Ready Typical Growth Point Target for individual students I.e, A student in 2nd grade scoring 1 Level below on the BOY Diagnostic is expected to increase at least 26 points on the scale score. Fall Diagnostic Placement Level If the fall score is. K 1 2 3 3+ Levels Below - - - 30 2+ Levels Below - 36 29 27 1 Level Below 32 29 26 26 On Level, Early 24 26 22 25 On Level, Mid, Late, or Above 21 21 18 21 K - 3 STAR Early Literacy / STAR Target Scale Score Growth for individual students I.e, a student in 2nd grade testing with a PR of 33 on the BOY test is expected to increase 135 points on the scale score Pretest PR range Grade Bradford County Schools 3

K (STAR ELit) 1 2 3 1-10 185 46 74 101 11-20 185 57 137 107 21-30 179 78 144 104 31-40 172 96 135 103 41-50 165 156 128 102 51-60 154 176 121 99 61-70 141 176 116 96 71-80 127 175 112 91 81-90 103 151 111 88 91-99 51 123 92 96 Bradford County does accept the state VAM score of each teacher. This score will be a 1-4 score, indicated by U to HE. The chart below demonstrates how this score will be converted to points for the summative evaluation score: Bradford County will include student performance data for at least three years, including the current year and the two years immediately preceding the current year, when available. If less than the three most recent years of data are available, those years for which data are available must be used. 2. Instructional Practice An Instructional Practice score will be computed for all instructional personnel. For teachers, Marzano s Florida Model will be used. This model: Reflects teachers performance across all elements within the framework (Elements Bradford County Schools 4

4-20); Accounts for teachers experience levels (Categories I-II); Assigns weight to the domain with the greatest impact on student achievement (Domain 1); and Acknowledges teachers focus on deliberate practice by measuring teacher improvement over time on specific elements within the framework. The instructional practices score consist of two elements: Instructional practices and deliberate practices score. The deliberate practices scores (40% of the 34% instructional practices total score): Measures progress against specifically targeted elements for improvement; Recognizes teacher s deliberate practice; and Expects that teachers grow every year. An Instructional Practice score will reflect (60% of the 34% instructional practice total score) : Status score Addresses proficiency of the framework as a whole Accounts for teachers experience levels to celebrate milestones Balances typically unfavorable scores for new teachers Monitors teachers continued use of elements already mastered Deliberate Practice score Measures progress against deliberate practice Acknowledges teacher s improvement over time For evaluation purposes, teachers will be in one of two categories: Category I: one to three years of service Category II: four or more years of service An assessment of each teacher's performance will be made at least once each academic year. For teachers on in Category 1 the mid-year and summative evaluations shall be preceded by at least two (2) observations, one of which the teacher shall receive advance notice. Observations shall be at least one week apart. Teachers new to the district will be placed in category I for the first year. If rehired, the teacher will then be placed in category II if appropriate. All teachers new to the district will be required to participate in New Teacher Orientation, which will include Teacher Appraisal Training. For first year teachers, the frequency of observations as reflected in Observation Minimums Bradford County Schools 5

Table below. This provides an opportunity for ongoing feedback and support that informs opportunities for professional growth and provides a means of gathering sufficient evidence to determine the effectiveness of new teachers as they transition from pre-service programs into their professional teaching experience. These observations provide multiple opportunities for teacher reflection as well as professional growth through the planning, observation and reflection conference process. Since it would not be feasible to observe for all 9 design questions in any one lesson, observers will work with teachers to establish a clear focus for each observation. All formal observations of first year teachers will include a review of data appropriate to the Design Question focus for that observation. This may include but is not limited to: Curriculum-based measures; Grade distributions; Mastery checklists; Student work samples; and Discipline data. Feedback for first year teachers new to the profession will include pre and post observations conferences for all formal observations as well as other written feedback, mentor feedback, and two complete evaluations. Observation Minimums Category Description Formal 30 + minutes Informal 15-30 minutes Walkthrough 5-15 minutes Bradford County Schools 6

Category 1A 0-1 year experience or 1st year to district Category 1B 2-3 year experience New to the district or year one of teaching Effective in previous year 2 2 2 1 2 3 Category 1C 2-3 year experience Category 1D 2-3 year experience Category 2A 4+ years experience, not 1st year in district Highly Effective in previous year Developing, needs improvement, struggling in previous year Effective/Highly effective in previous year 1 2 2 2 3 3 0 2 2 Category 2B 4+ years experience, not 1st year in district Developing/Needs improvement, struggling in previous year ***Growth model, allows for time to grow and improve*** 1 3 3 Requirements: 1. Complete 1 walkthrough on all teachers within 1st 30 days of observations 2. Growth plans input and approved by September 1st. 3. Category 1, first formal complete by end of 1st semester 4. Category 1, second formal complete by March 15th*. 5. All observations complete and input by March 15th*. 6. All teacher element documentation turned in by March 15th*. 7. All student growth data of non-vam teachers calculated and submitted by post planning. Growth Plan Elements: Category 1 and 2: Element 1: Planning Standards Based Lessons/Units Element 2: Aligning Resources to Standard(s) Element 3: Planning to Close the Achievement Gap Using Data Element 4: Identifying Critical Content from the Standards Category 1: Element 14: Using Formative Assessment to Track Progress Category 2: Element 13: Helping Students Engage in Cognitively Complex Tasks *** Tentative Date pending union negotiations*** Observations: Formal Observations will be approximately 40-60 minutes Announced Bradford County Schools 7

Pre and post conference Written and electronic feedback Informal Observations Will be approximately 15-20 minutes Announced or unannounced Written and electronic feedback Walkthroughs Will be approximately 5-10 minutes Unannounced Written and electronic feedback Scores converted to a 4-3-2-1 scale Highly Effective 4 Effective 3 Developing 2 Ineffective 3.5-4.0 2.5-3.49 1.50-2.49 0-1.49 1 The following optional chart is provided for your convenience to display the crosswalk of the district s evaluation framework to the Educator Accomplished Practices. Other methods to display information are acceptable, as long as each standard and descriptor is addressed. http://www.marzanoevaluation.com/files/feaps_crosswalk_marzano.pdf The Research Base from Which the Model Was Developed Each of the works from which the model was developed report substantial research on the elements they address. For example, The Art and Science of Teaching includes over 25 tables reporting the research on the various elements of Domain 1. These tables report the findings from meta-analytic studies and the average effect sizes computed in these studies. In all, over 5,000 studies (i.e., effect sizes) are covered in the tables representing research over the last five decades. The same can be said for the other titles listed above. Thus, one can say that the model was initially based on thousands of studies that span multiple decades and these studies were chronicled and catalogued in books that have been widely disseminated in the United States. Specifically, over 2,000,000 copies of the books cited above have been purchased and disseminated to K-12 educators across the United States. Experimental/Control Studies Bradford County Schools 8

Perhaps one of the more unique aspects of the research on this model is that it has a growing number of experimental/control studies that have been conducted by practicing teachers on the effectiveness of specific strategies in their classrooms. This is unusual in the sense that these studies are designed to establish a direct causal link between elements of the model and student achievement. Studies that use correlation analysis techniques (see next section) can establish a link between elements of a model and student achievement; however, causality cannot be easily inferred. Other evaluation models currently used throughout the country only have correlational data regarding the relationship between their elements and student achievement. To date over 300 experimental/control studies have been conducted. Those studies involved over 14,000 students, 300 teachers, across 38 schools in 14 districts. The average effect size for strategies addressed in the studies was.42 with some studies reporting effect sizes of 2.00 and higher. An average effect size of.42 is associated with a 16 percentile point gain in student achievement. In other words, on the average, when teachers use the classroom strategies and behaviors in the Marzano Evaluation Model, their typical student achievement increased by 16 percentile points. However, great gains (i.e., those associated with an effect size of 2.00) can be realized if specific strategies are used in specific ways. Correlational Studies As mentioned above, correlational studies are the most common approach to examining the validity of an evaluation model. Such studies have been, and continue to be conducted, on various elements of the Marzano Evaluation Model. For example, such study was recently conducted in the state of Oklahoma as a part of their examination of elements that are related to student achievement in K-12 schools (see What Works in Oklahoma Schools: Phase I Report and What Works in Oklahoma School: Phase II Report, by Marzano Research Laboratory, 2010 and 2011 respectively). Those studies involved 59 schools, 117 teachers and over 13,000 K-12 students. Collectively, those reports indicate positive relationships with various elements of the Marzano Evaluation Model across the domains. Specific emphasis was placed on Domain 1 particularly in the Phase II report. Using state mathematics and reading test data, 96% of the 82 correlations (i.e., 41 correlations for mathematics and 41 for reading) were found to be positive with some as high as.40 and greater. A.40 correlation translates to an effect size (i.e., standardized mean difference) of.87 which is associated with a 31 percentile point gain in student achievement. These studies also aggregated data across the nine design questions in Domain 1. All correlations were positive for this aggregated data. Seven of those correlations ranged from.33 to.40. These correlations translate into effect sizes of.70 and higher. High correlations such as these were also reported for the total number of Domain 1 strategies teachers used in a school. Specifically the number of Domain 1 strategies teachers used in school had a.35 correlation with reaching proficiency and a.26 correlation with mathematics proficiency. Bradford County Schools 9

Technology Studies Another unique aspect of the research conducted on the model is that its effects have been examined in the context of technology. For example, a two year study was conducted to determine (in part) the relationship between selected elements from Domain 1 and the effectiveness of interactive whiteboards in enhancing student achievement (see Final Report: A Second Year Evaluation Study of Promethean ActivClassroom by Haystead and Marzano, 2010). In all, 131 experimental/control studies were conducted across the spectrum of grade levels. Selected elements of Domain 1 were correlated with the effect sizes for use of the interactive whiteboards. All correlations for Domain 1 elements were positive with some as high as.70. This implies that the effectiveness of the interactive whiteboards as used in these 131 studies was greatly enhanced by the use of Domain 1 strategies. Summary In summary, the Marzano Evaluation Model was designed using literally thousands of studies conducted over the past five or more decades and published in books that have been widely used by K-12 educators. In addition, experimental/control studies have been conducted that establish a more direct causal linkages with enhanced student achievement that can be made with other types of data analysis. Correlation studies (the more typical approach to examining the viability of a model) have also been conducted indicating positive correlations between the elements of the model and student mathematics and reading achievement. Finally, the model has been studied as to its effects on the use of technology (i.e., interactive whiteboards) and found it to be highly correlated with the effectiveness of that technology. References Haystead, M. W. & Marzano, R.J. (2010) Final Report: A Second Year Evaluation Study of Promethean ActivClassroom. Englewood, CO: Marzano Research Laboratory (marzanoresearch.com) Haystead, M. W. & Marzano, R.J. (2010). Meta-Analytic Synthesis of Studies Conducted at Marzano Research Laboratory on instructional Strategies. Englewood, CO: Marzano Research Laboratory (marzanoresearch.com) Marzano, R.J. (2003). What works in schools. Alexandria, VA: ASCD Marzano, R. J. (2006).Classroom assessment and grading that work. Alexandria, VA: ASCD. Marzano, R.J. (2007). The art and science of teaching. Alexandria, VA: ASCD Marzano, R. J., Frontier, T., & Livingston, D. (2011). Effective supervision: Supporting the art and science of teaching. Alexandria VA: ASCD Bradford County Schools 10

Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works. Alexandria, VA: ASCD. Marzano, R.J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works. Alexandria, VA: ASCD Marzano Research Laboratory. (2010) What Works in Oklahoma Schools: Phase I Report. Englewood, CO: Marzano Research Laboratory (marzanoresearch.com) Marzano Research Laboratory. (2011) What Works in Oklahoma Schools: Phase II Report. Englewood, CO: Marzano Research Laboratory (marzanoresearch.com) Marzano Focused Teacher Evaluation Model Bradford County Schools 11

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3. Other Indicators of Performance Professional Responsibilities (33.3%) A professional responsibilities score will reflect 33.3% of the entire evaluation system. Measures teachers in elements 21-23 Bradford County Schools 34

4. Summative Evaluation Score Evaluation Category Domains/Forms Weight Category 1 and 2 teachers Instructional Practice 34% Standards-based Planning Standards-based Instruction 60% Conditions for Learning Deliberate Practices/Growth Plan 40% Professional Responsibilities 33% Student Growth 33% Note: All 3 metrics are scored using the 4-points scale: HE=4, E=3, NI/D=2, U=1 Bradford County Schools 35

5. Additional Requirements Teachers may receive observations from educators with various instructional roles for the purpose of coaching/mentoring. Supporting continuous progress in instructional growth will generate input from numerous sources. The principals and district staff (as needed), who are the instructional leaders and supervisors of personnel, will conduct the final Summative Teacher Evaluation of all site-based teachers and instructional personnel. Instructional personnel, who serve multiple schools, are on special assignment, or work virtually will be evaluated by the designated supervisor to whom they report. All personnel giving input into the evaluation of another employee MUST have attended training on the evaluation and observation process prior to performing any observations. A comprehensive understanding of the Marzano Focused Teacher Evaluation Model, 23 elements, observation forms and procedures, and overall evaluation system process is critical to ensure both the accuracy and reliability of observations, feedback, and input. Contract Article XI, Section B-2 All teachers shall be informed of criteria and procedures of the assessment process during pre-planning or within the first 10 working days of being hired, whichever is later. All personnel giving input into the evaluation of another employee MUST have attended training on the evaluation and observation process prior to performing any observations. A comprehensive understanding of the Marzano Focused Teacher Evaluation Model, 23 elements, observation forms and procedures, and overall evaluation system process is critical to ensure both the accuracy and reliability of observations, feedback, and input. A written report of each observation and assessment shall be given to the subject teacher, within ten (10) days after they are conducted. It shall be discussed with the teacher. The teacher may make a written response to the assessment that shall become a permanent part of said assessment. Action plans are found in Teacher Growth Plans (TGP) with target areas for Deliberate Practice, and Leadership Developmental Plans (LDPs). These needs will continue to be identified through the ongoing process of examining data and observation results: Student Growth scores and Instructional Practice feedback/scores. Data meetings will continue to be held to review district, school and teacher data to identify professional development needs. These needs will continue to be identified through the ongoing process of examining data and observation results: Student Growth scores and Instructional Practice feedback/scores. Data meetings will continue to be held to review district, school and teacher data to identify professional development needs. Teachers may receive observations from educators with various instructional roles for the purpose of coaching/mentoring. Bradford County Schools 36

The Bradford County School Board Policy 6.81 and 6.811 requires, at a minimum, the annual assessment of all employees and the establishment of performance criteria for instructional personnel. New teachers and all Category 1 teachers receive a mid-year and final evaluation. ARTICLE XI: TEACHER EVALUATION a) An assessment of each teacher's performance will be made at least once each academic year. b) For teachers on in Category 1 the mid-year and summative evaluations shall be preceded by at least two (2) observations, one of which the teacher shall receive advance notice. Observations shall be at least one week apart. c) For teachers in Category 2 the summative evaluation shall be preceded by walkthroughs and informals with no formal notice. Parent input is collected through a survey which is submitted to the School Advisory Council and informs the School Improvement plan. The survey permits parent feedback on individual instructional personnel. Currently plans do not call for a formal, systematic use of parental information in the evaluation of specific instructional personnel, but only as additional information. It is recognized that *teaching fields may be identified which will require special procedures/criteria. Below are some of the instructional personnel who are NOT classroom teachers. Students included in this achievement model will encompass the district or school population or those students (e.g., specific grade) for whom the staff member has responsibility. Such fields include: Occupational Specialists Guidance Counselors Speech/Vision Vocational Rehabilitation Specialists ESE Transition Teacher Staffing Specialists Bradford County Schools 37

6. District Evaluation Procedures ARTICLE XI: TEACHER EVALUATION A. The evaluation of the work of each teacher is the sole responsibility of the administration. B-1 The Bradford County Teacher School District Performance Evaluation System will be the approved evaluation instrument for teachers in Bradford County. B-2 All teachers shall be informed of criteria and procedures of the assessment process during pre-planning or within the first 10 working days of being hired, whichever is later. B-3 The assessment criteria shall include, but not be limited to: a) classroom management b) knowledge of subject matter c) planning and instruction d) evaluation of instruction e) educational qualifications, and f) demonstration of advanced teaching competencies C. 1.a) An assessment of each teacher's performance will be made at least once each academic year. b) For teachers on in Category 1 the mid-year and summative evaluations shall be preceded by at least two (2) observations, one of which the teacher shall receive advance notice. Observations shall be at least one week apart. c) For teachers in Category 2 the summative evaluation shall be preceded by walkthroughs and informals.. d) Formal teacher observations may not begin before thirty (30) working days from first teacher work day. e) The observations identified above may be done by a District Administrator. The final assessment will be made by the Principal or Assistant Principal. 2. A written report of each observation and assessment shall be given to the subject teacher, within ten (10) days after they are conducted. It shall be discussed with the teacher. The teacher may make a written response to the assessment that shall become a permanent part of said assessment. 3. A teacher who is not performing his/her duties in a satisfactory manner shall be notified in writing. Such notice shall describe the developing/needs improvement, or unsatisfactory performance, make recommendations for improvement, and provide administrative assistance to correct such deficiencies within a reasonable period of time. 4. Any teacher in danger of non-renewal or dismissal because of developing/needs improvement, or unsatisfactory teacher performance shall be notified and afforded the benefits provided in this section. Bradford County Schools 38

5. Teachers may be observed as often as necessary by the administrator. Observations of previously recorded deficiencies during the time period allotted for corrective action shall be primarily for the purpose of monitoring the improvement of those deficiencies. However, if the deficiencies are not removed after a reassessment by the administrator, the evaluation of the teacher shall be considered developing/needs improvement, or unsatisfactory. Evaluations may be grieved and subject to arbitration to redress any procedural flaws. An evaluation may also be grieved and subject to arbitration if it led or contributed to any discipline (including termination) or any impact on performance pay. 6. Observations of a teacher's performance of duties and responsibilities shall be conducted openly with no intent to conceal such from the knowledge of the teacher. 7. When assigned out-of-field, due consideration shall be given to the assessment of the individual concerned. D. Teachers who shall not be renewed shall be notified by April 1 (pending union negotiations). E. The Superintendent's determination and decision relative to renewal or non- renewal of an annual is final and binding and not subject to the grievance/arbitration procedure of this agreement. F. A Teacher Evaluation Committee shall meet annually to determine to review and/or revise, if necessary the teacher evaluation instrument that shall be used to comply with F.S 1012.34. The committee shall consist of at least four (4) members, of which half will be appointed by the Superintendent and half by the Association. Must submit the written report to the employee no later than 10 days after the evaluation takes place [Rule 6A-5.030(2)(g)2., F.A.C.]. A written report of each observation and assessment shall be given to the subject teacher, within ten (10) days after they are conducted. It shall be discussed with the teacher. The teacher may make a written response to the assessment that shall become a permanent part of said assessment. Documentation the district has complied with the requirement that the district school superintendent shall annually notify the Department of any instructional personnel who receive two consecutive unsatisfactory evaluations and shall notify the Department of any instructional personnel who are given written notice by the district of intent to terminate or not renew their employment, as outlined in s. 1012.34(5), F.S.[Rule 6A-5.030(2)(i), F.A.C.]. Bradford County will comply with the requirement that the district school superintendent will annually notify the Department of any instructional personnel who receive two consecutive unsatisfactory evaluations and will notify the Department of any instructional personnel who are given written notice by the district of intent to terminate or not renew their employment. Bradford County Schools 39

7. District Self-Monitoring Bradford County schools uses evaluation data to inform school and district improvement plans. The district personnel and principals meet annually to review the Instructional Evaluation System to determine compliance with the Florida Statute. The team usually meets in the summer of each year to evaluate the effectiveness of the system. During the review, the team determines if: The evaluator understands of the proper use of evaluation criteria and procedures, including evaluator accuracy and inter-rater reliability. The evaluator provides necessary and timely feedback to the employees being evaluated. The use of evaluation data is used to identify individual professional development. The use of evaluation data is used to inform school and district improvement plan. The team looks at the performance evaluation results from the prior school year for all instructional personnel using the four levels of performance. The performance evaluation results for instructional personnel are disaggregated by classroom teacher and all other instructional personnel; by school site; and by instructional level. School grades and state and local assessment data are also reviewed by school and district and compared to the performance evaluation data. Results of this data analysis are used by individual schools and the district to set school improvement goals and plan for individual, school and district professional development activities. Changes and revisions to the teacher evaluation system will be recommended. All substantial revisions will be reviewed and approved by the district school board before being used to evaluate teachers. Bradford County Schools 40

Appendix A- Checklist for Approval Performance of Students The district has provided and meets the following criteria: For all instructional personnel: The percentage of the evaluation that is based on the performance of students criterion. An explanation of the scoring method, including how it is calculated and combined. At least one-third of the evaluation is based on performance of students. For classroom teachers newly hired by the district: The student performance measure(s). Scoring method for each evaluation, including how it is calculated and combined. For all instructional personnel, confirmed the inclusion of student performance: Data for at least three years, including the current year and the two years immediately preceding the current year, when available. If less than the three most recent years of data are available, those years for which data are available must be used. If more than three years of student performance data are used, specified the years that will be used. For classroom teachers of students for courses assessed by statewide, standardized assessments: Documented that VAM results comprise at least one-third of the evaluation. For teachers assigned a combination of courses that are associated with the statewide, standardized assessments and that are not, the portion of the evaluation that is comprised of the VAM results is identified, and the VAM results are given proportional weight according to a methodology selected by the district. For all instructional personnel of students for courses not assessed by statewide, standardized assessments: For classroom teachers, the district-determined student performance measure(s) used for Bradford County Schools 41

personnel evaluations. For instructional personnel who are not classroom teachers, the district- determined student performance measure(s) used for personnel evaluations. Instructional Practice The district has provided and meets the following criteria: For all instructional personnel: The percentage of the evaluation system that is based on the instructional practice criterion. At least one-third of the evaluation is based on instructional practice. An explanation of the scoring method, including how it is calculated and combined. The district evaluation framework for instructional personnel is based on contemporary research in effective educational practices. For all instructional personnel: A crosswalk from the district's evaluation framework to the Educator Accomplished Practices demonstrating that the district s evaluation system contains indicators based upon each of the Educator Accomplished Practices. For classroom teachers: The observation instrument(s) that include indicators based on each of the Educator Accomplished Practices. For non-classroom instructional personnel: The evaluation instrument(s) that include indicators based on each of the Educator Accomplished Practices. For all instructional personnel: Procedures for conducting observations and collecting data and other evidence of instructional practice. Bradford County Schools 42

Other Indicators of Performance The district has provided and meets the following criteria: Described the additional performance indicators, if any. The percentage of the final evaluation that is based upon the additional indicators. The scoring method, including how it is calculated and combined. Summative Evaluation Score The district has provided and meets the following criteria: Summative evaluation form(s). Scoring method, including how it is calculated and combined. The performance standards used to determine the summative evaluation rating (the four performance levels: highly effective, effective, needs improvement/developing, unsatisfactory). Additional Requirements The district has provided and meets the following criteria: Confirmation that the district provides instructional personnel the opportunity to review their class rosters for accuracy and to correct any mistakes. Documented that the evaluator is the individual who is responsible for supervising the employee. Identified additional positions or persons who provide input toward the evaluation, if any. Description of training programs: Processes to ensure that all employees subject to an evaluation system are informed on evaluation criteria, data sources, methodologies, and procedures associated with the evaluation before the evaluation takes place. Processes to ensure that all individuals with evaluation responsibilities and those who provide input toward evaluation understand the proper use of the evaluation criteria and procedures. Documented: Processes for providing timely feedback to the individual being evaluated. Description of how results from the evaluation system will be used for professional Bradford County Schools 43

development. Requirement for participation in specific professional development programs by those who have been evaluated as less than effective. All instructional personnel must be evaluated at least once a year. All classroom teachers must be observed and evaluated at least once a year. Newly hired classroom teachers are observed and evaluated at least twice in the first year of teaching in the district. For instructional personnel: Inclusion of opportunities for parents to provide input into performance evaluations when the district determines such input is appropriate. Description of the district s criteria for inclusion of parental input. Description of manner of inclusion of parental input. Identification of the teaching fields, if any, for which special evaluation procedures and criteria are necessary. Description of the district s peer assistance process, if any. District Evaluation Procedures The district has provided and meets the following criteria: That its evaluation procedures comply with s. 1012.34(3)(c), F.S., including: That the evaluator must submit a written report of the evaluation to the district school superintendent for the purpose of reviewing the employee s contract. That the evaluator must submit the written report to the employee no later than 10 days after the evaluation takes place. That the evaluator must discuss the written evaluation report with the employee. That the employee shall have the right to initiate a written response to the evaluation and the response shall become a permanent attachment to his or her personnel file. That the District s procedures for notification of unsatisfactory performance meet the requirement of s. 1012.34(4), F.S. That district evaluation procedures require the district school superintendent to annually Bradford County Schools 44

notify the Department of any instructional personnel who receives two consecutive unsatisfactory evaluations and to notify the Department of any instructional personnel who are given written notice by the district of intent to terminate or not renew their employment, as outlined in s. 1012.34, F.S. District Self-Monitoring The district self-monitoring includes processes to determine the following: Evaluators understanding of the proper use of evaluation criteria and procedures, including evaluator accuracy and inter-rater reliability. Evaluators provide necessary and timely feedback to employees being evaluated. Evaluators follow district policies and procedures in the implementation of evaluation system(s). The use of evaluation data to identify individual professional development. The use of evaluation data to inform school and district improvement plans. Bradford County Schools 45