Goals-Based Evaluation

1. www.scteachers.org 1 Goals-Based Evaluation Elevating and reinvigorating the teaching profession through

2. 2 Why revise GBE? ADEPT External Evaluation (Anderson, 2003)

3. 3 What revised GBE is intended to accomplish To relate professional development to certificate renewal. To make professional development more effective and meaningful. To establish explicit criteria and procedures for moving continuing-contract teachers from GBE to formal evaluation.

4. 4 GBE applies to all eligible classroom-based teachers, special area educators (i.e., library media specialists, school guidance counselors, and speech-language therapists), educators who are participating in the TERI plan, and educators who hold National Board Certification.

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15. 15 Revised GBE Model Applies to educators who exhibit one or more performance weaknesses over time. Applies to educators whose typical performance meets or exceeds the performance standards.

16. 16 Revised GBE Model Allows administrators and educators to target specific weaknesses (as opposed to a full formal evaluation that encompasses all APSs). Allows educators to expand upon the performance standards.

17. 17 Revised GBE Model Goals relate to one or more ongoing performance weaknesses that have been identified and documented. (See slide 16) Goals relate to areas the educator has selected, within the parameters of the GBE goal requirements. (See slides 14-15)

18. 18 Revised GBE Model Goals focus primarily on the first three cognitive processes and knowledge dimensions of Bloom�s Revised Taxonomy: Remembering factual knowledge Understanding conceptual knowledge Applying procedural knowledge Goals focus primarily on the higher-level cognitive processes of Bloom�s Revised Taxonomy: Analyzing Evaluating Creating

19. 19 Revised GBE Model The GBE supervisor must be a school- or district-level administrator. The GBE supervisor may be a school- or district-level administrator; a department chair or lead teacher; a curriculum specialist; or any educator who holds a similar position, at the discretion of the school district.

20. 20 Revised GBE Model The GBE supervisor (i.e., the administrator) assumes a major role in developing and monitoring the educator�s professional growth and development (PGD) plan. The GBE supervisor maintains a collegial relationship with the educator throughout the GBE process.

21. 21 Revised GBE Model The PGD plan must include the goal(s)�no more than three at any given time; the projected beginning and ending dates for each goal; the suggested strategies; the types of evidence required; and the level of performance required to meet or make satisfactory progress toward meeting the goal. The PGD plan must include the goal(s); the projected beginning and ending dates for each goal; the types of evidence required; and the level of performance required to meet or make satisfactory progress toward meeting the goal.

22. 22 Revised GBE Model The PGD plan is typically monitored at least twice per year, with the last monitoring occurring before April 15. The PGD plan is typically monitored once per year, before April 15.

23. 23 Revised GBE Model Optional templates for Competence-Building (Assistance-Based) PGD plans are available on the Web at http://www.scteachers.org/adept/pgd.cfm. An optional template for Research & Development PGD plans is available in the ADEPT System Guidelines (p. 73).

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26. 26 Competence-Building GBE. . . is intended to help improve teaching performance. is not intended to address conduct issues. Conduct issues should be addressed through Improvement Plans, not through GBE. Examples of conduct issues (see Standards of Conduct for South Carolina Educators) include, but are not limited to, persistent neglect of duty willful violation of rules and regulations, gross immorality, dishonesty.

27. 27 Competence-Building GBE Litmus Test If the identified concern(s) fall exclusively into APS 10 (Fulfilling Professional Responsibilities), there is a possibility that the problem(s) may be related to conduct rather than to performance. If that is the case, develop an Improvement Plan rather than relying on Competence-Building GBE.

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29. 29 During Competence-Building GBE. . . bring the specific performance concern(s) to the attention of the educator, ensure that reasonable efforts are made to assist the educator, and allow reasonable time for improvement.

30. 30 Competence-Building GBE Strategies. . . are included in the PGD plan. are suggested activities that are likely to be useful or helpful in achieving the goal. will sometimes involve activities that may be used for certificate renewal. are not to be used to measure accomplishment of the goal.

31. 31 Competence-Building GBE: Typical Annual Outcomes

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42. 42 Research & Development GBE: Typical Annual Outcomes

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44. 44 Dr. Kathryn R. Meeks Coordinator of Educator Evaluation Division of Educator Quality and Leadership South Carolina Department of Education 3700 Forest Drive, Suite 500 Columbia, South Carolina 29204 Phone: 803-734-4067 Fax: 803-734-0872 E-mail: kmeeks@scteachers.org

45. 45 Ms. M. Anita Parker ADEPT Resident Division of Educator Quality and Leadership South Carolina Department of Education 3700 Forest Drive, Suite 500 Columbia, South Carolina 29204 Phone: 803-737-3182 Fax: 803-734-0872 E-mail: aparker@scteachers.org