Instructional Personnel Performance Appraisal System 2015-2016

Teacher and administrator evaluations are governed by Florida Statute 1012.34 and State Board Rule 6A 5.065

The Florida Department of Education and the Brevard School Board must approve educator evaluation systems annually

The IPPAS Project Team, comprised of teachers, Union leaders, district and school-based administrators, annually reviews and recommends revisions to the system

Did you know . . . ?

Teacher evaluation systems mustBe designed to support effective instruction

and student learning growthProvide for continuous quality improvement of

educators’ professional skillsInclude performance data from multiple

sourcesDifferentiate among four levels of

performance (highly effective, effective, needs improvement, unsatisfactory)

Include data and indicators of student learning growth (FL St 1012.34)

Did you know . . . ?

Teacher evaluation criteria must include indicators based upon each of the Florida Educator Accomplished Practices (FEAPs)

Quality of Instruction:Instructional Design and Lesson PlanningThe Learning EnvironmentInstructional Delivery and FacilitationAssessment(State Board Rule 6A 5.065)

Did you know . . . ?

Continuous Professional ImprovementDesigns purposeful professional goals to

strengthen effectiveness of instructionUses data-informed research to improve

instruction and student achievementUses a variety of data used independently and

in collaboration with colleagues to evaluate learning outcomes, adjust planning, and continuously improve effectiveness of lessons

(State Board Rule 6A 5.065)

Did you know . . . ?

Professional Responsibility and Ethical ConductCollaborates with home, school, and larger

community to support student learning and continuous improvement

Engages in targeted professional growth opportunities and reflective practices

Implements knowledge and skills learned in professional development in teaching

Adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida

(State Board Rule 6A 5.065)

Did you know . . . ?

Strong evaluation systems are aligned to the district’sinstructional vision

Collaboration Communication Observations

Planning

Goal-setting

Professional Growth

Student Learning

Feedback

Coaching

Peer Review

Commitment

Professional teaching culture

Revere data

Build relationships

Relentless pursuit of teaching methodologies that foster student engagement, critical thinking, self-efficacy, and content mastery

IPPAS aligns with BPS Operational Values and Beliefs:

Aligned Systems:

The Florida Standards, teacher evaluations and professional development share a common goal--better instructional practice and increased student learning.

FLORIDASTANDARDS

TEACHEREVALUATIONS

PROFESSIONALDEVELOPMENT

Provide much-needed clarity for academic standards. Define rigor

and content kids should be working to master.

Our best lever to change teacher practice at scale. Gives teachers clear expectations, feedback and

supports.

Timely, relevant, job-embedded and aligned to the standards in

content and pedagogy.

BETTER INSTRUCTION FOR STUDENTS

…

All teachers will increase

their expertise and skill level

from year to year resulting in

continuous improvement in

student achievement.

Goal:

You don’t have to be bad to get better!

Formal Evaluation of Professional Practices

BPS Instructional Performance Appraisal System Dimensions

Professional Responsibilities & Ethical Conduct

Assessment

Instructional Delivery & Facilitation

Learning Environment

Instructional Design & Lesson Planning

25 elements, instead of 27

Revised rubric language to further simplify and improve clarity

Dimension One focus on unit design, rather than daily planning

Integration of Technology combined with use of varied instructional strategies

New for 2015-2016:

Both are formative in nature, providing evidence for midterm, interim, and annual evaluations

Observers score only what they see and hear Observers may add or change data in the

observation based on evidence collected from pre- and post-conferences with the teacher, review of student work samples and/or lesson plans, teacher attendance at parent conferences or professional development activities, as examples

Formal and Informal Observations

Observation ≠ Evaluation

The fixed mindset makes you concerned with how you’ll be judged; the growth mindset makes you concerned with improving.

Carol Dweck, author of Mindset

Observations represent a snapshot, a moment in time.

The annual evaluation is the movie, the whole picture of a year’s worth of professional growth and accomplishment.

Key Learning:

The annual evaluation of professional practices will be worth a total of 45 points, 9 points per dimension.

Teachers will continue to self-assess prior to the final evaluation conference.

Administrators will review all evidence related to high quality teaching in assigning the final ratings (formal and informal observations, student work samples, parent communication, lesson plan, Edline, etc.)

Also derived from the requirements in State Board Rule 6A 5.065, Florida Educator Accomplished Practices

Additional required elements include◦ Demonstrating continuous professional growth◦ Establishing purposeful professional goals◦ Using data-informed research to guide and

improve practice◦ Collaborating with professional colleagues to

improve teaching and learning

Professional Growth Plan Development and Implementation and Collaboration and Mutual Accountability Teams

1. Traditional PGP—action research, based on a teacher’s identification of a new skill, a new strategy, or a new method for improving instruction that the teacher wishes to try

2. Student-centered PGP—teacher conducts a student perception survey and uses the data to reflect on an area of instructional practice to adapt and improve

3. Evaluation-based PGP—teacher uses 2014-2015 evaluation results to identify an element in the IPPAS rubrics to improve in order to reach a distinguished level of practice in that area

New for 2015-2016: 3 PGP options

Development: 8 points possible Peer review team will continue to score, using revised

rubrics, and scores will be averaged with administrator score

Implementation: 10 points possible Administrator and Teacher will score, using revised rubrics,

and scores will be averaged

See the revised forms and rubrics on the IPPAS website under Human Resources/Evaluations

Non-compliance: Failure to submit or implement a PGP may result in 0 points for non-compliance

PGP Scoring

Collaborative teams of teachers will continue to meet regularly to plan together, examine student work, share effective strategies and feedback, to improve teaching and learning

Collaborative teams of teachers will also share efforts to support and mentor struggling students

No student achievement scores will be tied to collaborative teams

Collaborative Teams

Team members will continue to self-assess and score each other, using the CMA rubrics

Team scores will be averaged for a total of 4 points possible

Team members who believe a score has been unfairly entered will appeal to their principal for review

Collaborative Teams

Annual Evaluation of Professional Practices◦ 45 points

Professional Growth Plan Development◦ 8 points

Professional Growth Plan Implementation◦ 10 points

Collaboration and Mutual Accountability◦ 4 points

◦ Total possible: 67 points (2/3 of the final evaluation rating)

◦ Part One Results used to determine performance pay for 2015-2016

Summative Evaluation Part One:

67 – 56 Highly Effective

55 – 40 Effective

39 – 20 Needs Improvement

19 – 0 Unsatisfactory

Summative Evaluation Part One:

Scores will be determined by the achievement results of the teacher’s students on state or district standardized measures

Teachers of students who do not take the FSA (Florida Standards Assessment) will use the alternative measures identified in the updated IPPAS handbook

VAM scores/Student Achievement Results will be assigned a categorical value, based on Highly Effective, Effective, Needs Improvement, Unsatisfactory

Student Achievement:

Categorical values for student achievement will be assigned a scaled number worth a total of 33 possible points (1/3 of the final evaluation)

Student achievement results will be added to Summative Part One results for a final summative rating of HE, E, NI, or U

Summative Evaluation Part Two:

Final evaluation ranges will be established after an analysis of

student achievement results from 2014-2015.

Summative Evaluation Part Two:

Brevard Public Schools will serve the community and enhance

students’ lives by delivering the highest quality education in a

culture of dedication, collaboration, and learning.

BPS Vision Statement: