Implementing the Revised TPA Process for Experienced Teachers
Core Module One:
A Growth-Oriented Approach to Implementing
the Revised Appraisal Process for
Experienced Teachers
1
Core Module One: A Growth-Oriented Approach to Implementing
the Revised Appraisal Process for Experienced Teachers
Part One: Opening
2
Core Module One: A Growth-Oriented Approach to Implementing
the Revised Appraisal Process for Experienced Teachers
In this module participants will:
• Learn about the revised performance appraisal process
for experienced teachers
• Consider school and system contexts within which the
appraisal fosters growth and development of
experienced teachers
• Identify and reflect on effective appraisal practices
including opportunities provided in the appraisal
process to support principal and experienced teacher
collaboration
3
Implementing the Revised TPA Process for Experienced Teachers
Participant Experience with TPA
• On your own, reflect on your past experience with
teacher performance appraisal
• Recall a TPA experience that stands out for you as
positive and supportive of teacher growth and
development (yours or someone else’s)
4
Implementing the Revised TPA Process for Experienced Teachers
Participant Experience with TPA (Continued)
• Make contact with someone in the room you do not
know
• Talk about what happened, who was involved, what
made it positive and supportive and how it was an
effective appraisal practice
• Join a second pair and together, identify one
effective appraisal practice to report to the large
group
5
Implementing the Revised TPA Process for Experienced Teachers
Part Two: Background
6
Background: Development of the Revised TPA Process
for Experienced Teachers
• The revised TPA process for experienced teachers
was developed in consultation with the Working
Table on Teacher Development during fall 2006
7
Background: Development of the Revised TPA Process
for Experienced Teachers
• Deliberations and recommendations of the Working
Table were guided by:
o
o
o
o
relevant research
inter-jurisdictional scan
information collected from implementation
position papers from various stakeholder groups
including the Joint Task Force on Teacher Performance
Appraisal, comprised of the teacher, principal and
supervisory officer organizations
8
Background: Development of the Revised TPA Process
for Experienced Teachers
• In March 2007, Minister Wynne announced the revised
TPA process for experienced teachers
• School boards were given the option of implementing the
revised process in April 2007 or no later than September
2007
• The Performance Appraisal of Experienced Teachers
Technical Requirements Manual 2007 and the Summative
Report Form for Experienced Teachers (approved form)
have been posted on the ministry website
9
Background: Development of the Revised TPA Process
for Experienced Teachers
•
•
The revised TPA process for experienced teachers
builds on the New Teacher Induction Program (NTIP)
performance appraisal of new teachers that was
introduced in June 2006
The performance appraisal process for experienced
teachers is intended to provide a continuum of support
as a new teacher successfully completes the NTIP and
becomes an experienced teacher
10
Background: Development of the Revised TPA Process
for Experienced Teachers
The development of the revised TPA process for
experienced teachers was guided by the following
principles:
• Support for teacher professional growth and
development
• Improved student outcomes
• Strengthened collaboration between experienced
teachers and their principals through ongoing
professional dialogue
11
Background: Development of the Revised TPA Process
for Experienced Teachers
The development of the revised TPA process for
experienced teachers was guided by the following
principles: (Continued)
• Appraisal situated in the context of school and
system learning communities
• Enhanced public confidence in public education
• Increased capacity for principals in their role as
instructional leaders
• Transparency and accountability
12
Background: Development of the Revised TPA Process
for Experienced Teachers
Overarching Goal of Teacher Performance Appraisal
Consistent with the TPA process for new teachers the
revised TPA for experienced teachers is designed to:
• foster teacher development
• provide meaningful appraisals that encourage
continuous professional learning and growth and
• identify opportunities for additional support where
required
13
Implementing the Revised TPA Process for Experienced Teachers
Overview of Components of the TPA Process
for Experienced Teachers
•
•
•
•
•
•
•
•
•
Five-year evaluation cycle
One appraisal in an evaluation year
Two-point rating scale
Pre-observation meeting, classroom observation, post-observation
meeting
One Summative Report Form
16 competencies based on five domains
Streamlined look-fors provided as a resource
Strengthened Annual Learning Plan (ALP) requirements
Due process for unsatisfactory performance maintained
14
Implementing the Revised TPA Process for Experienced Teachers
Figure 1. Performance Appraisal Framework for Experienced Teachers
Standards of
Practice for the
Teaching
Profession
Competency
Statements
Annual Learning
Plan
Appraisal
Meetings
Summative
Report
Rating Scale
Collective Vision
of
Professionalism
That Guides
Daily Practices
Skills,
Knowledge and
Attitudes
Vehicle for
Teachers’
Continuous
Professional
Learning
Professional
Dialogue and
Reflection on
Practice
Demonstrations
of Performance
in Relation to 16
Competencies
Rating Decision
and Identification
of Strengths and
Next Steps for
Improvement
Experienced Teacher Continuous Growth and Development
15
Implementing the Revised TPA Process for Experienced Teachers
Part Three: The Context for
Appraisal
16
The Context for Appraisal
Who is the “Experienced Teacher”?
• There is no definition of an “experienced teacher” in the
Education Act or in the regulations
• A teacher ceases to be a new teacher and is considered
“experienced” for the purposes of performance appraisal
once he or she successfully completes the New Teacher
Induction Program or, subject to any extension provided for
in the regulations, his or her 24-month new teaching period
has elapsed
17
The Context for Appraisal
Activity One: Appraisal with the “Experienced Teacher” In Mind
Introducing…
• Marg Dalhousie who teaches grade 8 in a JK- grade 8 elementary
school located in a suburb of Toronto
• Denise Beaulieu who teaches a blended grade two and three class in
an inner city school
• Peter Stockard who teaches grade six core subjects including visual
arts, drama and physical education
• Seema Mohammed who teaches in a secondary school and has a
timetable that includes Grades 11 and 12 university-destination
biology and chemistry courses and one grade 9 applied science
18
course
The Context for Appraisal
Roles and Responsibilities
• Teachers, vice-principals, principals and
supervisory officers all play key roles in the
performance appraisal process for experienced
teachers
• In fulfilling these roles collaboration, mutual respect
and shared responsibility are essential
19
The Context for Appraisal
Roles and Responsibilities
(Continued)
• This sets a climate within which experienced
teachers learn, plan, prepare, teach, pursue
individual and shared goals, and strive to be
successful in bringing about high levels of student
achievement
20
The Context for Appraisal
Parent/Student Input
• Seeking parental and student input is an important
vehicle for fostering positive relationships. A sense
of openness and fairness, and an atmosphere of
trust and respect are features of a school that is a
learning community inclusive of parents and
students
21
The Context for Appraisal
Parent/Student Input
(Continued)
• Parental and student input support and enhance the quality
of teaching and learning in schools
• Teachers gather this information through a wide range of
learning activities on a daily basis throughout the year
• Teachers communicate with parents formally and informally
and depending on the level of support required by the
student
22
The Context for Appraisal
Activity Three: Quote Exchange
• Select a partner you do not know and share a personal
connection to your quote… what does it mean to you? Focus
on beliefs and values related to school and/or system culture
• Trade quotes
• Repeat with at least two partners
• Individually identify one or two insights/connections you made
to share with your table group
• At your table group appoint a recorder/reporter
• As a table group identify two or three common themes and
insights to report to the large group
23
The Context for Appraisal
Activity Three: Sample Quote for Quote Exchange
Coming together is a beginning
Keeping together is progress
Working together is success
-- Henry Ford
24
The Context for Appraisal
Activity Four: “Synectics”
A growth-oriented school context is like ___________ because….
A growth-oriented school context is NOT like _______ because….
AND/OR
A growth-oriented school system is like ___________ because….
A growth-oriented school system is NOT like _______because….
25
The Context for Appraisal
Activity Five: Jigsaw
The following activity asks participants to consider several
articles commenting on the roles of principals, supervisory
officers, school and system culture, and change.
* Note: Facilitator will need to provide materials/articles
appropriate for the activity. (See page 39 for suggestions of
titles that were used in past training sessions.)
26
The Context for Appraisal
Activity Five: Jigsaw Debrief
• What do growth-oriented school and system contexts look, feel
and sound like?
• What roles do teachers, vice-principals, principals, and
supervisory officers play in growth-oriented school and system
contexts?
• How are growth-oriented school and system contexts relevant to
the experienced teacher performance appraisal process?
• What are the implications for the role of teachers, viceprincipals, principals, and supervisory officers in the
experienced teacher performance appraisal process?
27
The Context for Appraisal
Activity Six: School Culture
Introducing…
• Marg Donaldson’s JK to grade 8 elementary school
• Denise Bealieu’s inner city school
• Peter Stockard’s JK to grade 6 elementary school
• Seema Mohammed’s secondary school
28
Implementing the Revised TPA Process for Experienced Teachers
Part Four: Components of the TPA
Process for Experienced Teachers
29
Implementing the Revised TPA Process for Experienced Teachers
Scheduling and Frequency
For experienced teachers:
• Experienced Teachers are required to have one appraisal
in an evaluation year every five years
• Experienced teachers new to a board must have one
appraisal during their first year of employment with the
board
30
Implementing the Revised TPA Process for Experienced Teachers
Scheduling and Frequency
For new teachers who have successfully completed the NTIP:
• New teachers who have moved to experienced teacher status are
placed in the five-year experienced teacher performance appraisal
cycle
• Once their evaluation year is established, a cycle is established so
that there are four non-evaluation years before their next scheduled
evaluation
31
Implementing the Revised TPA Process for Experienced Teachers
Scheduling and Frequency
• Additional appraisals and an Improvement Plan are
required if an appraisal rating is Unsatisfactory
• The principal has the authority to conduct additional
appraisals if the principal considers it advisable to do so in
light of circumstances relating to the teacher’s performance
• In a non-evaluation year, teachers may request
performance appraisals in addition to those required
32
Implementing the Revised TPA Process for Experienced Teachers
Supervision and Appraisal
The appraisal process and schedule is not intended to interfere with the
principal’s supervisory responsibilities including:
• observing teachers’ practice
• meeting with teachers to discuss performance
• requesting samples of teachers’ work
• providing feedback to teachers and
• supporting teacher growth and development at any time
33
Implementing the Revised TPA Process for Experienced Teachers
Competency Statements and Examples of
Good Teaching Practice (Look-fors)
• In assessing the teacher’s performance, the principal must
consider all 16 competencies set out in Schedule 1 of
Ontario Regulation 99/02, as amended
• The 16 competency statements are based on the standards
set out in the Ontario College of Teachers’ Standards of
Practice for the Teaching Profession
• Boards will continue to be able to provide for additional
competencies to be used in the performance appraisal of
teachers
34
Implementing the Revised TPA Process for Experienced Teachers
Competency Statements and Examples of
Good Teaching Practice (Look-fors)
• In preparing the summative report, the principal provides
comments identified in discussions with the teacher as the
focus of the teacher’s performance appraisal (the principal
may also comment on other competencies that were
assessed through the performance appraisal)
• A streamlined list of 90 examples of good teaching
practices (look-fors) is available as a resource for principals
and teachers in identifying possible ways the competencies
may be shown in practice
35
Implementing the Revised TPA Process for Experienced Teachers
The Annual Learning Plan (ALP)
• Each experienced teacher must have an ALP each year
that includes the teacher’s professional growth objectives,
as well as his or her proposed action plan and timelines for
achieving those objectives
• In conducting this annual review and update, teachers, in
consultation with their principal must take into account their
learning and growth over the year and the summative
report of their most recent performance appraisal
36
Implementing the Revised TPA Process for Experienced Teachers
The Annual Learning Plan (ALP)
• In the first year that a teacher is no longer considered a
new teacher, he or she must develop an ALP
• The ALP is teacher authored and directed and is developed
in a consultative and collaborative manner with the principal
37
Implementing the Revised TPA Process for Experienced Teachers
The Annual Learning Plan (ALP)
• Teachers are encouraged to take parent and student input
into account in developing, reviewing and updating their
ALP each year
• In an evaluation year, the teacher and principal must review
and update the teacher’s current ALP in a meeting as part
of the performance appraisal process
• In a non-evaluation year, a meeting is not required but is
recommended. A meeting is required to take place at the
request of either the teacher or the principal
38
Implementing the Revised TPA Process for Experienced Teachers
Appraisal Meetings
Three appraisal meetings:
1. Pre-observation meeting
2. Classroom observation
3. Post-observation meeting to discuss observation and
growth opportunities. Principals use this information to
complete the Summative Report Form
These meetings are repeated in each appraisal
39
Implementing the Revised TPA Process for Experienced Teachers
Appraisal Meetings
“Neighbours” opportunity for dialogue
The broadest function of the appraisal meetings is to
“improve or enhance job performance by engaging in
a reflective conversation on the complexities of
teaching and learning.”
~ Stronge and Tucker, 2003
40
Implementing the Revised TPA Process for Experienced Teachers
Summative Report Form
The Summative Report Form has been revised to provide principals with
the opportunity to:
• comment on competencies identified in discussions with the teacher
as the focus of the teacher’s performance appraisal (the principal
may also comment on other competencies that were assessed
through the performance appraisal)
• provide an overall rating of the teacher’s performance
• recommend professional growth goals and strategies for the teacher
to take into account in developing, reviewing and updating his or her
ALP
41
Implementing the Revised TPA Process for Experienced Teachers
Summative Report Form
This form must be used for each appraisal. The duties of
the principal may be delegated to a vice-principal in the
same school or to an appropriate supervisory officer
42
Implementing the Revised TPA Process for Experienced Teachers
Rating Scale
Two-point Rating Scale:
• Satisfactory
• Unsatisfactory
If the teacher receives a Satisfactory rating, the principal is
encouraged to provide further feedback on strengths and
possible areas of growth for the teacher
43
Implementing the Revised TPA Process for Experienced Teachers
Process Following a Performance Rating that is
Unsatisfactory
• Development of an Improvement Plan after first
Unsatisfactory rating
• On Review status after two consecutive Unsatisfactory
ratings
• Recommendation for employment termination after three
consecutive Unsatisfactory appraisals
• The Ontario College of Teachers is notified after
termination
44
Implementing the Revised TPA Process for Experienced Teachers
Process Following a Performance Rating that is
Unsatisfactory
While the teacher is On Review status, the principal and
supervisory officer can jointly decide to omit the third
appraisal and recommend the termination of the teacher’s
employment to protect the best interests of students
45
Implementing the Revised TPA Process for Experienced Teachers
Role of Supervisory Officers and Directors of Education
• Mandated responsibilities in relation to teachers that
receive an Unsatisfactory performance rating, including
being updated about teachers who receive Unsatisfactory
ratings on their appraisals and consultation with the
principal regarding teachers on Review status
46
Implementing the Revised TPA Process for Experienced Teachers
Part Five: Closing
47
Free-Write
Write a personal
statement about the
TPA process for
experienced teachers and
growth-oriented school or
system contexts.
Consider these questions
for your free-write.
•
What does revised performance
appraisal process for experienced
teachers look like in a growth-oriented
school or system context?
•
In my role as teacher/principal/
supervisory officer, what are some
ways that I encourage a growthoriented appraisal process?
•
What indispensable message do I
want to communicate about the TPA
process for experienced teachers to
the educators I work with?
48
Implementing the Revised TPA Process for Experienced Teachers
Guided Reflection
Reflection is what allows us to learn from our
experience: it is an assessment of where we have
been and where we want to go next.
~ Kenneth Wolf
49