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Evaluation Program for Professional Personnel. May 29, 2014 Appraisal Introduction. Committee Members. Subcommittees were utilized for: Counselors, Speech Pathologists, Library Media Specialist, and Certified Nurses appraisal documents. Belief Statement.
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Evaluation Program for Professional Personnel May 29, 2014 Appraisal Introduction
Committee Members Subcommittees were utilized for: Counselors, Speech Pathologists, Library Media Specialist, and Certified Nurses appraisal documents
Belief Statement We believe the District 308 appraisal process is a collaborative partnership that provides continuous constructive feedback and promotes reflection leading to sustained growth in the teaching profession and improved learning outcomes for students.
Definition of Terminology • Teacher: All full and part-time certified teaching personnel including learning center teachers, nurses, counselors, social workers, replacements for leave of absences of one semester or more(in the period they are employed),and any other certificated position including but not limited to division chair positions and speech pathologists…(OEA contract Section II). • Formal Observation: A specific window of time scheduled with the teacher to directly observe professional practice in the classroom or in the school. The formal observation will consist of a pre-observation meeting, an observation, reflection, post-observation meeting, and an option for a signing meeting when necessary. • Informal Observation: An unannounced observation for a minimum of 10 minutes. Written follow-up will be provided to the teacher within two work days. • Walkthrough/Pop-in: An unannounced, non-evaluative observation, no written follow-up required. • Summative Process: A synopsis of the certified educator’s school year may include any observations, evaluations, other documents, events, and interactions of the certified educator during the school year. Final rating will be determined by the evaluator (assigned administrator). • Summative Meeting: This meeting is separate from the formal observation process and will include a discussion of how the artifacts and evidence led to the final summative rating. Final rating will be presented at this meeting. • Tenured Evaluation Cycle: Each tenured teacher will be evaluated at least once in the course of every two years. • Non-tenured Evaluation Cycle: Each non-tenured teacher will be evaluated at least once every school year. • Artifacts: Evidence that demonstrates or enhances student learning/growth. Teachers may share additional artifacts that they have collected outside of the formal and informal observations.
Teacher Performance Ratings • Excellent: Documented observations and evidence support the most distinguished level of teaching performance behaviors throughout the four (4) domains of the Standard of Professional Practice. The teacher clearly understands the concepts underlying the components and implements them well. The teacher’s classroom operates at a level where students are highly engaged, motivated and assume considerable responsibility for their own learning. The teacher is reflective and uses best instructional practices. She/he has an orientation and commitment to continuous professional growth both in and outside of the school. *A teacher will receive a summative rating of Excellent when three or more domain ratings are designated as Distinguished, with the remaining domain as Proficient or higher. • Proficient: Documented observations and evidence support a high level of teaching performance behaviors throughout each of the four (4) domains of the Standard of Professional Practice. Teachers at the proficient level know their content, they know their students, and they know the curriculum and have a broad repertoire of strategies and activities to use with students. Proficient teachers have developed a sophisticated understanding of classroom dynamics and are alert to events that don’t conform to the expected pattern. *A teacher will receive a summative rating of Proficient when no more than one domain is rated Basic with the remaining domains as Proficient or higher.
Teacher Performance Ratings • Needs Improvement: Documented observations, evidence and performance behaviors support a basic understanding of the concepts underlying the components but implementation is sporadic, intermittent or otherwise not entirely successful. Based on the information gathered, the building administrator responsible for the appraisal of the staff member may determine that circumstance warrants additional support of the teacher’s growth. *A teacher will receive a summative rating of Needs Improvement when two or more domains are rated as Basic, with the remaining domains as Proficient or higher. A Professional Development Plan (PDP) will be required of any tenured staff member rated as a Needs Improvement. A tenured teacher with a summative rating of Needs Improvement will remain on cycle for the following school year. Professional Development Plan (PDP) framework has been included in Appendix F. • Unsatisfactory: Documented observations, evidence and performance behaviors do not support the expected level of teaching performance. The teacher does not appear to understand the concepts underlying the component. Based on the information gathered, the building administrator responsible for the appraisal of a staff member may determine that circumstance warrant a summative rating of Unsatisfactory. *A teacher will receive a summative rating of Unsatisfactory when one or more domain rating is designated as Unsatisfactory. For tenured teachers, ineffective performance behaviors must be improved through a formal remediation plan developed pursuant to section 24A of The School Code of Illinois.
Pre-Observation form: Classroom Teacher Teacher: Grade Level/Subject: Observer: Date/Time: School Year: School Name: Complete the following information prior to your pre-observation conference and bring any handouts that you will be using in your lesson that is being observed. 1. What is the lesson objective (1a and 1c)? 2. What specific standard(s) (CCSS, Illinois, Industry, or National) will be addressed in this lesson? Explain specifically how this standard(s) will be targeted (1a, 1c, 1e). 3. How does this lesson fit into the broader scope of the overall unit (1a, 1c, 1d, 1f)? 4. Describe the strategies and/or learning activities that students will participate in during this lesson (1a and 1e). 5. How do you plan to formatively assess student proficiency of the desired learning outcome(s) (1f)? 6. Describe the summative assessment that will be used to assess the concepts and skills in this unit (1f). 7. Describe the individual or unique characteristics and/or circumstances within the composition of the class that impact your planning (1b and 1e)? 8. Is there any specific area on which you would like feedback? (e.g. pacing, transitions, etc.)
Observation Notes and/or Informal Observation Record-Classroom Teacher
Post-Observation Form – Classroom Teacher Evidence will be imported to this form from the observation notes and administrators will add the areas of strength and areas for growth for each domain.
Post-Observation Reflections: Classroom Teacher It is encouraged but not required to provide written responses to the questions below in advance of the post observation conference to your evaluator. Please come to the post observation conference prepared to discuss the following questions. • Compare your plans and expectations of the lesson with how it actually went. Consider the similarities and differences between what you had planned and what actually happened. • Explain the extent to which students learned the intended concepts and skills. Describe the evidence that supports your conclusion. {Feel free to bring any artifacts that support this.} • If you were to teach this lesson again, what might you change and why? Consider possible changes to instructional goals, activities, materials used, grouping of students, and pace of the lesson. ** The evaluator may pose 0-3 additional questions for reflection prior to the post-observation meeting. Additional questions are posted below.
Summative Rating Determination *Two or more domains rated as Basic will result in a summative rating of Needs Improvement. **One or more domain rated as Unsatisfactory will result in a summative rating of Unsatisfactory
The Framework for Teaching: Library Media Specialist Domains and Components
Pre-Observation Form: Library Media Specialist Teacher: Grade Level/Subject: Observer: Date/Time: School Year: School Name: Complete the following information prior to your pre-observation conference and bring any handouts that you will be using in your lesson that is being observed. 1. What is the objective of the observation (1a and 1c)? 2. What specific standard(s) (CCSS, Illinois, ISTE NETS, I-SAIL) will be addressed in this lesson? Explain specifically how this standard(s) will be targeted (1a, 1c, 1e). 3. How does this lesson fit into the broader scope of the overall program (1e)? 4. Describe the strategies and/or learning activities that students will participate in during this lesson (1b and 1c). 5. How do you plan to formatively assess student proficiency of the desired learning outcome(s)? 6. Describe the summative assessment that will be used to assess the concepts and skills in this unit (if applicable). 7. Describe the individual or unique characteristics and/or circumstances within the composition of the class that impact your planning (1b)? 8. Is there any specific area on which you would like feedback? (e.g. pacing, transitions, etc.)
Post-observation Reflections: Library Media Specialist It is encouraged but not required to provide written responses to the questions below in advance of the post observation conference to your evaluator. Please come to the post observation conference prepared to discuss the following questions. • Compare your plans and expectations of the observation with how it actually went. Consider the similarities and differences between what you had planned and what actually happened. • Explain the extent to which students learned the intended concepts and skills. Describe the evidence that supports your conclusion. {Feel free to bring any artifacts that support this.} • If you were to teach this lesson again, what might you change and why? Consider possible changes to instructional goals, activities, materials used, grouping of students, and pace of the lesson. ** The evaluator may pose 0-3 additional questions for reflection prior to the post-observation meeting. Additional questions are posted below.
Pre-observation Form – School Counselors Teacher: Grade Level/Subject: Observer: Date/Time: School Year: School Name: Complete the following information prior to your pre-observation conference and bring any related materials that will be a part of the observation. 1. What is the objective(s) of the activity (1a and 1c)? 2. What specific standard(s) (SEL, ASCA, Illinois) will be addressed in this observation? Explain specifically how this standard(s) will be targeted (1a and 1b). 3. How does this activity fit into the broader scope of the overall counseling program (1a, 1c, 1d, 1e)? 4. What strategies will you use to meet the objective(s) of the activity (1a, 1b, 1e)? 5. How will you measure your effectiveness in meeting the goals/objectives of the activity (1e)? 6. Describe the individual or unique characteristics and/or circumstances of the student(s) that impact your planning (1b and 1d)? 7. Is there any specific area on which you would like feedback?
Post-observation Reflections – School Counselors It is encouraged but not required to provide written responses to the questions below in advance of the post observation conference to your evaluator. Please come to the post observation conference prepared to discuss the following questions. • Compare your plans and expectations of the activity with how it actually went. Consider the similarities and differences between what you had planned and what actually happened. • Explain the extent to which you met/did not meet your objectives. Describe the evidence that supports your conclusion. {Feel free to bring any artifacts that support this.} • If you were to repeat this activity, what might you change and why? Consider possible changes to goals, activities, materials used, grouping of students, and format of the activity. ** The evaluator may pose 0-3 additional questions for reflection prior to the post-observation meeting. Additional questions are posted below.
The Framework for Teaching: Speech Pathologists Domains and Components
Pre-observation Form – Speech Pathologist Teacher: Grade Level/Subject: Observer: Date/Time: School Year: School Name: Complete the following information prior to your pre-observation conference and bring any handouts that you will be using in your lesson that is being observed. 1. What is the lesson objective (1c)? 2. What specific standard(s) (CCSS) will be addressed in this lesson? Explain specifically how this standard(s) will be targeted (1a, 1c). 3. Describe the strategies and/or learning activities that students will participate in during this lesson (1d). 4. How were materials and/or resources/techniques selected to achieve the desired outcomes of the lesson (1d)? 5. How will your students be assessed during this session (1e)? 6. How do you plan to use data to plan for future lessons? Describe how results/data will be used to plan for future lessons (1e). 7. Describe the individual or unique characteristics and/or circumstances within the composition of the class that impact your planning (1b)? 8. Is there any specific area on which you would like feedback? (e.g. pacing, explaining, etc.)
Post-observation Reflection – Speech Pathologist Teacher: Grade Level/Subject: Observer: Date/Time: School Year: School Name: It is encouraged but not required to provide written responses to the questions below in advance of the post observation conference to your evaluator. Please come to the post observation conference prepared to discuss the following questions. • Compare your plans and expectations of the lesson with how it actually went. Consider the similarities and differences between what you had planned and what actually happened. • Explain the extent to which students made progress toward learning the intended concepts and skills. Describe the evidence that supports your conclusion. {Feel free to bring any artifacts that support this.} • If you were to teach this lesson again, what might you change and why? Consider possible changes to instructional goals, activities, materials used, grouping of students, and pace of the lesson. ** The evaluator may pose 0-3 additional questions for reflection prior to the post-observation meeting. Additional questions are posted below.
Pre-observation Form - Nurse Teacher: Grade Level/Subject: Observer: Date/Time: School Year: School Name: Complete the following information prior to your pre-observation conference and bring any handouts that you will be using in your lesson that is being observed. 1. What is the nursing program objective? 2. What specific standard(s) (Illinois or National) will be addressed in this lesson? Explain specifically how this standard(s) will be targeted. 3. How does this program fit into the broader scope of the overall function of the nursing department? 4. Describe the strategies and/or learning activities that students will participate in during this program objective. 5. How do you plan to formatively assess proficiency of the desired learning outcome(s)? 6. Describe the summative assessment that will be used to assess the concepts and skills in this program objective. 7. Describe the individual or unique characteristics and/or circumstances within the composition of the district that impact your planning? 8. Is there any specific area on which you would like feedback? (e.g. pacing, transitions, etc.)
Post-observation Form - Nurse It is encouraged but not required to provide written responses to the questions below in advance of the post observation conference to your evaluator. Please come to the post observation conference prepared to discuss the following questions. • Compare your plans and expectations of the program with how it actually went. Consider the similarities and differences between what you had planned and what actually happened. • Explain the extent to which participants learned the intended concepts and skills. Describe the evidence that supports your conclusion. {Feel free to bring any artifacts that support this.} • If you were to teach this program again, what might you change and why? Consider possible changes to instructional goals, activities, materials used, grouping, and pace of the program. ** The evaluator may pose 0-3 additional questions for reflection prior to the post-observation meeting. Additional questions are posted below.
Summer Overview: • On June 23rd we will be offering an overview of the appraisal process for anyone interested from 8:00 – 10:00 and 11:30 – 1:30 at Oswego East High School. • If interested please refer to the PD Summer offerings to sign up for this overview. When we return in August, more information will be shared with all certified staff about the processes and procedures. • PowerPoint and documents will be posted on the Intranet under the PD link which also has information about the four domains for teachers to use to grow their skills.
