THE SCHOOL BOARD OF ST LUCIE COUNTY, FLORIDA

THE SCHOOL BOARD OF ST LUCIE COUNTY, FLORIDA

NON-CLASSROOM INSTRUCTIONAL PERSONNEL EVALUATION SYSTEM

TABLE OF CONTENTS

Who Are NCT’s? ...................................................................................................... i

Performance of Students Elements: Compliance with Section 1012.34, FS A-E ....1

Instructional Practice/Professional and Job Responsibility ................................. 11

Summative Evaluation Form ................................................................................ 15

Statement of Purpose .......................................................................................... 15

Multiple Measures ............................................................................................... 16

Performance Levels and Rubrics .......................................................................... 17

Input Mechanisms ................................................................................................ 17

Training A., B., & C. .............................................................................................. 18

Continuous Improvement and Professional Development .................................. 19

Annual Evaluation ................................................................................................ 21

Reporting Processes ............................................................................................. 21

Special Procedures ............................................................................................... 22

Appendix A: Non-Classroom Teacher Evaluation ................................................ 23

Appendix B: Standards of Practices and Procedures .......................................... 31

Appendix C: Accomplished Practices................................................................... 34

Appendix D: Parent Input Form .......................................................................... 37

Appendix E: Deliberate Practice Form ................................................................ 38

Appendix F: Professional Development System ................................................. 54



WHO ARE NCT’S?

SCHOOL-BASED

Athletic Director

Dean/Conduct Counselor

ESE School-Based Specialist

Guidance Counselors

Literacy Coach

Mathematics Coach

School Librarian/Media Specialist

(Less than 50% teaching)

Speech/Language Pathologist

Student Support Facilitator

(S Qualifier for courses taught)

Teacher on Special Assignment

DISTRICT - BASED

Behavioral Analyst

Behavioral Specialist

Child Find Specialist/Educational

Consultant

Diagnostician

Language Development Specialist

Program Specialist

Response to Intervention Coach

School Psychologist

School Social Worker

Educational Consultant

Teacher Support Specialist

Teacher on Special Assignment i



I.

Performance of Students Elements: Compliance with Section 1012.34, FS A-E

STUDENT PERFORMANCE MEASURES:

Student Performance Measures: A measure of student performance will be incorporated in each teacher’s annual overall evaluation. Performance measures will be based on student growth where available, student proficiency, or a combination of both growth and proficiency.

Student Assessments by Grade/Subject: Beginning in the 2011 – 2012 school year student assessment results will be incorporated into teacher evaluations. The list of student assessments for each subject and grade level used in 2012-2013 performance are summarized in Table 1 below. In accordance with

SB 736 (7)(e) the state‐adopted student growth measure (VAM) will used for all teachers for whom a

VAM is calculated by the Florida Department of Education. The VAM for the teacher will be applied through aggregation using a common metric (Approach 1 in the AIR presentation using average annual growth).

For teachers in grades PK – 3 and for teachers in grades 6 – 12 of subjects other than Language Arts,

Reading or Math, where state assessments are not available a waiver is requested in accordance with SB

736 (7)(c) to include measures of student achievement for these teachers as a component in calculating the overall student performance factor. For teachers in grades PK – 3, the assessments that will be used to measure student performance are listed in Table 1 below. For teachers in grades 6 – 12 of subjects other than Language Arts, Reading or Math, measures of student achievement will include final exams given in Semester 1 and Semester 2. Final Exam results for all students assigned will be aggregated to determine an average proficiency score for the teacher. These measures are listed and weighted for each teacher group as indicated in Table 1.

TABLE 1: Student Performance Measure for Classroom Teachers

Grade Level/Subject

Grade Level/Subject Assessments Used Calculation

Components of the

Student Performance

Factor

ELEMENTARY

Teachers assigned to

Prekindergarten (VPK and Gen Ed only)

Florida Department of

Education VPK

Assessment, period 3

Student proficiency on FLDOE VPK

Assessment

-

Evaluation

Weight/Percent of

Overall Evaluation

Student proficiency on VPK assessment

Total = 40% of overall evaluation

Page 1






Factor

Evaluation




Kindergarten – Grade 2


Grade 3


Grades 4 and 5

FCAT Reading and Math

EasyCBM

Math and Language Arts

Benchmarks


EasyCBM

Grade 3 FCAT for Reading and Math

FCAT Reading and Math for assigned students

-

-

Aggregated

Schoolwide VAM for

Reading and Math

EasyCBM

Assessment

Window 3 proficiency measure

Cumulative

Benchmarks for both Math and

Language Arts

Aggregated

Schoolwide VAM for

Reading and Math

EasyCBM

Assessment Window

3 proficiency measure

Grade 3 FCAT for

Reading and Math as measure of proficiency (Level 2 or above)

Aggregated Teacher

VAM – includes reading and math

Combination of two

-

factors:

Schoolwide VAM

(19%)

Assessment of

Proficiency (21%) as measured by

EasyCBM (10.5%) and Cumulative

Math/LA

Benchmarks

(10.5%)


Combination of two factors:

Schoolwide VAM

(19%)

Assessment of

Proficiency (21%) as measured by

EasyCBM (10.5%) and FCAT proficiency (10.5%)


Growth in students assigned to the teacher

(teacher VAM)


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Factor

Evaluation



Elementary Resource

Teachers in core content area and

Media Specialists

Resource Teachers includes Music, Art,

Technology, and

Physical Education

FCAT Reading or Math

(depending on the core content being taught) for assigned students

Teacher VAM – includes reading or math or reading and math

FCAT Reading and Math Aggregated School wide VAM for

Reading and Math

Middle Grades (G6- G8) and High School (G9 – 12)

Teachers of Reading,

Language Arts, or

Math in grades 6 - 10

FCAT Reading or Math for assigned students

Semester Exams

Teacher VAM

Semester 1 and

Semester 2 Final

Exams for assigned students

Growth in students assigned to the teacher

(teacher VAM)


Schoolwide VAM =

40% of overall evaluation

Teachers of Reading,

Language Arts or Math in grades 11 and 12


Semester Exams

-

-

Aggregated

Schoolwide VAM for Reading and

Math

Semester 1 and

Semester 2 Final


Combination of 2 factors:

Growth in students assigned to the teacher (teacher

VAM) (19%)

Student proficiency on Semester Final

Exams (21%)

(Semester 1 = 10.5% and Semester 2 =

10.5% in proficiency score)



Schoolwide VAM

-

(19%)


Exams (21%)




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Factor

Evaluation



Teachers for subjects other than Reading,

Language Arts or Math


Semester Exams

-

-

Aggregated


Math

Semester 1 and

Semester 2 Final


-

-


Schoolwide VAM

(19%)


Exams (21%)




Teachers of Grades 9 through 12 with less than 10 students with

FCAT scores


Semester Exams

Aggregated

Schoolwide VAM for

Reading and Math

Semester 1 and

Semester 2 Final


-

-


Schoolwide VAM

(19%)


Exams (21%)




EXCEPTIONAL STUDENT EDUCATION (ESE)

ESE Teachers (VE, SSS)

ESE Teachers, Self-

Contained in grades PK – 2

ESE Teachers, Self-

Contained in grades 3 - 5

FCAT Reading and Math for assigned students

Aggregated Teacher

VAM for Reading and Math

FCAT Reading and Math Aggregated

Schoolwide VAM for

Reading and Math


FAA assessment for assigned students

-

-

Aggregated

Schoolwide VAM for

Reading and Math

Student proficiency on FAA

Teacher VAM = 40% of overall evaluation

Schoolwide VAM = 40% of overall evaluation


-

-

Schoolwide VAM

(19%)

Student proficiency on FAA (21%)

Total = 40% of overall

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Factor evaluation

Evaluation



ESE Teachers, Self-

Contained in grades 6 -

12-


FAA assessment for assigned students

Aggregated

Schoolwide VAM for

Reading and Math

Student proficiency on FAA


Schoolwide VAM

(19%)

Student proficiency on FAA (21%)


CREDIT RETRIEVAL/9 WEEK COURSES (WHEEL)

Teachers for credit retrieval courses and other 9 week courses


Schoolwide VAM for

Reading and Math

SCHOOL BASED INSTRUCTIONAL SUPPORT

Guidance Counselor FCAT Reading and Math Aggregated

Schoolwide VAM for

Reading and Math


Dean

Media Specialist

Secondary

Math Instructional

Coach

Literacy Instructional

Coach


Schoolwide VAM for

Reading and Math


Schoolwide VAM for

Reading and Math

FCAT Math for students assigned to the school

FCAT Reading for

-

-

Schoolwide VAM for

Math

Schoolwide VAM for




Schoolwide VAM for

Math = 40% of overall evaluation

Schoolwide VAM for

Reading = 40% of overall evaluation

ESE School Based

Specialist

ESE Student Support

Facilitator

Speech/Language

Pathologists students assigned to the school


Reading

Aggregated


Math

-


Schoolwide VAM for

Reading and Math


Schoolwide VAM for

Aggregated Schoolwide

VAM Total = 40% of overall evaluation


VAM



VAM

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Grade Level/Subject

Athletic Director

Assessments Used

FCAT - Reading and

Math

Reading and Math Total = 40% of overall evaluation

Calculation



Factor

Aggregated

Schoolwide VAM for

Reading and Math

Evaluation



- Aggregated Schoolwide

VAM


FCAT Reading and Math Aggregated Teacher on Special

Assignment – School

Based

Schoolwide VAM for

Reading and Math


VAM


DISTRICT LEVEL INSTRUCTIONAL PERSONNEL

Behavior Analyst

Behavior Specialist

Child

Find/Educational

FCAT Reading and Math Aggregated District

VAM for Reading and Math

Consultant

Curriculum Specialist

Diagnostician

Language

Development

Specialist

Professional

Development

Specialist

Program Specialist

RTI Coach

School Psychologists

District VAM = 40% of overall evaluation

School Social

Workers

Teachers on Special

Assignment

Teacher Support

Specialist

Timeline for Development/Selection of student assessments: Until assessments are made available by the State, for each subject in grades 6 – 12 where no state assessment is available final semester exams for each subject will be used as measures of proficiency. Final semester exams will be created at the school level. If more than one teacher teaches the subject a school wide assessment will be created. If only one teacher teaches the subject within the school the teacher’s

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NON-CLASSROOM INSTRUCTIONAL PERSONNEL EVALUATION SYSTEM individual semester exam will be used. As additional assessments are made available by the State these tests will be incorporated into the evaluation system and applied to teachers of the tested subjects/grades and locally created tests will be discontinued. Additionally, as the District develops

Common Assessments (DCA) for non-FCAT or State EOC tested subjects these assessments will also be integrated into the Teacher Evaluation System. Beginning in January, 2012 and every January thereafter, the assessments used to measure student performance will be reviewed, and revisions made to the Teacher Evaluation System annually so that these revisions are in place at the beginning of the next school year. Consistent with the State’s timeline it is anticipated that all state developed assessments will be incorporated by the 2014 – 2015 school year.

Application of Student Performance Measures: Because three years of validated student performance data is not available for the 2011-2012 school year or the 2012-2013 school year, the student performance measure will account for 40% of each teacher’s overall evaluation as SB736

(3)(a)1.a. The student performance measures for each grade level/ subject for both classroom and non-classroom teachers that will be used in 2012-2013 is outlined in Table 1. As a part of the annual review of the Teacher Evaluation System these measures will be analyzed and revised as needed. In addition, the System will be revised to incorporate additional performance measures developed by

FDOE when they become available. Evaluation System revisions will be made annually.

Evaluation Criteria: Until 3 years of performance data is available, the student performance measure will equal 40% of the teacher’s overall evaluation then increased to 50% when all three years are available. Each year as scores become available, the student performance measures outlined in Table 1 will be translated into a rating scale using the four levels of performance; 4 =

Highly Effective, 3 = Effective, 2 = Emerging, and 1 = Ineffective. This rating will be added to the instructional practice rating for the teacher. For the 2011-2012 and 2012-2013 school years the overall teacher evaluation score will be calculated by multiplying the instructional practice score by

60% and adding this score to the student performance factor multiplied by 40%. For the 2013-2014 school year and beyond, the overall teacher evaluation score will be calculated by multiplying both the instructional practice score and the student performance factor by 50% and then adding the two into one score, which will then be used as the teacher’s final evaluation rating for the school year.

Cut Scores: To translate test data, Teacher VAM, School VAM and District VAM into one of the 4 ratings, the following procedures will be used.

For individual VAM scores:

For teachers with individual VAM estimates, once the state math and reading by grade files are received from FDOE, cut scores are determined by using the district mean for each grade by subject and comparing this mean to each of four calculations made for each teacher; 1)

Teacher’s VAM, 2) Teacher’s VAM adjusted by a confidence level of .5 x standard error (SE),

3) Teacher’s VAM adjusted by a confidence level of 1 x SE and 4) Teacher’s VAM adjusted by a confidence 1.5 x SE (see Table 3 below) Teachers with all four calculations below the district mean will receive a student performance factor rating of “1” or Unsatisfactory.

Teachers with all four calculations above the district mean will receive a rating of “4” or

Highly Effective. Teachers with one of the four calculations greater than, or less than the district mean will receive a rating of “2” or Needs Improvement/Developing. All other teachers will receive a rating of “3” or Effective. Once the student performance factor is determined this rating will be multiplied by 40 percent and combined with the teacher effectiveness factor (multiplied by 60 percent) to achieve the overall final evaluation rating.

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Since the 2011-2012 school year is the first year VAM scores will be available cut scores cannot be determined until VAM data is received. Once this data is received by the district cut scores will be identified.

Table 3 – Cut Score Calculation For Individual VAM Scores

If VAM is < District Mean for Grade/Subject and….

Student

Performance

Factor

VAM +( 1.5*SE)

< District Mean yes

VAM +( 1*SE)

< District Mean yes

VAM +( .5*SE)

< District Mean

Yes Rating = 1

Rating = 2

Rating = 3

Rating = 4 no no no yes no no

Yes

Yes

No

If VAM is > District Mean for Grade/Subject and….

Student

Performance

Factor

VAM -( 1.5*SE)

> District Mean

VAM - ( 1*SE)

> District Mean

Rating = 1

Rating = 2 no yes no no

Rating = 3

Rating = 4 yes yes yes yes

For teachers with multiple VAM scores:

VAM - ( .5*SE)

> District Mean

No

No

No yes

For teachers where VAM estimates for both subjects (math and reading) are used according to Table 1, the individual rating for each subject will be calculated as outlined above. Then 1) the number of students on which the reading score is based will be multiplied by the rating for reading (reading factor), 2) the number of students on which the math score is based will be multiplied by the rating (math factor) 3) the reading and math factors will be added together and 4) then divided by the total number of students assigned for both reading and math to result in an overall rating calculation.

For teachers where VAM estimates for multiple grades are provided the individual rating for each grade will be calculated as outlined above. Then 1) the number of students on which the score is based by grade level will be multiplied by the rating for each grade level, 3) the factor calculated for each grade will be added together and 4)then divided by the total number of students assigned to result in an overall rating calculation.

Since the overall rating calculation may not result in a whole number the rating calculation will be carried out to two decimal places and the following rating scale below will be used to determine the overall student performance factor. This rating will be multiplied by 40 percent and combined with the teacher effectiveness factor (multiplied by 60 percent) to achieve the overall final evaluation rating.

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For elementary teachers with student proficiency measures (grades PK – 3):

Individual scores by test for each student will be electronically scored and entered into the district data warehouse. Assessment results for all students assigned to the teacher will be aggregated in the district data warehouse. All calculations to arrive at the teacher’s overall score will occur in the district data warehouse.

For teachers of VPK students, the number of students demonstrating proficiency on period 3

VPK Assessment will be divided by the number of students taking the assessment to determine the percentage of students demonstrating proficiency.

For teachers in grades K – 2, the number of students assigned to the teacher that demonstrate proficiency on the reading benchmark, the math benchmark and writing benchmark (for grades 1 – 2 only) will be calculated and divided by the number of assessments taken resulting in an average number of students demonstrating proficiency on benchmarks. The number of students taking each assessment will also be divided by the number of assessments given to determine the average number of students assessed.

The average number of students demonstrating proficiency on benchmarks (result of calculation above) will then be added to the number of students demonstrating proficiency as measured by the EasyCBM. The average number of students taking the benchmarks

(results of step 2) will be added to the number of students taking the EasyCBM.

The aggregate number of students demonstrating proficiency on the benchmarks and

EasyCBM will then be divided by the number of students taking both assessment measures to determine the overall percentage of proficient students assigned to the teacher.

For teachers in grade 3 the student performance measure will be calculated in the same way as for teachers in grades K-2, however proficiency on FCAT reading and math will be used instead of the language arts and math benchmark assessments.

This total score will then be divided by the number of students who took the assessments.

The average score for each teacher will be transformed and cut points will be determined to assign each teacher a rating. Once cut points are determined a student performance factor rating of “1” or Ineffective, “2” or Emerging, “3” or Effective, or “4” or Highly Effective will be assigned to each teacher. This rating will be multiplied by 40 percent and combined with the teacher effectiveness factor (multiplied by 60 percent) to achieve the overall final evaluation rating.

For teachers in schools with a schoolwide VAM, the School VAM scores by grade will be calculated using the same procedure as for teachers with multiple VAM scores to determine the school’s overall rating of 1 – 4. The resulting VAM score will make up 19% and the student performance score will contribute 21% to the 40% of the student performance measure.

For teachers where no schoolwide VAM exists such as Garden City Early Learning Center, student proficiency scores for each teacher will equal 40% of the overall evaluation.

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For teachers with Semester 1 and Semester 2 Scores:

Individual scores by test will be determined by the teacher and entered into the Skyward

Student Grading System as each student’s final semester exam, which will then be incorporated as a factor in the student’s semester grade. For the teacher evaluation system the final semester exam results for all students assigned to the teacher for both semester 1 and semester 2 will be aggregated in the district data warehouse. This total score will then be divided by the number of students who took the exams. The average score for each teacher will be transformed and cut points will be determined to assign each teacher a rating. Once cut points are determined a student performance factor rating of “1” or

Ineffective, “2” or Emerging, “3” or Effective, or “4” or Highly Effective will be assigned to each teacher. This rating will be multiplied by 40 percent and combined with the teacher effectiveness factor (multiplied by 60 percent) to achieve the overall final evaluation rating.

For teachers with both VAM and Semester 1 and 2 scores:

For teachers with both average assessment scores and Individual VAM Scores the Semester

Exams rating (1 – 4) will be multiplied by 21 percent and the Final VAM rating (1 – 4) will be multiplied by 19 percent. The Semester Exam percentage (21%) and the VAM rating percentage (19%) will be combined to equal 40 percent of the teacher’s overall final evaluation rating.

Rounding:

As stated previously, since the overall calculation may not result in a whole number the rating calculation will be carried out to two decimal places and the following rating scale below will be used to determine the overall student performance factor.

Ineffective

(1)

Emerging (2) Effective (3) Highly

Effective (4)

Student

Performance

Factor Range

1 – 1.49 1.50 – 2.49 2.50 – 3.49 3.50-4.00

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II.

Instructional Practice/Professional and Job Responsibility

A.Full Implementation

St. Lucie County Schools is planning full implementation of all aspects of the Non-Classroom Teacher instructional practice/job responsibility components upon approval for the 2012-2013 school year.

B. Observation and Feedback Instrument

St. Lucie County Schools has modified the state approved Framework for Student Services Personnel

Evaluation Model to align with all of the district’s “non-classroom” instructional personnel. The observation and feedback instrument includes indicators organized by the state approved domains and a rubric for performance that is consistent with Florida’s Common Language of Instruction. Indicators and agreed upon job goals are used to establish performance proficiency levels.

SEE APPENDIX A for Non-Classroom Teacher Evaluation

C., D. Procedures and Processes

St Lucie County Schools Non Classroom Teacher System includes procedures for identification of specific job goals for each domain and procedures for gathering evidence. The Evidence Collection Cycle provides for monitoring and timely feedback to the employee utilizing the district digital system that is used for classroom teachers.

Non- Classroom Teacher (NCT) Procedures and Processes

1. Beginning Conference Prior to October 1 Meet with Supervisor

A.

Guided by the indicators provided, the NCT and supervisor identify goals for each Domain aligned to the NCT job responsibilities.

B.

Determine and agree on sources of evidence for each goal.

C.

Sign Beginning Conference on NCT Form.

2. Evidence Collection October 1 – End of December

A.

NCT engages in his/her practice/job responsibilities.

B.

The NCT and the supervisor gather evidence regarding the NCT’s performance using work products, gathering feedback from stakeholders and observing the NCT at work.

C.

Monitoring and timely feedback will be provided to the NCT using the district digital evaluation system BRIDGE.

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3. Midyear Conference- January

A.

Evidence gathered by the supervisor and also provided by the NCT is reviewed, discussed and feedback provided.

B.

For each Domain the supervisor determines the NCT’s performance level using the indicators and goals as a guide.

C.

Ratings of Emerging and Ineffective require written comments. Areas in need of improvement are discussed and support is provided in terms of professional development, mentoring and or coaching.

4. Evidence Collection January - April

A.

The NCT engages in his/her practice/job responsibilities.

B.

The NCT and the supervisor gather evidence regarding the NCT’s performance using work products, gathering feedback from stakeholders and observing the NCT at work.

C.

Monitoring and timely feedback will be provided to the NCT using the district digital evaluation system BRIDGE.

5. Professional Practice Evaluation May

A.

Evidence gathered by the supervisor and also provided by the NCT is reviewed, discussed and feedback provided.

B.

For each Domain the supervisor determines the NCT’s performance level using the indicators and goals as a guide.

C.

Ratings of Emerging and Ineffective require written comments.

D.

A total score for Professional Practice will be generated for the NCT using the Evaluation

Rubric.

E.

Target areas for the next evaluation cycle will be discussed and agreed upon for Deliberate

Practice.

E. Standards of Practice

The Student Services Personnel Crosswalk aligns recognized standards of practice with the indicators of performance evaluation. As additional national standards for specific jobs are identified they will be added to the crosswalk.

SEE APPENDIX B for Standards of Practice

F. G. Alignment to the Florida Educator Accomplished Practices and Marzano Framework

The following crosswalk aligns St Lucie County Schools evaluation rubric to the FEAP’s using the work of

Dr. Robert Marzano to be consistent with the district’s classroom teacher model of evaluation.

SEE APPENDIX C for Accomplished Practices and Marzano Framework

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H. High Effect Instructional Strategies by Non-Classroom Teacher Position

While all Non-Classroom Teachers provide support to classroom teacher in High-Effect Strategies, some have a direct link to these strategies as listed below.

HIGH EFFECT STRATEGY APPLICABLE POSITION

Learning Goals and Scales

Tracking Student Progress

Established Content Standards

Multi-tiered System of Supports

Tracking Rate of Progress

Clear Goals

Test Complexity

ESOL Students

ESE School-Based Specialist, Guidance Counselor,

Media Specialist, Speech/Language Pathologist,




Student Support Facilitator,

ESE School-Based Specialist, Literacy Coach,

Mathematics Coach, Media Specialist,

Speech/Language Pathologist, Student Support

Facilitator, Teacher on Assignment, Teacher

Support Specialist, Program Specialist, Language

Development Specialist, Child Find Educational

Consultant, Response to Intervention Coach

All Non-Classroom Teachers

All Non-Classroom Teachers



Student Support Facilitator,

Literacy Coach, Media Specialist, , Student Support

Facilitator




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I., J. K. Rubrics, Scoring and Weighting

For each Domain on the Evaluation for Professional Practices the evaluator must determine the employee’s performance level using the rubric for the Domain and the indicator statements as a guide.

The evaluator should be familiar with the five domains, the four levels of performance in each Domain, and the methods and sources of evidence that will be used to determine the employee’s performance.

The Evaluation Rubric for each Domain corresponds to four levels of performance: Highly Effective,

Effective, Emerging and Ineffective. Each Domain is scored 4, 3, 2, or 1- Highly Effective = 4, Effective =

3, Emerging = 2 and Ineffective =1. A total score is obtained by adding all Domain Scores. The Overall

Professional Practice Score is determined by dividing the Total Score by 5. The Overall Professional

Practice Score results in an Overall Rating as follows:

Highly Effective Effective

3.5-4.0 2.5-3.4

Emerging

1.5-2.4

Ineffective

1.4-1.0

For the 2012 -2013 school year a Non-Classroom Teacher’s Annual Evaluation will be comprised of the following:

60% Professional Practice + Additive Model of Deliberate Practice (FLDOE Approved)

40% Student Growth

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Districts have the option of using a combination of scores a status score and deliberate practice score, as recommended by the state or use only the status score. A status score is an aggregation of teacher’s ratings across all elements within the framework that result in a score . Statu s referring to one point in time (end of year evaluation). Deliberate practice score measures progress against specifically targeted elements for improvement, recognizes teacher’s deliberate practice , and expects that teachers grow every year.

• A combination of scores is recommended because it:

• Provides a more comprehensive look at instructional practice and

• Strengthens the validity of the information that is gathered

III. Summative Evaluation Form


Final Rating: Using the state growth model for student performance a rating for the Non-Classroom

Teacher will be determined using a 4 point scale. The cut points for the scale will be determined once the model is delivered and the data is reviewed. The Professional Practice Score with a weight of 60% will be averaged with the Student Growth score with a weight of 40% resulting in a final rating for the

Non-Classroom Teacher. The averaging will be calculated at the district level utilizing the Teacher

Evaluation Component of St Lucie’s LIIS. Staff members will be informed in writing of their final score upon completion of the calculations by their principal/administrator.

IV. Statement of Purpose

St Lucie Public School’s teacher evaluation system has been revised for the purpose of increasing student learning growth by improving the quality of instructional and supportive services. The evaluation system must be designed to:

Support effective instructional and student learning growth

Inform the development of district and school improvement plans

Provide appropriate instruments, procedures and criteria for continuous quality improvement of professional skills

The evaluation system must include the following components:

Student Learning Growth

Instructional Practices

Professional and job responsibilities

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The evaluation system must differentiate among four levels of performance. Fifty percent of the evaluation must be based on data and indicators of student learning growth as assessed annually by statewide assessments or district assessments. The other 50 percent of the evaluation must include instructional practices based on the Florida Educator Accomplished Practices (FEAP’s) and the district’s instructional practice framework (Marzano). Non-Classroom teachers are classified as “Instructional

Personnel” in Florida Statute and as such are subject to the new evaluation requirements.

Because Florida Statue allows for specials procedures and criteria for selected teaching fields, the instructional practices component of the Classroom Teacher Evaluation was modified to reflect the professional practices and job responsibilities of Non- Classroom Teacher rand to align with the classroom teacher practices identified in the FEAP’s.

Non-Classroom personnel perform critical tasks in schools and at the district level that support positive student outcomes. Non-Classroom Teachers provide professional services that promote effective classroom learning and positive and safe school environments and ensure that all students receive highquality instruction that is responsive to their diverse and developmental needs.

V. Multiple Measures

Multiple measures are employed that inform improvement processes and evaluation decisions. Data sources for St. Lucie Public Schools Non-Classroom Teachers include student learning growth measures, professional practice, deliberate practice, parental input and administrative input.

For the 2012 -2013 school year a Non-Classroom Teacher’s Annual Evaluation will be comprised of the following:

60% Professional Practice + Additive Model of Deliberate Practice (FLDOE Approved)

40% Student Growth

Parents are invited to provide input on the performance of instructional employees. School administrators are expected to consider the comments and input offered by parents through surveys and information received via the parent input form. This form is available in the school office and on the district webpage. Each year the Superintendent notifies parents via the district website they are invited to provide feedback on instructional staff as appropriate.

SEE APPENDIX D for St Lucie’s Parent Input Form

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VI. Performance Levels and Rubrics

St Lucie Public Schools Non-Classroom Teacher Evaluation System includes rubrics used to differentiate between performance levels on the summative rating.


VII. Input Mechanisms

A. Supervisory Personnel Performing Evaluations

The school principals will determine which Non-Classroom Teachers will be evaluated by the assistant principals available at the building and which will be evaluated by the principal. The principal will determine the supervisor for each Non-Classroom Teacher. The principal is required to sign off on all evaluations of teachers assigned to his/her school.

Non-Classroom Teachers assigned to the district office will be evaluated by the administrator in charge of the department.

B. Other Persons Providing Input

Personnel who can give input into the teacher’s evaluation include district office administrators in the areas of Human Resources, Curriculum and Accountability and Professional Development. Only those individuals trained in the evaluation process will provide input as appropriate.

C. Peer Assistance

N/A

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VIII. Training A., B., C.

Evaluator Training

An evaluator is defined as: a site based or a district based administrator who supervise non-classroom instructional personnel. These individuals will gather data and evidence for the purpose of providing coaching and actionable feedback to employees for the purpose of professional growth.

DATE

July 30 – July 31

ACTIVITY

Orientation for Teacher

Evaluation

PARTICIPANTS

All Administrators

July 30 – July 31 Training on the Non-Classroom

Teacher Evaluation System and the alignment to the FEAPS’s and

Marzano Teacher Evaluation

All Administrators

Framework

Overview of Evaluation System All Administrators and Teachers

Data Collection Procedures, All Administrators

August 13

Administrator Meetings Monthly

Throughout the School Year

Webinars and Videos

Throughout the Year

Evaluation Procedures, Roles and

Responsibilities

Data Collection Procedures,


Responsibilities

All Administrator and Teachers

Monitoring for the effective and consistent use of the evaluation criteria by evaluators is the responsibility of the evaluator’s supervisor. Data and evidence collected during the Evidence Collection

Cycle and Conferences will be reviewed as part of the monitoring process by the evaluator’s supervisor.

A group of district administrators meets on a regular basis to review data within the digital system to insure effective implementation throughout the year. Professional development at the individual, school and district level is planned as a result of the review of this information.

In addition, the annual review team will meet annually to review fidelity of implementation.

Informing Teachers of the Evaluation Process

DATE

August 13

Non-Classroom Instructional personnel will be informed of the criteria and procedures by which they will be evaluated including :

ACTIVITY

Overview of Evaluation System at all school site

PARTICIPANTS

All Administrators and Teachers

Webinars and Videos

Throughout the Year

Data Collection Procedures,


Responsibilities

All Administrator and Teachers

Page 18



The district will develop a link to information regarding the Non-Classroom Teacher

Evaluation System including the alignment to the FEAP’s and Marzano Framework

Instructional personnel hired after August will receive information during New Employee

Orientation via recorded video.

All webinars conducted regarding the Non-Classroom Teacher System will be posted on the district website for review by instructional personnel

IX. Continuous Improvement and Professional Development

A. Improvement Plans

Data collected from the evaluation process will be used by both the district and schools to inform the next cycle of improvement planning.

The district links data collection and analysis from evaluation and professional development through the LIIS that is under development. This data analysis will provide the district with the ability to link individual, school and district improvement plans and improve the ability of the district to focus professional development where it will have the greatest impact on student achievement.

Continuous Improvement

B. 1-4

During the Evidence Collection Cycle, the supervisor will collect evidence regarding the teacher’s performance using work products, feedback from stakeholders and observing the non-classroom teacher at work. The supervisor will provide feedback to the instructor via the districts digital evaluation system. Feedback will be timely and specific to the domains, indicators and goals for the Non-Classroom

Teacher’s responsibilities.

Areas in need of development or improvement identified by the supervisor and/or the instructor will be discussed as well as professional development related to the identified needs. Objective, actionable written feedback will be provided to the instructor

Upon completion of the annual evaluation the instructor and evaluator will identify areas in need of development or improvement for incorporation into the next cycle of individual professional development planning. Professional development is integral to the success of this evaluation system. All professional development will be aligned to the FEAP’s and the Marzano Framework.

The supervisor and instructor will identify up to 3 target elements for improvement and professional development. The Deliberate Practice and accompanying action plan will become part of the instructor’s individual plan for improvement.

SEE APPENDIX E for Deliberate Practice Form

The district links data collection and analysis from evaluation and professional development through the

LIIS that is under development. This data analysis will provide the district with the ability to assess the

Page 19


NON-CLASSROOM INSTRUCTIONAL PERSONNEL EVALUATION SYSTEM impact of district provided professional development on individual, school and district proficiency on the evaluation indicators.

B. 5. N/A

C. Professional Development

SEE APPENDIX F for Professional Development System

D. LIIS

Data collected from the evaluation process will be used by both the district and schools to inform the next cycle of improvement planning.

The district links data collection and analysis from evaluation and professional development through the

LIIS that is under development. This data analysis will provide the district with the ability to link individual, school and district improvement plans and improve the ability of the district to focus professional development where it will have the greatest impact on student achievement.

Page 20



E. Feedback and Continuous Improvement Processes

During the Evidence Collection Cycle, the supervisor will collect evidence regarding the teacher’s performance using work products, feedback from stakeholders and observing the non-classroom teacher at work. The supervisor will provide feedback to the instructor via the districts digital evaluation system. Feedback will be timely and specific to the domains, indicators and goals for the Non-Classroom

Teacher’s responsibilities.

Areas in need of development or improvement identified by the supervisor and/or the instructor will be discussed as well as professional development related to the identified needs. Objective, actionable written feedback will be provided to the instructor.

A team of district level administrators meets on a regular basis to review and monitor the implementation of effective and consistent use of the Non-Classroom Teacher Evaluation System. Data from the district digital teacher evaluation system may be reviewed by supervising administrators at any time to insure consistent, effective implementation.

F. Monitoring

A team of district level administrators meets on a regular basis to review and monitor the implementation of effective and consistent use of the Non-Classroom Teacher Evaluation System. Data from the district digital teacher evaluation system may be reviewed by supervising administrators at any time to insure consistent, effective implementation.

X. Annual Evaluation

A performance evaluation will be conducted for each Non-Classroom Teacher at least once a year. The following charts outline the requirements for the evaluation cycle for Non-Classroom Teachers.

SEE APPENDIX B: Standards of Practices and Procedures

XI. Reporting Processes

A. URL

The Non-Classroom Teacher evaluation procedures will be located at the following URL upon approval of the FLDOE: http://www.stlucie.k12.fl.us/ pdf/ Non-Classroom-Teacher-Eval.pdf

B. Annual Report

An annual review of the teacher evaluation system will be completed by the Evaluation Review Team to determine compliance with Florida Statute. Any recommended revisions will be reviewed and approved by the school board before incorporation into the evaluation system.

Page 21



An ongoing evaluation of the teacher evaluation system to include analysis of data such as overall district trends, fidelity of implementation and feedback from users will be conducted by the Evaluation

Review Team. Quarterly reports will be made to the Superintendent and the Executive Council. Periodic updates will be presented to the School Board as appropriate. The following methods will be used to collect data:

Surveys to assess teacher/evaluator perceptions of adequacy of training, understanding of the system, fairness of the process, and impact of the new process on teaching and student learning

Surveys of selected teachers and evaluators to gather feedback on system implementation and identify necessary adjustments

Impact of professional growth plans on teacher/student learning

Correlation of teacher performance ranking and student performance data

Trend data on professional development offerings

Patterns of performance on various components of the framework

Review and feedback on the forms, rubric language, processes and support materials for recommended revisions

This analysis will be conducted with the assistance of the Department of Accountability and Assessment,

Instructional Technology and Human Resource Divisions. Recommended revisions as a result of the analysis will be presented to the school board for annual approval.

XII Special Procedures

An evaluation may be amended based upon assessment data from the current school year if the data becomes available within 90 days after the close of the school year. The evaluator will comply with procedures as outline in Florida Statute 1012.34.

Page 22



APPENDIX A: NON-CLASSROOM TEACHER EVALUATION

Name:

Date:

Position:

School Year:

Work Site:

Evaluator:

Reappointed:

Yes _____ No _____

Non-Classroom Teacher Procedures and Processes

1. Beginning

Conference

Prior to October 1 Meet with

Supervisor:

A. Guided by the indicators provided, identify goals for each Domain aligned to the

NCT job responsibilities.

B. Determine and agree on sources of evidence for each goal.

C. Sign Beginning Conference on

NCT Form.

January - April from stakeholders and

D. evaluation system.

2. Evidence Collection

October – December

A. NCT engages in his/her practice/job responsibilities.

A. The NCT and the supervisor gather evidence regarding the

NCT’s performance using work products, gathering feedback from stakeholders and observing the NCT at work.

B. Monitoring and timely feedback will be provided using the district digital evaluation system.

4. Evidence Collection

A. The NCT engages in his/her practice/job responsibilities.

B. The NCT and the supervisor gather evidence regarding the

NCT’s performance using work products, gathering feedback observing the NCT at work.

C. Monitoring and timely feedback will be provided using the district digital

3. Midyear Conference

January

A. Evidence gathered and also

5. Professional Practice

Evaluation

May feedback provided.

B. For each Domain the

C. Ratings of Emerging and provided by the NCT is reviewed, discussed and supervisor determines the

NCT’s performance level using the indicators and goals as a guide.

Ineffective require written comments.

A. Evidence gathered and also provided by the NCT is reviewed, discussed and feedback provided.

B. For each Domain the supervisor determines the NCT’s performance level using the indicators and goals as a guide.

C. Ratings of Emerging and

Ineffective require written comments.

D. A total score for Professional

Practice will be generated for the

NCT using the Evaluation Rubric.

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Domain A: Data-Based Decision Making and Evaluation of Practices

1.

Collects and uses data to develop and implement instruction/interventions within a problem-solving framework.

2.

Analyzes multiple sources of qualitative and quantitative data to inform decision making.

3.

Uses data to monitor student progress (academic, social/emotional/behavior) and evaluate the effectiveness of support on student achievement.

4.

Shares student performance data in a relevant and understandable way with teachers, students, parents, and administrators.

In your current role, how will you demonstrate effective data-based decision making and evaluation of practices? (MINIMUM OF TWO GOALS)

Sources of Evidence:

 Artifacts

 Observation

 Stakeholder Feedback

 Self-Assessment

 Professional Growth Plan

 Conference/Interview

 Other:

Types of Evidence:

Documentation of problem identification and problem analysis with graphed data and gap analysis Problem-Solving/Intervention Plan

Academic Intervention Record

Behavior Intervention Plan

Progress-Monitoring Plan

Reports with data analysis and interpretation

Data/platforms/electronic documentation systems (Data Warehouse, Performance Matter,

EASY CBM, etc.)

Data Chat Observation or Record

Meeting Agendas/Summaries

Highly Effective = 4 Effective = 3

Utilizes, facilitates, trains, and mentors others to consistently use a data-based decision making process to inform decisions and plan for future action(s).

Consistently utilizes a data-based decision making process to inform decision and plan for future action(s).

HE 

4

E 

3

EM 

2 Midyear

Comments:

Final

Comments:

HE

4

 E 

3

EM

2



Emerging = 2

Practice is emerging, but requires supervision, support and/or training to be effective independently.

IE 

1

IE 

1

Ineffective = 1

Does not utilize a databased making decision process OR ineffectively demonstrates the practice/skill required.

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Domain B: Instruction/Intervention Planning and Design

1.

Uses a collaborative problem-solving framework as the basis for identification and planning for academic, behavioral, emotional and instructional/interventions and supports.

2.

Plans and designs instruction/intervention based on data and aligns efforts with the school and district improvement plans and state federal mandates.

3.

Applies evidence-based research and best practices to improve instruction/interventions.

4.

Develops instruction/intervention support plans that help the teacher, student, and/or family reach a desired goal.

In your current role, how will you demonstrate effective instruction/intervention planning and design?

(MINIMUM OF TWO GOALS)


 Artifacts

 Observation


 Self-Assessment



 Other:


Documentation of instruction/intervention design and development

Targets

Goals

Delivery Methods, etc.

Professional Development Design or Facilitation (handouts, agendas, PowerPoint)

School or District Improvement Plans – documentation of participation

Electronic documentation

Highly Effective

Facilitates, trains, and mentors others to consistently plan instruction/interventions that are aligned with school improvement priorities and other mandates.

Effective

Consistently works collaboratively to design and plan instruction/interventions

Emerging

Practice is emerging, but requires supervision, based on data that aligns with school/district improvement plans and state and federal mandates.

HE 

4

E 

3

EM

2

 support and/or training to be effective independently.

IE 

1

Ineffective

Does not work collaboratively to plan instruction/intervention and/or plans are ineffectively developed

OR ineffectively demonstrates the practice/skill required.

Midyear

Comments:

Final

Comments:

HE

4

 E 

3

EM

2

 IE 

1

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Domain C: Instruction/Intervention Delivery and Facilitation

1.

Collaborates with school-based and district-level stakeholders to deliver and facilitate instruction/interventions to support the success of all students.

2.

Consults and collaborates at the individual, team, school, and systems levels to implement, monitor, and evaluate effective instruction/intervention support.

3.

Implements evidence-based practices for differing needs and diversity of students, teachers, schools, and systems.

In your current role, how will you demonstrate effective instruction/intervention delivery and facilitation? (MINIMUM OF TWO GOALS)


 Artifacts

 Observation


 Self-Assessment



 Other:


Documentation of instruction/intervention delivery and facilitation

Monitoring of instruction/intervention delivery and facilitation

Evaluating instruction/intervention delivery and facilitation

Pre and Post Surveys

Conference notes/logs

Newsletters, emails, webpage, and other communication methods

Professional Development Design or Facilitation (handouts, agendas, PowerPoint)

Progress Monitoring Data

Learning Community, Lesson Study Facilitation


Highly Effective Effective

Demonstrates leadership at the school and system level to plan, implement, and evaluate instruction/interventions.

Consistently delivers, facilitates instruction/interventions and monitors and evaluates its effectiveness.

Midyear

Comments:

HE

4

 E 

3

Emerging


EM  IE 

2 1

Final

Comments:

HE 

4

E 

3

EM 

2

IE 

1

Ineffective

Does not deliver, facilitate, monitor, evaluate effective instruction/interventions

OR ineffectively demonstrates the practice/skill required.

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Domain D: Learning Environment

1.

Collaborates with teachers and administrators to develop and implement school and district initiatives.

2.

Collaborates with teachers and administrators to foster teacher/student engagement.

3.

Promotes safe school environments.

In your current role, how will you demonstrate effective support for the creation of learning environments that support school/district initiatives and engagement of all? (MINIMUM OF TWO

GOALS)


 Artifacts

 Observation


 Self-Assessment



 Other:


Pre and Post Surveys

Newsletters, emails, webpage, and other communication methods

Professional Development (handouts, agendas, PowerPoint)

School/District program development and implementation


Highly Effective

Demonstrates leadership at the school and system level to sustain and promote effective system-wide initiatives that result in an increase of

Effective

Consistently collaborates with school and district personnel to promote teacher/student engagement and school/district initiatives.

Emerging

Practice is emerging, but requires supervision, support and/or training to be effective independently. student/teacher engagement.

Midyear

Comments:

Final

HE

4

HE

4





E

E



3



3

EM

2

EM

2





IE

1

IE





1

Comments:

Ineffective

Does not collaborate with school and district personnel to promote and implement school/district initiatives OR ineffectively demonstrates the practice/skill required.

Page 27



Domain E: Professional Learning, Responsibility, and Ethical Practice

1.

Develops a personal, professional growth plan that enhances professional knowledge, skills and practice and addresses areas of need on the evaluation.

2.

Engages in targeted professional growth opportunities and reflective practices (e.g., learning communities, lesson study).

3.

Implements knowledge and skills learned in professional development activities.

4.

Demonstrates effective recordkeeping and communication skills.

5.

Complies with national and state laws, district policies and guidelines, and ethical educational and professional standards.

In your current role, how will you demonstrate effective continued professional learning, responsibility and ethical practice? (MINIMUM OF TWO GOALS)


 Artifacts

 Observation


 Self-Assessment



 Other:


Professional Growth Plan

Documentation of professional learning (professional conferences, workshops, etc.)

Professional learning follow-up activities or implementation.

Learning Community participation or facilitation

Member in professional organization

Documentation of supervision/mentoring activities

Demonstration of time management (e.g., logs, calendars)

Highly Effective

Facilitates professional learning, self-monitors areas for skill and professional growth, and evaluates impact of applied knowledge on performance outcomes.

Effective

Consistently participates in professional learning opportunities aligned to professional growth

Emerging


Midyear

Comments: plan and integrates and applies acquired knowledge into professional practice while maintaining a reliable recordkeeping system.

HE 

4

E 

3

EM

2

 IE 

1

Final

HE 

4

E 

3

EM 

2

IE 

1

Ineffective

Does not develop a personal professional growth plan, participate in professional learning opportunities or use constructive feedback

Or ineffectively maintains reliable system of recordkeeping OR shows ineffective effort in this practice/skill.

Page 28



Comments:

Beginning Conference

___________________________________ ___________________________________

Evaluator Date Teacher Date

Midyear Conference

___________________________________ ___________________________________


Comments:

Page 29



Professional Practice Evaluation

_____________________________________ ___________________________________


Professional Practice Evaluation Rubric Total Score

Domain A Score

Domain B Score

Domain C Score

Domain D Score

Domain E Score

TOTAL

Total Overall Professional Practice Evaluation Score ÷ 5 =

Overall Professional Practice Evaluation Rating



Highly Effective

3.5 – 4.0



Effective

2.5 – 3.4



Emerging

1.5 – 2.4



Ineffective

1.0 – 1.4

Comments:

***END OF APPENDIX A: NON-CLASSROOM TEACHER EVALUATION***

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Appendix B: Standards of Practices and Procedures

Evaluation Rubric—Crosswalk with Professional Practice Standards

This crosswalk (Table 2) aligns the practice standards under each domain in the SSPEM Evaluation Rubric with the evidence-based professional practice standards for school counseling, school social work, school psychology, and school nursing. The crosswalk also demonstrates the similarities and consistencies among the practice standards for each of the student services professions.

Table 2

Professional practice

Data-Based Decision Making and Evaluation of Practices

School Counseling School Social Work School Psychology

Collects and uses data to develop and implement interventions within a problem-solving framework.

Analyzes multiple sources of qualitative and quantitative data to inform decision making.

Uses data to monitor student progress (academic, social/emotional/behavioral) and health and evaluate the effectiveness of support on student achievement.

Shares student performance data in a relevant and understandable way with students, parents, and administrators.

Instruction/Intervention

Planning and Design

Uses a collaborative problemsolving framework as the basis for identification and planning for academic, behavioral, emotional and instructional/interventions and supports.

Plans and designs instruction/intervention based on data and aligns efforts with the school and district improvement plans and state and federal mandates.

ESSC A.2.b

IV-B-3a.

ESSC D.1.g

IV-A-5

ESSC C.2.b

IV-B-3

ESSC C.2.b

IV-B-3c

ESSC F.4

I-B-4

ESSC C.3.a

II-B-1

COE 2.03

Standard V

COE 2.03

Standard V

COE 2.03

Standard V

COE 1.03

Standard V

COE 2.03

Standard X

COE 2.03

Standard III

Domains 1 & 2

Standard II.3.9

Domains 1 & 9

Standard II.3.2

Domain 1 & 9

Standard II.2.2

Domains 1, 2, & 9

Standard II.3.8

Domains 2, 3, 4, & 5

Standard II.3.9

Domains 1 & 5

Standard II.3.10

Page 31



Applies evidence-based research and best practices to improve instruction/interventions.

Develops intervention support plans that help the teacher, student, and/or family, reach a desired goal.

Instruction/Intervention

Delivery and Facilitation

Collaborates with schoolbased and district-level stakeholders to deliver and facilitate instruction/interventions to support the success of all students.

Consults and collaborates at the individual, team, school, and systems levels to implement, monitor and evaluate effective instruction/ intervention supports.

Implements evidence-based practices for differing needs and diversity of students, teachers, schools and systems.

ESSC F.2.a

IV-B-6a

ESSC Preamble

III-B-4

ESSC F.4

III-B-4b

ESSC F.4

III-C-2

ESSC E.2.g

I-A-5

COE 2.03

Standard III

COE 2.03

Standard III

COE 2.03

Standard X

COE 2.03

Standard IV

COE 2.03

Standard IV

Domain 9

Standard II.3.9

Domain 7

Standard III.3.1

Domains 3, 4

Standard IV.1.1

Domains 2, 3, & 4

Standard II.3.10

Domain 9

Learning Environment

Collaborates with teachers and administrators to develop and implement school and district initiatives.

Collaborates with school personnel and students to foster student engagement

(e.g., involvement, motivation, persistence, resilience, ownership).

Promotes safe school environments.

Professional Learning,

Responsibility, and Ethical

Practice

Develops a personal,

ESSC F.4

IV-B-3

ESSC Preamble

I-A-6

ESSC Preamble

I-B-5

ESSC E.1.c

COE 2.03

Standard IV

COE 2.03

Standard IV

COE 1.01

Standard IV

COE 4.01, 5.02

Domain 5

Standard IV.1.1

Domain 5

Standard IV.1.1

Domain 5, 6

Principle IV.1

Domain 10

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NON-CLASSROOM INSTRUCTIONAL PERSONNEL EVALUATION SYSTEM professional growth plan that enhances professional

IV-B-1e Standard XIII Standard II.1.1; II.1.2 knowledge, skills, and practice and addresses areas of need on the evaluation.

Engages in targeted professional growth opportunities and reflective practices (e.g., learning communities, lesson study).

Implements knowledge and skills learned in professional development activities.

Demonstrates effective recordkeeping and communication skills.

Complies with national and state laws, district policies and guidelines, and ethical educational and professional standards.

ESSC E.1.d

II-B-4h

ESSC F.2.a

II-B-4h

ESSC A.8

XVI-16.5

(Program

Audit)

ESSC A.2.h

II-C-4

COE 3.09

Standard XIII

COE 3.08

Standard XIII

COE 3.04, 3.08

Standard XIII

COE 3.08

Standard XIII

Domain 10

Standard II.1.4

Standard II.4.2;

Domain 10

Standard II.1.1; II.2.2

Domain 10

Principle II.4

Domain 10

Standard IV.2.2

S OURCES :

American School Counselor Association. (2007). School counselor competencies. In Career/Roles .

Retrieved from http://www.schoolcounselor.org/files/SCCompetencies.pdf .

American School Counselor Association. (2010). Ethical standards for school counselors. In Legal &

Ethical . Retrieved from http://www.schoolcounselor.org/files/EthicalStandards2010.pdf.

National Association of School Psychology. (2010a). Model for comprehensive and integrated school psychological services. NASP practice model overview. [Brochure]. Bethesda, MD: Author.

National Association of School Psychology. (2010b). Principles for professional ethics. Bethesda, MD:

Author.

National Association of Social Work. (2012a). NASW standards for school social work services .

Washington, D.C.: Author.

National Association of Social Work. (2012b). Code of ethics of the National Association of Social

Workers. Washington, D.C.: Author.

***END OF APPENDIX B: STANDARDS OF PRACTICES AND PROCEDURES***

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APPENDIX C: ACCOMPLISHED PRATICES AND MARZANO FRAMEWORK

Evaluation Rubric—Crosswalk with Florida Educator Accomplished Practices and

Teacher Evaluation Models

This crosswalk (Table 3) aligns the SSPEM Evaluation Rubric with the Florida Educator Accomplished

Practices and the teacher evaluation models Charlotte Danielson and Dr. Robert J. Marzano developed.

The crosswalk demonstrates commonalities among the evaluation models.

Table 3

Professional Practice

Data-Based Decision Making and

Evaluation of Practices

Collects and uses data to develop and implement interventions within a problem-solving framework.

Analyzes multiple sources of qualitative and quantitative data to inform decision making.

Uses data to monitor student progress (academic, social/emotional/behavioral) and health and evaluate the effectiveness of support on student achievement.

Shares student performance data in a relevant and understandable way with students, parents, and administrators.

Instruction/Intervention Planning and Design

Uses a collaborative problemsolving framework as the basis for identification and planning for academic, behavioral, emotional and instructional/interventions and supports.

Plans and designs instruction/intervention based on data and aligns efforts with the school and district improvement plans and state and federal mandates.

Applies evidence-based research and best practices to improve instruction/interventions.

Develops intervention support plans that help the teacher, student, and/or family, reach a desired goal.

FEAP’s

(a) 1e, 1d, & 4a

(a) 3c & 4a

(a) 1e & 4c

(a) 2e & 4e

(a) 1c & 1f

(a) 1a & 3h

(b) 1b

(b) 1c

Marzano

Domain 2.3

Domain 2.2

Domain 2.3

Domain 2.1

Domain 2.2

Domain 4.3

Page 34



Instruction/Intervention Delivery and Facilitation

Collaborates with school-based and district-level stakeholders to deliver and facilitate instruction/interventions to support the success of all students.

Consults and collaborates at the individual, team, school, and systems levels to implement , monitor and evaluate effective instruction/ intervention supports.

Implements evidence-based practices for differing needs and diversity of students, teachers, schools and systems.

Learning Environment

(a) 2b

(b) 1c

(a) 2h

(b) 1b

Domain 2.1

(a) 2b

(a) 2e

Domain 1 Collaborates with teachers and administrators to develop and implement school and district initiatives.

Collaborates with school personnel and students to foster student engagement (e.g., involvement, motivation, persistence, resilience, ownership).

Promotes safe school environments.

(a) 2d

(a) 2f

(a) 3a

(a) 2b

Domain 2.1

Domain 2

Professional Learning,

Responsibility, and Ethical Practice

Develops a personal, professional growth plan that enhances professional knowledge, skills, and practice and addresses areas of need on the evaluation.

Engages in targeted professional growth opportunities and reflective practices (e.g., learning communities, lesson study).

Implements knowledge and skills learned in professional development activities.

(b) 1a

(b) 1d

(b) 1e

Domain 3.2

Domain 3.2

Domain 4.2

(a) 2a Domain 4.1 Demonstrates effective recordkeeping and communication skills.

Complies with national and state laws, district policies and guidelines, and ethical educational and professional standards.

2 Domain 4.3

Page 35



Marzano, R. (2011). Marzano art and science of teaching: Teacher evaluation model . York, PA: Learning

Sciences International.

The Educator Accomplished Practices, Rule 6A-5.065, Florida Administrative Code (F.A.C.),(2011).

***END OF APPENDIX C: ACCOMPLISHED PRACTICES***

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APPENDIX D: Parent Input Form

St. Lucie Public Schools

Parent Input Form

This form is to be used by parents, teachers, or other interested parties to provide input towards the assessment of teachers/administrators.

Teacher/Administrator Name_______________________________

Position__________________________________________________

Site_____________________________________________________

Comments:

Signature_________________________________Date______________

Please Print Name___________________________________________

PER0177

***END OF APPENDIX D: PARENT INPUT FORM***

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Appendix E: Deliberate Practice Plan

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Page 47



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Page 50



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***END OF APPENDIX E: DELIBERATE PRACTICE FORM***

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APPENDIX F: PROFESSIONAL DEVELOPMENT SYSTEM

Professional Development System 2012-2013

“The purpose of the Professional Development System is to increase student achievement, enhance classroom instructional strategies that promote rigor and relevance throughout the curriculum, and prepare students for continuing education and the workforce.” The term “professional development,” as defined by National Association of Staff Development in 2009, means a comprehensive, sustained, and intensive approach to improving teachers’ and principals’ effectiveness in raising student achievement.

Every district in the state of Florida is required by statute to develop a system of professional development aligned to the Florida Professional Development Standards which is aligned to the national standards. Florida Legislature also has created a system for evaluating the quality of each district’s professional development system. Sixty-five standards for exemplary practice serve as a guide for all employee groups and for all content areas and state, district and school professional development initiatives. During the fall of 2010, the St. Lucie Public Schools Professional Development System was reviewed for the third time. This cycle was the first since the system was revised in 2009-2010.

The intent of the Professional Development System is to achieve national, state and local goals through the provision of a framework for professional growth in the KASAB: Knowledge, Attitudes, Skills,

Attributes and Behaviors (Killion, 2001) of all district employees. Through the application of this continuous improvement model, St. Lucie Public Schools’ students benefit from effective instruction that meets their needs.

The following criteria serve as a guide for professional development in Florida:

1. Support and increase the success of educators through collaboratively developed school improvement plans that focus on:

A.

Enhanced and differentiated instructional strategies to engage students in a rigorous and relevant curriculum based on state and local educational standards, goals, and initiatives; Florida

Department of Education

B.

Increased opportunities to provide meaningful relationships between teachers and all students; and

C.

Increased opportunities for professional collaboration among and between teachers, guidance counselors, instructional leaders, postsecondary educators engaged in pre-service training for new teachers, and the workforce community.

2.

Assist the school community in providing stimulating, scientific research- based educational activities that encourage and motivate students to achieve at the highest levels and to participate as active learners and that prepare students for success at subsequent educational levels and the workforce.

3.

Provide continuous support for all education professionals as well as temporary intervention for education professionals who need improvement in knowledge, skills, and performance.

Through adherence to the Professional Development System, St. Lucie Public Schools will continue to raise the knowledge and skill level of all employees while making certain that highly qualified teachers are available to meet identified instructional needs.

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The mission of St. Lucie Public Schools is to enable all students to graduate from safe and caring schools, equipped with knowledge, skills and the desire to succeed. Our core business is to create challenging, engaging and satisfying work for every student, every day.

The Department of Professional Development supports the district’s mission and the core business by providing a comprehensive system for professional growth that assists the school community in providing stimulating, scientifically research- based educational activities that encourage and motivate students to achieve at the highest levels and to become active learners.

Our system is based upon the work of Lezotte, Schmoker and Dufour, who have helped us to understand that the accomplishment of this vision of high academic achievement for all students is dependent upon the effective use of data in the context of a community of learners. Additionally, research-based models of professional development (Joyce and Showers) including Hord and Hall’s Concerns-based Adoption

Model (CBAM), coaching models, learning communities, lesson study and action research models also enhance the quality of our work.

The commitment to high quality professional development as an integral part of school improvement has important implications for the content, process and context of professional development activities. The

St. Lucie Public Schools Professional Development System is based upon the National Staff Development

Council’s Standards for Professional Development. Florida’s Professional Development Evaluation

Protocol also provides the methods and protocols needed to conduct ongoing assessments of the quality of professional development in our schools.

The Professional Development System fulfills the requirements of Florida Statutes 1011.22, 1012.98 and

1011.62, and Board of Education Rule 6A-5071 by detailing a Professional Development System that includes: alignment with student and personnel needs, determined through multiple data sources, professional development activities that focus on professional growth in reading, subject content and teaching methods for the Next Generation Sunshine State Standards/Common Core, assessment and data analysis, classroom management, technology, family involvement and school safety, professional development activities for school administrative personnel that address updated skills for effective school management and instructional leadership, and a Deliberate Practice process that provides teachers an opportunity to grow their expertise through a series of planned action steps, reflections, and collaboration. Involved in the Deliberate Practice

Plan are: setting goals, focused practice, focused feedback, observing and discussing teaching, and monitoring progress.

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Michael Fullen points out that a major impediment to authentic change is “the presence of too many disconnected, episodic, piecemeal and superficially adorned projects (2001, p.109).” In other words, in order to impact student achievement, professional development must be focused on a common vision of professional growth. Thus, the Department of Professional Development has clearly defined the action and communication responsibilities for district level employees, school-based leaders and individual employees.

Role of the District

The responsibility for the management of professional development activities in St. Lucie Public Schools lies primarily with the Department of Professional Development. The Professional Development administrator, working collaboratively with representatives from all schools, departments and local universities and colleges, is responsible for the development and annual review of the Master Inservice

Plan, and the coordination of all inservice processes related to planning, learning, implementing evaluating and reporting including, but not limited to: the review of learning needs identified by district needs assessment and school improvement plans, the identification and provision of professional learning for school administrative personnel that address updated skills for effective school management and instructional leadership, the development and monitoring of inservice components focused on subject content and teaching methods as related to content, Next Generation Sunshine State Standards/Common Core Standards, assessment and data analysis, classroom management, technology, school safety and family involvement, the development and continual updating of master list of professional development opportunities offered throughout the county, the awarding of inservice points as indicated by verified records of participation in professional development activities related to an approved inservice component, the provision of structures for the development, monitoring and evaluation of professional development initiatives that are aligned with Florida’s Professional Development Evaluation

Protocol, the distribution of district inservice information to all school and district-level personnel, the dissemination of research based practices and other professional development opportunities that are aligned with Florida’s Professional Development Evaluation Protocol, the development and monitoring of budget appropriate to meet professional development needs, meeting statutory requirements for the completion of required Florida Department of Education reports regarding professional development, collaboration and communication with universities/colleges/community colleges serving St. Lucie

Public Schools in order to develop and implement programs leading to certification and other professional growth experiences, and collaboration with regional and state personnel designated to provide technical assistance and evaluation of local professional development programs.

The work of the Department of Professional Development is based on input provided by teachers, district and school-based administrators, parents, community college and/or university faculty, and representatives from community agencies and other interested citizen groups.

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Role of School-Based Leadership

Principals are responsible for the development of a school-wide professional development plan that addresses the needs of the instructional personnel at the school. The plan should address school improvement goals; Deliberate Practice needs indicated through a classroom-by-classroom analysis of disaggregated student achievement data and performance appraisal data. This plan should be integrated with and be an essential component of the overall school improvement process. The school-wide professional development plan defines the policies, specific plans, timelines, and facilitators for professional development to be delivered within the school year. It includes research and/or evidence-based professional development aligned to identified needs for student achievement, responds to educators’ level of development and specifies how the plan will be evaluated. At the start of each school year, this plan is submitted to the Department of Professional Development for review and support.

One of the most powerful forms of professional development occurs in ongoing teams that meet on a regular basis, preferably several times a week, for the purposes of learning, joint lesson planning and problem solving. These teams study more effective learning and teaching practices and share common learning goals that align with the school and/or district goals for student achievement. It is the principal’s responsibility to allocate time and resources for adults to learn in these communities and to support their efforts as they experiment with new learning.

Pursuant to s 1001.42(18) S. S. each school principal establishes and maintains an individual Deliberate

Practice plan for each instructional employee assigned to the school as a seamless component to the school improvement plans developed. The Deliberate Practice Plan must:

Be related to specific performance data for the students to whom the teacher is assigned.

Define the inservice objectives and specific measurable improvements expected in student performance as a result of the inservice activity.

Include an evaluation component that determines the effectiveness of the professional development plan.

In addition, the principal is also responsible for the following as it relates to professional learning:

Principals meet with individual educators to review their Deliberate Practice plan and identify additional individual professional learning needs based on performance appraisal data and priorities for students, grade levels, school, content areas or the whole school.

Principals conduct individual evaluation conferences that document that the Deliberate Practice plan was implemented as written or revised and the faculty member applied the newly learned knowledge and skills in the classroom.

Principals understand professional development procedures and Florida’s Professional Development

Evaluation Protocol Standards. They are responsible for ensuring that all professional development aligns to the standards.

Principals document completion of school-based professional development activities and provide verification of participation in professional development activities to the district office according to district timelines and procedures.

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Role of Each Instructional Employee

Each employee acts as a model of lifelong learning by demonstrating an attitude of openness to innovation, ethical behavior, and a willingness to continually improve his or her professional practice.

Each instructional employee develops and implements an Individual Deliberate Practice Plan that is directly related to specific student performance data for those areas to which the teacher is assigned. This Deliberate Practice Plan contains clearly defined objectives, specifies measurable improvement in instructional practice resulting from focus on thin slices of practice, and includes an evaluation component linked to expected student performance gains.

Each instructional employee implements newly learned strategies with his or her students and participates with other members within the professional learning community to continually refine this implementation so that student achievement is increased.

Each instructional employee monitors student achievement related to his or her professional development and documents results.

Role of Each Non-Instructional Employee or Support Staff Member Non-instructional staffs are critical to any high-quality educational system. These valuable district and school employees include teaching assistants or paraprofessionals, bus drivers, custodial staff, maintenance staff, food service staff, clerical staff, and others. Students interact in many ways with non-instructional staff. The district must ensure that all non-instructional staff participates in the ongoing, updating of their skills and knowledge to maximize their effectiveness in supporting the primary goal of the school system in increasing student achievement.

The principles that apply to planning, implementing, and evaluating professional learning for educators apply as well to non-instructional staff.

Needs Assessment

The district’s annual needs assessment includes a school-by-school analysis of disaggregated student achievement standardized test scores and data from other sources, including, but not limited to:

Other student achievement data

Personnel and parent surveys (school environment)

Student focus group data

Attendance and graduation data

School discipline data

School improvement plans

Annual performance appraisals

District priorities

Federal, state and local mandates

Observation reports from electronic Teacher Evaluation System

Based on this needs assessment, the Department of Professional Development and other departments such as Exceptional Student Services, Curriculum, Assessment and Accountability, FDLRS, etc. generate

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NON-CLASSROOM INSTRUCTIONAL PERSONNEL EVALUATION SYSTEM inservice components that provide for professional development that is research-based and aligned with

Florida’s Professional Development Protocol.

Targeted participants of specific professional development activities are determined by the following:

State and federal requirements

Professional Growth Plan results

SACS reports

Performance appraisal results

District priorities

Audits

Protocol review results

In making decisions regarding which professional development activities should be offered for instructional personnel, a school-by-school analysis of disaggregated student achievement by content area, skills and behavior data must be given the first priority. The use of educator’s evaluation results must also be taken into consideration. Professional learning must support implementing the state-adopted content standards for student outcomes and be based on research or evidence based instructional and intervention strategies proven to increase student achievement.

In cases where teachers, managers, non-instructional and administrative personnel who have been evaluated as less than Effective, the district requires participation in specific professional development programs as part of the improvement prescription.

Inservice Components

All professional development activities must be related to an inservice component. Professional development activities for instructional personnel must focus on the Next Generation Sunshine State

Standards/Common Core Standards, subject content, teaching methods, technology, assessment and data analysis, classroom management, school safety, and/or family involvement.

Components are developed using the template in ERO and the following criteria:

The component is linked to federal, state, district and/or school improvement goals.

The component targets the knowledge, attitude, skills, aspirations and/or behaviors of instructional employees as related to the eight professional development content areas designated in Florida

Statute 1012.98.

The component details specific, measurable objectives related to professional performance and/or student achievement.

The component includes activities that use learning strategies appropriate to the intended goal applying knowledge of adult learning and change.

The component includes activities that model effective teaching strategies, practice and feedback.

For instructional personnel, components are based on current research.

The component provides for learning that is sufficiently sustained and intense to ensure mastery of the needed skills.

The component provides for strategies for implementation that ensure sufficient support and assistance are provided to make certain that the application of the newly gained knowledge and skills are implemented.

The component provides web-based resources, assistance and discussion groups related to the

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NON-CLASSROOM INSTRUCTIONAL PERSONNEL EVALUATION SYSTEM completed training when appropriate.

The component provides for the evaluation of effectiveness. This evaluation links to student achievement gains where viable and appropriate.

New components must be submitted to the Professional Development for preliminary approval . All approved components become part of the District Master Inservice Plan.

Proposing a Professional Development Session

All administrators and specified teacher leaders can propose a professional learning session through ERO.

The session must align to a specific component in the Master Inservice Plan. All administrators and specified teacher leaders have been taught the process for submitting a proposal as part of their leadership preparation. Once the proposal has been electronically submitted through ERO, the administrator from the Department of Professional reviews the proposal to assure alignment to the state protocol and approves it or confers with the creator to make necessary adjustments. All proposals must be submitted and approved prior to the learning session for participants to earn inservice points.

Master Inservice Plan component listing can be found online at: http://www.stlucie.k12.fl.us/pdf/departments/professional-development/Master_Inservice_Plan.pdf

Professional Development Credit

Inservice Points:

Professional employees are awarded one (1) inservice point for every clock hour of participation in a successfully completed professional development activity. While attendance is mandatory for credit to be awarded, successful completion of professional development includes the learning and application of new Knowledge and Skills, changes in work Behaviors and Attitudes and finally, Aspiring to additional learning. The administrator of Professional Development gives final approval for inservice points awarded.

In order for inservice points to be recorded for an employee, attendance must be marked by the instructor or sponsor of the event using the Electronic Registrar Online system and the Sign-in roster with participants signatures must be submitted to the Department of Professional Development within one calendar year in which the professional development activity took place. Using the Electronic Registrar

Online system (ERO), the district maintains up-to-date records for all professional development for all employees. Employees can search and register for offerings, complete online evaluations and view their inservice history using Electronic Registrar Online.

Inservice points may be used for the following:

Add on Endorsement

Alternative Certification http://www.stlucie.k12.fl.us/pdf/departments/professional-development/Master_Inservice_Plan.pdf

Other Certificate/License Renewal

Professional Skill Building

Wm. Cecil Golden Professional Development Program for School Leaders

Approved District Leadership Development Program

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Non-Credit

It is important to note that the activities listed below cannot be used to earn inservice points:

Accompanying students to meetings or contests, unless there are training activities specifically designed to increase the competencies of the sponsor as outlined in an approved component in the

Master Inservice Plan.

Engaging in personal improvement activities, educational travel not associated with the employee’s current role, coursework not associated with position, etc.

Carrying out regular duties, such as serving on committees, planning for lessons or unit of studies, attending mandatory meetings, writing School Improvement Plans, etc.

Using an approved component for more than the maximum number of points (120) within a certificate validity period.

Attending any out-of-county (meaning not sponsored through St. Lucie Public Schools) workshops, seminars, conferences, etc., for which there is no appropriate component.

Watching educational videos or reading books without a plan of implementation approved by the supervisor that verifies that what is learned is implemented and evaluated.

The final decision of awarding of inservice points for activities is that of the administrator of the

Department of Professional Development. No inservice points can be awarded for professional development that has not been approved prior to the start of the session.

Transferring Inservice Points from One District to Another

An employee who leaves St. Lucie Public Schools to another district in Florida may request a transfer of inservice points to the new district by:

Contacting the Department of Professional Development to initiate the process, or

Having the appropriate personnel in the new district write or call the Professional Development

Department to initiate the process.

An employee who is transferring into St. Lucie Public Schools from another district in Florida may arrange to have his/her inservice history (within the current validity period) transferred to St. Lucie Public Schools by contacting the Professional Development Department in the district they are leaving. The sending district will complete Form OTE 206, provided by the Florida Department of Education, and forward it to

St. Lucie Public Schools Department of Professional Development.

Non-instructional personnel may present transcripts detailing their professional learning aligned to their position. Each will be reviewed to determine the appropriateness. The Department of Professional

Development will allow a maximum of 540 hours of non-degree coursework that is position related to be added to the employee’s inservice history. Coursework that leads to an Associate or other advanced degrees cannot be added to the inservice history.

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St. Lucie Public Schools’ professional development system provides opportunities for professional growth in the Knowledge, Attitudes, Skills, Attributes and Behaviors (Killion, 2001) of all district employees.

However, Florida’s Professional Development Evaluation Protocol serves as a specific guide for the implementation of professional development for instructional employees as detailed below.

Planning

Districts are responsible for creating and implementing a district professional development system, however, educators are the participants in the professional learning and are the ones who in turn use the skills and knowledge gained in their everyday teaching. Much of the planning and implementation of professional learning occurs at the school level. Therefore, it is critical when planning professional development, that this question is addressed, “What planning occurs to organize and support the professional learning for educators?”

For the educator, the Deliberate Practice Plan is the foundational document for the planning and implementation of meaningful professional development that impacts student achievement. Therefore, school-based administrators meet with every instructional employee individually to determine training needs based on disaggregated classroom level student achievement data, performance appraisal data and school or grade level priorities. Additionally, school leadership works diligently to ensure that the learning objectives of the professional development delivered directly reflect the objectives specified in the Deliberate Practice Plan.

Learning Method

In seeking to be sensitive to multiple learning styles and preferences, learning models for professional development can include:

Workshop

Electronic, Interactive

Electronic, Non-Interactive

Learning Community/Lesson Study Group

Action Research

Independent Inquiry (includes for example, Action Research)

Structured Coaching/Mentoring (may include one-on-one or small group instruction by a coach/mentor with a teacher with specific learning objectives)

When preparing for the learning experience this question must be addressed, “What is the quality of the professional learning in which educators participate?” The answers include the professional learning must be sustained, research based, content focused, include strategies aligned with the intended goals and objectives; apply knowledge of human learning and change; and include modeling of research- and/or evidence-based instruction, practice, and classroom-based feedback. One of the best ways for adults to learn is in learning communities where its members use a cycle of continuous improvement to achieve goals that align with individual, school, and district goals for student achievement. Finally, the use of technology and distance learning is encouraged for the delivery of professional learning. (For more information about the optimal learning experiences for adult learners, review the standards for learning on pages 9-10 of the PD System Evaluation Protocol at: http://www.teachinflorida.com/LinkClick.aspx?fileticket=9vw9t6qYuaA%3d&tabid=66 )

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Implementation

Effective professional development includes a plan for implementation in order to ensure that educators are successful in using what they have learned. When appropriate, participants are provided support as they implement the new skills and knowledge. Web-based resources and assistance may also be offered for implementation support. Documentation of the implementation of the knowledge and skills learned in training may be in the form of any of the following:

Structured Coaching/Mentoring (may include direct observation, conferencing, oral reflection and/or lesson demonstration)

Independent Learning/Action Research related to training (should include evidence of implementation)

Collaborative Planning Related to training/Learning Community

Participant Product related to training (may include lesson plans, written reflection, audio/videotape, case study, samples of student work)

Lesson Study group participation

Electronic – interactive

Electronic - non-interactive

When designing professional learning, the implementation plan is critical. The question, “How do educators apply the skills and knowledge gained through the professional learning?” must be addressed and planned so that what is learned is implemented as intended.

Evaluating

As per Florida Statute 1012.98

, the District provides for the continuous evaluation of the quality and effectiveness of professional development programs in order to expand effective programs and strategies and to eliminate ineffective ones.

Within the District’s Professional Development System, quantitative and qualitative data are collected on three levels based on the following evaluation questions:

Did individual participants learn and implement effective teaching strategies aligned with program objectives?

Were professional development activities aligned and delivered in such a way that identified needs were effectively addressed?

Did the professional development component/initiative contribute to increases in student achievement?

Additionally, the District monitors professional development data to make certain that all activities are aligned with Florida’s Professional Development Protocol. In order to ensure continuous improvement, the district encourages summative study of major professional development (10% or 1-3 per year) through formal program evaluation that considers all of Guskey’s levels of evaluation (2000) including:

Level 1: Participant Reaction

Purpose: to gauge the participants’ reactions about information and basic human needs

Technique: usually a questionnaire

Key questions: Was your time well spent? Was the presenter knowledgeable?

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Level 2: Participant Learning

Purpose: Examine participants’ level of attained learning

Technique: test, simulation, personal reflection, full-scale demonstration

Key question: Did participants learn what was intended?

Level 3: Organizational Support and Learning

Purpose: Analyze organizational support for skills gained in staff development. Technique: minutes of district meetings, questionnaires, structured interviews or unobtrusive observations

Key questions: Were problems addressed quickly and efficiently? Were sufficient resources made available, including time for reflection?

Level 4: Participant Use of New Knowledge and Skills

Purpose: determine whether participants are using what they learned and using it well

Technique: questionnaires, structured interviews, oral or written personal reflections, examination of journals or portfolios, or direct observation using coaching rubrics or innovation configurations.

Key question: Are participants implementing their skills and to what degree?

Level 5: Student Learning Outcomes

Purpose: Analyze the correlating student learning objectives. Technique: assessment results, student work, direct observation

Key question: Did students show improvement in academic, behavior or other areas?

Through this comprehensive study, decisions can be made regarding program continuation, revision and/or elimination. Additionally, this broad review assists decision makers in discovering any unintended outcomes that may be related to professional development programs.

To document the impact of the professional development on student achievement schools or departments keep any of the following to document learning outcomes:

Results of district-developed/standardized student test

Results of school/teacher constructed student test

Portfolios of student work

Observation of student performance

Charts and graphs of student progress

Other performance assessment data

In addition, the future plan will include an alignment within the Local Instructional Improvement system and the electronic teacher evaluation system observation data to evaluate impact of professional development on teacher instructional practice and student learning.

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St. Lucie Public Schools is committed to funding professional development through allocations of general funds as well as through state, federal and grant funds. Each year the Department of Professional

Development is provided with funding to support school, district, state and federal initiatives.

The Professional Development Department has collaborated with staff from the Finance Department to develop a system that is applied to allocate and track expenditures for professional development according to the state’s focus areas for school allocations for professional development. In addition to the allocation from local funds, money is secured from other multiple funding sources for professional development related to the following: Title I, Title II, Title V, FDLRS, Perkins, School Grants, etc. Those funds are allocated under the jurisdiction of several district departments and individual schools and target each of the state’s focus areas for professional development.

The district’s Master Inservice Plan describes specific training components that address content related to effective school management and instructional leadership. A few that have been focused on in the past few years include: Classroom Walkthrough, Data for Decision Making, Interest Based Decision

Making, Facilitating Learning Communities, Understanding the Next Generation Sunshine State

Standards, and Differentiated Instruction.

The district’s PLEDGE Plan [Providing Leadership Experiences through Development, Guidance and

Engagement] describes specific job embedded professional development programs linked directly to instructional leadership issues and information from research that correlates the behavior of school leaders to enhanced student achievement. These specific programs are: Exploration of Leadership,

Preparation for the Role of the Principal and Developing Principal Program. Each of these programs aligns with the Florida Principal Leadership Standards and embeds professional development that focuses on strategies for improving curriculum and student achievement.

School based administrators work collaboratively with their supervisors to create an Individual Deliberate

Practice Plan that is based on school and classroom student achievement and behavior data, the needs of students not making AYP and the results of previous performance appraisals. This plan contains learning goals that specify measureable improvement in student performance, improvements in teacher effectiveness, and changes in administrative practices resulting from professional learning. Leaders are encouraged to explore content on the W.C. Golden Leadership website for learning opportunities that are associated with the Florida Principal Leadership Standards.

Summary

The mission of the Department of Professional Development is to enhance every child’s learning by equipping every educator, every day with learning that enhances their practice. This comprehensive system addresses the Mission of the District, the Department and the belief that all educators and students must learn daily, to improve and to reach their fullest potential.

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Guiding Questions to Consider when Designing Professional Development

The term “professional development,” as defined by National Association of Staff Development is a comprehensive, sustained, and intensive approach to improving teachers’ and principals’ effectiveness in raising student achievement.

When designing professional development, it is important to consider each of the following before submitting a session for approval. All four components must be thoroughly considered and developed whether delivered by St. Lucie Public Schools personnel or outside vendors and consultants. The questions are designed to promote deep thinking about professional learning and assist with the design of powerful professional development.

The following four components must be carefully considered for all professional learning that is designed and submitted for approval whether delivered by St. Lucie Public Schools personnel or outside vendors and consultants.

Planning: What planning occurs to organize and support the professional learning for teachers?

Learning: What is the quality of the professional learning in which educators participate?

Implementing: How do educators apply the skills and knowledge gained through the professional learning?

Evaluating: What evaluation occurs to ensure that the professional learning resulted in educators applying what they learned in the classroom and improvements in student learning occurred as a direct outcome?

Planning

In this phase, an analysis of student data is done to identify the need for professional development.

Comparing students' data with teachers' strengths and weaknesses is critical before designing learning experiences. The following questions are to be considered:

What professional development does the student data show is needed? Does teachers’ trend data indicate a weakness in student performance? How are students of each AYP subgroup performing?

What are the performance expectations for students of each AYP subgroup? How large is the gap between where student performance is currently and the performance goal?

What are the reasons that students aren’t performing at the expected levels? How will this professional development bring students closer to the expected performance?

Learning

In this phase, the designers spend time designing the learning experience so that participants will be engaged, find value in the experience and leave ready to implement what is learned. The following questions are to be considered:

What are participants expected to know and be able to do as a result of the professional learning?

How is the professional development designed to ensure that participants will be able to implement what they have learned?

How will the instructor model the instructional strategies?

How will time be allotted during the learning sessions to practice new strategies and get feedback from the instructor?

What structures/strategies will be integrated in the session for processing new information?

How will the session be designed to appeal to adult learners?

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How will technology be used to deliver the content and engage the learners? Which of the following methods will be used to deliver the professional development?

Workshop

Electronic, Interactive

Electronic, Non-Interactive

Learning Community/Lesson Study Group

Independent Inquiry/Action Research

Structured Coaching/Mentoring

Implementing

In this phase, participants are expected to apply what was learned and get support during implementation. A well thought-out plan of professional development considers when participants return to the classroom they often forget or struggle as they try to implement newly learned strategies.

Participants who are not given support will most likely abandon even the best professional learning. The following questions are to be considered:

What type of support will be provided to ensure participants are able to apply the skills and knowledge gained at the initial session?

How will monitoring occur to ensure what is learned is being implemented as it was intended?

How will feedback be provided as the participants implement the new learning? Which of the following methods will be used to ensure proper implementation?

Structured Coaching/Mentoring (may include direct observation, conferencing, oral reflection and/or lesson demonstration)

Independent Learning/Action Research related to training (should include evidence of implementation)

Collaborative Planning /Learning Community

Participant Product related to training (may include lesson plans, written reflection, audio/videotape, case study, samples of student work)

Lesson Study group participation

Electronic – interactive

Electronic - non-interactive

Evaluating

In this final phase, designers collect data to measure the effectiveness of implementation. Evaluating the professional development should be considered during the planning stage. Powerful professional learning should result in changed learner behaviors and have an impact on student performance. The following questions are to be considered:

What will be used to determine if the new learning has been implemented as intended?

What evidence will show if this professional development has resulted in the improvements expected?

How often and how will the data be collected and analyzed?

Which of the following methods will be used to determine the impact of this professional development?

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Evaluation Method for Staff

Changes in classroom practices

Changes in instructional leadership practices

Changes in student services practices

Other changes in practice

Did not evaluate staff outcomes

Evaluation Method for Students

Results of district-developed/standardized student test

Results of school/teacher-constructed student test

Portfolio of student work

Observation of student performance

Other performance assessment

Did not evaluate student outcomes

Submission for Approval

Once a well-designed plan for professional learning that includes all of the four components has been developed, the sponsor or presenter may submit for approval through ERO. The Department of

Professional Development will review each submission and approve, deny or request more details. No inservice points will be awarded for professional learning that hasn’t been approved in advance or addressed each of the four components. Allow 5-10 business days for approval especially during peak times.

Each year, all instructional personnel must develop and maintain a Deliberate Practice Plan as required by Florida Statute 1012.98. The Deliberate Practice Plan must be related to achievement goals for students who are currently assigned to teachers with particular attention to the subgroups that did not make AYP. The Deliberate Practice Plan should also focus on the results of your last annual evaluation focusing on classroom observation data. The Deliberate Practice Plan must define a measurable goal and identify up to three elements from the Marzano Instructional Framework to focus and demonstrate instructional skill growth for the school year. All Instructional Staff are required to meet face-to-face with their administrator to discuss the Deliberate Practice Plan during the first part of the school year (by

October 1 st

) and again at the end of the school year. Collaboratively, the principal and teacher will establish a robust measurable goal based on the selected elements for growth, baseline data, and student evidence. A plan of specific action steps and resources will then be identified to improve the use of the identified elements, and the resources and materials needed to accomplish the action steps. The teacher and administrator will meet again at the end of the year to evaluate the effectiveness of the action steps and document end of year status of identified elements for growth.

All educators are required to keep a copy of their Deliberate Practice Plan for a five year period. The school will also keep these documents on file. The Deliberate Practice Plan will be located in the electronic teacher evaluation system and this will serve as the documentation in the future once the electronic system is completed. These are subject to review.

The Deliberate Practice Plan form will be located in the Forms Depository, Share, and the Teacher

Evaluation Forms tab.

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Deliberate Practice Plan Timeline

August-October 1: Teacher completes self-assessment, identifies focus elements with administrator in face-to-face meeting, writes measurable goals, and identifies specific action steps and resources. One measureable goal must be connected to student data.

October-April: Action steps are implemented to improve use of identified elements. Feedback is provided from administrators, peers, and coaches. Instructor reflects with insights about the elements identified and practiced. Instructors track progress as needed. A mid-year conference will be at the discretion of the administrator to check for adequate progress.

April-June: Annual Evaluation Conference to document ending point of all elements selected in

Deliberate Practice.

Resources

Professional learning can come from a number of places. The district has many online resources, books and videos that can be accessed through he ASCD e-library . There are also many online courses and webinars to support learning as well as workshops. College courses, workshops, endorsement classes, action research, lesson study, and learning communities can also support the learning specified in the Deliberate Practice Plan. Out of District offerings are posted on the Share site homepage. If you have difficulty finding professional learning to support your goal, see your principal or contact the Curriculum, Instruction and Assessment Liaison assigned to your school at 772-429-3952.

Be sure to look at resources on the PD Website too!

Bibliography

Dufour, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Alexandria, VA: ASCD.

Guskey, T. (1999). Evaluating professional development . Thousand Oaks, CA: Corwin Press

Fullan, M. (2001). Leading in a culture of change . Jossey-Bass.

Hord, S., Rutherford, W., Huling-Austin, L. and Hall, G. (1987). Taking charge of change. Alexandria, VA:

ASCD.

Killion, J. (2002). Assessing impact: Evaluating professional development . Oxford, OH: NSDC.

Lezotte, L. (1990). A guide to the school improvement process based on effective schools research.

Effective Schools Products.

Schmoker, M. (1999). Results: The key to continuous school improvement. Alexandria, VA: ASCD.

***END OF APPENDIX F: PROFESSIONAL DEVELOPMENT SYSTEM***

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THE SCHOOL BOARD OF ST LUCIE COUNTY, FLORIDA

THE SCHOOL BOARD OF ST LUCIE COUNTY, FLORIDA

NON-CLASSROOM INSTRUCTIONAL PERSONNEL EVALUATION SYSTEM

WHO ARE NCT’S?

APPENDIX A: NON-CLASSROOM TEACHER EVALUATION

1. Beginning

Conference

Domain A: Data-Based Decision Making and Evaluation of Practices

1.

Collects and uses data to develop and implement instruction/interventions within a problem-solving framework.

2.

Analyzes multiple sources of qualitative and quantitative data to inform decision making.

3.

Uses data to monitor student progress (academic, social/emotional/behavior) and evaluate the effectiveness of support on student achievement.

4.

Shares student performance data in a relevant and understandable way with teachers, students, parents, and administrators.

Domain B: Instruction/Intervention Planning and Design

1.

Uses a collaborative problem-solving framework as the basis for identification and planning for academic, behavioral, emotional and instructional/interventions and supports.

2.

Plans and designs instruction/intervention based on data and aligns efforts with the school and district improvement plans and state federal mandates.

3.

Applies evidence-based research and best practices to improve instruction/interventions.

4.

Develops instruction/intervention support plans that help the teacher, student, and/or family reach a desired goal.

Domain C: Instruction/Intervention Delivery and Facilitation

1.

Collaborates with school-based and district-level stakeholders to deliver and facilitate instruction/interventions to support the success of all students.

2.

Consults and collaborates at the individual, team, school, and systems levels to implement, monitor, and evaluate effective instruction/intervention support.

3.

Implements evidence-based practices for differing needs and diversity of students, teachers, schools, and systems.

Domain D: Learning Environment

1.

Collaborates with teachers and administrators to develop and implement school and district initiatives.

2.

Collaborates with teachers and administrators to foster teacher/student engagement.

3.

Promotes safe school environments.

Domain E: Professional Learning, Responsibility, and Ethical Practice

1.

Develops a personal, professional growth plan that enhances professional knowledge, skills and practice and addresses areas of need on the evaluation.

2.

Engages in targeted professional growth opportunities and reflective practices (e.g., learning communities, lesson study).

3.

Implements knowledge and skills learned in professional development activities.

4.

Demonstrates effective recordkeeping and communication skills.

5.

Complies with national and state laws, district policies and guidelines, and ethical educational and professional standards.

Professional Practice Evaluation Rubric Total Score

TOTAL

Overall Professional Practice Evaluation Rating

Highly Effective

Effective

Emerging

Ineffective

Appendix B: Standards of Practices and Procedures

APPENDIX D: Parent Input Form

St. Lucie Public Schools

Parent Input Form

This form is to be used by parents, teachers, or other interested parties to provide input towards the assessment of teachers/administrators.

Teacher/Administrator Name_______________________________

Position__________________________________________________

Site_____________________________________________________

Comments:

Signature_________________________________Date______________

Please Print Name___________________________________________

Appendix E: Deliberate Practice Plan

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