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Teacher Evaluation Process. Teacher workshop June 21, 2013. Philosophy of TE& PD Is Unchanged. improve student learning as a shared goal; define a framework of professional skills, knowledge and competencies for all teachers;

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Teacher evaluation process

Teacher Evaluation Process

Teacher workshop

June 21, 2013


Philosophy of te pd is unchanged
Philosophy of TE& PD Is Unchanged

  • improve student learning as a shared goal;

  • define a framework of professional skills, knowledge and competencies for all teachers;

  • increase opportunities for teachers’ collaboration, self-reflection and personal growth related to individual and district objectives;

  • differentiate supervision for teachers requiring additional support and guidance;

  • provide effective programs of professional development to support high quality instruction and target professional growth opportunities for both new and experienced teachers.


Foundations for te pd is unchanged
Foundations for TE & PD Is Unchanged

  • Connecticut’s Common Core Standards that establish high expectations for student learning in Connecticut;

  • Connecticut’s Common Core of Teaching (2010) which defines effective teaching practice;

  • Common Core of Leading: Connecticut’s Leadership Standards (2010) which reflect national leadership standards;

  • National Pupil Personnel Standards documents which establish a critical link among effective teaching, professional learning and increased student achievement.


Csde te pd process changed
CSDE TE & PD Process Changed

Evaluate practice and outcomes

Link professional development to evaluations

Link teacher evaluation to administrator evaluation

CEA worked with the state to create this plan.


Teacher evaluation process1
Teacher Evaluation Process

November 15 January/February June

Teacher self-assessment

Scoring

End of year conference

Orientation on process

Goal-setting conference

Review goals

Performance to date

Mid year communication

This process is similar to our current evaluation process except for the mid-year check-in for all staff.


Teacher evaluation components
Teacher Evaluation Components

Two main components each with

2 sub-components for a total of 4 ratings.


Rating system
Rating System

Each of the 4 components receive a rating.


Orientation goal setting
Orientation & Goal Setting

  • Revisit orientation to the revised TEPD process in the fall

  • Encourage teachers to collaborate in their PLCs to create goals:

    • Teacher Practice goal: similar to our student learning goal

    • Student Outcome goals: 1 goal with a standard measure, 1 with a non-standard measure (can use same goal for both)

      • Called SLO – student learning objective

  • Goal setting conference with administrator


Teacher evaluation components1
Teacher Evaluation Components

Two main components each with

2 sub-components for a total of 4 ratings.


Teacher practice rating
Teacher Practice Rating

Observation/Performance (40%)

number and type of observations based on Teacher Category

a teacher evaluation rubric ( like our Communication Framework) will guide determination of practice ratings

Parent Feedback (10%)

based on parent survey given to all parents about instruction and learning at each school



Ratings for teacher practice rubric
Ratings for Teacher Practice - Rubric

Observations of practice will be rated by rubric

Rubric contains Domains and sub categories

Sub categories have descriptors for each matrix rating

Domains and Sub-Categories are similar to our current Communication Framework

Domains 1, 3 and 4 pertain to direct observations. Domains 2 and 5 relate to informal reviews of practice.


Sample teacher practice goal
Sample Teacher Practice Goal

  • Goal (Elementary):

    As a result of my implementation of the Workshop Model in Reading, students will be able to select books at their “just right” level.

  • Goal (Secondary):

    As a result of my implementation of the science inquiry model, students will be able to independently design and conduct experiments and analyze the results.


Domain 1 classroom environment student engagement and commitment to learning
Domain 1: Classroom Environment, Student Engagement and Commitment to Learning

1a: Creating a positive learning environment that is responsive to and respectful of the learning needs of students

1b: Promoting student engagement and shared responsibility for learning

1c: Promoting appropriate standards of behavior

1d: Maximizing instructional time by effectively managing routines and transition


Domain 2 planning for active learning
Domain 2: Planning for Active Learning Commitment to Learning

2a: Planning of instructional content is aligned with standards, builds on students' prior knowledge and provides for appropriate level of challenge

2b: Planning instructional strategies to actively engage students in the content

2c: Selecting appropriate assessment strategies to monitor ongoing student progress


Domain 3 instruction for active learning
Domain 3: Instruction for Active Learning Commitment to Learning

3a: Implementing instructional content for learning

3b: Leading students to construct new learning through use of active learning strategies

3c: Monitoring student learning, providing feedback to students and adjusting instruction


Domain 4 assessment for learning
Domain 4: Assessment for Learning Commitment to Learning

4a: Formative and summative assessment for learning

4b: Assessment criteria and feedback to improve student performance and responsibility for learning

4c: Comprehensive data analysis, interpretation and communication


Domain 5 professional responsibility and teacher leadership
Domain 5: Professional Responsibility Commitment to Learningand Teacher Leadership

5a: Engaging in continuous professional growth to impact instruction and student learning

5b: Collaborating to develop and sustain a professional learning environment to support student learning

5c: Communicating and collaborating with colleagues, students and families to develop and sustain a positive school climate and support student learning

5d: Conducting oneself as a professional


Sample from teacher practice rubric
Sample Commitment to Learning From Teacher Practice Rubric

DOMAIN 2: Planning for Active Learning


Parent survey 10
Parent Survey (10%) Commitment to Learning

  • Distributed and collected by district for the school.

  • Rating is included in all teacher and administrators evaluation calculations

  • Generic items on survey (examples):

    1. I feel welcome at this school.

    2. I have attended at least one meeting/event at school this year.

    3. Teachers have high expectations for my child/ren.

    4. Teachers talk to me about how my child/ren are doing in class.


Teacher evaluation components2
Teacher Evaluation Components Commitment to Learning

Two main components each with

2 sub-components for a total of 4 ratings.


Student outcome rating
Student Outcome Rating Commitment to Learning

Student Growth and Development 45%

1 or more goals with Indicators of Academic Growth & Development

22.5% using standardized measures

22.5% using non-standardized measures

Whole School Learning (5%)

Each building will establish an aggregate rating for student performance


Sample slo standardized
Sample SLO-Standardized Commitment to Learning


Sample slo non standardized
Sample SLO-Non-Standardized Commitment to Learning


Ratings for student outcomes
Ratings for Student Outcomes Commitment to Learning


Whole school learning 5
Whole School Learning (5%) Commitment to Learning

Teacher and Administrators will be evaluated on student learning. It accounts for 5% of teacher rating and 45 % of an administrator’s rating.

  • This rating comes from the school performance index (SPI) in the state report

  • This rating comes from a school-based target for student learning

    All administrators and staff in a school will receive this rating as part of their evaluation.


Calculation of final rating
Calculation of Final Rating Commitment to Learning


Summative rating matrix
Summative Rating Matrix Commitment to Learning