Professional Growth and Evaluation Plan

1. Professional Growth and Evaluation Plan Littleton School District June 4, 2012 Professional Growth And Evaluation

2. Contributors to the Plan Design Tommy Stephens Superintendent Alan Smith Assistant Superintendent/CTC Director Kelly Noland Director of Student Services Rick BidgoodPrincipal Sikander Rashid Principal Linda Leavitt Assistant Principal Claire Lewis Data Coordinator Jennifer CarbonneauInstructional Coach, Union Representative Traci Howard Instructional Coach, Union Representative Tanya Patterson Teacher, Union Representative Emily Platt Teacher, Union Representative LHS PD Team and Planning Block Meetings allowed teachers to share their insights and suggestions during this process.

3. How Our Plan Has Been Developed

4. All Day Trainings in Manchester or Concord: • October 26 & 27, 2011 Danielson Overview • December 2, 2011 Danielson Overview • December 12, 2011 Turnkey Training • December 13 & 14, 2011 System Design #1 • January 9, 2012 Design a System of Teacher Evaluation #2 • January 19, 2012 Design a System of Teacher Evaluation #3 • January 24, 2012 Intro to the Growth Model #2 • February 3, 2012 Growth Model #2 • February 6, 2012 Design a System of Teacher Evaluation #4 • February 17, 2012 Growth Model Session #3 • March 12, 2012 Design a System of Teacher Evaluation #5 • March 22, 2012 Growth Model #4

5. The Danielson Group • …seeks to advance the understanding and application of Charlotte Danielson's concepts in the educational community, connect them to other areas of knowledge and enhance professional practices of educators so as to positively impact student learning. • Internationally recognized leader • Elaine Phillips-consultant

6. The National Center for the Improvement of Educational Assessment, Inc. (NCIEA) • Founded to address the changes currently underway in assessment and accountability in the United States. The Center’s mission is to contribute to improved student achievement through enhanced practices in educational assessment and accountability. • 12 states including: NH, VT, MA, OH, CA • Scott Marion=consultant

7. Work Sessions in Littleton: • January 31 • February 22 • March 26 • April 3 • April 8 • April 27 • May 30

8. Cycle and Timeline

10. PROFESSIONAL GROWTH & TEACHER EVALUATION TIMELINE •  MAY • By May 15 of the year a teacher needs to be recertified, he/she will develop an Individualized Professional Development Plan (IPDP) for his/her next three-year cycle, which needs to be reviewed by building principal for professional staff on an annual basis.  Future professional development plans will only be approved if the IPDP has been approved. • AUGUST • For opening in-service day, provide supervision/evaluation materials and review to all professional staff. • By August 31, administration notifies teachers of timeline for supervision and evaluation. • SEPTEMBER • By September 30, all teachers new to the district will submit their IPDP. • By September 30, all teachers will identify two SLOs • By September 30, administrators will meet with all teachers to review their IPDP and approval of their SLOs.

11. PROFESSIONAL GROWTH & TEACHER EVALUATION TIMELINE • OCTOBER • By October 15, completion of first observations of non-continuing contract teachers. • DECEMBER • By December 19, completion of second evaluations of non-continuing contract teachers. • By December 19, the first documented walk-through for continuing contract teachers will be completed. • FEBRUARY • By February 28, completion of third evaluations of non-continuing contract teachers. • By February 28, the second documented walk-through for continuing contract teachers will be completed.

12. PROFESSIONAL GROWTH & TEACHER EVALUATION TIMELINE • MARCH • By March 31, principals hand-in nominations for all professional and support staff to the superintendent. • By March 31 of a recertification year, professional staff is responsible for providing evidence of fulfilling his/her three-year IPDP through the submission of the professional portfolio. • By March 31, continuing contract teachers in a non-recertification year will have their end of the year professional growth conference. • APRIL • By April 15, any staff who will not receive a contract of renewal will receive a letter stating that. • By April 30, school and district goals for the following year are developed and published. • MAY • By May 15 of the year a teacher needs to be recertified, he/she will develop an Individualized Professional Development Plan (IPDP) for his/her next three-year cycle, which needs to be reviewed by building principal for professional staff on an annual basis.  Future professional development plans will only be approved if the IPDP has been approved.

13. PORTFOLIO DOCUMENTATION CHECKLIST and GUIDELINES • Based upon: Enhancing Professional Practice: A Framework for Teaching-Charlotte Danielson • Purpose of the Portfolio • Submitted in March of your recertification year for continuing contract teachers • Submitted annually in March for non-continuing contract teachers • Provides teachers the opportunity to demonstrate their professional growth and focus for annual professional growth conference • Contains the evidence of Domains 1 and 4 of the Danielson Framework to be used as part of your summative evaluation • See Page 50, 51, and 52 of the Professional Growth and Evaluation Plan

14. Qualities of an Effective Teacher New Hampshire Task Force on Effective Teaching: Elements of the Blueprint Crosswalk: The Definition of Effective Teaching and Danielson Framework for Teaching Appendix E includes Summative Evaluation Rubrics for Teachers, Library/Media Specialists, School Counselors, and School Nurses adopted from The Danielson Framework for Teaching.

19. Qualities of an Effective Principal New Hampshire Principals Task Force on Principal Evaluation

20. Educational Leadership Effective Principals: Promote the success of all students by facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by the school community. School Culture and Instructional Programs Effective Principals: Promote the success of all students by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

21. School Management Effective Principals: Promote the success of all students by ensuring management of the organization, operations, and resources to support a safe, efficient, effective and positive learning environment. School and Community Effective Principals: Promote the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

22. Integrity and Ethics Effective Principals: Promote the success of all students by acting with integrity and fairness, and in an ethical manner. Social and Cultural Contexts Effective Principals: Promote the success of all students by understanding, responding to, and influencing the larger social, economic, legal and cultural context.

23. Local District Goals Effective Principals: Promote and implement the district goals, collaboratively develops and implements building level goals, and develops professional goals which are in concert with and support district and school level goals. Student Growth Effective Principals: Promote student growth using multiple sources of evidence.

24. Five Components of Teacher Evaluation Pilot for Next Year

25. Littleton’s Current Components of Teacher Evaluation An adoption of Charlotte Danielson’s Framework for Teaching.

26. Danielson’s Framework for Teaching • Domain One Planning and Preparation Page 1 • Domain Two The Classroom Environment Page 27 • Domain Four Professional Responsibility Page 71 • Domain Three Instruction Page 49

27. Littleton’s Future Components of Teacher Evaluation

28. Shared Attribute • District-wide all teachers receive the same rating • NECAP District Proficiency Level Reading • NECAP District Proficiency Level Math • Baseline measure established with Fall of 2013 scores

29. Student Learning Objectives • Based on essential learnings, academic expectations, course competencies • May be related to school or district goals • Created by a teacher or team(s) of teachers • Measured with appropriate tool to demonstrate student growth over time • Approved by administrators • Training and development opportunities will be provided during PD days during the 2012-2013 school year

30. Evaluation Cycle Differentiation Teachers with Continuing Contracts Teachers without Continuing Contracts Teacher Leaders Teachers on an Improvement Plan

31. Teachers with Continuing Contracts Professional Growth Years (Year 1 & 2 of Recertification Cycle) • Teacher will… • focus on professional development based on IPDP & Three-Year Summative Evaluation • develop and maintain a professional portfolio reflecting Domains 1 and 4 of Danielson’s Framework for Teaching • compile evidence of professional growth throughout the three-year cycle in their professional portfolio

32. Evaluators will… • complete at least two documented walk-through observations each year (to be defined at the end of our district-wide book study) • provide an end of year conference for teachers to summarize and reflect on professional growth activities and progress report toward meeting his/her SLOs

33. Evaluation Year (Recertification Year) • Teacher will… • submit three-year portfolio reflecting Domains 1 and 4 of Danielson’s Framework for Teaching • Evaluators will… • complete at least one formal observation (45 minutes or more) • complete at least two documented walk-through observations (to be defined at the end of our district-wide book study) • write a summative evaluation at the end of the year documenting the level of performance in all four domains of Danielson’s Framework for Teaching (inclusive of all indicators) and the aggregate of their SLO ratings

34. Teachers without Continuing Contracts • Teacher will… • develop, maintain, and submit a professional portfolio reflecting Domains 1 and 4 of Danielson’s Framework for Teaching submitted annually • Evaluators will… • complete three formal observations (45 minutes or more) per year, every year • complete two documented walk-through observations (to be defined at the end of our district-wide book study) • write a summative evaluation at the end of each year documenting the level of performance in all four domains of Danielson’s Framework for Teaching inclusive of the following indicators:

35. Domain 1: • c. Selecting Instructional Outcomes • e. Designing Coherent Instruction • f. Designing Student Assessment (years 4-5) • Domain 2: • a. Creating an environment of respect and rapport • b. Establishing a Culture for Learning • c. Managing Class Procedures • d. Managing Student Behavior • e. Organizing Physical Space • Domain 4: • a. Reflecting on Teaching • d. Participating in a Professional Community • c. Communicating with Families (year 4-5) • Domain 3: • b. Using Questioning and Discussion Techniques • c. Engaging Students in Learning • d. Using Assessment in Instruction (years 4-5)

36. Professional Development & Danielson Evaluation DocumentationAppendix

37. District and School Goals • Individual Professional Development Plan (IPDP) • Recertification Verification Forms • Family Contact Log • School and District Contribution Log • Student Feedback Sample Form • Portfolio Documentation Checklist and Guidelines • Student Learning Objective Template • Pre-Observation Conference Guiding Question • Post-Observation Conference Guiding Questions • Classroom Walk Through Analysis

38. Measures of the Components of the Teacher Evaluation:Used to Determine a Teacher’s Level of Effectiveness

39. Domain 1: Planning and Preparation(20%)

40. Domain 2: Classroom Environment (20%)

41. Domain 3: Instruction (20%)

42. Domain 4: Professional Responsibility(20%)

43. Overall Danielson Rating (80%) Highly Effective= Rated Distinguished in three Domains of Danielson and Proficient in the other. (Score of 4) Effective= Rated Proficient or better in all Domains of Danielson. (Score of 3) Approaching Effective= Rated Proficient in three Domains of Danielson and Basic in the other. (Score of 2) Ineffective= Rated Unsatisfactory in one or more Domains of Danielson or rated Basic in two or more. (Score 1)

44. Shared Attribute Component (10%)

45. Shared Attribute Rating (10%)

46. Student Learning Objective Component (10%)

47. Student Learning Objective Component (10%)

48. Overall Growth Component Rating (20%)

49. Pilot Year 2012-2013 Highly Effective= Rated Distinguished in three Domains of Danielson and Proficient in the other. (Score of 4) Effective= Rated Proficient or better in all Domains of Danielson. (Score of 3) Approaching Effective= Rated Proficient in three Domains of Danielson and Basic in the other. (Score of 2) Ineffective= Rated Unsatisfactory in one or more Domains of Danielson or rated Basic in two or more. (Score 1)

50. 2013-2016* *Until the CCSS assessment replaces the NECAP and is calibrated, Student Growth will be measured by the Student Learning Objective Rating only. The Shared Attribute will be calculated but not applied to teacher’s final rating during the assessment transition.