ST. LUCIE PUBLIC SCHOOLS
Non-Classroom Teacher Evaluation
Name:
Position:
Work Site:
Date:
School Year:
Evaluator:
Reappointed:
Yes _____
No _____
Non‐Classroom Teacher Procedures and Processes 3. Midyear Conference 2. Evidence Collection
1. Beginning January October – December Conference A. Evidence gathered and also A. NCT engages in his/her Prior to October 1 Meet with provided by the NCT is practice/job responsibilities. Supervisor: reviewed, discussed and B. The NCT and the supervisor A. Guided by the indicators feedback provided. gather evidence regarding the provided, identify goals for B. For each Domain the NCT’s performance using work each Domain aligned to the supervisor determines the products, gathering feedback NCT job responsibilities. NCT’s performance level using from stakeholders and B. Determine and agree on the indicators and goals as a observing the NCT at work. sources of evidence for each guide. C. Monitoring and timely goal. C. Ratings of Emerging and feedback will be provided C. Sign Beginning Conference on Ineffective require written using the district digital NCT Form. comments. evaluation system. 5. Professional Practice 4. Evidence Collection
Evaluation January ‐ April May A. The NCT engages in his/her A.
Evidence gathered and also practice/job responsibilities. provided by the NCT is reviewed, B.
The NCT and the supervisor discussed and feedback provided. gather evidence regarding the B. For each Domain the supervisor NCT’s performance using work determines the NCT’s products, gathering feedback performance level using the from stakeholders and indicators and goals as a guide. observing the NCT at work. C. Ratings of Emerging and C.
Monitoring and timely Ineffective require written feedback will be provided comments. using the district digital D. A total score for Professional evaluation system. Practice will be generated for the NCT using the Evaluation Rubric. Non-Classroom Teacher Evaluation
PER0172
08/20/2012
Page 1 INDICATORS ST. LUCIE PUBLIC SCHOOLS
Non-Classroom Teacher Evaluation
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 Emerging = 2 Ineffective = 1 Practice is emerging, Consistently utilizes a Does not utilize a data‐
Utilizes, facilitates, but requires data‐based decision based making decision trains, and mentors supervision, support making process to process OR ineffectively others to consistently and/or training to be inform decision and demonstrates the use a data‐based practice/skill required. decision making process plan for future effective to inform decisions and action(s). independently. plan for future action(s). HE  E  EM  IE  Midyear 4 3 2 1 Comments: HE  E  EM  IE  Final 4 3 2 1 Comments: Non-Classroom Teacher Evaluation
PER0172
08/20/2012
Page 2 INDICATORS ST. LUCIE PUBLIC SCHOOLS
Non-Classroom Teacher Evaluation
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) Sources of Evidence:  Artifacts  Observation  Stakeholder Feedback  Self‐Assessment  Professional Growth Plan  Conference/Interview  Other: Types of Evidence:  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 Effective Emerging Ineffective Practice is Consistently works Does not work Facilitates, trains, and collaboratively to design emerging, but collaboratively to plan mentors others to requires and plan instruction/intervention consistently plan and/or plans are instruction/interventions instruction/interventions supervision, based on data that aligns support and/or ineffectively developed that are aligned with training to be with school/district OR ineffectively school improvement improvement plans and demonstrates the priorities and other effective state and federal practice/skill required. mandates. independently. mandates. HE  E  EM  IE  Midyear 4 3 2 1 Comments: HE  E  EM  IE  Final 4 3 2 1 Comments: Non-Classroom Teacher Evaluation
PER0172
08/20/2012
Page 3 INDICATORS ST. LUCIE PUBLIC SCHOOLS
Non-Classroom Teacher Evaluation
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) Sources of Evidence:  Artifacts  Observation  Stakeholder Feedback  Self‐Assessment  Professional Growth Plan  Conference/Interview  Other: Types of Evidence:  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  Electronic documentation Highly Effective Effective Emerging Ineffective Does not deliver, Practice is Demonstrates leadership Consistently delivers, facilitate, monitor, emerging, but at the school and system facilitates evaluate effective level to plan, implement, instruction/interventions requires instruction/interventions supervision, and monitors and and evaluate OR ineffectively support and/or instruction/interventions. evaluates its demonstrates the training to be effectiveness. practice/skill required. effective independently. HE  E  EM  IE  Midyear 4 3 2 1 Comments: HE  E  EM  IE  Final 4 3 2 1 Comments: Non-Classroom Teacher Evaluation
PER0172
08/20/2012
Page 4 ST. LUCIE PUBLIC SCHOOLS
Non-Classroom Teacher Evaluation
INDICATORS 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) Sources of Evidence:  Artifacts  Observation  Stakeholder Feedback  Self‐Assessment  Professional Growth Plan  Conference/Interview  Other: Types of Evidence:  Pre and Post Surveys  Newsletters, emails, webpage, and other communication methods  Professional Development (handouts, agendas, PowerPoint)  School/District program development and implementation  Electronic documentation Highly Effective Effective Emerging Practice is emerging, Consistently Demonstrates leadership at the school collaborates with school but requires supervision, support and district personnel and system level to and/or training to be to promote sustain and promote effective teacher/student effective system‐wide independently. initiatives that result in engagement and school/district an increase of initiatives. student/teacher engagement. HE  E  EM  IE  Midyear 4 3 2 1 Comments: HE  E  EM  IE  Final 4 3 2 1 Comments: Non-Classroom Teacher Evaluation
PER0172
Ineffective Does not collaborate with school and district personnel to promote and implement school/district initiatives OR ineffectively demonstrates the practice/skill required. 08/20/2012
Page 5 INDICATORS ST. LUCIE PUBLIC SCHOOLS
Non-Classroom Teacher Evaluation
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) Sources of Evidence:  Artifacts  Observation  Stakeholder Feedback  Self‐Assessment  Professional Growth Plan  Conference/Interview  Other: Types of Evidence:  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 Effective Emerging Ineffective Practice is emerging, Does not develop a Facilitates professional Consistently but requires personal professional learning, self‐monitors participates in professional learning growth plan, participate areas for skill and supervision, support opportunities aligned to and/or training to be in professional learning professional growth, opportunities or use and evaluates impact of professional growth effective plan and integrates and independently. constructive feedback applied knowledge on Or ineffectively performance outcomes. applies acquired knowledge into maintains reliable professional practice system of while maintaining a recordkeeping OR reliable recordkeeping shows ineffective effort system. in this practice/skill. HE  E  EM  IE  Midyear 4 3 2 1 Comments: HE  E  EM  IE  Final 4 3 2 1 Comments: Non-Classroom Teacher Evaluation
PER0172
08/20/2012
Page 6 ST. LUCIE PUBLIC SCHOOLS
Non-Classroom Teacher Evaluation
Beginning Conference
___________________________________
Evaluator
Date
___________________________________
Teacher
Date Midyear Conference
___________________________________
Evaluator
Date
___________________________________
Teacher
Date Comments: Non-Classroom Teacher Evaluation
PER0172
08/20/2012
Page 7 ST. LUCIE PUBLIC SCHOOLS
Non-Classroom Teacher Evaluation
Professional Practice Evaluation
_____________________________________ ___________________________________
Evaluator
Date Teacher
Date 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  Effective  Emerging  Ineffective 3.5 – 4.0 2.5 – 3.4 1.5 – 2.4 1.0 – 1.4 Comments: Non-Classroom Teacher Evaluation
PER0172
08/20/2012
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