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WALLINGFORD PUBLIC SCHOOLS

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  1. WALLINGFORD PUBLIC SCHOOLS EVALUATION DOCUMENT 2010-2011 TeacherEvalHelp@wallingford.k12.ct.us

  2. BELIEF STATEMENT • What teachers know and do directly influences what students learn.

  3. THIS IS NOT YOUR OLD EVALUATION PROCESS • This new Evaluation process is a paradigm shift from our old process. • The fundamental difference is the direct connection with the COMMON CORE OF TEACHING. • Forms are also new!

  4. CORE COMMON of TEACHING[CCT] • Contains teaching standards which describe two levels of effective knowledge, skills and qualities: • Six domains identify foundational skills and competencies; and • Discipline-specific standards define and expand the definition of effective teaching

  5. CORE COMMON of TEACHING[CCT] 2 • Linked by state law and regulations to requirements across a teacher’s career • Foundation of the WALLINGFORD PUBLIC SCHOOLS Teacher Evaluation Document • Used to guide and build teacher competencies • Used in New Teacher Induction, teacher and administrator evaluations

  6. CORE COMMON of TEACHING[CCT] 3 • Six domains • Content and Essential Skills • Classroom Environment, Student Engagement and Commitment to Learning • Planning for Active Learning • Instruction for Active Learning • Assessment for Learning • Professional Responsibilities and Teacher Leadership

  7. CORE COMMON of TEACHING[CCT] 4 • Each domain identifies a series of indicators • These indicators will be used within the goal setting of the Evaluation Document

  8. EVALUATION CYCLESNON-TENURE TEACHERS • MAY: • Be participating in TEAM • Have completed the Induction Process • Have received tenure in another district WILL: • Participate in the WALLINGFORD PUBLIC SCHOOL EVALUATION PROCESS • Develop a Professional Growth Action Plan • Have 3 formal/2 informal observations • Complete Forms A, B1,B3, C

  9. EVALUATION CYCLESTENURE TEACHERS • MAY, in collaboration with your evaluator: • Be in a Classroom Observation Cycle -OR- • Be in a Professional Growth Action Cycle {Select from Professional Growth Activity Options} • WILL: • Complete Form A – Professional Growth Action Plan (PGAP) • Complete other forms as appropriate to cycle and Form C

  10. EVALUATION CYCLESTENURE TEACHERS • CLASSROOM PERFORMANCE CYCLE • Minimum one FORMAL classroom observation required • Pre and Post conference • INFORMAL observations as needed/requested • Length: one year • Forms: A, B1, B3, C

  11. EVALUATION CYCLESTENURE TEACHERS • PROFESSIONAL GROWTH ACTION CYCLE • NO FORMAL CLASSROOM OBSERVATION REQUIRED • Teacher selected goal/activity in collaboration with evaluator • Teacher designed process for completion/demonstration of professional growth in collaboration with evaluator • Length: two years (two different activities possible) • Forms: A, B3, C and any required by activity criteria

  12. COMPLETION OF EVALUATION FORMS • It is a four step process to complete the required forms within the Evaluation Document • Every teacher completes Form A of the Evaluation Document

  13. GUIDELINES FOR COMPLETION OF FORMS • STEP # 1 Establish a personal SMART goal based upon District/School goals In this step, you are identifying a need or opportunity for professional growth within the focus of student learning.

  14. COMPLETION GUIDELINESSTEP #1 • Related Documents: CCT, National/State Discipline Standards, District Standards/Initiatives, District Strategic Plan • In other words, you identify the most pressing need for you and your students to meet with success! • A. Explore CCT domains for connection to District/School/Personal SMART goals • B. Identify one/two indicators within the selected CCT domain(s) most relevant to established SMART goal(s)

  15. GUIDELINES FOR COMPLETION OF FORMS • STEP # 2 Establish development of Professional Growth Plan { Parts I and II of PGAP} IN THIS STEP YOU DEVELOP A GOAL THAT WILL BE IMPLEMENTED OVER AN 8 – 10 WEEK PERIOD (OR LONGER) • Professional Growth Plan • Action Plan

  16. COMPLETION GUIDELINESSTEP #2 • Professional Growth Plan A. Connect SMART goal to Department/Grade level Rationale B. Use variety of data sources – data team information, CMT/CAPT results, DRA, Aimsweb, etc. C.Identify how student learning links to goals in District initiatives D. Write summary of findings and student learning link to goals

  17. COMPLETION GUIDELINESSTEP #2 • II. Action Plan A. Establish 8 – 10 week (or longer) time period during which goal will be implemented B. Address plans for instruction 1. Include activities/strategies C. Identify assessment models to be used to measure student progress/outcomes D. Identify professional development needs 1. Resources, workshops, trainings, peer observations * E. Meet with evaluator to initiate evaluation process

  18. GUIDELINES FOR COMPLETION OF FORMS • STEP # 3 Implementation of Plan and Application of Activities/Strategies This step is where you will participate in professional growth activities identified in Part II of the PGAP and deliver instruction to students.

  19. COMPLETION GUIDELINESSTEP #3 • To complete this step, you will: A. DOCUMENT PROGRESS TOWARD YOUR SMART GOAL 1. Collect evidence of student learning 2. Use journal entries/notes B. USE INITIAL DATA AND CURRENT DATA TODETERMINE SUCCESS IN ACHIEVING SMART GOAL C. Complete Part III of PGAP-Mid-Year Review/Reflection * D. SIGN FORM AND MEET WITH EVALUATOR TO DISCUSS PROGRESS TOWARD GOAL E. [Next Slide]

  20. COMPLETION GUIDELINESSTEP #3 • To complete this step, you will: E. Have successfully demonstrated achievement of goal through assessment of student progress and you will proceed to STEP #4 – Reflection -or- Continue your SMART goal with adjustments to activities/strategies used to enhance student learning/outcomes and meet again with your evaluator before proceeding to STEP #4

  21. GUIDELINES FOR COMPLETION OF FORMS • STEP # 4 COMPLETION OF THE EVALUATION PROCESS This is the End-Of-Year Reflection/Review – Part IV of the PGAP TO COMPLETE THIS STEP, YOU WILL: A. Write a brief reflection response to the two prompts in Part IV 1. (Optional) Include examples of student work as evidence, use anecdotal comments, or reference other parts of the PGAP *B. Meet with an evaluator to sign FORM C

  22. PROFESSIONAL GROWTH ACTIVITY OPTIONS[Tenure Cycle and Non-Tenure Cycle] • A tenure teacher may select this cycle in the Evaluation process in collaboration with his/her evaluator • A non-tenure teacher may select this cycle when Induction Process has been completed in collaboration with his/her evaluator TWO different activities – ONE per year • Exceptions may apply • Examples of activities follow

  23. PROFESSIONAL GROWTH ACTIVITY OPTIONS[Tenure Cycle or Non-Tenure Cycle] • I - ACTION RESEARCH • May be selected at any grade level • May be part of graduate studies program • Coursework can be used

  24. PROFESSIONAL GROWTH ACTIVITY OPTIONS[Tenure Cycle and Non-Tenure Cycle] • II – Peer Coaching (Examples at each level) • Elem. – veteran teacher works with non-tenure/new teacher to grade level • Middle – Team concept – veteran teacher works with non-tenure/new teacher • High – veteran teacher works with teacher new to course i.e. Algebra 1G now teaching Calculus World History now teaching Economics

  25. PROFESSIONAL GROWTH ACTIVITY OPTIONS[Tenure Cycle and Non-Tenure Cycle] • III –Portfolio At any level – may be part of graduate studies

  26. PROFESSIONAL GROWTH ACTIVITY OPTIONS[Tenure Cycle and Non-Tenure Cycle] • IV – Preparation of Presentation/Article At any level May be part of graduate studies Present at faculty/department meeting • Present at District PD • Present at Professional Organization – i.e. NELMS (middle school)

  27. PROFESSIONAL GROWTH ACTIVITY OPTIONS[Tenure Cycle and Non-Tenure Cycle] • V – STUDY GROUP 3-6 colleagues At any level – - Data teams - Cohort members working on advanced degree (i.e. 092 certification)

  28. PROFESSIONAL GROWTH ACTIVITY OPTIONSVI[Tenure Cycle and Non-Tenure Cycle] • VI – NATIONAL CERTIFICATION • At any level – Individual pursuit • May span multiple years – dependent on completion dates

  29. PROFESSIONAL GROWTH ACTIVITY OPTIONS[Tenure Cycle and Non-Tenure Cycle] • VII – MENTOR/COOPERATING TEACHER At any level • Must be selected by TCC of TEAM NOTE: Use limited to two consecutive years

  30. PROFESSIONAL GROWTH ACTIVITY OPTIONS[Tenure Cycle and Non-Tenure Cycle] • VIII – CO-TEACHING (2 years) At any level – Units of Study • Reg. Ed classroom teacher w/Special Education teacher • Reg. Ed classroom teacher w/ Specialist/Interventionist • EXAMPLES: • Elem. Teacher + PE teacher – “health and nutrition unit” • Middle + Guidance – “career unit” • High + Social Worker – “decision-making unit”

  31. PROFESSIONAL GROWTH ACTIVITY OPTIONS[Tenure Cycle and Non-Tenure Cycle] • IX – Collaborative Projects {2 or more teachers} At any level – INTERDISCIPLINARY Examples: • All levels – Info Tech + classroom teacher • Elem. – Grade level focus unit developed • Middle – Sci/LA – Sci-Fi literature unit -- Math/Sci – graphing unit • High – Spanish/Art – mosaics and famous artists History/Music – Renaissance Period

  32. PROFESSIONAL GROWTH ACTIVITY OPTIONS[Tenure Cycle and Non-Tenure Cycle] • X – CURRICULUM DEVELOPMENT AND ADAPTATION At any level • Must be member of Curriculum Committee [Any subject area] • May be multi-year – First year – development • Second year – implementation • Third year – review impact (DATA) • May be graduate course study requirement

  33. PROFESSIONAL GROWTH ACTIVITY OPTIONS[Tenure Cycle and Non-Tenure Cycle] • XI – PRESENT STAFF DEVELOPMENT At any level TOPIC – Focus on District/School goals and/or Initiatives EXAMPLES: • School psychologist updates staff on “Executive Functioning” • High school – Math teacher develops workshop on analysis of data for new DATA Team participants • May be graduate study or course of study requirement

  34. PROFESSIONAL GROWTH ACTIVITY OPTIONS[Tenure Cycle and Non-Tenure Cycle] • XII – EVIDENCE OF EFFECTIVE TEACHING STRATEGIES At any level – INDIVIDUAL • May be derived from DATA Team work

  35. CALENDAR OF EVALUATION2010-2011 A. Goals established in collaboration with evaluator by NOVEMBER 5 B. Formal observations 1. Non-Tenured – First by Nov. 24 Second by Dec. 22 Third by Feb. 1 2. Tenured – by April 1 C. Final evaluations 1. Non-Tenured - by March 1 2. Tenured – by May 15

  36. EVALUATION COMMITTEE2010-2011 Nicholas Brown Kenneth Daly Doreen Duren Jan Guarino Janie Hocking-Ferrone Maria Friess-Marcarelli Kristina Kiely Janice Lautier Rick Pizzonia Fern Pucciarello Todd Snyder Chris Stone

  37. STILL NEED HELP??? • CONTACT: • TeacherEvalHelp@wallingford.k12.ct.us