CCSD Performance Evaluation Systems Evaluator Training SY12-13

Agenda Performance Evaluations The Role of an Evaluator Principals All Evaluators Evaluating Certified Staff Cobb Keys Systems Other Certified Staff Evaluating Classified Staff 2

Performance Evaluations OCGA 20-2-210 In compliance with Georgia law and District Rule, all employees must have an evaluation. If a certified or classified employee leaves during the year due to termination, resignation, medical leave - and isnt returning prior to his/her evaluation deadline - that employee must still have a written evaluation. ONLY EXCEPTIONS Employees who do not have an annual evaluation Employees who leave with less than 30 calendar days on the job Temporary employees, such as substitute /supply teachers, lunch-room monitors, ASP workers, etc. Everybody Gets Evaluated! 3

Performance Evaluations Providing staff with valid and meaningful evaluations of their performance is NOT easy work. It requires a high level of knowledge, much serious practice, the ability to develop meaningful relationships and focused work. The difficulties considered, this may be the most valuable work you do. 4

Performance Evaluations A process, NOT an event! 5

COMMON LANGUAGE The teaching act is complex. There is no single pedagogy that can meet the needs of every learner. Different skills and knowledge are a reflection of different training and experience. Our PROCESS must reflect an understanding of these complexities, be broad enough to allow for objective decisions and encourage, even demand, growth and improvement in skills and knowledge. A COMMON LANGUAGE must be employed, developed, expected, cultivated, and improved continuously. COMMON LANGUAGE will help remove division and accommodate agreement. 6

The Role of an Evaluator Principal/Supervisors Responsibilities Identifies evaluators & ensures required training for all evaluators Ensures that ALL faculty and staff receive Copies of their job descriptions (Admin Rule GBB-R) Orientations to their evaluation systems PASS and EMWeb Facilitates and monitors the understanding and implementation of the Cobb Keys Evaluation System, et al Principal, as instructional leader, evaluates a representative portion of the faculty 7

The Role of an Evaluator Principal/Supervisors Responsibilities Develops a shared understanding of the significance of the evaluation model and what the annual ratings represent at his/her school Understands and supports the fact that very good teachers may be Emerging on any Cobb Keys Standard and/or Overall Not everybody is always Proficient The concept of Growth and Development must be inherent in the culture 8

The Role of an Evaluator The Cobb Keys Evaluation System is a growth and accountability model that responds to 3 major questions ~ How does the teacher plan? How does the teacher teach? Are the teachers students learning? 9

The Role of an Evaluator All evaluators must Understand the importance of all evaluation processes Practice toward personal mastery of and compliance with the standards, guidelines and procedures of the Cobb Keys Evaluation System, et al Demonstrate a commitment to impartiality and consistency Be open to feedback encourage DIALOGUE 10

The Role of an Evaluator Get Ready to Evaluate Prepare a folder for each person youre evaluating Create observation & feedback schedule for certified staff Utilize Checklist & Timeline (PASS) Use current forms (PASS, EMWeb) Need Help? Contact the Evaluation Systems Office (770) 426-3393 11

Cobb Keys Classroom Teacher System Cobb Keys Forms Observation Form Annual Performance Report Cobb Keys Support Documents Performance Rubric with Examples of Evidence Glossary of Terminology Guidelines/Instructions 12

Classroom Teacher System Observation Form Four Performance Standards with a total of 18 corresponding Elements Curriculum & Planning (4 Elements) Standards-Based Instruction (6 Elements) Assessment of Student Learning (4 Elements) Instructional Environment (4 Elements) Annual Performance Report 18 Elements ( Four Performance Standards) 12 Professional Duties and Responsibilities 13

Classroom Teacher System Standard 1: Curriculum & Planning (CP) The teacher makes decisions about planning that demonstrate a deep understanding of grade level content knowledge, pedagogy, and GPS or State-approved curriculum implementation by appropriately planning for what students are expected to know, understand, and be able to do. 14

Classroom Teacher System Elements: Curriculum & Planning (CP) CP 1 The teacher uses an organizing framework for instructional planning to support standards-based instruction. CP 2 The teacher plans instruction that reflects strong knowledge of both content and effective instructional delivery. CP 3 The teacher plans assessments to measure student progress toward and mastery of the GPS. CP 4 The teacher plans for appropriate use of differentiation. 15

Classroom Teacher System Oh, my gosh! Yes, the review and assessment of classroom teachers lesson plans are an integral part of the overall observation process. You should assess Lesson Plans before, during, and/or after a classroom observation to enable you to respond to this Standard. When and how this will be done will be up to the local school, maintaining internal consistency. 16

Classroom Teacher System Standard 2: Standards-Based Instruction (SBI) The teacher consistently uses research- based practices in the classroom, challenging all learners to achieve high levels of learning as defined by GPS or State-approved curriculum. 17

Classroom Teacher System Elements: Standards-Based Instruction (SBI) SBI 1 The teacher effectively communicates learning expectations using both the language of the Standards and strategies that reflect a standards-based classroom. SBI 2 The teacher demonstrates research-based practices that engage students in learning. SBI 3 The teacher consistently demonstrates high expectations for all learners. SBI 4 The teacher uses accessible technology effectively to enhance student learning. SBI 5 The teacher differentiates instruction to meet students readiness levels, language proficiency, and interest. SBI 6 The teacher delivers instruction which fosters the development of higher order thinking skills and reasoning. 18

Classroom Teacher System Standard 3: Assessment of Student Learning (AL) The teacher uses a balanced variety of assessment techniques that are systematically implemented, resulting in appropriate interventions that foster continuous improvement for all. 19

Classroom Teacher System Elements: Assessment of Student Learning (AL) AL 1 The teacher uses formative assessment strategies to monitor student progress and to adjust instruction in order to maximize student achievement on the GPS or State-approved curriculum. AL 2 The teacher uses diagnostic assessment strategies to identify individual and class strengths, misconceptions and areas of weakness and to adjust instruction in order to maximize student achievement on the GPS or State-approved curriculum. AL 3 The teacher uses a variety of summative strategies to evaluate student status and to adjust instruction in order to maximize student achievement on the GPS or State-approved curriculum. AL 4 The teacher provides effective and timely commentary/feedback regarding students written and oral performances. 20

Classroom Teacher System Standard 4: Instructional Environment (IE) The teacher creates a safe, productive, collaborative, and inviting learning environment that fosters a sense of community and personal responsibility to ensure that students maximize learning. 21

Classroom Teacher System Elements: Instructional Environment (IE) IE 1 The teacher establishes classroom rules, practices, and procedures that support a positive, productive learning environment. IE 2 The teacher maximizes instructional time. IE 3 The teacher fosters a sense of community and belonging by acknowledging diversity, achievements, and accomplishments of all learners in the classroom. IE 4 The teacher helps students take responsibility for their own behavior and learning. 22

Classroom Teacher System Observing Classroom Teachers Conduct pre-observation conferences with assigned teachers to review the instrument, procedures, expectations, etc.; optional but highly recommended May be done in a group setting If a teacher requests a private conference, it is required Encourage questions Put teachers at ease and ensure them of your intent to work with them throughout this process (NOT an event) Observe all certified staff who are evaluated on the Cobb Keys instruments at least once during the school year using the Cobb Keys Observation Form 23

Classroom Teacher System Scheduling Observations Thirty minute classroom observation (minimum) Two Observations are required if the teacher has 3 yrs or less total teaching experience Conduct first announced observation by the end of October Second observation may be unannounced If only one observation, schedule announced observation early enough that teachers have time to benefit from feedback and demonstrate improvement Each teacher must have his/her OWN separate observation DO NOT observe multiple teachers at one time 24

Classroom Teacher System Weak Links? Observe teachers with perceived deficiencies early in first semester Maximizes opportunities for monitoring, administrative support, and instructional improvement Increases Evaluators depth of understanding of teachers performance and needs Provides time for essential feedback, subsequent follow-up observations, and/or PDP implementation Multiple observations [EVIDENCE] and frequent feedback 25

Classroom Teacher System Multiple Observations = Stronger Support Multiple observations Assigned Evaluator Principal Subject Area Specialists Multiple Feedback Sessions Allow time to for teacher to improve skills before next observation 26

Classroom Teacher System Cobb Keys Observation 18 Standard Elements (Teacher) Marked Yes (Y); No (N); or Not Applicable (NA) Comments required to support No ratings Individualized comments encouraged, regardless of the ratings Observations & feedback conferences should be completed by the end of February Purposeful feedback Time in March to prepare annual reports and conduct annual conferences 27

Classroom Teacher System Scheduling Feedback Conferences Within 10 school days after an observation, a formal, private feedback conference is required Failure to provide a timely feedback conference could void an evaluation Hint: Schedule the feedback conference at the same time you schedule the observation Feedback Conferences MAY NOT be combined with the Annual Evaluation Conferences A Teachers Feedback Conference should be held a significant length of time before the annual conference; otherwise, it has no meaningful purpose 28

Classroom Teacher System Conducting Feedback Conferences Prepare your comments; organize your thoughts and papers Poorly developed feedback provides little support to a struggling teacher Anticipate the teachers anxiety put him/her at ease early in the session Comment, specifically, on areas of excellence and areas needing attention, suggesting improvement techniques If needed, focus constructive criticism on behaviors Heres what I observed; heres what I should have observed How can I help you improve? What will you commit to do to change? 29

Classroom Teacher System Concluding the Feedback Conference Write your signature and date on the form LEGIBLY!! Have teacher sign and date the form Teachers signature indicates receipt of form, not necessarily agreement with content If the teacher doesnt want to sign, write Teacher chose not to sign and record the date Make copies for the teacher and local school file Retain all observation originals to attach to the annual performance report in March All observations will be sent to HR along with the performance report. Keep feedback opportunities professional, positive, and private. 30

Classroom Teacher System The Annual Evaluation Process Consider observations and year-long performance Review Performance Rubric Standards and Elements Complete the Annual Report Form Assign a rating to each Standard Element Not Evident Emerging Proficient 31

Classroom Teacher System The Annual Evaluation Process Record personalized commentary for each standard no cut-n-paste! Relate comments to the Standard Elements Support the assigned ratings Reinforce the Growth Model concept with your language Honestly address performance Acknowledge growth and potential If the teacher isnt Proficient, is he/she able to tell what to do differently to improve performance? 32

Classroom Teacher System Professional Duties and Responsibilities (PDR) A section for formal assessment of 12 essential performance qualities Each is rated as Unsatisfactory, Needs Improvement, or Satisfactory Overall PDR Summary Rating See Key for determining overall Unsatisfactory, Needs Improvement, or Satisfactory rating 33

Classroom Teacher System Professional Duties & Responsibilities (PDR) 1.Reports to work as assigned 2.Provides adequate information, plans, and materials for substitute teachers 3.Enforces school procedures concerning student discipline and conduct 4.Maintains accurate records (grades) to document student performance 34

Classroom Teacher System Professional Duties & Responsibilities (D&R) 5.Maintains confidentiality regarding student and records information 6.Assumes responsibility for professional growth 7.Maintains accurate and complete records and submits as required and on-time (NOT Lesson Plans) 8.Demonstrates ethical behavior as outlined in the PSC Code of Ethics 35

Classroom Teacher System 12 Professional Duties and Responsibilities (D&R) 9.Interacts in a respectful, civil, and professional manner with students, families, staff, and school leaders 10.Attends and participates in faculty meetings and other assigned meetings/activities 11.Models correct language, oral and written 12.Actively supports the School Strategic Plan 36

Classroom Teacher System Annual Performance Report Assign Overall Performance Rating, Section III Unsatisfactory Four or more Not Evident Standards Ratings or Unsatisfactory summary rating on PDR Emerging Fewer than thirteen Proficient Standards ratings & Satisfactory or Needs Improvement summary rating on PDR Proficient 13 or more Proficient Standards ratings & a Satisfactory summary rating on PDR 37

Classroom Teacher System Annual Performance Report Section III, Continued Record dates of observations and feedback conferences DO NOT list other types of conferences, such as disciplinary conferences or the annual conference Section IV Signatures Evaluator, Principal, and Teacher sign & date Each person records the date by his/her signature at the time of signing Teachers signature indicates receipt of annual report, not agreement with the content Write Teacher chose not to sign, if needed 38

Classroom Teacher System Annual Performance Report Section V: Comments by Teacher Optional. Use additional sheet, if necessary If teachers comments specifically appeal a Standard rating, a PDR rating, the PDR summary rating, or the Overall Performance Rating, the teacher must submit the District appeal form See Appeal Form Instructions (PASS & EMWeb) If youre unsure if comments are an appeal, contact Evaluation Systems office 39

Certified Evaluation Appeals An employee may base his/her appeal on either of two reasons Failure to follow procedures Failure to consider significant information Principal determines what is significant An employee may not grieve the results of his evaluation 40

Certified Evaluation Appeals To appeal an evaluation, the employee must complete an evaluation appeal form (PASS/EMWeb) and submit it, along with any evidence and/or documentation, to the Principal/Supervisor within 10 business days of the receipt of the evaluation report The Principal/Supervisor must respond to the appeal within 20 business days If the rating is upheld, the employee may submit an appeal to the CHRO within 10 days of receipt of the Principals response The CHRO and Area Assistant Superintendent will review and provide a single response to the appeal within 20 days of receipt of the appeal This exhausts the appeal process 41

Other Certified Staff How do I evaluate other Certified Staff? Aligned Evaluations for: Special Education Teachers Library Media Specialists School Counselors School Social Workers Speech Language Pathologists Uses same rating system and terminology Includes the Professional Duties and Responsibility Section Each is unique; read carefully 42

Other Certified Staff How do I evaluate OTHER Certified Staff? Use the rated Job Description (on PASS in School- based Job Descriptions) & Alternate Annual Summary Form (on PASS in Other Certified Positions) ISS Teachers Academic Coaches A few other teaching/support positions Be sure to use the rating grid when determining the overall rating If unsure, contact the Evaluation Systems Office 43

All Certified Evaluations In compliance with BOE Administrative Rule GARI-R, ALL certified evaluation activity must be completed prior to April 1, 2013! IMPORTANT!!! This includes: Observations Feedback conferences Completion of annual reports Annual evaluation conferences Teachers and paraprofessionals 44

ALL Staff Evaluations Impact of Overall Unsatisfactory Rating Certified employee is placed on the PSCs Unsatisfactory Database (UNSAT) For all employees, certified and classified, it results in his/her salary being frozen at same salary step for next school year 45

All Certified Employees Professional Development Plans (PDP) HRs Professional Standards and Ethics Department oversees the implementation of Professional Development Plans (PDP) to support certified employees with performance deficiencies Contact Mary Finlayson, Director 770-420-4958 46

No Surprises! No employee, certified or classified, should receive an overall Unsatisfactory rating unless he/she has been informed in writing of specific performance concerns during the year. From certified or classified staff, we should never hear I thought I was doing fine all year, but I received a Unsatisfactory rating.or By the time I got feedback from my observation, school was almost out. I didnt have time to improve my performance or get help. 47

Evaluating Classified Staff* Administrative Planning Classified Orientation Evaluation Process * In this presentation, classified staff refers to paraprofessionals, clerical employees, custodians, school nurses, bus drivers, etc. all of whom are evaluated using a similar form and process. 48

Evaluating Classified Staff Administrative Planning Principal assigns trained administrative evaluators for all classified employee groups at the beginning of the year Teachers may not evaluate paraprofessionals Head Custodians may not evaluate custodians Employees are informed, in writing, of their designated evaluators 49

Evaluating Classified Staff Classified Orientation Assigned administrator provides evaluation orientation to all classified staff Use Evaluation Systems PowerPoint (PASS) At Orientation, give all classified employees copies of the following Current Job Descriptions (PASS) Evaluation Instruments 50

Evaluating Classified Staff Evaluation Process Classified staff are evaluated in three Performance Categories, each containing performance descriptors which describe expected behaviors within the category Job Competencies 8 descriptors Workplace Qualities 6 descriptors Human Relations 6 descriptors 51

Rating the Descriptors Evaluation Process Each descriptor is assigned one of three individual ratings based on the employees performance Meets Expectations (ME) Needs Improvement (NI) Non-Applicable (NA) 52

What Do These Descriptor Ratings Really Mean? Simply put. Meets Expectations (ME) means that the employee did the things that were expected of him/her and accomplished them in a certain manner. Needs Improvement (NI) means that the employee didnt do some of the things that were expected or that they were not accomplished in the expected manner. Non-applicable (NA) means the descriptor is not applicable to the employees responsibilities. NA counts as an ME. Evaluator determines if a descriptor is NA. 53

1 st Performance Category Job Competencies Evaluation Process The first of 8 performance descriptors in this category references the classified employees job description This first descriptor is your overall assessment of the employees performance of his/her essential duties as recorded on the job description If the employee should receive a Needs Improvement (NI) rating on this single descriptor, he/she may not receive an overall Meets Expectations (ME) rating for this Performance Category 54

Two Other Performance Categories Evaluation Process Workplace Qualities These six performance descriptors address desirable behaviors in the workplace as related to your department/division and the employees specific position, such as self-motivated Human Relations These six performance descriptors address desirable traits related to professional interpersonal skills, such as teamwork 55

Descriptor Ratings = Overall Category Rating Evaluation Process Each Performance Category is then given an Overall Rating based on the number of individual descriptors within the category and the rating received on each one: Job Competencies: 6 of 8 ME = Overall ME Workplace Qualities: 4 of 6 ME = Overall ME Human Relations: 4 of 6 ME = Overall ME Remember NA = ME 56

Overall Category Ratings = Overall Annual Rating Evaluation Process The Annual Overall Rating is then assigned based on quantity of designated overall ratings in the three Performance Categories Meets Expectations ME in all 3 Overall Ratings Needs Improvement NI in 1 Overall Rating Unsatisfactory NI in 2 or 3 Overall Ratings 57

Classified Annual Evaluation Form The evaluator completes the evaluation form as described, records his/her signature, and may include optional comments (please do!) Evaluators are strongly encouraged to acknowledge exceptional performance with specific commendations If descriptors or categories are identified as Needs Improvement or an annual rating of Needs Improvement or Unsatisfactory is earned, evaluators are also encouraged to provide related written comments, addressing identified areas The evaluator provides the annual evaluation to his/her supervisor for his/her signature as Reviewer 58

Classified Evaluation Forms Evaluation Process Due Dates Paraprofessionals Conduct Annual Evaluation Conferences before April 1st All others Conduct Annual Evaluation Conferences at end of school year before employee leaves for summer or before June 30 59

Classified Performance Improvement - PIP A Performance Improvement Plan (PIP) may be developed to support classified professional growth at any time during the year at the supervisors discretion 60 Contact Mary Finlayson, Director, Professional Standards & Ethics 770-420-4958

APPEAL PROCESS If a Classified employee wishes to appeal his/her evaluation results, he/she must complete an evaluation appeal form (found on EMWeb) and submit it, along with any evidence and/or documentation, to the evaluator within 10 business days of the receipt of the original evaluation report The evaluator must respond to the appeal within 20 business days of receipt of the appeal If the rating is upheld by the evaluator, the Classified employee may submit an appeal to the evaluators supervisor within 10 days of receipt of the evaluators response The evaluators supervisor must respond to the appeal within 20 days of receipt of the appeal This exhausts the appeal process 61

REVIEW Evaluation Process Due Dates Paraprofessionals Other Certified Conduct Annual Evaluation Conferences before April 1st Conduct Annual Evaluation Conferences at end of school year before employee leaves for summer or before June 30 PDPs & PIPs Common Language Language of the Standards 62