Colchester Public Schools · completion of BEST portfolio y Determine contract renewal . Standards: CCT, district curricula, goals/policies, professional responsibilities . Processes:

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Colchester Public Schools

Teacher Professional Growth and Evaluation Plan

"Good professional development respects and builds on knowledge and expertise that teachers already have. It allows participants to control and drive the opportunity, and involves inquiry and reflection over time with

colleagues about issues that matter most to the teachers involved."

Zeichner, Klehr, Carv-Bruce "Pulling Their Own Levers"

Approved by BOE on September 5, 2003

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Colchester Public Schools Teacher Professional Growth and Evaluation Plan

Introduction In accordance with state statutes and guidelines, the Colchester Teacher Evaluation and Professional Development Plan was formulated by a committee consisting of representatives of the administrative and teaching staff, including representation from the Colchester Federation of Teachers. All certified staff below the position of Superintendent will participate in the plan. This plan was adopted by the Colchester Board of Education on April 10, 2001.

Core Committee Members: Brien Brown, Teacher, Bacon Academy & CFT Representative Linda Eakin, Teacher, Jack Jackter Elementary School Susan Hewes, Teacher, Apple Preschool Program Robert Houle, Teacher, Bacon Academy Karen Loiselle, Director of Curriculum, Instruction & Staff Development Dale McCubrey, Assistant Principal, Bacon Academy Ruth Parente, Teacher, William J. Johnston Middle School Deborah Sandberg, Speech/Language Pathologist, Colchester Intermediate School Cindy Smith, Teacher, Colchester Intermediate School Candace Sullivan, Principal, William J. Johnston Middle School

Steering Committee Members: Michael Litke, Assistant Principal, Jack Jackter Elementary School Jeanne Manfredi, Teacher, Bacon Academy Joan Pease, Teacher, Bacon Academy Rose Poirier, Teacher, Colchester Intermediate School Heather Prior, Teacher, Jack Jackter Elementary School Kay Rosewall, Assistant Principal, Jack Jackter Elementary School Donna Shea, Guidance Counselor, Bacon Academy Lisa Stanco, Teacher, William J. Johnston Middle School Mary Tomasi, Teacher, Colchester Intermediate School

Colchester Board of Education: William Hettrick, Chairman John Mazzarella, Vice Chairman Steven Unikewicz, Secretary Anita Miazga Mary Lynn Burke Andrew George Jon Sandberg Gregory Plunkett, Superintendent of Schools

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Table of Contents I. Rationale for Teacher Evaluation/Professional Development

Goals 4 Implementation of Plan 4 Responsibility for Evaluations 5 Superintendent's Role 6 Process for Resolving Disputes 6 Evaluation Phases 6 Definition of Teacher 6 Guidelines for Issuance of CEU's 6 New Directions in Teacher Evaluation- Graphic Summary 8 Purpose, Process, Timeline Form - Plan Summary 9

II. Teacher Evaluation - Non-tenured phase Induction Cycle Overview 11 Guided Growth Cycle Overview 12 Induction Cycle Description/Process 13 Guided Growth Cycle Description/Process 16 Non-tenured Evaluation Timelines/Forms Summary 19 Non-tenured Evaluation Forms Guided Growth Professional Goal Form 21 Preobservation Report 23 Observation Report Worksheet 25 Post Observation Reflections 27 CCT Skills & Competencies Observation Report 28 Summative Evaluation/Reflection 31 Summative Evaluation Report 32

III. Tenured Phase: Professional Growth Cycle Key Concepts 36 Data Collection and Analysis 38 Professional Growth Options 40 Timelines 42 Tenured Phase Evaluation Forms Professional Growth Plan 43 Professional Service/Study 46 Interim Reflection Form. 48 Professional Growth Plan Summary Report 50 Walk Through Feedback Form 52

IV. Intensive Evaluation Phase Notification 54 Appeal Process 54 Action Planning 55 Evaluation 55 Intensive Evaluation Phase Flow Chart 56 Intensive Evaluation Forms Notification Form 57 Action Plan/Time Frame 58 Request for Placement Review 59 Summary Report 62

V. Position Descriptions Certified Teacher Positions 63

VI. Appendix Table of Contents 3

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Colchester Public Schools Rationale For Teacher Evaluation/Professional Development Plan

The primary purpose of the Colchester Public School District Teacher Evaluation/Professional Development Program is to maximize the effectiveness of instruction leading to and evidenced by improved student learning. The focus of teaching is to find out what students know and to help them learn. To that end, our document is framed around the contents of three Connecticut State Department of Education publications and District-wide Goals and Curriculum Standards.

1. Connecticut’s Common Core of Learning (CCL), which clearly establishes high expectations for learning for all of Connecticut’s children.

2. Connecticut’s Common Core of Teaching (CCT), which defines effective teaching

practice throughout the career continuum of teachers from pre-service, through induction, as well as for the evaluation and continued professional development of experienced teachers. (This replaces the 15 Connecticut Teaching Competencies as Connecticut’s definition of effective teaching practice).

3. Connecticut’s Framework K-12 Curricular Goals and Standards, which establishes

student content and performance standards across all disciplines by grade span, e.g., pre-K, K-1, 2-3, 4-5, 6-7, 8-10, 11-12.

4. Colchester District Goals and Curriculum Standards.

These documents serve as the foundation for teacher evaluation and professional development, establishing a critical link between effective teaching, professional development, curriculum standards and increased student learning.

Goals The fundamental goal of Colchester’s Teacher Evaluation/Professional Development Plan is to improve student learning. This will be accomplished through:

Fostering an environment where trust, creativity, and risk-taking are valued Gathering and analyzing data on student achievement Developing a professional goal that focuses on student learning and aligns with district

and school goals Providing a variety of professional growth options to individual teachers or

collaborative teams as a means of achieving their goal(s) Developing valid methods of assessing student progress and evaluating students’

proficiency in meeting district curricular standards

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Providing teachers with professional development opportunities based on identified professional needs. Professional development will be focused on priorities for improving student learning

Ongoing teacher reflection toward goal(s) Providing opportunities for discussion and feedback with an evaluator regarding

progress toward goal(s)

Implementation of Plan: Training of Teachers and Evaluators

Prior to implementation of the Colchester Public School District’s Teacher Evaluation/Professional Growth Plan, all certified staff members and evaluators will participate in training that addresses an understanding of their specific responsibilities, the elements of the plan, professional growth options, and the Connecticut Common Core of Teaching. Certified staff and evaluators new to the Colchester Public School District will be provided with training to ensure that they understand the elements and procedures of the Evaluation Plan and the foundation documents. This training will take place as part of the orientation process. The district will continue to provide the fiscal resources necessary to support the successful achievement of the teacher’s goal(s) and implementation of the evaluation plan.

Responsibilities for Evaluations

The following evaluators are responsible for the summative evaluation report of the following certified staff members (teachers): A. Assistant Principals: Principal B. Classroom Teachers: Building Principal and/or Assistant Principal C. Department Chairpersons: Building Principal and/or Assistant Principal D. Director of Curriculum Instruction and Professional Development: Superintendent E. Director of Pupil Services: Superintendent F. District Special Education Evaluator: Director of Special Services G. Enrichment Specialists: Building Principal and/or Assistant Principal H. Guidance Counselors: Building Principal and/or Assistant Principal I. Media Specialist: Building Principal and/or Assistant Principal J. Occupational Therapist: Director of Special Services K. Preschool Teachers: Elementary Principal, Assistant Principal and/or Director of Special

Services L. Principals: Superintendent M. Psychologists, Social Worker: Building Principal and/or Assistant Principal N. Special Education Teachers: Building Principal and/or Assistant Principal with input from

Director of Special Services O. Speech and Language Pathologists: Building Principal, Assistant Principal, and/or Director

of Pupil Services P. System-Wide Curriculum Specialists: Director of Curriculum Instruction and Professional

Development

Q. Teachers assigned to more than one school: Building Principal and/or Assistant Principal of home school with input from Principals of other schools

Superintendent's Role in the Evaluation Process

1. Arbitrate disputes over objectives, evaluation procedures, feedback, or the professional development plan.

2. Allocate and provide resources and/or funds through the budgetary process to implement Colchester's Teacher Evaluation Plan.

3. Serve as liaison between the Board of Education and the teacher evaluation process.

Process for Resolving Disputes The process for resolving disputes is defined in the current Collective Bargaining Agreement between the Colchester Federation of Teachers and the Colchester Board of Education.

Phases of Teacher Evaluation

1. Induction Cycle: Nontenured Phase 2. Guided Growth: Nontenured Phase 3. Tenured Teachers: Professional Growth Phase 4. Tenured teachers not demonstrating CCT competencies: Intensive Supervision

Definition of Teacher

In accordance with state law, all educators who are certified by the CT State Department of Education are considered to be "teachers" in this document.

Guidelines For Issuance of Continuing Education Units Required For Certification

To ensure that all students in Colchester have competent, high quality teachers, we will provide meaningful learning experiences that enable our educators to continuously raise their expectations for their students' achievement and for their teaching. Therefore, the central focus of all Continuing Education Units will be to IMPROVE STUDENT LEARNING. Colchester's CEU guidelines strengthen the connection between the investment in ongoing teacher professional development and improved student learning. They also build on and strengthen Colchester's unwavering commitment to equity and excellence in education. The following principles have guided the design of these guidelines.

Student learning is directly affected by teacher competence

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Teacher competence is enhanced by ongoing professional development and continuous learning

Teachers, like students, must be continual learners The Connecticut Guidelines for Issuance of Continuing Education Units Required for Certification (September 1999) replace the Guidelines and Procedures for CEUs published on July 1, 1992. These guidelines also reflect current statutory requirements related to professional development, CEUs and the continuation of professional educator certificates. The third edition of Colchester's Procedure Manual for the Management of CEU's (October 2000) describes state and district guidelines and procedures for obtaining CEU's and CEU equivalents. This manual is available in the office and media center of each school or can be obtained from the Office of the Director of Curriculum, Instruction and Staff Development.

Colchester Public Schools Teacher Professional Growth & Evaluation Plan Required Components

Professional goal related to CCT area

of focus

2 Observations of demonstration

lessons conducted by experienced teacher(s)

2 Observations by Evaluator of focus

Guided Growth Cycle: Completed Induction

Cycle and not yet tenured

Experienced teachers who are new to Colchester

Non-tenured Evaluation Phase Intensive Evaluation Phase (Tenured)

Tenured Teachers demonstrating CCT

competencies

Professional goal related to student

learning outcomes & school/district goals

Emphasis on Data Collection/Analysis

Prescribed plan/timelines Clear expectations

Data collection Support provided

May lead to termination

Formal and informal observations

once every 15 days by evaluator

Professional Growth Options

Teacher's Choice

Professional Growth Plan Form (T1A) Weekly Reflective Journal Piloting of New Program Assignment-Related Coursework Action Research Peer Observation/Coaching Exploring Student Work Classroom Portfolio

Professional Service/Study Plan (Form T1B) BEST Mentor/Cooperating Teacher Prepare/Present Staff Development Program National Board Certification Teacher Leadership (Committee Chair)

2 Walkthrough observations completed by

evaluator

Tenured Teachers who are not

demonstrating CCT competencies

Professional Growth Phase (Tenured)

2 informal "feedback observations" by

BEST mentor

3 Observations of demonstration

lessons conducted by experienced teacher(s)

3 Observations by evaluator

Induction Cycle: Beginning

educators whose certification does not require BEST

BEST Program Participants

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Colchester Public Schools Teacher Professional Growth and Evaluation Program

Purposes…Processes…Timelines…Forms

Induction Guided Growth Professional Growth Purpose: Support beginning teachers to master

CCT Ensure quality instruction Promote teacher reflection Support teacher's successful

completion of BEST portfolio Determine contract renewal

Standards: CCT, district curricula, goals/policies, professional responsibilities Processes:

3 formal observations unscheduled observations mentor support 2 feedback observations by mentor 3 observations of demonstration

lessons by beginning educator monthly school Reflective Practice

Sessions Timelines: By Oct. 1st - orientation conference By Oct. 30th - 1st observation Nov. 1 - Dec. 23 - 2nd observation Jan. 2 - Feb. 28 - 3rd observation (Post Observation conferences within 10 days of observation) By March 1 - Summative Evaluation report/conference Throughout year - Beginning teacher observes 3 demonstration lessons of experienced teachers. Mentor observes teacher (min. 2 times) Forms: Teacher Responsibility: Pre-Observation Report - N2 Post-Observation Reflection - N4 Summative Self Evaluation - N6 Evaluator Responsibility: Observation Report - N5 Summative Evaluation - N7

Purpose: Confirm teacher's capability to reflect and

grow as an educator Raise student achievement through improved

instruction Transition teacher from induction to

professional, collegial learning community Evaluate teacher for continued employment

(tenure granted: after year 4 for new CT educators in CT, after year 2 for previously- tenured CT teachers new to Colchester) Standards: CCT, district curricula, goals/policies, professional responsibilities Processes:

2 formal observations unscheduled observations professional goal/plan 2 observations of demonstration lessons

conducted by experienced educators Timelines: By Oct. 1 - Orientation to plan By Oct. 15 - Development of Professional Goal By Dec. 1 - 1st observation By Feb. 28 - 2nd observation (Post Obs. Conferences held within 10 days of observations) By March 1st - Summative Evaluation/ Conference Throughout year - Teacher observes 2 demonstralessons Forms: Teacher Responsibility: Professional Growth Form - N1 Pre-Observation Report - N2 Post-Observation Reflection - N4 Summative Self Evaluation - N6 Evaluator Responsibility: Observation Report - N5 Summative Evaluation - N7

Purpose: Improve student learning through

teachers' continuous professional growth

Promote teachers' collegial growth through reflection and collaboration

Determine teacher training needs Base instructional decisions/actions

on student learning data Promote teacher leadership

Standards: CCT, district curricula, goals/policies, school goals, professional responsibilities Processes:

professional growth goal/plan based on student learning data

professional growth options interim and end of year

conferences formal observations, as

needed/requested walkthroughs by administrators

Timelines: By Sept. 30th - Finalize Professional Growth Plan/Conference with evaluator December 1st - April 1st - Interim Conference By May 20 - End of Year Summary Mtg. By end of year - "Looking to Future" form completed by teacher Throughout year -Participation in professional growth options Forms: Teacher Responsibility: Professional Growth Plan - TIA or B Midyear Reflection - T2A-D Summary Report - T3 A-C, E-H Evaluator Responsibility Midyear Reflection T2 Section E Summary Report T3 Section D

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Teacher Evaluation Plan Non-tenured Phase

• Induction Cycle

• Guided Growth Cycle

• For all beginning teachers (Induction & Guided Growth Cycles) • For all experienced teachers new to Colchester who have taught for 2 or more

years (Guided Growth Cycle).

Non-tenured Evaluation Phase Overview

Colchester Public Schools recognizes the intensity of the beginning teacher’s experience in the induction phase of his/her teaching career. The non-tenured evaluation phase is designed to support, encourage, and assess all beginning teachers, and all non-tenured certified staff members prior to receiving tenure. This is a four-year phase that is divided into two cycles. Newly hired staff possessing the Initial Educator Certificate and participating in the BEST Program are assigned to the induction cycle of this phase until they successfully complete the requirements of the BEST Program. Beginning teachers with certification not participating in the BEST Program will also participate in the Induction Cycle of the evaluation plan. All other non-tenured staff are assigned to the Guided Growth Cycle. New teachers will be provided support over time that includes: A strong mentoring program through the completion of the BEST Program; Training and assistance in order to acquire and refine basic teaching skills; and Opportunities to discuss and reflect on best teaching practices. Teachers completing the

BEST Program will have the opportunity to participate in collaborative conversations and discussions among year one and two teachers and their mentors at the building and district levels. These dialogues will be facilitated by mentor/mentee teams providing the novice teacher with professional development opportunities relevant to this stage of his/her career.

Induction Cycle Teachers considered in the Induction Cycle:

Teachers in Colchester without prior teaching experience who are participating in the BEST program.

Beginning educators (years 1 & 2) whose certification does not require BEST participation.

The evaluation of teachers in this stage includes:

An orientation by evaluator prior to October 1st to:

1. Focus on the upcoming observations; 2. Generate conversation about their induction to teaching; 3. Provide opportunity for reflection, review the evaluation document, and discuss the

components of the Common Core of Teaching. A minimum of three formal observations by the evaluator, including pre and post conferences, by

February 28th. Teachers will submit a pre-observation report prior to each observation.(Form: N2) A minimum of two informal “feedback observations" by the teacher’s mentor(s), and related follow-up

conferences. The information from these observations will be confidential and not become a part of the teacher’s personnel file.

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A minimum of three observations of experienced teachers, conducted by the beginning teacher. The evaluator and teacher will mutually plan the observations (date, time, individual to be observed).

Reflection on the teacher’s performance as it relates to the Common Core of Teaching (CCT) will

be discussed at each of the post observation conferences. The teacher will bring a completed Post Observation Reflective Form (Form: N4) to each of the conferences. An observation report will be completed by the evaluator (Form: N5) and placed in the teacher’s personnel file.

A Summative Evaluation Conference and Report (Form: N7) by March 1. Teachers will

complete the Summative Self Reflection Form and submit it to the evaluator prior to the conference.(Form: N6)

For teachers in Year 2 of BEST Program:

Review of BEST portfolio by mentor and evaluator (as “critical friends”) at least two weeks prior to submitting it to the State Department of Education.

Guided Growth Cycle Staff considered in the Guided Growth Cycle:

Teachers in Colchester who have successfully completed the BEST program and have not achieved tenure.

Experienced teachers that have not yet achieved tenure in Colchester. The evaluation of teachers in this stage include: An orientation by the evaluator by October 1st to focus upon the components/requirements

of the Guided Growth Cycle (observations, forms, development of a professional objective related to the CCT).

A minimum of two formal observations, including pre and post conferences by February 28th. Teachers will submit a pre-observation worksheet (Form: N2) prior to each observation conference.

Reflection on the teacher’s performance as it relates to the CCT will be discussed at each of

the post observation conferences. (Form: N5) A post observation reflection form should be completed by the teacher and submitted to evaluator prior to the conference. (Form: N4)

The development of a mutually agreed upon professional goal by October 15th by the

evaluator and teacher. The goal must reflect an area of focus related to the Common Core of Teaching. (Form: N1)

Summative Evaluator Conference and Report by March 1 (Form: N7). Teachers will

complete the Summative Self Reflection and submit it to the evaluator prior to the conference. (Form: N6).

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Non-tenured Evaluation Phase

Induction Cycle

The Induction Cycle is designed for certified staff in their first two years of teaching. The purpose of the induction cycle is:

1. To collect data to assist in making a decision about tenure. 2. To assess a teacher’s capability to grow as an educator. 3. To identify a teacher’s strengths and weaknesses. 4. To provide sufficient support so that a teacher can perform to his/her potential and

successfully complete the BEST certification program. 5. To assess teacher competencies as defined in The Connecticut Common Core of

Teaching. 6. To ensure quality instruction for students. 7. To determine contract renewal.

The basis for a teacher’s evaluation on the Induction Cycle of the Non-tenured Evaluation Phase is:

1. Performance related to written definitions of each professional position enumerating the general responsibilities and specific tasks of that position.

2. Colchester’s district goals and policies. 3. Observations based on the Connecticut Common Core of Teaching.

The evaluator assesses the teacher’s performance through a variety of means which could include, but are not limited to: formal observation unannounced visitations lesson plans teacher- generated reports/documents grade books relevant to the position

individual diagnostic reports teacher's adherence to district and unscheduled observations school policies Orientation Conference Prior to October 1 An orientation will be conducted for all teachers who will be on the Induction Cycle. The orientation, to be conducted by the evaluator, will explain the purpose, procedures, and forms utilized in the observation and evaluation process. In addition, a district in-service course dealing with the Common Core of Teaching will be available to all new educators. Observations A minimum of three formal observations that last a full class period or at least thirty minutes will be performed by the evaluator. In cases of questionable performance or potential, a minimum of five observations that last a full class period or at least thirty minutes is strongly recommended.

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Non-tenured teachers must have their formal observations conducted according to the following timetable: First Scheduled Observation - By October 30th Second Scheduled Observation – Between November 1st and December 23rd Third Scheduled Observation – Between January 2 and February 28th Additional unscheduled observation(s) may be completed during the course of the year

Pre-Observation Form/Conference: A Pre-Observation Conference may be held at the request of either the teacher or the evaluator before the formal observation by the evaluator. The Pre-Observation form (Form: N2) helps to determine/communicate the purpose and focus of the classroom visitation so that concentrated efforts can be made to collect meaningful data. During a Pre-Observation Conference, the evaluator and teacher may discuss the nature of the class, the current unit of instruction, the instructional strategies the staff member will employ, the relationship of the lesson to the written objectives and the means by which the evaluator will assess the staff member’s achievement of the performance responsibilities. Whether or not a Pre-Observation Conference is held, the teacher must complete the pre-observation form (Form: N2) and submit it to the evaluator two days prior to the scheduled observation. No pre-observation form is required for unscheduled observations. Unless otherwise mutually agreed upon by the evaluator and teacher, the observation will be held within two days of a Pre-Observation Conference. If unforeseen circumstances should arise, the postponed observation will be rescheduled. Observation Report Any visitation by an administrator intended for observational purposes and of at least thirty minutes duration, must be reported in writing. The CCT Skills and Competencies Observation Report, (Form: N5) standardized for the Colchester Public Schools, is to be used. Copies are to be distributed to:

1. The individual about whom the report is written. 2. The individual’s personnel folder in Central Office. 3. The Superintendent of Schools, only if necessary and useful. 4. The individual’s School Principal, when the evaluator is not the principal.

The evaluator keeps teachers informed on a continuing basis of the status of their performance. Evaluations are made according to the expectations and standards of the Colchester Public Schools. After each observation and completion of the CCT Skills and Competencies Observation Report, a conference is held between the evaluator and the staff member.

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Post-Observation Conference Every effort will be made to conduct the Post-Observation Conference within ten school days of the observation. Prior to the conference, the teacher is required to complete and submit to the evaluator the Post Observation Reflection Form (Form: N4) as a self-assessment. Both the evaluator’s and teacher’s reflections will be discussed during the conference. After the conference, the evaluator's observation report will be shared with the teacher within 15 days of the observation. The teacher will return a signed copy of the Observation Report (Form: N5) to the evaluator within 5 days of the receipt of the report. The teacher will decide whether or not to attach the Post Observation Reflection form to the evaluator's report. The Observation Report will be placed in the teacher's personnel file. The primary objectives of the conference will be to promote the reflection of the teacher about the student learning that occurred in the classroom. The positive self-concept of the teacher will be fostered at all times. If the evaluator rates a teacher unacceptable in a particular area, then the evaluator must identify the specific behaviors that the teacher needs to develop which will demonstrate that he/she is competent in this area. The evaluator is also expected to offer reasonable assistance so that the teacher can improve his/her performance in this area. The assistance may include, but is not limited to, positive suggestions for improvement, resource materials, referral to other individuals inside or outside of the district, opportunities to observe other teachers, and/or peer coaching. Summative Evaluation Prior to March 1 A conference will be held between the evaluator and the teacher for the summative assessment of the teacher's performance. The March 1st timeline is in accordance with state statutes regarding renewal of teacher contracts. Prior to the Summative Conference, the teacher is required to complete the Summative Self Evaluation Reflection Form (Form: N6) as a self-assessment. Both the evaluator’s and teacher’s reflections will be discussed during the conference. Either form may be modified and, after the conference, the signed form will be placed in the teacher’s personnel file. The teacher will receive the original and one copy of the Summative Evaluation Report (Form: N7). He/she will sign, date, and return one copy to the evaluator within five working days of receipt. The teacher's signature indicates only that he/she has seen the evaluation. The teacher may:

Complete the teacher comment sections on the Summative Evaluation Report document, and/or

Attach to the Summative Evaluation Report a signed statement clarifying or rebutting any aspect of the Summative Evaluation Report, and/or

Attach to the Summative Evaluation Report a Self-Evaluation Report of his/her performance as it pertains to the Common Core of Teaching.

For a teacher who does not demonstrate proficiency in the areas assessed during the Induction Cycle, the teacher’s continued employment may be reviewed.

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The Guided Growth Cycle Non Tenured Teachers

The Guided Growth Cycle of the Non-tenured Evaluation Phase is designed for certified teachers who are not beginning teachers, but have not attained tenure in Colchester. The purpose of the Guided Growth Cycle is:

1. To collect data to assist in making a decision about tenure. 2. To confirm a teacher’s capability to grow as an educator. 3. To build on a teacher’s strengths and address any areas of weakness. 4. To provide sufficient support so that a teacher can perform to his/her potential. 5. To ensure quality instruction for students. 6. To determine contract renewal.

The basis for a teacher’s evaluation when he/she is on the Guided Growth Cycle of the Non-tenured Evaluation Phase is:

1. Teacher’s performance on a written definition of each professional position enumerating the general responsibilities and the specific tasks of that position.

2. Colchester’s district goals and policies. 3. Written goals and/or job descriptions that link with the Common Core of Teaching.

Orientation Conference An orientation will be conducted prior to October 1st for all teachers in the Guided Growth Cycle. The orientation, to be conducted by the evaluator, will explain the purpose, procedures, and forms utilized in the observation, goal setting and evaluation process. Formulation and Assessment of Written Goals Working with the evaluator, the teacher will cooperatively determine goal(s) that are linked to the Common Core of Teaching (CCT). The identified goal(s) will be used to create a professional growth plan for the school year. (Form: N1) The evaluation process will take into account factors influencing the achievement of goal(s) that are beyond the control of the teacher being evaluated, such as the availability of materials, resources, space, and other environmental concerns. Observations - A minimum of two formal observations that last a full class period or at least thirty minutes will be performed by the evaluator. In case of questionable performance or potential, a minimum of five observations that last a full class period or at least thirty minutes is strongly recommended.

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Non-tenured staff must have their formal observations conducted according to the following timetable: First Scheduled Observation - By November 30th Second Scheduled Observation – Between December 1st and February 28th Additional unscheduled observations may be completed during the course of the year Pre-Observation Form/Conference A Pre-Observation Conference may be held at the request of either the teacher or the evaluator before the formal observation by the evaluator. The Pre-Observation form (Form: N2) helps to determine/communicate the purpose and focus of the classroom visitation so that concentrated efforts can be made to collect meaningful data. During a Pre-Observation Conference, the evaluator and teacher may discuss the nature of the class, the current unit of instruction, the instructional strategies the staff member will employ, the relationship of the lesson to the written objectives and the means by which the evaluator will assess the staff member’s achievement of the performance responsibilities. Whether or not a Pre-Observation Conference is held, the teacher must complete the pre-observation form (Form: N2) and submit it to the evaluator two days prior to the scheduled observation. No pre-observation form is required for unscheduled observations. Unless otherwise mutually agreed upon by the evaluator and teacher, the observation will be held within two days of a Pre-Observation Conference. If unforeseen circumstances should arise, the postponed observation will be rescheduled. Observation Report Any visitation by an administrator intended for observational purposes and of at least thirty minutes duration, must be reported in writing. The CCT Skills and Competencies Observation Report, (Form: N5) standardized for the Colchester Public Schools, is to be used. Copies are to be distributed to:

1. The individual about whom the report is written. 2. The individual’s personnel folder in Central Office. 3. The Superintendent of Schools, only if necessary and useful. 4. The individual’s School Principal, when the evaluator is not the principal.

The evaluator keeps teachers informed on a continuing basis of the status of their performance. Evaluations are made according to the expectations and standards of the Colchester Public Schools. After each observation and completion of the CCT Skills and Competencies Observation Report, a conference is held between the evaluator and the teacher. Post-Observation Conference Every effort will be made to conduct the Post-Observation Conference within ten school days of the observation. Prior to the conference, the teacher is required to complete and submit to the evaluator the Post Observation Reflection Form (Form: N4) as a self-assessment. Both the evaluator’s and teacher’s reflections will be discussed during the conference. After the conference, the evaluator's Observation Report (Form: N5) will be shared with the teacher within 15 days of the observation. The teacher will return a signed copy of the CCT Observation Report (Form: N5) to the evaluator within 5 days of the receipt of the report. The teacher will decide whether to keep the Post Observation Self Reflection

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form or attach it to the evaluator's report. The Observation Report will be placed in the teacher's personnel file. The primary objective of the conference will be to promote the reflection of the teacher about the student learning that occurred in the classroom. The positive self-concept of the teacher will be fostered at all times. If the evaluator rates a teacher unacceptable in a particular area, then the evaluator must identify the specific behaviors that the teacher needs to develop which will demonstrate that he/she is competent in this area. The evaluator is also expected to offer reasonable assistance so that the teacher can improve his/her performance in this area. The assistance may include, but is not limited to, positive suggestions for improvement, resource materials, referral to other individuals inside or outside of the district, opportunities to observe other teachers, and/or peer coaching. Summative Evaluation Prior to March 1 A conference will be held between the evaluator and the teacher for the summative assessment of the teacher's performance. Prior to the Summative Conference, the teacher is required to complete the Summative Self Evaluation Reflection Form (Form: N6) as a self-assessment. Both the evaluator’s and teacher’s reflections will be discussed during the conference. Either form may be modified and, after the conference, the signed form will be placed in the teacher’s personnel file. The teacher will receive the original and one copy of the Summative Evaluation Report (Form: N7). He/she will sign, date, and return one copy to the evaluator within five working days of receipt. The teacher's signature indicates only that he/she has seen the evaluation. The teacher may:

Complete the teacher comment sections on the Summative Evaluation Report document, and/or

Attach to the Summative Evaluation Report a signed statement clarifying or rebutting any aspect of the Summative Evaluation Report, and/or

Attach to the Summative Evaluation Report a Self-Evaluation Report of his/her performance as it pertains to the job description.

For a teacher who does not demonstrate proficiency in the areas assessed during the Induction Cycle, the teacher’s continued employment may be reviewed.

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Non-tenured Teacher Evaluation Phase Evaluation Timelines

Activity Induction Cycle Guided Growth Cycle Orientation to Evaluation Cycle By October 1st By October 1st Development of Professional Goal Not applicable By October 15th Observation #1 By October 31st By December 1st Observation #2 November 1st-December 23rd By February 28th Observation #3 January 2nd-February 28th N/A Summative Evaluation Conference By March 1st By March 1st and Report

Evaluation Forms

Form Completed By Due Date N1 Guided Growth Cycle: Professional Goal (p. 29) Teacher By October 15th N2 Preobservation Form (p. 18-19) Teacher 2 days prior to observation N3 Observation Report Worksheet (p. 20-21) Evaluator Record data during observation N4 Post Observation Reflections (p. 24) Teacher Prior to post-observation conference N5 CCT Observation Report (p. 25-27) Evaluator Within 15 days of observation N6 Summative Teacher Reflection (p. 28) Teacher Prior to summative conference N7 Summative Evaluation Report (p. 30-32) Evaluator By summative conference

Timeline Extensions Time extensions may be granted with the consent of the Superintendent of Schools. The request for a timeline extension must be mutually-agreed upon in writing by the evaluator and teacher and submitted to the Superintendent for approval.

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Conferencing Dialogue

Suggested Dialogue For Pre and Post Conferences:

Pre-Conference Questions

The following are examples of questions that focus a pre-conference on planning, instruction and assessment designed for a range of students in any (mathematical) classrooms.

1. Reflecting on your class, describe 2-3 students that represent a range of (mathematical) abilities and learning styles.

2. Share with me how your lesson plan accommodates their range of abilities and styles. 3. Please describe the (mathematical) tasks that you will be using with this class. Why were

they selected? What kind of learning are you expecting to promote? 4. How do today’s tasks and objectives relate to your larger (mathematical) goals for these

students? 5. How will you know that the students are successful?

Post-Conference Questions

The following are examples of questions that focus on student learning and the impact of instruction. These are the types of questions that will be asked in the post conference.

1. How did you feel about the lesson? 2. Did the lesson go as planned? If you made changes, would you explain why? 3. In our pre-conference, we focused on 2-3 specific students and the expected learning

outcomes for those students. Let’s focus on those students again. Where do you think these students are in relationship to the day’s objective and your broader goals for them? Talk to me about student discourse or things you observe to illustrate your conclusions. Finally, review with me examples of student work that illustrate their progress.

4. As you think about your plan for the lesson and how the lesson actually progressed, reflect on and describe the aspects of your instruction that were most effective in helping students learn. What are your thoughts about what made them effective?

5. Thinking specifically about the tasks, discourse and overall classroom environment, what might you do differently, if you could do this over again, and why would you make these changes?

6. As you think about next steps for these students, talk about how you plan to build on today’s learning.

Form N1 Required: Part of Personnel File

Completed by: Teacher by October 15th Copy to Central Office by October 31st

(Page 1 of 2)

Colchester Public Schools Guided Growth Teacher Evaluation Cycle (Non Tenured)

Professional Goal Form Teacher: Evaluator: Date: Professional Growth Plan Rationale: CCT Area of Focus: (Select one)

Knowledge: Students Content Pedagogy

Application: Planning Instructing Assessing & Adjusting

Professional Responsibility: Professional/Ethical Practice Reflection/Continuous Learning Leadership/ Collaboration Professional Growth Plan Goal: Professional Growth Plan Description: 1. What do I expect my students to learn/be able to do? 2. What will I do to help them learn it?

Activities Timeline

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Form N1 (page 2 of 2)

3. What do I want to learn from this process? 4. What resources and/or professional development do I need to accomplish my goal?

5. How will I assess student learning? Teacher Signature: Evaluator Signature: Date: Date:

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Form N2 Required

Completed by Teacher (Page 1 of 2)


Pre-Observation Report for Formal Observation

Directions: This information should be completed by the non-tenured teacher and provided to the evaluator two days prior to the observation. Educators should adapt questions, if needed, to fit observed activity.

Teacher: School/program: Observation Date: Time: Subject: Grade/Level: Pre-Conference Meeting Date: Post Conference Meeting Date: Evaluator: 1. a. Why am I teaching this lesson?

b. How does it fit into my ongoing unit of instruction?

2. What is the major focus (The Big Idea , theme or concept)?

3. What do I expect students will know/understand and be able to do as a result of this lesson?

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4. Is there anything the evaluator needs to know about the students, environment, recent events, etc.?

5. In what instructional activities will my students be involved in the lesson?

6. How do I plan to assess student learning?

7. (Optional) My evaluator can assist me in this observation by: Indicate specific data you would like collected, or any particular areas in which you would like specific feedback.

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Form N3 Optional

Recording Tool for Administrator (Page 1 of 2)

Colchester Public Schools Teacher Evaluation

Observation Report Worksheet

Directions: To be used by administrator, mentor, cooperating teacher to collect data during the observation. This form is not included in a teacher's personnel file.

School Name of Staff Member Subject and Grade Date of Pre-Conference Date of Observation Date of Post-Conference

Connecticut Common Core of Teaching and Skillful Teacher Parameters and Indicators

Notes

I. Planning ♦ Appropriate lesson/content/objectives/learning tasks ♦ Appropriate materials/resources ♦ Sequencing learning tasks into coherent units ♦ Knowledge of individual students/learning styles ♦ Curriculum planning that is both short and long term ♦ Accurate academic knowledge

II. Classroom Management Demonstrates ♦ Discipline/Attention ♦ Routines ♦ Quality academic learning time/active participation ♦ Proper use of space ♦ Momentum ♦ Positive learning environment

III. Instructional Opportunities ♦ Employs different models of teaching/principles of learning ♦ Promotes critical and creative thinking ♦ Promotes problem-solving and decision-making skills and

inquiry ♦ Liveliness of presentation ♦ Promotes ethical responsible student behavior

♦ Makes connections between curriculum, school and careers ♦ Clear and organized presentation

IV. Communication ♦ Use effective verbal, nonverbal and media communication

techniques ♦ Use appropriate questioning strategies ♦ Engages students in purposeful discourse ♦ Clarity of speech ♦ Precise language ♦ Encourage high expectations

V. Assessment/Adjusting ♦ Use multiple sources of data ♦ Encourages self-assessment ♦ Correlation of data to learning outcomes ♦ Monitoring student understanding ♦ Adjusting when necessary ♦ Comprehension monitoring ♦ Frequent calls for substantial oral and written responses

Suggestions/Comments:


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Form N4 Required

Completed by Teacher

Colchester Public Schools Non-tenured Teacher Evaluation Phase

Post-Observation Reflections Name: Date:

Directions: Reflective responses should be completed by the teacher and submitted to the evaluator prior to the post observation conference. Educators should adapt questions, if needed, to fit observed activity.

1. What do you think went well? 2. Did anything occur during this lesson that was not typical or anticipated? Did it have an effect

on the outcome? Explain. 3. What evidence of student learning do you have from this lesson? 4. If you could teach this lesson again, what, if anything, would you do differently and why? 5. What will you do next with this class based on the student learning during this lesson? 6. For Guided Growth Cycle only - Briefly describe progress on your guided growth professional goal: Disposition: (Determined by Teacher)

Attach to Observation Report and place in personnel file Do not attach to Observation Report

Form N5 Required: Personnel File Completed by Evaluator

(Page 1 of 3)

Colchester Public Schools CCT Skills and Competencies Observation Report

Teacher: School or Program: Evaluator: Date: Directions: 1. Each statement presented in this form has been derived from the Connecticut’s Common Core of Teaching, to

represent the expected performance of Colchester’s teachers. 2. Definitions of appraisal categories:

a. Unsatisfactory – The teacher does not yet appear to understand the concepts underlying the skill or competency. Working on the fundamental practices associated with the elements will enable the teacher to grow and develop in this area.

b. Developing – The teacher appears to understand the concepts underlying the skill/competency and

attempts to implement them, but implementation is inconsistent. Additional reading, discussion, classroom observations of peer experience will enable the teacher to become proficient in this area.

c. Accomplished – The teacher clearly understands the concepts underlying the skill/competency and

implements it well.

d. Exemplary – The teacher demonstrates mastery of the skill/competency and performs at a qualitatively superior level.

3. Additional comments by the evaluator following each section are encouraged. In areas where

competencies are unsatisfactory recommendations are required. Please check the appropriate cycle: Please check the appropriate observation:

Non-tenured Induction Phase (Oct, Dec, Feb) Observation I Non-tenured Guided Growth Phase (Dec, Feb) Observation II Intensive Evaluation (tenure – every 15 days) Observation III

We have reviewed/discussed the attached observation report during a post-observation conference. Teacher Signature Date Evaluator's Signature Date Teacher Response (optional):

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Form N5 Page 2 of 3


CCT Skills and Competencies Observation Report

Teacher’s Name: Date: Evaluator' Name: Key

U – Unsatisfactory D – Developing A – Accomplished E - Exemplary

I. Teacher Knowledge A. Students U D A E • Understands how students learn and develop. • Understands how students differ in their approaches to learning. B. Content U D A E • Is proficient in reading, writing and mathematics.

• Understands the central concepts and skills, tools of inquiry and structures of the discipline(s) they teach.

C. Pedagogy U D A E • Knows how to design and deliver instruction. • Recognizes the need to vary instructional methods. Comments/Recommendations:

II. Teacher Application of Knowledge

D. A. Planning U D A E • Plans instruction based upon knowledge of subject matter,

students, the curriculum and the community. • Selects and/or creates learning tasks that make subject

matter meaningful to students.

B. Instructing U D A E • Establishes and maintains appropriate standards of

behavior and creates a positive learning environment that shows a commitment to students and their successes.

• Creates instructional opportunities that support students’

academic, social and personal development.

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Form N5 Page 3 of 3

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U D A E

Key U – Unsatisfactory D – Developing A – Accomplished E - Exemplary

• Uses effective verbal, nonverbal and media communication

techniques which foster individual and collaborative inquiry. • Employs a variety of instructional strategies that enable

students to think critically, solve problems and demonstrate skills.

C. Assessing and Adjusting U D A E • Uses various assessment techniques to evaluate student

learning and modifies instruction as appropriate. Comments/Recommendations:

III. Teacher Demonstration of Professional Responsibility - During this observation period, the teacher has demonstrated the following: A. Professional and Ethical Practice U D A E • Conducts themselves as a professional in accordance with the

Code of Professional Responsibility for Teachers (Section 10-145d-400a of the Connecticut Certification Regulations).

• Shares responsibility for student achievement and well being.

D. Reflection and Continuous Learning U D A E • Engages in self-evaluation of the effects of their choices and

actions on students and the school community. • Seeks out opportunities to grow professionally.

C. Leadership and Collaboration U D A E • Works collaboratively with mentor and other staff members. • Demonstrates a commitment to their students. • Demonstrates a commitment to improving the school community

Comments/Recommendations:

Form N6 Required

Completed by teacher prior to Summative Conference

Colchester Public Schools Non-tenured Teacher Evaluation Phase

Summative Teacher Self-Evaluation / Reflection Form

Name: Date: Directions: Using the space provided, comment on your performance in each area of the job description. Pay particular attention to those areas that were a major focus for you this year. I. Planning

How have I planned instruction to accommodate the knowledge, needs, and interest level of students?

II. Knowledge How have I kept abreast of content, trends, concepts, and instructional strategies in my curriculum areas(s)?

III. Management In what ways have I established and maintained appropriate standards of behavior to create a positive learning environment for my students?

IV. Instruction What instructional strategies have I used most effectively?

V. Assessment What assessment techniques have I used to evaluate student learning? How have I modified my instruction based upon assessment?

VI. Professional Responsibilities What professional development activities have been most meaningful to me? Why?

VII. Observations of Lessons Conducted by Experienced Teacher(s): (3 Induction Phase/2 Guided Growth)

Date Teacher Observed Topic of Lesson VIII. (For Guided Growth Cycle Participants Only)

Reflect upon your progress in meeting this year's professional goal:

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Form N7 Required: Personnel File Completed by Evaluator

(Due March 1st) (Page 1 of 4)


Summative Evaluation Report Non-tenured Teacher Evaluation Cycle

School Year:

Teacher: School/Program: Evaluation Phase: (check phase and year)

Induction Phase: Year 1 Year 2 Guided Growth: Year 1 Year 2

Year 3 Year 4

Evaluator: Date: The teacher's evaluator will provide reflective summative comments on each of the three strands of the Connecticut Common Core of Teaching. This should include areas of strengths, areas in need of further development/improvement. Refer to the complete text of the Connecticut Common Core of Teaching Foundational Skills and Competencies found in the appendix of the Teacher Evaluation document.

Key U - Unsatisfactory D - Developing A - Accomplished E - Exemplary

1. Strand I - Teacher knowledge:

Students U D A E 1. Teacher understands how students learn and develop. 2. Teacher understands how students differ in their approaches to learning.

Content U D A E 3. Teacher is proficient in reading, writing, and mathematics. 4. Teacher understands the central concepts and skills, tool of inquiry

and structures of the discipline(s) taught.

Pedagogy U D A E

5. Teacher knows how to deliver and design instruction. 6. Teacher recognizes the need to vary their instruction.

Evaluator's Comments:

• Areas of strength:

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• Areas for further development/improvement if indicated: Teacher's Comments: (optional)


Key U - Unsatisfactory D - Developing A - Accomplished E - Exemplary

2. Strand II – Teacher Application of Knowledge:

Planning U D A E 1. Teacher plans instruction based on knowledge of subject matter, students,

the curriculum and the community. 2. Teacher selects and/or creates learning tasks that make subject matter

meaningful to the students.

Instructing U D A E 3. Teacher establishes and maintains appropriate standards of behavior and create a

positive learning environment that shows a commitment to students and their successes. 4. Teacher creates instructional opportunities that support students’ academic,

social and personal development. 5. Teacher uses effective verbal, nonverbal and media communications techniques

which foster individual and collaborative inquiry. 6. Teacher employs a variety of instructional strategies that enable students to think

critically, solve problems and demonstrate skills.

Assessing and Adjusting U D A E 7. Teacher uses various assessment techniques to evaluate student learning and

modify instruction as appropriate.

Evaluator’s Comments: • Areas of strength: • Areas for further development/improvement if indicated:

Teacher's Comments (Optional):

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Key

U - Unsatisfactory D - Developing A - Accomplished E - Exemplary

3. Strand III - Teacher Demonstration of Professional Responsibility: U D A E

Professional and Ethical Practice 1. Teacher conducts themselves as professionals in accordance with the Code of

Professional Responsibility for Teachers (Section 10-145d-400a of the Connecticut Certification Regulations).

2. Teacher shares responsibility for student achievement and well being. Reflection and Continuous Learning U D A E 3. Teacher continually engages in self-reflection of the effects of his/her choices and

actions on students and the school community. 4. Teacher seeks out opportunities to grow professionally.

Leadership and Collaboration 5. Works collaboratively with mentor and other staff members. 6. Teacher demonstrates a commitment to their students. 7. Demonstrate a commitment to improving the school community

Evaluator’s Comments: • Areas of strength:

• Areas for further development/improvement, if indicated:

Accomplishment of Guided Growth Professional Goal: Applicable Not Applicable (Induction Phase) Teacher's Comments (Optional):

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Form N7 (page 4 of 4) 4. Evaluator's Recommendation:

Recommended for continuation of employment for following school year Yes No Evaluator's comments regarding recommendation (If No explain) Evaluation Cycle for next school year Induction Cycle Guided Growth Cycle Tenured Phase - Professional Growth

Evaluator’s Signature: Date: Teacher Acknowledgement: I acknowledge that the information contained in this Summative Evaluation Report was discussed and reviewed with me by my evaluator. My signature does not, however, necessarily imply that I agree with the evaluation. I have been encouraged by my evaluator to put my comments, if any, in writing.

Teacher Signature Date: Teacher's Comments: (optional)

Looking to the Future (For teachers on guided growth who will transition to professional growth cycle next school year)

Completed jointly by teacher and evaluator at conference: 1. What data collection, analysis and research review needs to be done for the formulation of a professional goal next year,

based on student learning data? 2. Speculated goal(s) for the next school year: 3. Perceived needs for training and resources:

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Colchester Public Schools Teacher Evaluation Plan

Tenured Phase

Professional Growth Cycle

For all tenured teachers in Colchester who meet CCT competencies

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Teacher Evaluation Process Professional Growth Phase for Tenured Teachers

The Process All tenured teachers in the Professional Growth Phase will set a goal(s) (Form: T1A or T1B). The goal(s) will be aligned with district and/or school goals with specific, measurable outcomes to improve student learning and referenced to a specific strand(s) of the CCT and school or district goal.

Key Concepts

1. All goals will be based on student learning data. 2. Tenured teachers develop a goal(s) on an annual basis. A teacher may continue working on a

goal for a second year, but will need to submit a revised Professional Growth Plan that year. 3. Teachers may develop their professional growth plan to support their goal(s), either

individually or collaboratively. Within a 5-year period, for at least 2 years, a teacher will select a collaborative option.

4. Teachers will set a meeting with their evaluator to discuss their goal(s) and collaboratively

establish further areas of support needed to achieve their goal(s). 5. At this meeting, the “Professional Growth Plan” form will be completed. 6. The process involved in working toward the accomplishment of these goal(s) will be viewed

as being as valuable as the actual achievement of the goal(s). 7. Evaluators may elect or teachers may request to include classroom visitations/observations in

this process. 8. At least two (2) walkthrough observations will be made by the evaluator each year. A

walkthrough is an unscheduled visitation for less than 15 minutes not requiring a pre or post conferences or formal write-ups unless an area of concern is noted in which case from T 4 will be utilized. The dates of the walkthrough observations will be noted on form T3. Form N8 - T4 should be utilized to note areas of concern when identified. If the concern is not resolved through the action plan proceed to a formal observation (Form: N5/T5)

9. The evaluator will provide feedback on an ongoing basis. Teachers may also seek feedback

from additional sources such as colleagues, parents and students. 10. At the mid-year conference, the evaluator will provide written feedback using the Interim

Reflection form (Form: T2) 11. Teachers will participate in an annual evaluation conference with his/her evaluator. 12. The “Year End Teacher Reflection” form (Form: T3) will be completed and become part of

the teacher's personnel file. 13. Teachers will continually collect and analyze student learning data to measure progress on

goals and to assist with the formulation of new goals.

14. Teachers will develop a draft goal(s) and select a professional growth option prior to the end of each school year to facilitate the planning of professional development.

15. The completion of the professional growth plan is the basis of evaluation. 16. Only the forms designated as "Required" in this document are placed in the teacher's

personnel file.

Data Collection and Analysis Teachers will be collecting data on an ongoing basis to assess student learning. Any good assessment requires the use of data, even the use of multiple sources of data. An analysis of the data will provide direction for future instruction. The collection and analysis of data is an expectation for all components of the evaluation process and can be done independently or as a member of a collegial group. Analysis of the data may incorporate such tools as graphic organizers, graphs and the use of statistics to determine patterns and trends. It is expected that when the data indicates that learning is deficient in some way or that learning experiences are not sufficiently challenging for students, the teacher seeks to identify adjustments in the type of learning opportunities that could be offered to enhance learning. These might include adjustments in teaching strategies, types of groupings, additional classroom experiences, or assessment strategies. A variety of professional development opportunities will be provided by the Colchester Public Schools to assist teachers and administrators to learn and apply the data collection and analysis techniques. The list below shows examples of various data collection sources and methods. A table of definitions is included in the appendix to assist in understanding the terms used on the lists. Teachers will collect/analyze student learning data to: determine an area of need for professional growth and professional development assess the effectiveness of instruction improve student learning

Collaborative Inquiry into Student Learning

1. Collect and analyze student learning data

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2. Formulate a related learner-centered problem (focus question)

3. Set measurable student learning goal(s).

4. Develop a learner-centered action plan.

5. Select a professional growth option for support toward achieving goal.

6. Take action.

7. Monitor results by….

Adapted from Using Data-Getting Results Nancy Love, 2001

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Data Sources

A teacher may choose to gather information in order to determine the evidence of need on their Professional Growth form, and to measure student learning through:

• Pre- and Post-test measures • Observations – teacher/student interactions • Interviews/questionnaires • Standardized/teacher-made tests • Feedback instruments • Self-analysis of teaching videotapes • Work Samples • Portfolios – Teacher • Educational research findings • CMT and CAPT scores • Parent and/or student surveys • Lesson plans • Teacher – made assessments • Curriculum – based assessments • Formal observations • Teaching artifact collection • Student/teacher journals • Student work/achievement/projects/performances • Written tests • Teacher interviews/questionnaires • Peer observation and conferences • Study group feedback • Portfolios – student • “Kid watching”, “Kid listening” • Student learning logs • Children brainstorming

The appendix includes additional sources for collecting data in schools.

Data Analysis Methods of analyzing the data collected that focus on student learning include the following:

• Professional readings/articles • Look for patterns in data/feedback/observations • Organize and reflect on notes from questionnaires/interviews • Graphic organizers/rubrics • Graphs/learning curves • Statistics/tallies • Attend a workshop on Action Research • Attend a workshop on Exploration of Student Work • Categorizing, finding themes • Developmental timelines

Professional Growth Options

Tenured teachers will first work with their evaluators to set mutually agreed upon goal(s). All goals will be aligned with district and/or school goals, and will contain specific, measurable outcomes to improve student learning and be referenced to a specific strand(s) of the Common Core of Teaching (CCT). Option Choice

⇒ Having established their goal(s), tenured teachers will be able to choose from a variety of Professional Growth Options to achieve them

⇒ All options contain a self-reflective piece ⇒ Most options include an element in which teachers gather and interpret data from

student work ⇒ The option is selected by the teacher and is not “mutually agreed upon” with the evaluator ⇒ In group options, the teacher will choose the teachers with whom he/she works ⇒ Some options are designed for individual teachers (I) ⇒ Some options are for groups of teachers (G) ⇒ Some options may be used by groups or individuals (E)

Colchester teachers who change assignments are encouraged to select one of the following evaluation options: Key

I - Individual G - Group E - Individual or group

Peer Coaching/Consultation (Professional Growth Option) Reflective Journal (Professional Growth Option) Participation in the Guided Growth Cycle

Classroom Observations/Visitations

The evaluator and teacher will mutually determine whether or not a formal observation(s) is scheduled as a vehicle for data collection related to the professional growth goal.

Administrators may conduct unscheduled observations, visitations and/or walk-throughs in any classroom to fulfill their responsibility as instructional leader.

Evaluator Data Collection In addition to data collected and submitted by the teacher, evaluators collect data related to a teacher's professional goal/performance through informal observations of teachers through one or more professional activities including, but not limited to:

Classroom visitations/walk-throughs Faculty meetings Department/Team/Grade-level meetings School/District committee meetings Planning and Placement Team meetings Parent and/or student conferences

Selection of any of these options requires the completion of the Professional Growth Plan. (Form:T1A or B)

1. Mentor/Cooperating Teacher – Serve as a BEST-trained mentor and/or cooperating teacher. (Limit of 2 consecutive years) Participants agree to observe and provide feedback to the beginning and student teacher, and to write a written reflection at the end of each year for review with another colleague and with their supervisor. (I) (Form: T1B)

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2. Weekly Reflective Journal – The teacher would reflect upon what was and was not

effective in their teaching and record their thoughts each week in a journal which could be shared with other teachers or their administrator. The teacher would choose to use the journal as a basis for self-evaluation of his/her goal. Classroom video-taping may be included as part of the journal. (I) (Form: T1A)

3. Preparing and Presenting a Staff Development Program – A teacher with interest and

expertise in an area of instruction that relates to a district goal would develop and present a program on the topic to staff. The presentation should include what participants will know or be able to do as a result of participating in the program, why it is important to learn it and how it relates to student learning. (E) (Form: T1B)

4. Work Toward National Board Certification – Development of an extensive portfolio

that demonstrates the majority of the criteria in the Common Core of Teaching with significant emphasis on providing evidence of effective analysis of student learning and student growth over time. (I) (Form: T1 B)

5. Teacher Leadership - A teacher will develop leadership skills through one of the

following activities: co-chairing a curriculum development committee, co-chairing another kind of system wide committee such as Staff Development, Technology, etc. The teacher will write a reflective summary at the end of each year for review with another colleague and with their supervisor. (I) (Form: T1B)

6. Piloting a New Text/Program – A teacher will keep a reflective log and complete a

rating scale on the implementation of a new program or text that is part of a district curriculum revision initiative. (E) (Form:T1A)

7. Assignment-related Course Work – A teacher will take college course(s) directly

related to his/her current teaching assignment, or the enhancement of classroom instruction (e.g. classroom technology). (I) (Form: TIA)

8. Action Research – Working individually, with a colleague, or in a small group, teachers

develop a hypothesis related to the learner-centered problem of their professional growth goal. They next design a research project to test their hypothesis in order to determine their effectiveness of instruction. Teachers collect student learning data and reflect on it in order to determine what to do next to improve student learning. In action research, it is the teacher who identifies the topic related to his or her practice, the teacher who collects information to investigate the topic, and the teacher who interprets and judges the research results in terms of its implication for his or her instructional practice. The teacher is at the center of action research.(Form: T1A)

9. Peer Observations/Coaching - A small group or pair of teachers agrees to observe each

other's classes a specified number of times during the school year. Observations will be of lessons related to the teacher's professional growth goal. After the observation, the observer and teacher engage in a dialogue about the lesson in a cognitive coaching model. In cognitive coaching, the person being coached, not the observer, evaluates what is appropriate or inappropriate, effective or ineffective about his/her lesson.

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The purpose of the observation(s) are to: provide the observer with an opportunity to learn/reflect about new

instructional strategies and activities give the teacher being observed an opportunity to reflect deeply about their

lesson with the assistance of his/her peer coach (Form: T1A)

10. Exploration of Student Work – Teachers work in a small group with a facilitator to engage in a structured dialogue about student work related to a teacher's professional growth goal.

Exploring student work does not mean evaluating and grading it. It calls for a deeper look into the work of students. In exploring student work, teachers are searching for evidence of learning. The process requires careful and open observation, reflection and collaboration. Exploration of student work with peers often initiates exciting conversation about teaching and learning. (Form: T1A)

11. Classroom Portfolio – The teacher would maintain a file of classroom work in one of

two formats: 1. Teacher Planning – includes each lesson plan, hand-out, quiz, test and exam in

a given semester. The analysis might include the congruency between what is taught and how it is tested, the relationship between the instructional strategies used and student achievement, an analysis of the students’ thinking and the depth of their learning, and/or evidence of growth over time. (E) (Form: T1A)

2. Student Work – A detailed representation of work over a significant period of time to demonstrate various aspects of district performance standards with significant emphasis on providing evidence of effective analysis of student learning and student growth over time. (I) (Form: T1A)

Note: Since several options require specific Staff Development for teachers and administrators, those options will be phased in over a three-year period.

Time Line – Assist with the planning of professional development Finalize the Professional Growth Plan……………………………..By September 30 Form T1A or B Interim consultation between teacher and evaluator………………………By April 1 Form T2 Two (2) walkthrough observations completed by the evaluator…………..By May 20 Teacher begins data analysis for future goal…………………………Prior to May 20 End of year meeting between teacher/evaluator…………………………..By May 20 Form T3 Completed forms submitted to Superintendent……………… By end of school year

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Form T1A Required: Personnel File

Draft Completed by teacher Reviewed in meeting between

teacher/evaluator by September 30th Copy to Central Office by October 15th

(Page 1 of 3)

Colchester Public Schools Professional Growth Plan (Tenured)

Teacher: Date: Goal team member(s) (if collaborative initiative):

The professional growth plan goal details specific objectives and areas of inquiry focusing on student learning. It is to be mutually agreed upon by the teacher and evaluator. The teacher’s Professional Growth Plan is tied to district and/or school goals and may exceed an academic year in length. The following will constitute the focus of the Professional Growth Plan:

A. Evidence of Need: (data reviewed) Why am I selecting this as my professional growth goal? What is the evidence/data that supports it as a student learning need? B. Focus Question(s): (What question(s) does the data raise?) C. Professional Goal - Desired Student Learning Outcomes: (Students will…) (include who, what, and how you will know)

Form T1A (page 2 of 3) D. Goal Rationale: • Colchester curricular standard/benchmark related to goal (cite benchmark(s) from a Colchester

curriculum guide): • • School/District goal alignment (see appendix for Strategic Plan Goals):

E. Plan of Action - How will the professional goal be reached?

Actions Timeline

F. Professional Growth Option: Weekly Reflective Journal Prepare/Present Staff Development Program

Assignment-related Course Work Teacher Leadership Action Research Piloting of New Text/Program Exploring Student Work Peer Coaching

Classroom Portfolio

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Form T1A (page 3 of 3) G. Data to be Collected:

H. Method(s) of Data Analysis:

I. Resources Needed:

J. Professional Development Needed: (May include CEU activities) K. Evaluator/Teacher Check-in Dates/Times:

Interim Conference: Date/Time: (December 1st - April 1st)

Signature of Teacher Date Signature of Evaluator Date

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Form T1B Required: Personnel File

Draft completed by teacher Reviewed in meeting between teacher/evaluator by September 30th

Copy to Central Office by October 15th (Page 1 of 2)

Colchester Public Schools Professional Growth (Tenured) Professional Service/Study Plan

Teacher: Date: Evaluator: Check Option:

Serve as BEST Mentor to: name of beginning teacher

Year in BEST (limit of 2 consecutive years for this as a professional growth option)

Teacher Leadership: Serve as District Committee Chairperson

Name of Committee:

National Board Certification

Year (limit of 2 consecutive years for this option) Expected year of certification:

Prepare/Present Staff Development Program Topic: Audience: Projected Date of Presentation:

A. Statement of Objective: B. Action Plan: List all steps you plan to take to meet objective:

Action Timeline

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Form T1B (page 2 of 2)

C. Anticipated Evidence of Attainment - (What data, information, or evidence will you collect to

show achievement of objective?) D. Resources Needed: E. Professional Development Needed: (may include CEU activities) F. How will you share your work with your colleagues? G. Evaluator/Teacher Check-in Dates/Times

Interim Conference (December 1st - April 1st) End of Year Conference (by May 20th )

Signature of Teacher Date Signature of Evaluator Date

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Form T2

Required: Personnel File Completed by Teacher and submitted to evaluator prior to interim conference

Copy to Central Office by April 1st (Page 1 of 2)


Professional Growth Plan (Tenured) Interim Reflection Form

Teacher: Evaluator: Date of Interim Conference:

A. What evidence of student learning do you have thus far? B. Reflect on that evidence in relation to your goal:

C. Are changes needed in your action plan? Yes No If yes, specify:

Form T2 (page 2 of 2)

D. Are any additional resources necessary? Yes No

If yes, specify: E. Evaluator’s comments/feedback: F. Teacher’s comment/feedback (optional): G. End of Year Conference: Date/Time:

Teacher Signature Evaluator Signature Date Date

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Form T3 Required

Section I Completed by teacher Due to Evaluator: Prior to end of year conference

Colchester Public Schools Professional Growth Plan Summary Report

Teacher: Date: Evaluator: School Year:

I. Year End Teacher Reflections (Completed by Teacher)

A. Professional Goal (Student Learning Outcomes): B. Evidence of attainment: Analysis of student learning data. C. Reflection on goal action plan outcomes:

What did I do (actions taken)?

What did I learn?

What will I do differently as a result?

Form T3 (page 2 of 2)

Section II to be completed by evaluator

II. Summary

D. Dates of Walkthrough Observations: E. Administrator’s Evaluation Comments –

Was professional growth plan successfully completed? Yes No Related Comments:

F. Highly Qualified in the core content area(s) of ________________________ ________________________

based on the Common Core of Teaching fundamental skills and competencies and discipline-based professional standards.

G. Teacher’s Response (optional):

III. Looking to the Future (To be discussed/completed at conference)

H. What data collection, analysis and research review needs to be done for the formulation of

future goal(s)? I. Speculated goal(s) for the next school year: J. Perceived needs for training and resources *: Teacher Signature Date Evaluator Signature Date *Administrators should record data on professional development needs assessment

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Form T4

Optional: To be completed by evaluator only if a concern is raised during a Walk-through

Colchester Public Schools Walk-Through Feedback Form

School Year:

Teacher: School/Program: Administrator: Date of Walk Through:

Date of Conference:

Statement of Concern: Action Plan: (to be completed by teacher and administrator during conference) Teacher Comments (Optional): Outcome:

Concern Resolved

Concern Unresolved, Formal Observation Scheduled: Date:

Teacher Signature Evaluator Signature Date Date

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Teacher Evaluation Plan

Intensive Evaluation Phase

For tenured teachers who are not demonstrating competence as described in

Connecticut's Common Core of Teaching (CCT).

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Intensive Evaluation Phase It is important to understand that the intent of the evaluation process is to improve student learning. When a teacher is experiencing difficulty consistently demonstrating competence as described in Connecticut’s Common Core of Teaching (CCT), he/she will be assigned to Intensive Evaluation. The purpose of this phase of evaluation is to provide additional support and guidance to teachers with identified weaknesses in order to improve performance. Teachers assigned to Intensive Evaluation will work cooperatively with their evaluators to develop and implement an individualized remediation plan designed to assist the teacher in meeting competence requirements. The evaluator is to offer reasonable assistance so that the teacher can improve his/her performance in the areas that were considered unsatisfactory. This assistance may include, but is not limited to, positive suggestions, resource materials, referral to other individuals or peer coaching. A time frame that allows teacher adequate opportunity to improve his/her performance must be stated. The evaluator will advise the teacher that the Intensive Evaluation Phase, while designed to improve performance, does carry the possibility of termination of employment if unsuccessful. In order to provide the teacher with positive support, all persons involved in the Intensive Evaluation Phase will maintain the highest level of professional confidentiality. Step 1 - Notification If an evaluator has concerns about a teacher's performance and feels he/she needs greater support to be successful, he/she will notify the teacher that he/she is being placed on the Intensive Evaluation Phase. This notification can occur at any point in the school year and will be both verbal and written (Form: I1). The notification will clearly and specifically describe the areas of concern that have prompted the administrator to put the teacher on Intensive Evaluation. The evaluator will advise the teacher that failure to successfully complete the Intensive Evaluation Phase can result in termination of employment. At this point, the evaluator will notify the superintendent of schools, and will advise the teacher to request assistance in the matter of evaluation from the teacher's bargaining agent. Initial placement on this cycle will typically be for 90 school days, but not to exceed 90 days and can be adjusted to meet individual circumstances as determined by the Superintendent. Appeal Process If a teacher feels that he/she has been unjustifiably placed on the Intensive Evaluation Phase, that teacher may submit the placement to either the Director of Curriculum or the Director of Pupil and Personnel Services for review within 30 days of the notification meeting. For this, the teacher will use the "Request for Placement Review" (Form: I2). A copy of the Intensive Evaluation Notification Form notifying the teacher of placement on the Intensive Evaluation Phase should be attached. The teacher's evaluator will provide the reviewing administrator with the documented evidence of need upon which the Intensive Evaluation placement was made: the teacher will provide a written statement of his/her concerns. The reviewing administrator will make a recommendation to the Superintendent of Schools as to whether or not the placement on the Intensive Evaluation Phase was justified. The Superintendent of Schools will make the final determination about placement on the Intensive Evaluation Phase.

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Step 2 - Action Planning The teacher and the evaluator will develop a plan of action that incorporates teacher and evaluator input. This plan will identify the support and resources necessary to assist the teacher in improving performance in the areas cited in the written/verbal notice of Step 1. This plan will include:

⇒ Evidence of need: specific areas in which performance needs improvement ⇒ A clear identification of expected levels of performance that the teacher must achieve

to demonstrate that he/she is competent in the area(s) that were considered unsatisfactory

⇒ A schedule of classroom observations, at least once every fifteen schools days. (Both formal and informal observations will be included.)

⇒ A planned interim conferences to be held mid-cycle (after 45 school days) (Form: I3) ⇒ A timeline for meeting minimum performance expectations which allows the teacher

adequate opportunity to improve ⇒ Strategies for resolution of the problem/need ⇒ Type of assistance to be provided

NOTE: The teacher may request that the superintendent assign an administrator from another building to serve as co-observer and evaluator. The superintendent will honor all such requests. Step 3 – Evaluation Some improvement shall be immediately observable. Evidence of progress will be documented in writing through one or more of the following:

1. pre and post-observation report forms (Forms: N2, N4, N5) 2. lesson plans 3. analysis of student work 4. analysis of assessment tools

At the conclusion of the Intensive Evaluation Phase, the evaluator will review progress made by completing a Summary Report (Form: I4) and make one of the following recommendations to the superintendent of schools:

1. Problem/need resolved. Teacher is removed from the Intensive Assistance and returned to the Continuous Professional Growth Phase.

2. Teacher is making progress but has not yet addressed all concerns/needs. Teacher typically remains in Intensive Assistance for an additional 90 school days. Teachers may get an additional two 90-day extensions as long as improvement is evident. Each extension will begin with an up-date and/or revision of the mutually developed action plan.

3. Teacher is not making progress and is demonstrating an inability or unwillingness to improve. The termination process may be initiated.

Intensive Evaluation Phase Flow Chart

Intensive Evaluation Timelines

Initial Intensive Evaluation Phase (typically 90 days)

Have the goals been met and

the problem resolved?

YES Teacher is removed from the Intensive Evaluation Phase

Progress is being made. Teacher stays on the

Intensive Evaluation for an additional 90 school days.

Termination

Progress is not being made and teacher is demonstrating an inability or unwillingness

to improve

NO

Activity: Timeframe: Notification by evaluator (Form: I1) Upon concerns about performance Appeal by teacher (Form: I2) Within 30 days of notification Initial placement on cycle For typically 90 school days Observations by evaluator (Forms: N2, N4, N5) Every 15 school days (minimum) throughout cycle Mid-cycle Conference (Form: I3) 45 school days after notification Summary Report Conference (Form: I4) Typically 90 school days after notification

Intensive Evaluation Forms

Form Completed By Due Date I1 Intensive Evaluation Notification Form p. 1 evaluator to initiate Intensive Phase

p. 2 teacher & evaluator jointly at conference I2 Request for Placement Review teacher within 30 days of notification meeting N2 Preobservation Report teacher 2 days prior to each observation N4 Post Observation Reflections teacher prior to post observation conference N5 CCT Observation Report evaluator within 15 days of observations I3 Mid-cycle Evaluation Form teacher & evaluator 45 days after notification I4 Summary Report teacher & evaluator 90 days after notification

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Form I1 Required: Pe

(Page 1 of 2) rsonnel File

Colchester Public Schools Intensive Evaluation Notification Form

Teacher: School Year: Assignment: School: Evaluator: Date: The purpose of the Intensive Evaluation Phase is to provide additional support and guidance to teachers with identified weaknesses in order to improve performance. Teacher and evaluator will work toward the successful achievement of this goal. However, failure to improve performance may result in termination of employment. This is a formal written notice that there are specific concerns with your performance. A copy of this form will be given to the Superintendent. The original will be filed in the evaluator's files until the completion of the Intensive Evaluation Phase. At the completion of the phase, this form will be attached to the Summary Report (Form: I2) and placed in the teacher's personnel file. Within five (5) school days, this form must be signed and returned to the evaluator. During this time, you may attach a statement to this form. You should contact your union immediately. Concerns and reasons for placement on the Intensive Evaluation Phase: CCT Focus for Goal Setting: List specific areas for improvement (cite Common Core of Teaching) Signature of Teacher* Date Signature of Evaluator Date *Signifying that he/she has seen this form, but does not necessarily agree with it. Action Plan/Time Frame (on reverse side of form) to be completed collaboratively by teacher and evaluator within one week of formal notification.

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Form I1 Intensive Evaluation Phase (page 2 of 2)

Action Plan/Time Frame 1. Evidence of need: Specific area(s) in which performance needs improvement:

2. Expected levels of performance that the teacher must achieve to demonstrate improved

competence: 3. Timetable of observations, at least once every fifteen school days (Both formal and informal

observations will be included) 4. Date of mid-cycle interim conference (after 45 school days of cycle): 5. Timeline for meeting minimum performance expectations (allowing for adequate opportunity to

improve) 6. Strategies for resolution of the problem/need: 7. Type of assistance to be provided to teacher: Signature of Teacher* Date Signature of Evaluator Date *Signifying that he/she has seen this form, but does not necessarily agree with it. The action plan was developed collaboratively by teacher and administrator.

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Form I2

Optional Completed by Teacher to request review of placement

Intensive Evaluation Phase

Request for Placement Review

Teacher: Date: School: Evaluator: Date of Notification of Intensive Evaluation: The Colchester Evaluation Plan states, "If a teacher feels that he/she has been unjustifiably placed on the Intensive Evaluation Phase, that teacher may submit the placement to either the Director of Curriculum or the Director of Pupil and Personnel Services for review within 30 days of the notification meeting." Statement of teacher's concerns:

Attach copy of the notification of placement on the Intensive Evaluation Phase Submitted to: (check one)

Director of Curriculum Director of Pupil and Personnel Services

Teacher Signature Date

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Form I3 Required

Completed by Teacher and Administrator 45 days after start of cycle Personnel File

(Page 1 of 2)

Colchester Public Schools Intensive Evaluation Phase

Mid-cycle Evaluation Form

Teacher: Date: Date of Interim Conference: CCT Area of Focus: Completed by Teacher (before mid-cycle conference):

A. What evidence of improved performance (in specified areas) do you have thus far?

B. Reflect on that evidence as it relates to your expected level of performance (as specified on action plan):

C. Do you need to develop additional strategies to resolve the identified need?

D. Type of assistance received:

E. Do you require additional assistance? If yes, please specify:

Form I3 (page 2 of 2)

I. Completed by Evaluator (after mid-cycle conference):

F. What evidence of improved performance (in specified areas(s)) have you observed?

G. Does performance meet expected levels as specified on action plan? Yes No

Explanation:

H. Recommended strategies for resolution of problem/need: II. Teacher Comments (optional):

Signature of Teacher Date Signature of Evaluator Date Signifying that he/she has seen this document, but does not necessarily agree with it.

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Form I4 Section I Completed by Teacher

Due to Evaluator: Prior to end of year conference Personnel File

Colchester Public School Summary Report

Intensive Evaluation Phase Teacher: Date: Evaluator: Intensive Evaluation Cycle: Initial 90 Day Cycle (choose from drop down list)

I. Year End Teacher Reflections (Completed by Teacher)

A. Statement of action plan focus (from CCT): B. Evidence of progress: C. Reflection on action plan outcome:

What did I do (action(s) taken)? What did I learn?

What will I do differently as a result?

II. Summary

(Completed by Evaluator) D. Administrator's Evaluation Comments: E. Evaluator's Recommendation to Superintendent of Schools;

Teacher has successfully met goals. Problems have been resolved. Remove from Intensive Evaluation Phase

Reason for removal:

Progress is being made: Remain on Intensive Evaluation Cycle for an additional 90 days (Extension # ) 90 day period dates: start: end: Reason for extension:

Progress is not being made and the teacher is demonstrating an inability/unwillingness to

improve. Termination is recommended. Reason: F. Teacher's Response (optional): Teacher Signature * Date Evaluator Signature Date (* signifies that he/she has seen this form, but does not necessarily agree with it) 62

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Position Descriptions

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Job Description Athletic Coordinator, William J. Johnston Middle School

Qualifications: 1. Teacher certification as adopted by the Connecticut State Board of Education Certification

Regulations. 2. Such alternatives to the above qualifications as the Board may find appropriate and acceptable. 3. Coaching experience, evidence of leadership in organizing athletics. Reports to: Middle School Principal Job Goal: Provide leadership, direction and coordination to the athletic program, grades 6-8. Provide each student with an opportunity to participate in extracurricular athletic activity that will foster physical skills, personal growth, an understanding of the pleasures of sport and the principles of fair play. Performance Responsibilities: 1. Organize and administer the overall program of interscholastic athletics for the middle school and

intramural sports at the middle school. 2. Coordinate the organization and management of schedules and tournaments at the middle school. 3. Hire officials and other necessary personnel as required, and assumes general responsibilities for the

proper supervision of all home games. 4. Arrange transportation for athletic contests whenever necessary. 5. Prepare and administers the athletic budget. 6. Requisition program supplies and equipment. 7. Arrange field and general practice schedules. 8. Keep records of results of all school athletic contests and maintain a record file of all award winners. 9. Arrange for visiting teams and officials to be greeted upon arrival at the game site and insures that all

their needs are taken care of. 10. Arrange for printing and distribution of athletic schedules. 11. Provide leadership in the selection, assignment, and orientation of athletic coaches and staff members. 12. Ensure coaches and athletes follow appropriate rules and regulations governing the conduct of athletic

activities at the local, league and state level. 13. Assist coaches in the improvements of knowledge and instructional skills by encouraging participation

in clinics, workshops and state meetings. 14. Implement all policies and rules related to the athletic program. 15. Prepare and submit reports pertaining to the athletic program. 16. Observe all coaches during each season of coaching, and provide input to the administrator about the

coaches' performance. 17. Recruit prospective coaches and participate with the building administrator in the hiring process. 18. Foster good school-community relationships with the building administrator in the hiring process. 19. Create goodwill and public relations among respective league members, parents, coaches and school

administration. Terms of Employment: Stipend position, per contract Evaluation: Performance will be evaluated annually in accordance with the provisions of the Board of Education Policy.

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Job Description

Athletic Director, Bacon Academy Qualifications: 1. Teacher certification as adopted by the Connecticut State Board of Education Certification

Regulations. 2. Such alternatives to the above qualifications as the Board may find appropriate and acceptable. 3. Coaching experience, evidence of leadership in organizing athletics. Reports to: High School Principal Job Goal: Provide quality instruction in the three classes he or she teachers and provide each student with an opportunity to participate in extracurricular athletic activity that will foster physical skills, personal growth, an understanding of the pleasures of sport and the principles of fair play. Performance Responsibilities: Requirements of this position is for the employee to be available in the summer months (July, August, September) above and beyond time and work required of other professional staff. 1. Organize and administer the overall program of interscholastic athletics for the middle school and

intramural sports at the high school. 2. Hire officials, police and other necessary personnel as required, and assumes general responsibilities

for the proper supervision of all home games. 3. Arrange transportation for athletic contests whenever necessary. 4. Prepare and administer the athletic budget. 5. Requisition program supplies and equipment. 6. Arrange field and general practice schedules. 7. Keep records of results of all school athletic contests and maintains a record file of all award winners. 8. Arrange for visiting teams and officials to be greeted upon arrival at the game site and insures that all

their needs are taken care of. 9. Supervise all ticket sales and assumes responsibilities for proper handling of funds. 10. Provide and arrange for proper notification to student athletes on local, league and state athletic

eligibility requirements. 11. Arrange for printing and distribution of athletic schedules. 12. Submit proper forms to CIAC. 13. Maintain eligibility rules and submit certified lists to CIAC. 14. Provide leadership in the selection, assignment, and orientation of athletic coaches and staff members. 15. Ensure coaches and athletes follow appropriate rules and regulations governing the conduct of athletic

activities at the local, league and state level. 16. Assist coaches in the improvements of knowledge and instructional skills by encouraging participation

in clinics, workshops and state meetings. 17. Implement all policies and rules related to the athletic program. 18. Prepares and submit reports pertaining to the athletic program. 19. Observe all coaches during each season of coaching, and provide input to the administrator about the

coaches' performance. 20. Recruit prospective coaches and participates with the building administrator in the hiring process. 21. Foster good school-community relationships with the building administrator in the hiring process. 22. Plan and supervise a recognition program for school athletes.

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23. Create goodwill and public relations among respective league members, parents, coaches and school administration.

Terms of Employment: 1. Teaches (if applicable) not more than three classes and has release time in the initial period of the

day and in the last two periods of the day for athletic administration. 2. Salary coincides with experience and all provisions of the collective bargaining agreement. Evaluation: Performance will be evaluated annually in accordance with the provisions of the Board of Education Policy.

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Job Description Computer Education Resource Teacher

Qualifications: 1. Valid certification issued by the CT State Department of Education. 2. Successful experience infusing technology into curricula. Reports to: Building Principal

Job Goal: The computer education resource teacher will coordinate the use of computer technology for students and certified staff. Performance Responsibilities: 1. Serve as a trainer and consultant to our instructional staff to infuse technology across the curricula.

a. Plan and implements in-service training for certified staff with the goal of making them proficient users of computer technology, as determined by schools.

b. Coordinate the review, evaluation and use of software that supports the goals and objectives of approved curricula and program.

c. Promote and encourage the appropriate use of computer technology by students and staff. d. Assist certified staff with problems related to the educational use of computers. e. Assist the director of curriculum and instruction and district technology coordinator with activities

involving the planning, implementation and evaluation of computer education programs. f. Serve on the district technology committee g. Serve as a liaison to the school technology committee(s). h. Manage his/her schedule in an efficient manner.

2. Co-teach classes with district educators to model/support the use of technology to improve teaching and learning.

a. Promote a positive learning environment. b. Maintain appropriate standards of student behavior. c. Actively engage students in the activities of lessons. d. Effectively manage routines and transitions. e. Create an effective structure of learning. f. Work with classroom teachers to select and present appropriate lesson content.

g. Work with classroom teachers to develop lessons to infuse technology across the curricula. h. Use appropriate questioning techniques i. Communicate clearly, using precise language and acceptable oral expressions.

j. Work with the teacher to monitor student understanding of the lesson and adjusts instruction when necessary.

3. Implement Technology Skills Curriculum. 4. Other responsibilities regarding technology and its implementation in the building as identified by administration.

a. Direct instruction of students in skills-based lessons. b. Select materials and software to support curriculum.

Terms of Employment: School calendar year. Evaluation: Performance in this position will be evaluated in accordance with the terms outlined in the Colchester teachers' evaluation plan.

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Job Description Developmental Reading Teacher

Qualifications: 1. Certification as a Remedial Reading or Remedial Language Arts Teacher by the CT State

Department. 2. Exemplary performance/experience with classroom instruction 3. Strong leadership skills. Reports to: Building Principal Job Goal: The reading teacher will strive to improve literacy and learning for all students. Performance Responsibilities: 1. Consultation with Teachers

a. Promotes the importance of literacy and aids in the delivery of reading instruction. b. Assists teachers in selecting appropriate materials and supplements. c. Works with teachers to identify those children requiring additional help in reading

2. Professional Growth and Responsibility a. Teacher conducts themselves as professionals in accordance with the Code of

Professional Responsibility for Teachers (Section 10 - 145d-400a of the Connecticut Certification Regulations).

b. Serves as a member of the District Language Arts Leadership Team and the Language Arts Curriculum committee.

3. Knowledge, Understanding, and Application of Subject Matter a. Keeps abreast of developments in techniques, philosophy, and content in the professional

literature relating to reading teaching practices. b. Takes advantage of courses workshops, and in-service training in reading. 4. Instructional and Evaluative Techniques to Promote Learning

a. Tests students who have been referred for academic evaluation. Utilizes test results to identify students in need of assistance, including Title I.

b. Provides direct instruction to students with identified reading learning needs. c. Employs a variety of instructional strategies that enable students to think critically, solve

problems and demonstrate skills. d. Uses various assessment techniques to evaluate student learning and modify instruction as

appropriate. 5. Planning and Preparation

a. Plans instruction based on knowledge of subject matter, students, the curriculum and the community.

b. Selects and/or creates learning tasks that make subject matter meaningful to the students. c. Incorporates student learning data to identify needs and then collaboratively plan/pace

instruction. 6. Teacher/Pupil Relationships

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a. Understands how students learn and develop b. Understands how students differ in their approaches to learning. 7. Teacher/Parent Relationships

a. Confers, as necessary, with parents, to foster a constructive parent/teacher relationship. b. Informs parents of school programs through conferences, discussions, report cards, and

evening meetings. c. Informs parents of supplementary reading materials/activities 8. Student Intervention

a. Coordinates schedules and programs of reading paraprofessionals b. Assists with the evaluation of reading paraprofessionals.

c. Meets as needed with teachers regarding students in the intervention program. d. Attends individual student planning meetings.

e. Provides resources to teachers, as requested, for students who require reading enrichment. Terms of Employment: School calendar year. Evaluation: Performance in this position will be evaluated in accordance with the terms outlined in the Colchester teachers' evaluation plan.

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Job Description Director of Summer School

Qualifications State of CT Certification: teacher Reports to Curriculum Director Special Education Director Job Goal To coordinate and recommend the programming, hiring of teachers, course descriptions and materials for summer school for remedial reading, math and special education. Performance Responsibilities

1. Advertise and recommend for hire teachers for reading and mathematics, speech therapists, occupational therapists, physical therapists, paraprofessionals and special educators for summer school.

2. Create a process for enrollment in summer school based on needs of student. 3. Advertise summer school to parents. 4. Arrange for rooms, schedule classes and enroll students. 5. Supervise teachers during the 5-weeks of summer school 6. Arrange for transcripts and/or progress reports to reflect summer school attendance 7. Assist administrators in managing behavior and implementing policies 8. Seek assistance of specialists to assist teachers where needed during the summer school time

frame 9. Implement the district’s philosophy of education, curriculum and instructional goals and

objectives when planning 10. Maintain confidentiality of student information. 11. Organize and coordinate the implementation of summer school.

Professional Responsibilities

1. Uphold and enforce school rules, administrative regulations and Board of Education policy; communicate with parents and the public;

2. Attend planning meetings with district administrators. 3. Work cooperatively with colleagues in meeting the educational goals of the school. 4. Plan for and supervise substitute teachers 5. Perform such other tasks as may from time to time be needed during the course of summer

school. Public Relations

1. Assist administrators in interpreting learning programs and clarifying policies and procedures to parents and the community.

2. Work to establish and maintain open lines of communication with students and their parents concerning the summer school program, as well as the broad behavioral and academic progress of students.

Terms of Employment

1. April 15- June 15: planning the program 2. June 26- July 28, Tuesday, Wednesday and Thursday 8-12 a.m.

Evaluation Performance of this job will be evaluated at the end of each summer school session.

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Job Description District Technology Coordinator

Qualifications: Reports to: Director of Curriculum, Instruction & Staff Development Job Goal: Performance Responsibilities: 1. Assist in the development and implementation of the district-wide technology plan. 2. Share responsibility for the development of the district-level technology committee's agenda. 3. Carry out required district regulations and assignments within designated time limits. 4. Use professional discretion in the discussion of personnel, students, and school matters. 5. Assist in helping faculty members utilize school technology systems. 6. Conduct workshops and demonstrations pertaining to using technology, as indicated. 7. Keep the administration abreast of significant information regarding technology. 8. Coordinate the district technology budget and ordering of hardware and district software

applications. 9. Keep abreast of developments in techniques, philosophy and content in the professional

literature relating to the use of technology in education. 10. Attend appropriate workshops on using technology. 11. Examine and evaluate new technologies. 12. Coordinate pilot programs using technology. 13. Maintain a current inventory of all technology-related hardware and software. 14. Explain the district's technology program to the staff and public. 15. Coordinate the repair and replacement of equipment. 16. Assist with the development of applications to secure grant funds for the enhancement of

instructional technology. 17. Performs ongoing network maintenance

a. Installs and configures software on the network. b. Performs regular system backups. c. Maintains network integrity and security. d. Oversees and maintains the district's e-mail system. e. Liaison with off-site technical support. f. Install and configure computers and printers on the network.

19. Provides computer trouble shooting support. a. Provides on-site trouble shooting to schools. b. Investigates hardware/software conflicts. c. Conducts on-site hardware repair. d. Arranges for off-site repair of district computer equipment. 20. Provides support to media specialists. a. On-site tech support for automation b. Installs software upgrades. c. Configures menus for access to software programs. 21. Install technological equipment throughout district.

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a. Unpacking, connecting, and setup. b. Software installation and configuration. c. Operation verification 22. Consult with external agencies. Terms of Employment: School calendar year. Evaluation: Performance in this position will be evaluated in accordance with the terms outlined in the Colchester teachers' evaluation plan.

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Job Description

Educational Evaluation Coordinator Qualifications: 1. Certification as a special education teacher in the state of Connecticut. 2. Successful experience as a special education teacher with testing background. Reports to: Director of Pupil Services and Special Education. Job Goal: The primary goal of the educational evaluator is to provide observations and eligibility evaluations to students referred for educational concerns. The educational evaluator consults and coordinates with educational staff, other related service providers, and parents to assist in the development and implementation of the student's individualized educational plan. These programs may occur in a regular education and/or special education setting. Performance Responsibilities: 1. Provide evaluation and assessment services.

a. Participate in building level special education meetings for scheduling purposes, when appropriate.

b. Attend all initial referral PPT's. c. Assume the role of case manager for new referrals until the eligibility determination is

made. d. Analyze the educational strengths, processing abilities, and needs of individual students

through formal, curriculum, and criterion-based assessments and evaluations. e. Obtain student information through classroom observation. f. Interview parents, teachers, and other school personnel regarding a student's strengths and

weaknesses. g. Gather information through record review. h. Incorporate all pertinent data into a written report. i. Recommend further evaluation, if necessary (i.e., APE, OT, Speech/Language, etc.). j. Discuss findings with parents, teachers, and other appropriate school personnel. k. Attend Planning and Placement Team meetings, review reports, make program

recommendations, and suggest appropriate goals and objectives. l. Evaluate referred private school students who reside in Colchester and require educational

assessments. m. Provide consultation to intensive reading program teachers by meeting with them once a

month to discuss concerns and issues within their individual programs. n. Assure that consistent criteria for special education eligibility and associated level servicing

is being provided through the initial level evaluation. o. Be knowledgeable about procedural issues involving the special education evaluation

process. 2. Provide consultation services to teachers, related services personnel, and parents. 3. Participate in department and specific special education program meetings.

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Terms of Employment: School calendar year. Evaluation: Performance in this position will be evaluated in accordance with the terms outlined in the Colchester teachers' evaluation plan. Approved by: Colchester Board of Education 1/12/99

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Job Description

High School Counselor Qualifications: 1. Valid certification issued by the Connecticut State Department of Education. 2. Experience in the field as the Board of Education and administration may find appropriate and

acceptable. Reports to: Building Principal and the Guidance Department Chairperson Job Goal: To provide, as a member of the guidance department staff, a comprehensive guidance and counseling program for students in grades 9-12 and specifically to provide services to meet the special needs of his/her assigned caseload; to consult with teachers, staff and parents to enhance their effectiveness in helping students' educational, career, personal, and social development; and to provide support to other high school educational programs. Within the framework of a developmental guidance program, the school counselor contributes to the personal growth and intellectual development of young people through: A guidance curriculum - that identifies the competencies to be attained by all students at

various stages of their development and provides activities to help them achieve these competencies.

Individual planning - with students in the areas of educational development, personal/social development, and career development.

Responsive services - which include counseling, consultation, coordination and referral; and Systems support - which consists of activities that establish, maintain and enhance the total

comprehensive guidance and counseling program. Performance Responsibilities: 1. Provide individual and Group Counseling

a. Counsel students recommended by the staff and parents. b. Counsel students who refer themselves. c. Carry out new student orientation and registration throughout the year. d. Monitor students encountering academic difficulties. e. Counsel students with attendance and/or behavior problems. f. Provide individual and group counseling related to class status, course selection, academic

planning and personal problems. g. Assist students in school program planning and course adjustments to meet

vocational/educational goals. h. Update student's career developments portfolio yearly.

2. Participate in the planning and Placement Team (PPT) process a. Participate as a member of the PPT for counselees who have been identified as having

special educational needs or have been referred for identification of special needs. b. Assist parents in developing realistic perceptions of their child's aptitudes, abilities, interests

and attitudes. c. Participate in the pre-referral process/student assistance team. d. Consult with staff on PPT recommendations.

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3. Consult with School Personnel, Parents/Guardians and Community a. Consults with teachers and administrators regarding student problems.

b. Assist teachers and administration in providing programs for students with special needs. c. Assist students and parents who need special services to be aware of and to accept referral

to specialists on student problems. d. Consult with specialists on student problems.

e. Establish ongoing two-way communication with parents and uses information obtained. f. Advocate for equal access to programs and services for all students. g. Provide opportunities for parent and community involvement in school activities. h. Conduct effective parent-teacher-counselor conferences. i. Use community resources. j. Interpret the guidance program to the community.

4. Organize and Administer Guidance and Counseling Services a. Maintain current information for two and four-year colleges, technical and vocational

schools. b. Maintain accurate student records. c. Review eligibility for promotion. d. Oversee student grade reporting. e. Provide information on and interprets PSAT, SAT and AP Tests. f. Coordinate visitations of college representatives and post-secondary institutions. g. Coordinate and reviews ASVAB testing for interested students.

h. Plan and coordinate programs such as career and college fairs, field trips and other extensions of the counseling curriculum.

i. Develop letters of recommendation for those students requesting them. j. Process college applications and provide official transcripts for those students requesting

them. k. Enroll transfer students and assures proper placement through review of records and,

where necessary, phone contact. l. Conduct orientation program for eighth graders and new students. m. Resolve schedule changes and conflicts. n. Distribute course selection material to all students. o. Meet with potential dropouts with the aim of providing positive alternatives. p. Assist in the coordination of eight-grade parents' night. q. Discuss with eighth grade, in-group sessions, the required course selection material. r. Prepare appropriate state reports related to guidance services (ED 540)

5. Graduation a. Monitor progress for graduation. b. Review eligibility for graduation. c. Supervise selection of award recipients. d. Coordinate Class Day Awards program. e. Coordinate local scholarship information and applications for seniors. f. Coordinate meetings with scholarship committees for the purpose of selection of recipients. g. Survey post-high school plans with each senior. 6. Professional Responsibilities

a. Seek current information regarding the profession by attending conferences and workshops. b. Network with colleges, universities and other post-secondary institutions through conferences,

workshops and college tours. c. Plan, implement, maintain and evaluate the systems necessary for the support, maintenance and

improvement of the school counseling program. d. Demonstrate responsibility for self-growth, professional improvement, and ongoing self-

evaluation. e. Fulfill responsibilities for submitting reports and records on time.

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f. Contribute constructively to committees, faculty meetings, and other special school groups. g. Follow policies, procedures, and is familiar with the curricula of the school district. h. Exhibit self-discipline. i. Use professional discretion in the discussion of personnel, student and school matters. j. Carrie out required school regulations and assignments within designated reasonable time limits. k. Give encouragement and lends assistance to groups or individuals promoting school-related

projects. l. Keep personnel informed of significant guidance policies/procedures. m. Share ideas, methods, and materials with coworkers. n. Work cooperatively with others. o. Assist in helping faculty members and staff adjust to school operations and procedures. p. Reevaluate the program periodically through modifications, alternatives, and additions.

Terms of Employment: Per contract Evaluation: Performance will be evaluated annually in accordance with the provisions of the Board of Education Policy.

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Job Description

Library Media Specialist

Qualifications: 1. Valid certification issued by the Connecticut State Department of Education. 2. Experience in the field as the Superintendent of Schools and administration may find appropriate

and acceptable. Reports to: Building Principal Job Goal: The role of our school library media specialists vary in accordance with the developmental needs of the students, as specified in our adopted curricula (see Performance Responsibilities below). Performance Responsibilities: 1. Information Processing

a. Select, evaluate and purchase appropriate print and nonprint materials to support classroom units and obtain materials of general interest to our school's populations

b. Oversee the ethical use of information c. Develop search strategies d. Interpret information e. Evaluate information for accuracy, relevance and authority f. Communicate information to others g. Prepare bibliographies h. Present information in a variety of formats including print, multimedia, and digital i. Keep current with the research on teaching and learning

2. Instruction

a. Teach students to recognize and appreciate texts from many literary genres, periods and cultures

b. Teach information problem solving c. Teach use of resources d. Teach standard reference sources e. Teach magazine and newspaper indexes in print and/or electronic formats f. Teach internet searching and the use of online databases g. Teach classification of materials h. Teach search strategies

3. Collaboration with Teachers

a. Identify curriculum links to information needs b. Integrate resources into instructional units c. Develop research strategies for the implementation of information literacy standards as

developed by the American Association of School Librarians and the Association for Educational Communications and Technology

d. Develop programs in conjunction with the Connecticut Framework K-12 Curricular Goals and Standards and Connecticut's Common Core of Learning

e. Assist in designing authentic learning tasks and assessments f. Teach bibliographic standards

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4. Program Administration

a. Collaboratively develop policies of the library media program b. Plan, execute, and evaluate the library media program c. Manage budgets for print, nonprint, and electronic resources and equipment d. Supervise library staff, student aides, and parent volunteers e. Manage automated circulation systems f. Promote information literacy and individual enjoyment of reading throughout the school g. Inventory print and nonprint materials, library media computer hardware, software and

equipment h. Initiate community outreach through close collaboration with Cragin Library i. Prepare long-range plans for program improvement and collection development

*adopted from CEMA description of role of library media specialist

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Job Description Math Resource Teacher

Qualifications: 4. Certification as a teacher issued by the CT State Department. 5. Exemplary performance/experience as a math teacher at the school's grade-level. 6. Strong leadership skills. Reports to: Building Principal Job Goal: The math resource teacher will serve as an instructional leader to improve math teaching and learning for all students in the school. Performance Responsibilities: 1. Consultation with Teachers

a. Promotes the importance of mathematics and takes a leadership role in the delivery of math curriculum and instruction.

b. Assists teachers in selecting appropriate math materials c. Assists teachers with daily and long-term lesson planning in math as indicated by the Math

Program Delivery Standards of the Colchester math curricula. d. Selects additional materials, equipment/technology to supplement math programs. e. Teaches model lessons and team teaches with math educators. f. Works with teachers to identify those children requiring additional help in mathematics. g. Provides liaison among and between grade-level teachers to increase curriculum

articulation. 2. Professional Growth and Responsibility

a. Teacher conducts themselves as professionals in accordance with the Code of Professional Responsibility for Teachers (Section 10 - 145d-400a of the Connecticut Certification Regulations).

b. Monitors the math curriculum through data and recommends modifications, alternatives, and additions.

c. Conducts in-service workshops and demonstrations pertaining to methods and materials appropriate to various levels to math instruction.

d. Keeps the administration abreast of student performance and needs regarding the general mathematics program.

e. Coordinates the math budget for the school to ensure that teachers have necessary math resources.

f. Serves as a member of the District Math Leadership Team and the Math Curriculum committee.


literature relating to mathematical teaching practices. b. Takes advantage of courses workshops, and in-service training in mathematics

c. Examines and evaluates new materials through meetings with representatives and consultants from various companies, professional groups and the State Department of Education.

d. Coordinates pilot programs for materials being considered for purchase. e. Orients and supports teachers to new and existing math programs.

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4. Instructional and Evaluative Techniques to Promote Learning a. Tests students who have been referred for academic evaluation. Utilizes test results to

identify students in need of assistance, including Title I. b. Provides direct instruction to students with identified mathematical learning needs. c. Employs a variety of instructional strategies that enable students to think critically, solve


appropriate. e. Interprets as appropriate state and local test results concerning math to the administration,

staff, parents, and public at large. f. Coordinates the math placement of students as they transition from grade to grade and

school to school. 5. Planning and Preparation



instruction. 6. Teacher/Pupil Relationships a. Understands how students learn and develop b. Understands how students differ in their approaches to learning. 7. Teacher/Parent Relationships


evening meetings. c. Informs parents of supplementary math materials/activities 8. Student Intervention a. Coordinates schedules and programs of math paraprofessionals b. Assists with the evaluation of math paraprofessionals.

c. Meets as needed with teachers regarding students in the intervention program. d. Attends individual student planning meetings.

e. Provides resources to teachers, as requested, for students who require mathematical enrichment.


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Job Description

Middle School Counselor Qualifications: 4. Valid certification issued by the Connecticut State Department of Education. 5. Experience in the field as the Board of Education and administration may find appropriate and

acceptable. Reports to: Building Principal and the Guidance Department Chairperson Job Goal: Performance Responsibilities: 1. Develop and deliver the school-counseling curriculum in a classroom setting. 2. Assist students in the areas of academic and career planning and in social/emotional development. 3. Provide individual and small group counseling in a variety of settings. 4.Consult and collaborate with teachers, staff, and parents in understanding and meeting the needs of

students in the school setting. 5. Make appropriate referrals of students and parents to outside agencies and specialists. 6. Plan, evaluate and revise the school-counseling program. 7. Pursue continuous professional growth to stay abreast of the field. 8. Prepare students for the transition to middle school and high school. 9. Provide individual and Group Counseling

a. Counsel students recommended by the staff and parents. b. Counsel students who refer themselves. c. Carry out new student orientation. d. Provide individual and group counseling sessions to students in the area of academic

planning and success, career awareness and social/emotional development in accordance with planned objectives for grade level.

e. Assist in the transition to middle school and high school. 10.Consult with Staff and Parents

a. Consult with teachers and administrators regarding concerns about students' academic and social/emotional development.

b. Provide information and skills to parents, school staff, administration, and the community to assist them in helping students in academic, career, and social development.

c. Provide staff development and parent education programs based on current needs. d. Assist parents in addressing school related problems and issues. Refer students and their

parents, as needed, to appropriate specialists, special programs and/or outside agencies. e. Conduct effective parent-teacher-student-counselor conferences.

11. Attend Planning and Placement Team (PPT) and 504 Meetings a. Participate in the pre-referral process/student assistance team. b. Consult with staff on Planning and Placement Team recommendation and 504

modifications. c. Attend Planning and Placement Team (PPT) meetings.

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12. Implement District Guidance Curriculum

a. Design, deliver, evaluate, and revise a planned sequential and developmentally-appropriate school counseling curriculum to include lessons in academic success, career awareness, and planning and personal/social growth and understanding.

b. Deliver the curriculum in a systematic manner using diverse strategies and settings. 13. Professionalism a. Adhere to the ethical standards of state and national school counselor associations.

b. Adhere to preferred practices prescribed by state and national school counselor associates. c. Demonstrate knowledge of local policies and state and federal laws pertaining to school

counseling. d. Demonstrate personal growth and professional development.

Terms of Employment: Per contract. Evaluation: Performance will be evaluated annually in accordance with the provisions of the Board of Education Policy.

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Job Description

Occupational Therapist Qualifications: 1. Certification and licensure in the state of Connecticut as a registered occupational therapist. 2. Successful experience in a school-based or pediatric setting is preferred. 3. Such alternatives to the above qualification as the Superintendent may find appropriate and

acceptable. Reports to: Director of Pupil Personnel Services and Special Education Job Goal: To evaluate and identify students with fine and sensory motor deficits as related to the educational process and to develop and implement therapeutically sound treatment plans in students' educational programs. Performance Responsibilities: 1. Consults with staff, parents and appropriate agencies at the prereferral stage to review

functioning and recommend appropriate action. 2. Completes evaluations and assessments using standardized and nonstandardized measures on

referred students. 3. Reports test results and participants at Planning and Placement Team meetings, 504 meetings and

parent/teacher conferences, when requested. 4. Recommends program type, amount of service, goals and objectives for individualized

educational programs and 504 plans. 5. Effectively implements treatment plans and appropriate instructional techniques. 6. Establishes a positive learning environment to communicate effectively with students. 7. Effectively organizes time, space, materials and equipment for instruction. 8. Provides consultation services to staff and recommends modifications for implementation in

classroom settings. 9. Establishes and maintains the confidentiality of records and the student/teacher relationship. 10. Monitors the occupational therapy program by supervising assigned occupational therapy

assistants, paraprofessionals and college interns who are involved with the implementation of intervention procedures.

11. Encourages and maintains cooperation, involvement and support of parents and the community. 12. Attends staff and other school meetings when appropriate. Terms of Employment: School calendar year. Evaluation: Performance in this position will be evaluated in accordance with the terms outlined in the Colchester teachers' evaluation plan. Adopted by: Colchester Board of Education 1/12/99

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Job Description School Psychologist

Qualifications: 1. Master degree in school psychology and certification as a school psychologist in the state of

Connecticut. 2. Successful experience with a relevant population to the students he/she will be servicing, is

preferred. 3. Alternatives to the above qualifications may be accepted, as the Superintendent may find

appropriate and acceptable. Reports to: Director of Pupil Personnel Services and Special Education Job Goal: To assist schools in enabling students to achieve optimal functioning in the cognitive, behavioral, and social-emotional areas. Performance Responsibilities: 1. Conduct psychological evaluations, which may include intellectual, processing social/emotional,

and behavioral assessments. 2. Consider student and family differences specific to age, gender, socio-economic, cultural and

ethnic background in the psychological evaluation process. 3. Utilize appropriate assessment instruments and evaluation techniques. 4. Develop interventions that are appropriate and consistent with the student's needs. 5. Observe students in educational settings to assist staff in meeting student needs and/or as part of

an evaluation. 6. Interpret results and report assessment information to parents, students, and appropriate staff

and outside agencies, in both oral and written formats. 7. Consult with staff, parents, and appropriate agencies, within legal guidelines, regarding student's

functioning in the school setting. 8. Promote positive changes within the school to benefit students. 9. Provide individual and/or small group counseling for identified IEP and 504 students. 10. Provide individual and/or small group counseling for students at-risk. 11. Intervene with students in crisis, as needed. 12. Conduct in-service training when needed, and obtain and share relevant information and data

available in current professional literature. 13. Provide classroom presentations related to school and mental health issues. 14. Participate in professional growth activities. Terms of Employment: School calendar year. Evaluation: Performance in this position will be evaluated in accordance with the terms outlined in the Colchester teachers' evaluation plan.

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Job Description K-5 Science Coordinator

Qualifications: 1. Valid certification issued by the CT State Department of Education. 2. Exemplary performance/experience as a science teacher. 3. Strong leadership skills. Reports to: Building Principal Job Goal: The science coordinator will support the implementation of the science curriculum at the designated grade-level. Performance Responsibilities: 1. Coordinate the ordering of science kits and related supplies and literature for your grade-level. 2. Ensure that grade-level science kits are stocked and available to teachers at your grade-level. 3. Meet monthly with Director of Curriculum and building administrator(s) to plan/discuss

implementation of new curricula. 4. Serve as a resource to your grade-level colleagues for questions/needs regarding science

curriculum, instruction and professional development. 5. Serve as a member of the District Science Curriculum committee.

Terms of Employment: Stipend position, per contract

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Job Description K-8 Math Specialist

Qualifications: 7. Certification as a teacher issued by the CT State Department. 8. Exemplary performance/experience as a math teacher at the school's grade-level. 9. Strong leadership skills. Reports to: Building Principal Job Goal: The math resource teacher will serve as an instructional leader to improve math teaching and learning for all students in the school. Performance Responsibilities: 1. Consultation with Teachers

a. Promotes the importance of mathematics and takes a leadership role in the delivery of math curriculum and instruction.

b. Assists teachers in selecting appropriate math materials c. Assists teachers with daily and long-term lesson planning in math as indicated by the Math

Program Delivery Standards of the Colchester math curricula. d. Selects additional materials, equipment/technology to supplement math programs. e. Teaches model lessons and team teaches with math educators. f. Works with teachers to identify those children requiring additional help in mathematics. g. Provides liaison among and between grade-level teachers to increase curriculum

articulation. 2. Professional Growth and Responsibility


b. Monitors the math curriculum through data and recommends modifications, alternatives, and additions.

c. Conducts in-service workshops and demonstrations pertaining to methods and materials appropriate to various levels to math instruction.

d. Keeps the administration abreast of student performance and needs regarding the general mathematics program.

e. Coordinates the math budget for the school to ensure that teachers have necessary math resources.

f. Serves as a member of the District Math Leadership Team and the Math Curriculum committee.


literature relating to mathematical teaching practices. b. Takes advantage of courses workshops, and in-service training in mathematics.

c. Coordinates pilot programs for materials being considered for purchase. d. Orients and supports teachers to new and existing math programs.

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4. Instructional and Evaluative Techniques to Promote Learning

a. Tests students who have been referred for academic evaluation. Utilizes test results to identify students in need of assistance, including Title I.

b. Provides direct instruction to students with identified mathematical learning needs. c. Employs a variety of instructional strategies that enable students to think critically, solve


appropriate. e. Interprets state and local test results concerning math to the educational community, as

appropriate. f. Coordinates the math placement of students as they transition from grade to grade and

school to school. 5. Planning and Preparation





evening meetings. c. Informs parents of supplementary math materials/activities 8. Student Intervention

a. Meets as needed with teachers regarding students in the intervention program. b. Attends individual student planning meetings, as needed.

c. Provides resources to teachers, as requested, for students who require mathematical enrichment.


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Job Description Language Arts Consultant, Secondary

Qualifications: 10. Certification as a Language Arts Consultant issued by the CT State Department. 11. Exemplary performance/experience with classroom instruction 12. Strong leadership skills. Reports to: Building Principal Job Goal: The Language Arts Consultant will serve as an instructional leader to improve literacy and learning for all students in the school. Performance Responsibilities: 1. Consultation with Teachers

a. Promotes the importance of literacy and takes a leadership role in the delivery of reading instruction.

b. Assists teachers in selecting appropriate core reading materials and supplements. c. Assists teachers with daily and long-term planning in support of the Colchester Language

Arts Curriculum. d. Selects additional materials, equipment/technology to supplement reading and writing in

the content areas. e. Teaches model lessons and team-teaches with subject-area educators. f. Works with teachers to identify those students requiring additional help in reading and

writing. g. Provides liaison among and between grade-level teachers to improve curriculum

articulation across subject areas. 2. Professional Growth and Responsibility


b. Monitors the language arts curriculum through data and recommends modifications, alternatives, and additions.

c. Conducts in-service workshops and demonstrations pertaining to methods and materials appropriate to reading and writing instruction in all subject areas.

d. Keeps the administration abreast of student performance and needs regarding the general language arts program.

e. Coordinates the remedial reading budget for the school to ensure that teachers have necessary resources.

f. Serves as a member of the District Language Arts Leadership Team and the Language Arts Curriculum committee.


literature relating to language arts teaching practices. b. Takes advantage of courses, workshops and in-service training in language arts.

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c. Examines and evaluates new materials through meetings with representatives and consultants from various companies, professional groups and the State Department of Education.

d. Coordinates pilot programs for materials being considered for purchase. e. Orients and supports teachers to new and existing language arts programs.

4. Instructional and Evaluative Techniques to Promote Learning a. Tests students who have been referred for academic evaluation. Utilizes test results to

identify students in need of assistance, including Title I. b. Provides direct instruction to students with identified language arts learning needs. c. Employs a variety of instructional strategies that enable students to think critically, solve


appropriate. e. Interprets state and local test results concerning language arts to the educational

community, as appropriate. f. Works with guidance staff to coordinate the placement of students as they transition from

grade to grade. 5. Planning and Preparation





evening meetings. c. Informs parents of supplementary language arts materials/activities 8. Student Intervention

a. Coordinates schedules and programs of reading paraprofessionals, where applicable.

b. Assists with the evaluation of reading paraprofessionals. c. Meets as needed with teachers regarding students in the intervention program.

d. Attends individual student planning meetings, as needed. e. Provides resources to teachers, as requested, for students who require language arts enrichment.


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Job Description Social Worker

Qualifications: 1. Master degree in social work and certification as a school social worker in the state of

Connecticut. 2. Successful experience with a relevant population to the students he/she will be servicing is

preferred. 3. Such alternatives to the above qualifications as the Superintendent may find appropriate and

acceptable. Reports to: Director of Pupil Personnel Services and Special Education

Job Goal: To assist schools in enabling students to achieve optimal learning in academic, social and emotional areas. Performance Responsibilities: 1. Identify a student's social and emotional strengths and needs through record reviews and

interviews with parents, teachers and other school personnel. 2. Consult on a formal or an informal basis with the school staff and administration to address the

social and emotional needs of students and recommend strategies for intervention. 3. Provide direct social work service to identified and nonidentified students through individual,

small group and/or classroom strategies. 4. Provide crisis intervention, as needed. 5. Establish a positive environment to communicate effectively with students. 6. Serve as a member of the school's crisis intervention team and the student assistance team. 7. Attend and participate in Planning and Placement Team meetings, 504 meetings, parent/teacher

conferences and staff meetings, when requested. 8. Recommend type and amount of services, goals and objectives for individual educational

programs and 504 plans. 9. Complete case management responsibilities including serving as a liaison with community

agencies and making referrals, as appropriate. 10. Assist school personnel in understanding and using protective service mandates, as needed. 11. Establish and maintains the confidentiality of records and the student/counselor relationship. 12. Maintain communication with families through phone contact, conferences and home visits, as

appropriate. 13. Encourage and maintain the cooperation, involvement and support of parents and the

community. Terms of Employment: School calendar year. Evaluation: Performance in this position will be evaluated in accordance with the terms outlined in the Colchester teachers' evaluation plan. Approved by: Colchester Board of Education 1/12/99

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Job Description Speech & Language Specialist

Qualifications: Reports to: Director of Pupil Personnel Services and Special Education Job Goal: Performance Responsibilities: 1. Prevention

a. Collaborate with parents, families, administrators and educators regarding classroom strategies to improve communication for all students, fluency enhancing strategies, and vocal abuse.

2. Identification of Children with Speech and/or Language Disorders a. Consult with staff, parents, and appropriate agencies at the pre-referral stage to review

functioning and recommend appropriate action. b. Consult with staff, parents, and appropriate agencies regarding student functioning and/or

progress. c. Conduct individual evaluations of referred students according to Connecticut state guidelines. d. Participate on Planning and Placement Teams, when requested. e. Report and interprets test and observation results to PPT members, parents, and appropriate

staff. f. Recommend to the PPT the identification of students as speech and language impaired in

accordance with Connecticut state guidelines. 3. Program Planning

a. Recommend modifications for implementation in regular classroom settings. b. Recommend program type, amount of service, goals, and specific objectives for inclusion in

individualized education programs. c. Participate in transition planning and attends PPT for students with communication needs, as

schedule permits. d. Manage responsibilities to determine the most effective use of time and services.

4. Plan Instruction to Achieve Selected Objectives a. Set specific objectives in lesson preparation and carries through presentation to achieve these

goals. b. Identify teaching procedures and sequences learning activities. c. Gather, previews, and assembles necessary teaching materials. d. Arrange class activities and lesson preparation to meet the individual needs and differences of

students. 5. Effectively Implement Instructional Plans and Uses Appropriate Instructional Techniques

a. Present material at a level appropriate to the needs, interests, ability, and background of students. b. Conduct learning activities in a logical sequence that are flexible and developmentally appropriate. c. Provide illustrations, examples, and applications of the materials. d. Use a variety of instructional materials, media, and technology, as available. e. Use a variety of instructional methods and activities and incorporates advancing technology where

appropriate. f. Group students to provide for differing needs, goals and objectives. g. Provide opportunities that encourage student involvement. h. Modify instruction in response to student reactions and performance.

6. Effectively Communicate with Students

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a. Provide direction and explanations in a clear, coherent, and logical manner. b. Use acceptable written and oral expression with students. c. Provide for two-way communication with students throughout lessons. d. Establish rapport and foster positive reinforcement. e. Outline expectations for students in a clear manner. f. Communicate with and guide students (both individually and collectively) about their needs, goals, and

progress. g. Establish and maintains the confidentiality of the student/teacher relationship.

7. Help Students Develop Positive Self-Concepts a. Demonstrate sensitivity to and respect for the needs and feelings of all students. b. Promote respect for rights, expressions of opinion, and property of others. c. Display patience, empathy, enthusiasm, and self-confidence. d. Require the use of decent and courteous language within the school and during all school activities.

8. Effectively Organize Time, Space, Materials, and Equipment a. Establish and maintain classroom routines and procedures. b. Use instructional time effectively, pace instructional activities appropriately, and maximize students'

time on task. c. Start classes promptly and conclude and dismiss classes in an orderly fashion. d. Troubleshoot and maintain listening devices and communication systems, as needed.

9. Effectively Assess Student Needs and Progress a. Create or selects evaluation instruments or procedures to obtain information for monitoring student

progress and effectiveness of instruction. b. Develop and maintain systems for keeping group and individual records. c. Evaluate students on the basis of criteria that are aligned with instructional objectives and communicate

results to parents and appropriate school personnel in accordance with state regulations. d. Conduct formal re-evaluation of students according to IDEA 1997 e. Recommend dismissal from services according to federal, state, and district guidelines.

10. Establish a Positive Learning Environment a. Establish and maintain appropriate behavior standards for students in the learning environment based

on mutual respect. b. Utilize techniques that foster self-discipline. c. Maintain classroom discipline fairly and consistently, seeking assistance where needed.

11. Meet Professional Responsibilities a. Demonstrate responsibility for self-growth, and ongoing self-reflection based on district criteria through

use of annual professional growth objectives. b. Participate in continuing education and professional improvement opportunities to gain knowledge of

current best practices. c. Support current educational practices. d. Fulfill his/her responsibilities for submitting reports and records on time. e. Contribute constructively to committees, faculty meetings, and other special school groups. f. Follow the policies, procedures, and curricula of the school district. g. Exhibit self-discipline. h. Use professional discretion in the discussion of personnel, students, and school matters. i. Carry out required school regulations and assignments within designated time limits (such time limits must be reasonable). j. Give encouragement and lend assistance to groups or individuals promoting school-related projects. k. Keep personnel informed of significant information. l. Share ideas, methods, and materials with coworkers. m. Work cooperatively with others. n. Assist in helping faculty members adjust to school operations and procedures. o. Reevaluate the curriculum periodically through modifications, alternatives, and additions. p. Maintain national certification, state licensure, and appropriate educational certification.

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12. Supervision a. Provide supervision to colleagues who are completing their clinical fellowship requirement for ASHA's

certificate of clinical competence when needed. b. Provide training and supervision to speech-language pathology assistants, university students, and

paraprofessionals in accordance with state regulations and ASHA guidelines. c. Educate school-approved volunteers who assist with clerical and materials management.

13. Encourage and Maintain the Cooperative Involvement and Support of Parents and the Community a. Establish ongoing two-way communication with parents and uses information obtained. b. Provide opportunities for parent and community involvement in school activities as appropriate. c. Conduct effective parent-teacher conferences. d. Use community resources in instruction when appropriate.


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Job Description

Teacher Qualifications: 1. As set by State of CT Certification Requirements. Reports to: Building Principal Job Goal: To aid students in fulfilling their potential for intellectual, emotional and psychological growth and maturation. Performance Responsibilities: A. Professional Skills 1. Plan a program of study, which clearly states objectives within the prescribed curriculum that

meets the individual needs, interest, and abilities of student. 2. Employ instructional methods and materials that are most appropriate for meeting stated

curriculum objectives consistent with the needs and capabilities of the individuals or student groups involved.

3. Create a classroom environment that is conductive to learning and appropriate to the maturity and interest of students.

4. Assess the accomplishments of students on a regular basis. Keep appropriate records and prepares progress reports as required.

5. Assist the administration in implementing all policies and/or rules governing student life and conduct, and for the classroom, develops reasonable rules of classroom behavior and procedure, and maintain order in the classroom in a fair and just manner.

6. Seek assistance of specialists as required for students who demonstrate a potential learning difficulty. Work cooperatively to address individual needs and make accommodations as prescribed by a student's Individualized Educational Plan.

7. Implement by instruction and action the district's philosophy of education, curriculum and instructional goals and objectives.

8. Take all necessary and reasonable precautions to protect students, equipment, materials and facilities.

9. Maintain the confidentiality of student information. B. Professional Responsibilities

1. Uphold and enforce school rules, administrative regulations, and Board of Education policy, make provisions for being available to students and parents for educational related purpose outside the instructional day when requested to do so under reasonable terms.

2. Attend staff meetings as required and serve on committee as requested. 3. Work cooperatively with colleagues in meeting the educational goals of the school. 4. Plan purposeful assignments for substitute teachers; plan for and supervise teaching

paraprofessionals and/or volunteers. 5. Lend professional assistance when needed as self-evidenced or as directed by department

chairs, team leader or administrator. 6. Performs such other tasks as may from time to time by assigned by the administration.

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C. Professional Growth 1. Strive to maintain and improve professional competence. 2. Participate in the development and implementation of school policies and procedures. 3. Share in the evaluation of the educational program through participation in local and regional

curriculum committees as appropriate. 4. Take advantage of in-service education opportunities. 5. Implement new education techniques based on course work, professional readings and research

and activities. D. Public Relations 1. Assist the administration in interpreting learning programs and clarifying school policies to

parents and the community. 2. Work to establish and maintain open lines of communication with students and their parents

concerning both the broad academic and behavioral progress of all assigned students. Terms of Employment: School calendar year. Evaluation: Performance in this job will be evaluated annually in accordance with provisions of the Board's adopted Teacher Evaluation and Professional Growth Plan. Approved By: Date: Reviewed By: Date:

Documents

Colchester Public Schools · completion of BEST portfolio y Determine contract renewal . Standards: CCT, district curricula, goals/policies, professional responsibilities . Processes: