MSBSD Educator Evaluation Annual Training WELCOME Please have one person log your school into the chat room Example: Wasilla High School Presentation Outline • Purpose of Evaluation • Evaluation Groups • Danielson Framework – Break for Question & Answer • Evaluation Process & Timeline • Plan for Professional Growth & Improvement • Community Feedback Surveys – Break for Question & Answer • The Fifth Domain: Student Learning Data – Break for Question & Answer Purpose of Evaluation • Improvement, improvement, improvement! allows and encourages principals, administrators, and teachers to work together to promote professional excellence improves the quality of instructional practices facilitates student learning and growth brings structured assistance to teachers who need improvement provides a basis for making a decision about the retention and transfer of staff and facilitates the alignment of professional development with educator needs Evaluation Groups Evaluation Category Group MSBSD Positions General Teacher, Special Education, Music, Art, Physical Education Instructional Specialists Library Media Specialists Instructional Coach, ELL, TOSA, Resource Specialist, Athletic Directors, Correspondence Teacher School Library/Media Specialists School Counselors School Counselors School Nurse School Nurse School Psychologists School Psychologist Therapeutic Specialists Occupational and Physical Therapist, Speech/Language Pathologist Danielson’s “Framework for Teachers” • Defines what good teaching looks like and consists of • Provides a common language among professionals • Structure that recognizes and respects the complexities of teaching but provides a simple layout for conversations about teaching • Versatility for all levels of expertise and experience • Able to modify components for evaluation groups • Aligned with the Alaska State content, performance, and cultural standards A Framework for Teaching: Domains of Professional Practice Domain 1: Domain 2: Planning & Preparation The Classroom Environment Domain 4: Domain 3: Professional Responsibilities Delivery of Instruction Domain 1: Planning and Preparation Components of Domain 1: a.Demonstrating knowledge of content and pedagogy b.Demonstrating knowledge of students c.Selecting instructional outcomes d.Demonstrating knowledge of resources e.Designing coherent instruction f.Designing student assessment Domain 2: The Classroom Environment Components of Domain 2: a.Creating an environment of respect & rapport b.Establishing a culture for learning c.Managing classroom procedures d.Managing student behavior e.Organizing physical space Domain 3: Delivery of Instruction Components of Domain 3: a.Communicating with students b.Using questioning and discussion techniques c.Engaging students in learning d.Using Assessment in Instruction e.Demonstrating flexibility and responsiveness Domain 4: Professional Responsibilities Components of Domain 4: a.Reflecting on teaching b.Maintaining accurate records c.Communicating with families d.Participating in a professional community e.Growing and developing professionally f.Demonstrating professionalism Rating Unsatisfactory Basic Proficient Exemplary Rating Structure • Components are rated by the Supervisor • Domain Ratings are determined by the component ratings • Overall Rating is determined by the domain ratings Components Domains Overall Domain/Overall Ratings Exemplary • 50% of components/domains rated as Exemplary • No components/domains rated below Proficient Proficient • No components/domains rated as Unsatisfactory • No more than one component/domain rated as Basic • Remaining components/domains rated as Proficient or Exemplary Basic • No components/domains rated as Unsatisfactory • Two or more components/domains rated as Basic Unsatisfactory • One or more components/domains rated as Unsatisfactory Component Ratings Continued • Component Ratings also Determine – Level of Support • Plan for Professional Growth (PPG) • Plan of Improvement (POI) – Evaluation Waiver Eligibility (SKIP) PPG 2 or more Basic No Unsatisfactory POI 1 Unsatisfactory SKIP 1 Exemplary No Basic No Unsatisfactory Common Descriptors for Levels Unsatisfactory Basic No Not Not clear Unaware Does not respond Poor Not congruent Little Low Inadequate Some Attempts to Limited Moderate Uneven Inconsistent Rudimentary Proficient Exemplary Consistent High quality Timely Accurate Appropriate Clear Effective High expectations Aligned Solid Smoothly Productive All students Highly effective Entirely appropriate Adapted for individual students Fully aligned Extensive Highly developed Frequently Asked Questions • Where can I learn more about the Danielson Framework? Professional Development Opportunities Site-Based FLTs & Annual Training District Office Resources Charlotte Danielson’s Framework For Teaching Book & DVD Series • Who chooses to evaluate additional components? – There are 12 required components in the evaluation – Per principal discretion, he/she may require an individual employee to be evaluated on any of the remaining 10 components. • These must be identified at the Beginning of the Year Conference Question & Answer Please take two minutes to ask your principal questions or have the scribe type them into the chat room OASYS: Electronic Evaluations • ALL educators will use the OASYS Electronic Evaluation system for FY16 • OASYS Webinar Training Dates will be posted in the upcoming Teacher and Principal Posts • Power Point Tutorials are available on the MSBSD HR Website – Educator Evaluation – OASYS Electronic Evaluation Evaluation Process Overview Educator Self Reflection Beginning of the Year Conference Informal Observation(s) Formal Observation Summative Evaluation Conference Educator Self-Reflection • Designed to support the educator’s selfassessment and reflection on professional practices • Used as a foundation during the beginning of the year conference • To be completed by September 30th Beginning of the Year Conference • Evaluation planning meeting – Review the Educator Self-Assessment – Identify expectations for targeted growth – Establish if any additional components will be evaluated beyond the required 12 – Identify the teacher submitted artifacts for components • To be completed by October 15th Frequently Asked Questions • What is an artifact? – Artifacts provide evidence of performance on various components – Examples: Lesson plans, social contracts, icue grade reports • How many do I have to submit? – Each required component must have at least one artifact or observation evidence identified – Artifacts may count for more than one component Classroom Observations • Informal – Recommended for 5 to 15 minutes – Dates & times are documented and share with the teacher during the summative conference – Do not need to be pre-arranged – Most common form: Classroom Walkthrough – Required #: • Non-Tenured: Four per year • Tenured: One per year Classroom Observations • Formal – Teacher completes Pre-Observation Form prior to observation – Observation is scheduled – Must be for a duration of at least 30 minutes – Feedback is provided within two working days – Required #: • Non-Tenured: Two per year • Tenured: One per year Summative Evaluation & Conference • Principal reviews a variety of evidence sources including: – Informal and Formal Observations – Teacher submitted artifacts – Principal gathered artifacts – Community Feedback Surveys • Teacher is provided a copy of the summative evaluation – Includes ratings for components, domains, and overall Summative Evaluation & Conference • Teacher has two working days to ‘electronically’ sign the evaluation – Five working days to submit written comments • CHANGE: – Copy of the evaluation will be stored electronically in OASYS • CHANGE: – Non-Tenured Teachers will receive one summative evaluation by May 1st NON-TENURED EVALUATION TIMELINE EVALUATION STEPS SEPTEMBER 30 TEACHER SELF-ASSESSMENT RUBRIC OCTOBER 15 BEGINNING OF THE YEAR CONFERENCE OCTOBER 15 & FEBRUARY 30 (RECOMMENDED) INFORMAL OBSERVATION 1 NOVEMBER 15 & MARCH 30 (RECOMMENDED) INFORMAL OBSERVATION 2 DECEMBER 1 & APRIL 15 (RECOMMENDED) FORMAL OBSERVATION December 10 First Semester Review MAY 1 SUMMATIVE EVALUATION CONFERENCE TENURED EVALUATION TIMELINE EVALUATION STEPS SEPTEMBER 30 TEACHER SELF-ASSESSMENT RUBRIC OCTOBER 15 BEGINNING OF THE YEAR CONFERENCE October 30 (If eligible) Evaluation Waiver Request DECEMBER 15 (RECOMMENDED) INFORMAL OBSERVATION 1 JANUARY 30 (RECOMMENDED) FORMAL OBSERVATION FEBRUARY 15 SUMMATIVE EVALUATION CONFERENCE Evaluation Waiver (Skip Year) • CHANGE: Per principal approval, an educator is eligible for an evaluation waiver starting their sixth year • Eligibility Requirement: To exceed the district standard, an educator must have at least one exemplary rating and have received no basic or unsatisfactory ratings Plan for Professional Growth • Plan of Professional Growth: – A teacher may be placed on a Plan for Professional Growth if no required component is rated Unsatisfactory and two or more required components are rated Basic. – Duration of Plan • Non-Tenured: Minimum of 30 Work Days • Tenured: 60 – 120 Work Days Plan of Improvement • Plan of Improvement: – A teacher will be placed on a Plan of Improvement if any required components is rated Unsatisfactory. – A teacher may be placed on a Plan of Improvement if they unsuccessfully complete a Plan for Professional Growth – Duration of Time • Non-Tenured: Minimum of 30 Work Days • Tenured: 90 – 180 Work Days Plan for Professional Growth or Plan of Improvement The purpose of a plan of professional growth or improvement is to document a concern and to clearly state what the teacher must accomplish in order for his/her performance to meet the teaching components Neither party is present to negotiate whether or not the teacher is meeting the teaching components The principal/supervisor determines whether or not the teaching components are being met Each plan of professional growth or improvement will be tailored to the specific teacher Cooperation and recognition that improvement is needed will be the key to success Community Feedback Surveys • Provide an opportunity for students, parents, community members, teachers, and administrators to provide information on the performance of the teacher or administrator who is the subject of the evaluation to the evaluating administrator • Surveys are available on the district website, at school sites, and the district office. • Schools should advertise surveys in their newsletters and on the website at least four times per year. Community Feedback Surveys Forms are returned/forwarded to the administrative secretary Unsigned forms are given directly to the employee Signed forms A copy is given to the employee and immediate supervisor The original is maintained at the school site for two years. If the feedback is used for a plan of improvement, a nonretention, or dismissal it will be kept longer May be considered as input into the teacher’s current evaluation if received prior to February 1, otherwise the information will be used in the next year’s evaluation Frequently Asked Questions • Is a Non-Tenured teacher required to complete a Self-Reflection and Beginning of the Year Conference each semester? – No, a non-tenured teacher only needs to one of each at the beginning of the year. • What if my principal or I miss one of the timeline dates? – Any date can be extended if mutually agreed upon by the principal and the educator. Question & Answer Please take two minutes to ask your principal questions or have the scribe type them into the chat room The Fifth Domain - DATA • Domain 1: Planning & Preparation • Domain 2: The Classroom Environment • Domain 3: Delivery of Instruction • Domain 4: Professional Responsibilities • Domain 5: Student Growth Data Student Learning Objectives (SLOs) An SLO is a measurable, long-term, academic goal informed by data that a teacher or teacher team sets at the beginning of the year for all students. 39 Examples of Existing Assessments • AIMSweb – Oral Reading Fluency Assessment • Alaska Measures of Progress (AMP) – State Mandated Assessment • Curriculum Embedded Assessments – Text Books Pre- & Post- • Industry Based Assessments – CNA Certification FY16 – Pilot the SLO model FY17 – Growth data will be incorporated into teacher evaluation Frequently Asked Questions • What if a student is chronically absent from school? – You cannot exclude a student from your data based on qualifications (ex: ELL) or attendance. – The SLO is evaluated on the rating schedule below: Frequently Asked Questions • Who will see my SLO and Student Learning Data? – Only your principal or direct supervisor and yourself – The district is required to submit numbers and percentages for overall rating and student growth data to the state • The data is strictly anonymous Question & Answer Please take two minutes to ask your principal questions or have the scribe type them into the chat room For More Information Certificated Employees Evaluation and Procedures Instrument (BP/AR 4115.1) Your Principal or Supervisor Department of Human Resources Professional Development Opportunities Site-Based FLTs & Annual Training District Office Resources Charlotte Danielson’s Framework For Teaching Book & DVD Series MSBSD Human Resources Website