NEPN/NSBA Code: GCOA-R
WINTHROP PUBLIC SCHOOLS
TEACHER EVALUATION PROFESSIONAL EVALUATION/PROFESSIONAL GROWTH (PE/PG) HANDBOOK
Created by the Winthrop Public Schools Teacher Evaluation Steering Committee Draft I - December, 2014 Draft II – July 2015 Approved – July 8, 2015
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NEPN/NSBA Code: GCOA-R
TABLE OF CONTENTS Mission, Philosophy, and Policy related to the PE/PG System
Pg. 3
A Summary of our Performance Track System
Pg. 4
o Level I Overview o Level II Overview o Level III Overview
(Pg. 4) (Pg. 7) (Pg. 10)\
Calculating the Overall Summative Effectiveness Rating Formula to calculate the SER.
Pg. 12
Components of Annual PDCA Form Same as the SLO
Pg. 15
Appendices -
Plan, Do, Check & Adjust (PDCA) Form Total Summative Scoring Sheet Summary of Marzano’s Art & Science Framework Domains Glossary of Terms SMART Goals Directions Template Annual Level Notification System For Teachers
Pg. 17 Pg. 19 Pg. 20 Pg. 26 Pg. 28 Pg. 30
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NEPN/NSBA Code: GCOA-R NEPN/NSBA Code: GCOA SUPERVISION AND EVALUATION OF PROFESSIONAL STAFF A well-planned and systematic program of supervision and evaluation of performance tied to educational outcomes is vital to the ongoing improvement of the instructional program. It is the Board’s responsibility to ensure that sufficient administrative time and energy are expended to supervise (observe and assist) and evaluate (measure and assess) teachers. The evaluation program shall address all aspects of teaching performance and recognize that the fulfillment of student needs is of primary importance. The Superintendent shall be responsible for the development, implementation and periodic review of a program of supervision and evaluation, which shall be adopted by the Board. The program shall provide minimum standards for the number and frequency of formal performance reviews, with the understanding that probationary teachers require closer support and more frequent performance reviews. Continuing Contract staff shall be placed on a three year rotating evaluation cycle consisting of a minimum of one formal observation per year and a summative evaluation completed by the administrator in year three. Probationary teachers shall be placed on an annual evaluation cycle consisting of at least two formal observations and a summative evaluation each year during their first three years of employment. A. Criteria used for evaluation shall be based on the specific model for effective teaching, as described by Robert Marzano with all information collected using the iObservation process and made permanently available to the teacher; B. Evaluations shall be made by an immediate supervisor/administrator, or by other person(s) designated by the Superintendent; any individual doing evaluations should be trained in the Winthrop/Marzano evaluation model; C. Results of the evaluations shall be available through i-Observation and shall be discussed with the teacher; D. The teacher being evaluated shall have the right to attach a memorandum to the evaluation; and E. Results of all evaluation documentation shall be submitted to and kept in confidential personnel files maintained at the Superintendent’s office. In keeping with the Board’s goal of employing the best-qualified staff to provide quality education for all students, all teachers are expected to participate fully in the evaluation process, self-appraisal, and continuous improvement of professional skills. While supervision and evaluation policies and procedures are not negotiable in collective bargaining, the Superintendent is to seek appropriate involvement of staff in the development and periodic review of the supervision and evaluation program. Legal Reference:
20-A MRSA §§ 1055, 13201; 13802 Ch. 125 §§ 4.02(E) (3), 8.08 (Me. Dept. of Ed. Rule) Rule Chapter 180 and Maine Revised Statute Title 20-A, Chapter 508
Adopted: December 3, 2008 Revised: November 2, 2011 Revised: October 1, 2014 Reviewed and Revised: July 8, 2015
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NEPN/NSBA Code: GCOA-R
A Summary of WPS’s Appraisal of Professional Performance Level System: WPS’s Performance Evaluation System consists of THREE levels: Level I – Initial Staff Development Level for Probationary Teachers – Teachers with less than four years of teaching experience in the current position are considered “Probationary” and require an annual performance appraisal. In this phase, teachers must become familiar with the District’s Professional Performance Standards as defined by the Marzano Art & Science of Teaching Framework (See Appendix A: Framework) and participate in all required teacher induction activities. Induction: All probationary staff are required to successfully complete teacher induction requirements over the three-year probation period as a condition of employment. Evaluation Process: The annual process for Probationary Staff includes three distinct evaluative components. Student Growth
Teachers must adequately demonstrate successful completion of yearly student growth goals developed with an Administrator.
Instructional Practices
Teachers must adequately demonstrate Domain 1: Classroom Strategies & Behaviors as observed through formal and informal observations.
Professional Practices
Teachers must adequately demonstrate: ● Domain 2: Planning & Preparing ● Domain 3: Reflecting on Teaching ● Domain 4: Collegiality & Professionalism
Teachers not demonstrating adequate growth in any element may be assigned additional goals by their supervisor.
In order for Probationary teachers to move from Level I to Level II, they must have completed 3 years of teaching within WPS and demonstrate effectiveness in all three of the distinct evaluative components outlined above.
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NEPN/NSBA Code: GCOA-R
Probationary Time Line (New to position) Year 1 New Teacher Orientation
Prior to evaluation meeting
By October 31st
By January 31st By April 15th
By May 1st
▪
Administrator provides PE/PG Handbook and reviews components of the evaluation process. ▪ Training will be provided and include a schedule for completing all components and resources available to assist in teacher understanding of the evaluation process. ▪ Administrator conducts a classroom visit. ▪ Teacher completes a self-assessment and submits a growth plan using iobservation ▪ Teacher completes Student Growth Goal Sheet, which identifies a minimum of 2 student growth goals per year (See Appendix: Student Growth Goal Sheet) ▪ Administrator and teacher meet to review annual growth plan and Student Growth Goal Sheet for approval. ▪ Administrator will review schedule for formal observations (a minimum of 2) to be conducted throughout the year. ▪ Administrator and teacher check-in on professional growth plan and Student Growth Goal Sheet. Plans are reviewed and adjusted to ensure end-of-year goals are met. ▪ Administrator conducts formal observations with documentation. ▪ Administrator and teacher conference within 2 weeks of observation. ▪ Teacher completes reflection on Student Growth Goal Sheet and submits goal evidence to Administrator for student achievement goals and professional growth plan goals. ▪ Administrator completes Total Summative Scoring Sheet. ▪ Administrator meets with teacher to review summative effective rating. ▪ Administrator submits completed and signed Total Summative Scoring Sheet and all other documentation to Central office with employment recommendation.
Year 2 & 3 By October 31st
▪
Administrator and teacher meet to review Growth Plan & Student Growth Goal Sheet for approval. ▪ Administrator will review schedule for formal observations (a minimum of 2) to be conducted throughout the year. By January 31st ▪ Administrator and teacher check-in on Growth Plan & Student Growth Goal Sheet. Plan is reviewed and adjusted to ensure end-of-year goals are met. By April 15th ▪ Administrator conducts formal observations with documentation. ▪ Administrator and teacher conference within 2 weeks of observation. ▪ Teacher completes reflection on Student Growth Goal Sheet and submits goal evidence to Administrator for student achievement goals and professional growth plan goals. By May 1st ▪ Administrator completes Total Summative Scoring Sheet. ▪ Administrator meets with teacher to review summative effective rating. ▪ Administrator submits completed and signed Total Summative Scoring Sheet and all other documentation to Central office with employment recommendation. *Dates can be reasonably amended as necessary by Administration with teacher agreement.
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NEPN/NSBA Code: GCOA-R
Probationary Staff – Annual Roles and Responsibilities The teacher will: ● Complete a self-assessment using the Marzano Art & Science of Teaching Framework in iobservation; ● Develop a Professional Growth Plan and Student Growth Goal Sheet (See Appendix) connected to district and building goals and work with administrator for final approval of annual goals; ● Monitor progress of work toward goals and make adjustments as appropriate; ● Determine student growth goal results based on those students for whom s/he is considered teacher of record; ● Document work to achieve successful completion of Student Growth Goal Sheet and Professional Growth Plan; ● Complete reflection on Student Growth Goal Sheet and submit evidence of goal attainment on growth plan to administrator no later than April 15. The supervising administrator will: ● Assure understanding of the PE/PG system by providing regular training and other resources as necessary; ● Establish and distribute the annual building/district goals; ● Conduct Annual Conferences to set goals and yearly evaluation plan; ● Meet with staff requiring or requesting additional goals; ● Conduct all required formal observations by April 15; ● Conference with teacher within 2 weeks of the observation(s); ● Provide teacher with written summary of observations which are to be placed in their personnel file; ● Complete Total Summative Rating Sheet to include written recommendations/ commendations which are to be placed in their personnel file; and ● Submit Total Summative Rating Sheet to central office with a copy to the teacher. Administrators or other staff designated by the district may conduct formal observations as part of this process, provided they have received appropriate training. Upon successful completion of Level I, Teachers will then be placed in Level II - Professional Growth Track for Continuing Contract Teachers.
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NEPN/NSBA Code: GCOA-R
Level II – Professional Growth Level for Continuing Contract Teachers – Teachers who begin their fourth year in the position are on continuing contract status, unless on a monitored improvement plan. Evaluation at this level directs teachers to successfully complete all agreed upon goals and the evaluation of teacher performance as defined by Marzano’s Art & Science of Teaching Framework. Evaluation Process: The annual process for continuing contract teachers includes three distinct evaluative components. Student Growth Goals
Teachers must adequately demonstrate successful completion of yearly student growth goals developed with the Building Administrator.
Instructional Practices
Teachers must adequately demonstrate Domain 1: Classroom Strategies & Behaviors as observed through formal and informal evaluations conducted by evaluators and self-selected colleagues.
Professional Practices
Teachers must adequately demonstrate:
● Domain 2: Planning & Preparing ● Domain 3: Reflecting on Teaching ● Domain 4: Collegiality & Professionalism
Teachers not demonstrating adequate growth in any element may be assigned additional goals by their supervisor.
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NEPN/NSBA Code: GCOA-R
Level II Time Line
THREE YEAR CYCLE
Every Year By September 30th (each year)
▪ ▪ ▪ ▪ ▪ ▪
By October 30th (each year)
Administrator reviews PE/ PG system and evaluation process with staff. Yearly building and/or district goals are identified and shared. Teacher reviews the Marzano Framework. Teacher completes and submits self-assessment using iObservation. Administrator conducts at least one informal classroom visitation with feedback. Teacher completes Annual professional growth plan, which includes the creation of: -
at least one student growth goals per year (See Student Growth Goal Sheet), and at least two professional growth goals based upon results of the self-assessment.
The development of professional growth goals can be done in one of three ways: o Individually. Final completed document will be submitted to Administrator for approval; o Through a collaborative process of peer review. Final completed document will be submitted to Administrator for approval; o Conference with Administrator resulting in a completed and approved document.
The development of student growth goals must be done in accordance with directions outlined later in this document (See Appendix).
Year 1 and 2 October (Year 1)
▪
through
▪ ▪ ▪ ▪ ▪
June (Year 2)
Administrator conducts formal observations (a minimum of 1, teacher may request additional observations); Data will be collected through iObservation; Teacher accesses observation feedback through iObservation; Administrator and teacher conference as deemed appropriate during this time; Teacher accesses additional formative feedback through self-selected peer review; Teacher completes reflection on Annual Teacher Growth Plan and submits Student Growth Goal Sheet to Administrator at the end of each year in the cycle.
Year Three By September 30th
September through June 1st May 15
By June 1st
▪ Teacher reviews and reflects upon evidence and makes adjustments to professional goals as necessary. This can be done in one of two ways: o Through a collaborative process of peer review. Adjustments will be submitted to Administrator for approval; o Conference with Administrator resulting in a completed and approved document. ▪ Administrator completes formal observations using iObservation (minimum of 1); ▪ Administrator and teacher conference within 2 weeks of observation(s) ▪ Teacher completes reflection on Student Growth Goal Sheet and submits goal evidence to Administrator for student achievement goals and professional growth plan goals. ▪ Teacher completes reflection on Annual Teacher Growth Plan and submits Student Growth Goal Sheet goal evidence to Administrator. ▪ Administrator completes Total Summative Scoring Sheet. ▪ Administrator meets with teacher to review summative effective rating. ▪ Administrator submits completed and signed PCDA and all other documentation to Central office with employment recommendation.
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NEPN/NSBA Code: GCOA-R
Continuing Contract Staff – Annual Roles and Responsibilities The teacher will: ● Review the Marzano Framework and complete a self-assessment using the Art & Science of Teaching Framework; ● Develop a Student Growth Goal Sheet (See Appendix) connected to district and building goals and work with administrator for final approval of annual goals; ● Seek support through peer review and Administrator feedback to develop goals that are appropriate and to secure resources to demonstrate effectiveness in evaluation; ● Determine student growth goal results based on those students for whom s/he is considered teacher of record; ● Document work to achieve successful completion of Student Growth Goal Sheet; and ● Complete reflection on Student Growth Goal Sheet and submit evidence of goal attainment on growth plan to administrator no later than May 15. The supervising administrator will: ● Provide training about the PE/PG System to support understanding; ● Inform staff of the building/district goals; ● Meet individually with staff requiring additional goal(s) and/or staff requesting exploration of goal modification and/or additional goals; ● Conduct all formative or formal observations by May 15; ● Conference with teacher as deemed appropriate throughout the year; ● Discuss and Review reflections, complete Total Summative Scoring Sheet, including the teacher effectiveness summative rating score and written recommendations/ commendations with teacher. ● Submit Total Summative Scoring Sheet to central office with a copy to the teacher no later than June 1st. Specialized Staff Some WPS staff may not work directly with students, may carry out unique roles and responsibilities, or may demonstrate the need for specialized goals and/or activities. Examples include; librarians, guidance counselors, speech clinicians, etc. These staff will still be responsible for demonstrating professional growth utilizing the Marzano Art & Science Framework. These staff will work with their administrator utilizing iObservation to create relevant and specific goals and/or activities that, as much as possible, address the same components as the building/district goals, but in different ways.
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NEPN/NSBA Code: GCOA-R
Level III –Professional Improvement Plan – This level is for continuing contract teachers who are identified by their administrator as experiencing difficulty in meeting some or all of the expectations of performance outlined in Marzano’s Art & Science Framework. A teacher may be placed on this level at any time in the continuum of their professional growth work if deemed partially effective or ineffective. The overall purpose of this level is to provide specific assistance to teachers and to return them to Level II, however in some cases this may not be possible and at the completion of this level, dismissal may be recommended. This track consists of two phases: Monitored improvement Phase – When an administrator’s observation and/or evaluation indicate a performance problem, the administrator will notify the teacher in writing outlining his/her concern(s) thus initiating a series of conversations, observations, and assistance strategies as outlined in a Professional Improvement Plan that is created in collaboration with the teacher and approved by the Administrator. The Professional Improvement Plan will insure that clear goals, action steps and timelines for improvement work are established. Additional observations and evaluations may be conducted by the supervising administrator at any time. If, after one year, the teacher makes sufficient progress he/she will be returned to Level II. If, however, the teacher does not make sufficient progress (as determined by the administrator), the administrator will notify the teacher in writing that the teacher’s performance still does not meet the District’s Professional Performance Standards (Marzano’s Art & Science Framework) and make a request to the Superintendent to enter the Intensive Assistance Phase. Such a request by the administrator should include documentation to support an assessment of ineffective performance. 1. Directed Improvement Phase – If the supervising administrator’s request for intensive assistance is approved by the Superintendent, the administrator will meet with the teacher. During the intensive assistance phase, the teacher may, in some instances, request assistance from an administrator in addition to their direct supervisor. This phase begins with yet another review of the areas needing improvement (as determined by WPS’s Professional Performance Standards – Marzano’s Art & Science Framework) followed by the development of a second formal improvement plan. The second formal improvement plan must also outline clear goals, action steps, timelines for completion, and clear evidence necessary to demonstrate that the standards have or have not been met. The administrator and teacher will identify sources of support to assist the teacher in improving their performance. Additional observations and evaluations may be conducted by the supervising administrator at any time. In the intensive phase, all performance feedback to the teacher will be communicated in writing. A teacher placed in the direct improvement phase should be certain to ask for clarification from their supervising administrator to ensure full understanding of areas of concern and acceptable performance standards. 10
NEPN/NSBA Code: GCOA-R
Even though this phase is highly structured, it is important to remember that its purpose is to eventually return the teacher to Level II. However, if, after full implementation of this phase the teacher still does not perform in an acceptable manner, the supervising administrator may recommend the Superintendent consider dismissal. Note: At any time, a teacher may request to have a representative of the Association present to advise him/her during any meeting with administration regarding their evaluation. In September of each year, all teachers shall be notified in writing of their placement in the evaluation cycle by their supervising administrator keeping in mind that a continuing contract teacher may be placed on a Level III, Improvement plan at any point in the cycle if their TPEPG score reflects the need. (See Appendix for Template Notification/tracking system)
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NEPN/NSBA Code: GCOA-R
Calculating the Overall Total Summative Effectiveness Rating (S.E.R.): Professional Performance Standards: -
Student Achievement Portion:
Comprises 80% of the overall effectiveness rating Based upon Marzano’s Art & Science Framework Standards
-
-
Comprises 20% of overall effectiveness rating Measured by Students meeting individual student growth goals based on progressions of learning set with teacher of record at beginning of each defined learning experience (may be annual, by semester, by trimester, or by any other defined learning cycle set by the teacher of record). Teachers on Level II have their student growth scores (%) averaged to calculate their total summative 3-year effectiveness rating.
In order to calculate the final Student Achievement Results Portion of the assessment system, the following scale will be used: Percentage of students (annually and averaged if over more than one year) who made growth goals: 100-81% = 4
80-61% = 3
60-31% =2
<31% = 1
In order to calculate the total summative Professional Performance Standards Score (PPS) using the Marzano framework, the following scale will be used:
CII D1: D2: D3: D4:
Highly Effective (4)
Effective (3)
Developing (2)
At least 75% at Level 4
At least 75% at Level 3 or Higher
Less than 75% at Level 3 or 4 AND Less than 50% at Level 1
Unsatisfactory (1) Greater than or Equal to 50% at Level 1
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NEPN/NSBA Code: GCOA-R
The overall professional performance standards score (PPS) will comprise 80% of the single total summative effectiveness rating. The overall student achievement results portion of the assessment system will comprise 20% of the single total summative effectiveness rating. Once the student achievement portion of the PE/PG system and the professional performance standards score has been calculated the following formula will be utilized to determine the Total Summative Effectiveness Rating:
.80 X ______________________ + .20 X _____________________________ = _________________________ (PPS Score) (SAS Score) (Total Sum. Ef. Rating)
For example: a teacher who earns a “3” on the PPS score and a “2” on the SAS score would have a total summative score of 2.8 (2.4 + .4). For Level I and III teachers, the “PPS” scores and “SAS” scores are calculated annually to arrive at the “Total Summative Effectiveness Rating”. For Level II teachers, the “PPS” Score will be calculated at the end of the three-year cycle. This score will then be combined with the averaged Student Achievement Score over the same three-year period to arrive at the “Total Summative Effectiveness Rating.”
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NEPN/NSBA Code: GCOA-R
Final Summative Scores will then be translated into the following overall rating of: (3.7 – 4.0) = “Highly Effective” (2.2 – 3.69) = “Effective” (1.3 – 2.19) = “Partially Effective” (1.0 – 1.29) = “Ineffective Total Teacher Expectations Summative Effectiveness Rating Teachers receiving a summative rating of “extremely effective” have Extremely successfully completed their performance review and will continue their Effective professional growth work on a self-directed improvement plan in a threeyear cycle. Additionally, these teachers’ actions and behaviors consistently reach beyond the expectations for effective practice. Effective Partially Effective
Ineffective
Teachers receiving a summative rating of “effective” have successfully completed their performance review and will continue their professional growth work on a self-directed improvement plan in a three-year cycle. Teachers receiving a summative rating of “Partially Effective” will be recommended for a Level III plan if on Level II. If on Level I, a Teacher receiving a summative rating of “Partially Effective” has not met the requirements of their induction and might not have a probationary contract renewed. Additional goals or an improvement plan will be developed and monitored at regular intervals over a two-year span to assure improvement in practice. Teachers receiving a summative rating of “Ineffective” will be recommended for a Level III plan if on Level II. A directed improvement plan will be developed and monitored closely over the span of a year. Improvement in practice must be demonstrated. Two yearly ratings of ineffective is cause for non-renewal.
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NEPN/NSBA Code: GCOA-R
Components of the Annual Student Growth Goal Sheet: Student Growth Goals Measured by students meeting individual student growth goals based on progressions of learning set with each teacher of record at the beginning of each defined learning experience. A learning experience may be defined as annual, by semester, by trimester, or by any other defined learning cycle set by the teacher of record. A minimum of two goals per year shall be developed and meet the following criteria: ● Specific ● Measurable ● Attainable/ Achievable ● Reasonable/ Relevant ● Timely IEP goals may be used in or to support, the development of Student Growth Goals for the Student Learning Objective Teacher of Record Student growth goals and results are, in most cases, connected to those teachers who are considered to be the students’ teacher of record. A teacher is the teacher of record for students who: ● Are enrolled in a course or learning experience taught by that teacher; ● Are present and subject to instruction by that teacher for at least 80% of the instructional time with that teacher for that course or learning experience; ● Participate in pre/ post tests designed to measure achievement in that course or learning experience; and ● Students may be considered on more than one teacher’s record. ● Students that transfer in or out during the timeline of instruction do not need to be included as part of the teacher of record. Teachers will determine their student growth goal results based on those students who meet the stated criteria for teacher of record unless the goal is a Collective Student Growth goal. Reflection Teachers will reflect on their practice through the lens of the Student Growth Goal Sheet and student growth goal results. The reflection will be completed and submitted to the evaluator by:
April 15 of each year for Level I May 15 of each year for Level II The Level III deadline will be determined on the Professional Improvement Plan.
Training Training will be provided to support teachers in understanding the structure of the PE/PG System. All teachers will be trained in the development of goals and the Student Growth Goal Sheet. Teachers may provide peer support and review to colleagues throughout the process. Peer review is self-selected and is only used as part of the Total Summative Effectiveness Rating when the teacher being evaluated chooses to include the evidence. Template: Student Growth Goal Sheet
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NEPN/NSBA Code: GCOA-R
Teacher Name:
School:
Student Cohort Name: (Attach student roster on separate sheet)
Timeline of Instruction: Semester? Trimester? Other? ____________________
Content Standard(s):
Date:
Pre-assessment and Results Summary:
Post Assessment and Results Summary (to be completed at the conclusion of the instructional time period being measured):
(Attach per student list on separate sheet)
(Attach per student list on separate sheet)
Instructional plans based on student needs identified in the pre-assessment:
Student Growth Goals Goal(s): Attach per student list on separate sheet.
Notes/Comments to aid supervising administrator in understanding:
Student Growth Goal Rating #1
Student Growth Goal Rating #2
_____% of the students met their learning goals.
_____% of the students met their learning goals.
_____________Approved by Administrator
_____________Approved by Administrator
Annual Average (Avg. of Student Growth Goal #1 and Growth Goal #2): __________________ Total Summative Scoring Sheet: Teachers
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NEPN/NSBA Code: GCOA-R
(This is the form that will be signed and turned into the Central Office) Teacher’s Name: _____________________________
Date: _________________
Summary Statement identifying specific areas of strength and challenge:
Student Achievement (SAS)
Professional Practice Rating (PPR):
Total Summative Effectiveness
Rating: _____________
______
Rating :
________
Average results for all student achievement ratings in the cycle. Administrator’s Recommendations (include recommendation for hire, non-renewal and/or Intensive Support and suggestions for future goals if applicable (Check the circle that applies):
o Renewal of probationary contract o Satisfactory Completion of Level I & Placement on Level II o Satisfactory Completion of Level II & Recommended Continuation of Level II Cycle o Overall Partially Effective Rating & Recommended placement on Level III o Overall Ineffective Rating & Recommended placement on Level III ____________________________________ Teacher Signature:
_______________ Date:
______________________________
_____________
Administrator Signature:
Date:
Note: Your signature confirms that you have had an opportunity to read this report, and that you have a copy. It does not indicate that you necessarily agree with the report. You may add comments to this report, as you find appropriate.
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NEPN/NSBA Code: GCOA-R
Glossary of Terms 1. Professional Practice - Evidence of proficiency in the responsibility of a teacher. 2. Professional Growth - Demonstration of progress towards established improvement goals based on Marzano’s 60 elements. 3. PE/PG System – Professional Evaluation/Professional Growth System. This is the system of teacher and principal evaluations that are required to be developed as part of the newly revised Chapter 180 of Maine State Statutes. 4. Formative Observations – Formative observations are observations that are not counted towards the calculation of the Professional Performance Standards (PPS) score. These observations are intended to assist the teacher in improving their overall practice. They may be conducted by an administrator or a teacher mentor at any time, either at the request of the teacher, or by the administrator. 5. Formal Observations – Formal observations are observations that are counted towards the calculation of the Professional Performance Standards (PPS) score. Formal observations require a pre-observation conference and a post-observation conference within two weeks of the observation. Teachers may request formal observations be conducted at any time by the administrator, but a minimum number of formal observations must be conducted as outlined in the track systems described earlier in this document. 6. Domains – These are the headings that organize Marzano’s “Art and Science” Framework of Professional Standards that RSU 3 will be using for its teacher evaluation system. There are four Domains: a. b. c. d.
Classroom Strategies and Behaviors Planning and Preparing Reflecting on Teaching Collegiality and Professionalism
Each Domain is organized into Design Questions and Elements 7. Elements – These are the more detailed indicators found within each Domain of Marzano’s “Art and Science” Framework of Professional Standards. There are a total of 60 Elements found within this system. Please see the Appendix for details. 8. IEP Goals – IEP stands for “Individual Education Plans” and are used for all students receiving special education programming within RSU 3. IEP goals may be used in, or to support, the development of teacher’s SMART Goals for their STUDENT GROWTH GOAL SHEET. 9. Teacher of Record – A teacher is the teacher of record for students who: 18
NEPN/NSBA Code: GCOA-R
o Are enrolled in a course or learning experience taught by that teacher; o Are present and subject to instruction by that teacher for at least 80% of the instructional time with that teacher for that course or learning experience; and o Participate in pre/post tests designed to measure achievement in that course or learning experience. When developing SMART goals, each teacher must ensure that they are the “teacher of record” for that particular learning experience with that particular group of students unless teachers elect to create Collective Student Growth Goals.
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NEPN/NSBA Code: GCOA-R
STUDENT GROWTH GOALS DIRECTIONS Teachers develop and submit student growth goals to their Supervising Administrator for approval. Here’s how it works:
•Teacher selects which group of students and for which learning experience they would like to develop growth goals for. Once selected, teacher fills out the top greyed-in part of the PDCA Goal Step 1 Sheet. •Teacher must perform some type of pre-assessment for the group of students identified. This could be a simple inventory of where students are in their learning progressions or it could be a formative Step 2 assessment of a more detailed variety. This is up to the teacher to decide. •Teacher records pre-assessment information and develops learning goals for the cohort. This could be to move forward by so many Learning targets, or a number of other options such as improving Step 3 reading levels and rubric scores. These goals are then recorded by the teacher on a separate piece of paper and submitted. Step 4
•Teacher summarizes the overall student needs identified from the pre-assessment process, in the "instructional plans" section.
Step 5
•Teacher then develops their overall goals for the identified learning experience. The teacher would attach their identified goals to the Student Growth Goal Sheet.
•Teacher would then add any notes/comments to the Goals using the form. These notes/comments are intended to assist the superising administrator in understanding what the overall goals are and Step 6 how they will be measured. •Teacher then meets with the Supervising Administrator to share their Student Growth Goal form and to gain approval of the goals. The Supervising Administrator may require adjustments to these goals. Step 7 •Changes/adjustments may be made to these goals on an as-needed basis. Any changes/adjustments must be initialed that they are approved by the Supervising Administrator.
Step 8
•At the conclusion of the defined learning experience, the teacher calculates the success rateand records it on the worksheet.
•Once student growth goals are completed, the teacher should complete the written reflection and fill in the % of students meeting goals. Average the goals if needed and submit the completed form to the Supervising Administrator. Step 9 •The specific timelines for completion of steps outlined above are found within the Level system outlined earlier in this document.
At the end of each year for Level I of III, and at the end of each three-year cycle for Level II teachers, the supervising administrator will take the results and use them to complete the “Total Summative Scoring Sheet”.
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NEPN/NSBA Code: GCOA-R
Level Notification Form - Teachers Date: ______________________________________ School: ____________________________________ Supervising Administrator: ___________________________________________________
Dear ________________________________________, (Teacher’s name) The purpose of this form is to notify you that you are on the following track for this current school year (please select one): ____Level I, Yr. 1 (Note: A Total Summative Scoring Sheet will be completed) ____ Level I, Yr. 2 (Note: A Total Summative Scoring Sheet will be completed) ____ Level I, Yr. 3 (Note: A Total Summative Scoring Sheet will be completed) ____ Level II, Yr. 1 ____ Level II, Yr. 2 ____ Level II, Yr. 3 (Note: A Total Summative Scoring Sheet will be completed) ____ Level III Monitored Improvement Phase ____Level III Directed Improvement Phase
Cc: Personnel File
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