Objectives Gain an understanding of the End of Year Documentation Process Gain an understanding of the Summative Evaluation Process Revisit the Four Level Ratings Rubric Gain an understanding of Support Dialogue and Improvement Procedures
Agenda Sign-in/Introduction/General Information End of Year Documentation and Summative Evaluation PowerPoint Review of Kristine Hardy Documentation Break Support Dialogue Procedures Improvement Procedures Support Dialogue Activity Appeals Process End of Year/Summative Evaluation Quiz and Answer Review Individualized IPEGS Action Plan Burning Issues Parking Lot/Reflections
Let s Review Session I IPEGS Overview Session II Performance Standards Session III Goal Setting
Session IV End of Year Documentation Process Summative Performance Evaluation Procedures for Improving Performance Support Dialogue (SD) Improvement Plan (IP)
End of Year Documentation Professional submits Assessor receives (Quality vs. Quantity)
What goes with the Documentation Cover Sheet? Teachers: Summary of end of year data results of goal attainment or progress toward the goal and accompanying documentation Completed Communication Completed Professional Development/Professional Growth Experiences Instructional Support and Student t Services: Service Log or Program Plan Summary of end of year data results of goal attainment or progress toward the goal and accompanying documentation Completed Communication Completed Professional Development/Professional l Growth Experiences Other relevant sources, including evidence offered by the professional
How do Professionals complete the Documentation Cover Sheet? Place the required items behind the cover sheet (teacher, instructional support, or student services) Staple together in the left hand corner Submit required documents to your assessor at tleast10 calendar days before the summative evaluation date
Required Documentation Teacher pages 52 and 53 Instructional Support pages 54 and 55 Student Services pages 58 and 59
Teacher Pages 52-53 Instructional Support Pages 54-55 Student Services Pages 58-5959
T h P 52 53 Teacher Pages 52-53 Instructional Support Pages 54-55 Student Services Pages 58-59
Summative Performance Evaluation Meeting
What is involved in the summative evaluation process? Rating of the professional using relevant data sources Observation of Standards Goal Setting for Learner/Program Progress and Attainment Required Documentation Other Relevant Sources, including evidence offered by the professional Meeting between the assessor and the professional to discuss the summative evaluation at least ten calendar days prior to the last day of the students school year
How is a summative evaluation decision made? Ratings on the 8 teacher performance standards or the 7 instructional support/student services standards based on: Ratings g for each standard is based on well- defined rubrics for each performance standard: Exemplary Proficient Developing/Needs Improvement Unsatisfactory f t
Decision Tree Teacher Page 29 Instructional Support Page 30 Student Services Page 30
Ratings are applied to individual id performance standards, NOT performance indicators. Performance indicators only inform assessors as to examples of performance relevant to the standards. Further, the assessor determines the degree to which h the performance standard d is being performed.
Summative Performance Evaluation Form Teacher pages 56-59 Instructional Support pages 58-60 Student Services pages 62-64
Kristine Hardy s Documentation/Summative Evaluation Activity
Improving Professional Performance Two tools are provided in IPEGS to improve performance: Support Dialogue (SD) the first step in the improvement process; a school/worksite-level discussion between the administrator and the professional Improvement Plan (IP) step two in the improvement process and is more formal; meets the requirements of the Florida Statute related to notifying a professional of unsatisfactory performance
Support Dialogue (SD) Initiated by the professional or the assessor at any point during the school year Designed to facilitate discussion about identified performance standard(s) and ways to address improvement Professional has the right to union representation and/or peer support professional
Support Dialogue (SD) continued Both parties share what each will do to support the professional s growth and collaboratively complete Support Dialogue Discussion Form 21-Calendar day yperiod to receive support and implement changes in performance May result in professional being proficient, SD extended or an Improvement Plan(IP)
Support Dialogue Discussion Form
Improvement Plan (IP) Initiated after step one (Support Dialogue) has been completed A professional s performance is unsatisfactory in one or more standard(s) Collaboratively l developed d by the site administrator and the professional with union representation, ti if desired d
Improvement Plan (IP) continued A 90-Calendar Day Probation Period Desired outcome is to improve professional s performance to a proficient level May result in not being recommended for continued employment
IP Sequence of Events
If the IP cannot be completed before the end of the school year, it is continued to the next year and the summative evaluation is withheld until the process is completed At f d t t dth i d f A transfer does not extend the period of the IP
Improvement Plan (IP) Form
Annual Contract (AC) Professionals The first 97 days of initial employment constitute a probationary period during which the annual contract employee may: resign without breach of contract, or be dismissed without cause AC teachers (outside of the 97 day probation) receive the same process for each of their two formal observations.
Sample Prompts for the Initial SD Conversation 1. Tell me about your instructional setting. 2. What challenges have you encountered in addressing (tell specific concern)? 3. What strategies t have you tried to implement to address the concern of (tell specific concern)? 4. What support can I or others provide you? The assessor shares some support ideas and asks; 1. What do you think of these ideas? 2. Do you have any new suggestions for change?
Appeals Process IPEGS complies with State Statutes and State Board Rules If an instructional professional does not agree with any notations summarized on any IPEGS form or any ratings, he/she h may provide a written response to be placed in his/her personnel file. If after Support Dialogue and an Improvement Plan have been implemented, the instructional professional would like to appeal a Recommendation of Termination, the process is outlined below: The instructional professional and a UTD representative meet with personnel from the Office of Professional Standards to review all pertinent documents and administrative actions regarding the IPEGS and/or Improvement Plan processes.
Appeals Process IPEGS complies with State Statutes and State Board Rules If an instructional professional wishes to contest the Superintendent s recommendation for their termination, they must: 1. Request a hearing (within 15 calendar days) 2. A hearing is conducted by an administrative law judge 3. The hearing will be conducted within 60 days 4. An administrative i ti law judge will make a recommendation to the School Board 5. The School Board will uphold or change the administrative law judge s recommendation 6. The School Board makes a final decision on the grounds for termination
All professionals are responsible for the information contained in their IPEGS handbook. Training i is not in lieu of reading the handbook. If after this training and reading the handbook, there are additional questions you should consult the following resources: 1. School IPEGS Training Team (SITT) Members 2. IPEGS Website ipegs.dadeschools.net 3. Professional Development and/or UTD
End of Year/Summative Evaluation Quiz
Individualized IPEGS Action Plan