DeSoto Instructional Evaluation System · Web viewForm IEST-2015. Effective Date: August, 2015. DeSoto Instructional Evaluation System. Rule 6A-5.030. Form IEST-2015. Effective

DeSoto County Schools

Dr. Karyn E. Gary, Superintendent

Christina Britton, Asst. Superintendent

[email protected]

2015 - 2016DeSoto Instructional Evaluation System

Rule 6A-5.030Form IEST-2015Effective Date: August, 2015

Table of Contents

1. Performance of Students

2. Instructional Practice

3. Other Indicators of Performance

4. Summative Evaluation Score

5. Additional Requirements

6. District Evaluation Procedures

7. District Self-Monitoring

8. Appendix A – Checklist for Approval

Directions:

This document has been provided in Microsoft Word format for the convenience of the district. The order of the template shall not be rearranged. Each section offers specific directions, but does not limit the amount of space or information that can be added to fit the needs of the district. All submitted documents shall be titled and paginated. Where documentation or evidence is required, copies of the source document(s) (for example, rubrics, policies and procedures, observation instruments) shall be provided. Upon completion, the district shall email the template and required supporting documentation for submission to the address [email protected].

DeSoto County Schools Page 1Instructional Evaluation System Template (IEST – 2015)

**Modifications to an approved evaluation system may be made by the district at any time. A revised evaluation system shall be submitted for approval, in accordance with Rule 6A-5.030(3), F.A.C. The entire template shall be sent for the approval process.

mailto:[email protected]

Introduction

The information, expectations, and documentation contained in this document will reference of

the “Evaluation Article” that has been negotiated by the DeSoto Classified Teacher’s

Association. This document is meant to serve as the procedural guide for teachers and

evaluators in regards to district’s evaluation system, and not all aspects of the article will be

mentioned in this guide. Teachers and staff are expected to attend the provided trainings on

this evaluation system, and are ultimately responsible for accessing and understanding the

evaluation system as well as the contractual expectations of the DCTA.


1. Performance of Students

Directions:

The district shall provide:

For all instructional personnel, the percentage of the evaluation that is based on the performance of students criterion as outlined in s. 1012.34(3)(a)1., F.S., along with an explanation of the scoring method, including how it is calculated and combined [Rule 6A-5.030(2)(a)1., F.A.C.].

For classroom teachers newly hired by the district, the student performance measure and scoring method for each evaluation, including how it is calculated and combined [Rule 6A-5.030(2)(a)2., F.A.C.].

For all instructional personnel, confirmation of including student performance data for at least three years, including the current year and the two years immediately preceding the current year, when available. If less than the three most recent years of data are available, those years for which data are available must be used. If more than three years of student performance data are used, specify the years that will be used [Rule 6A-5.030(2)(a)3., F.A.C.].

For classroom teachers of students for courses assessed by statewide, standardized assessments under s. 1008.22, F.S., documentation that VAM results comprise at least one-third of the evaluation [Rule 6A-5.030(2)(a)4., F.A.C.].

For classroom teachers of students for courses not assessed by statewide, standardized assessments, the district-determined student performance measure(s) [Rule 6A-5.030(2)(a)5., F.A.C.].

For instructional personnel who are not classroom teachers, the district-determined student performance measure(s) [Rule 6A-5.030(2)(a)6., F.A.C.].

Student Performance

The student performance portion of the instructional evaluation will be determined using a VAM score, or other assessments (see Appendix B), and will comprise 33% of the overall summative evaluation score. If a teacher has multiple VAM scores because he/she teaches multiple subjects, then the score(s) used will represent the proportion of what the teacher instructs during the day (i.e. 30% Algebra EOC, 70% Math for College Readiness [local assessment]). A VAM score is made up of a value added score and a confidence interval (standard error). A teacher will be awarded points in the same areas as the instructional portion of the evaluation: highly effective, effective, needs improvement, or unsatisfactory.


Student Performance Portion of Evaluation (VAM Calculation) (33%)

Rating Point Value Criteria

Highly Effective 150 95% Confidence Level, VAM Score above cut score

Effective 120 68%-95% Confidence Level, VAM Score crosses cut score

Needs Improvement 60 68%-95% Confidence Level, VAM Score below cut score

Unsatisfactory 0 95% Confidence Level, VAM Score below cut score

-1 Cut Score +1

Unsatisfactory Needs Imp. Effective Highly Effective

Those points from the Instructional Evaluation and Student Performance are then added together to determine the teacher’s overall rating. School Board Policy 2623, Student Assessment, Guidelines for Preparation and Submission of Teacher Made Tests, and this document discuss the procedures for selection, development, and scoring of local assessments, as well as the collection and sharing of assessment results.

Rating Unsatisfactory Needs Improvement

Effective Highly Effective

Score Range 0-110 111-225 226-280 281-300

Student Performance Score Specifics

The state of Florida determines which courses and course codes will be assigned a VAM score; we will follow those guidelines. The scores arrive from the state in multiple categories: FSA Reading, FSA Math, School, and District.

All teachers will participate in the roster verification process. Teachers with at least one year of individual student data (up to three years if available),

and on the state list of VAM courses, will receive their state-assigned VAM score. Teachers


must have more than 10 students assigned to them for the overall score to be considered. The score may be: just reading, just math, combined reading and math average*.

Other assessments, such as state EOCs, certification tests, AP tests, or local assessments may also be used to calculate the student performance measure of the evaluation.

New teachers, with no (zero) years of experience in the profession, will not have VAM score assigned to them for their first year. Their Instructional Practice Score will be substituted in the VAM portion of the evaluation, and will still be considered 33% of the overall Summative Evaluation score.

Teachers not assigned to the classroom (i.e. behavior specialists, instructional coaches) will receive a VAM score.*

It is to the discretion of the Principal/Evaluator to use district or teacher created assessments to monitor a IPDP, TIP, or the midyear instructional observation. The information contained in these charts comprises the agreed upon data to be used at the end of the year / full evaluation cycle.

*Please see the Appendix B: “Student Performance linked to Teacher Evaluation” for specific clarification.

Summative Score Calculation to include VAM

Instructional Practice + Deliberate Practice + Student Performance = Summative Score Score Score Evaluation |_____Instructional Evaluation Score (67%)______| (33%) Rating

DeSoto County will accept the state determined VAM score of each teacher. This score will be a 1-4 score, indicated by U to HE. The state VAM score is a three year aggregate or as many years available of data. The chart below demonstrates how this score will be converted to points for the summative evaluation score:

VAM Score Conversion Categorical Score = Points4 Highly Effective 43 Effective 3

2 Needs Improvement/Developing 2

1 Unsatisfactory 1

DeSoto County will allow the site based principal to determine the student performance measure for the newly hired for the first evaluation and use non-VAM calculation for scoring.The Copeland Model uses a scale score to establish the teacher rating for both Instructional Practice and Student Performance:


Unsatisfactory Needs Improvement /

Developing


0-54 55-111 112-139 140-150

These ratings will be converted to numbers so that the new weights for Instructional Practice and Student Performance can be calculated given the new percentage weights:

Original Summative

Score / Rating

Unsatisfactory(0-54)

Needs Improvement /

Developing(55-111)

Effective(112-139)

Highly Effective(140-150)

Conversion value

1 2 3 4

The overall rating will be calculated as follows (example):

Original Summative Score / Rating

Conversion Score

X WeightIP = 66.67%SP = 33.33%

= Final Rating

Instructional Practice

Effective (130) 3 X .667 2.00

Student Performance

Needs Improvement (100)

2 X .333 .66

Total Rating 2.66

Overall Rating Scale – Student Performance Portion & Summative Rating


Developing


0-.99 1.00-1.99 2.00-2.99 3.00-4.00


Student Performance Data Linked to Teacher Evaluation

Elementary

Grade Level Student Performance Data

Growth Measure or Proficiency

Students AssignedIndividual / School / District

Additional Information

Data Location

ElementaryVPK FLKRS Proficiency Individual <85% Proficient =

Highly Effective65%-84% Proficient = Effective45%-64% Proficient = Needs Improvement0%-44% Proficient = Unsatisfactory

State Reporting

Kindergarten Reading – I-Ready

Growth Measure

Individual See I-Ready Growth Chart (Appendix B)

Performance Matters/I-Ready reportingAnd Teacher maintained data through IPDP*

First Reading – I-Ready

Growth Measure

Individual See I-Ready Growth Chart


Second Reading – I-Ready

Growth Measure

Individual See I-Ready Growth Chart


Third Reading – I- Growth Individual See I-Ready Performance Matters/


Ready Measure Growth Chart I-Ready reportingAnd Teacher maintained data through IPDP*

Fourth Florida State Assessment (FSA) Math/Reading Combined VAM

Growth Measure

Individual Performance Matters/I-Ready reporting And Teacher maintained data through IPDP*

Fifth FSA Math/Reading Combined VAM

Growth Measure

Individual Performance Matters/I-Ready reporting And Teacher maintained data through IPDP*

Art, Music, PE

Subject Area Teacher Developed Assessment

ProficiencyOr Growth Measure(see additional information)

Individual See Teacher Developed Assessment Requirements.Selection must be indicated on IPDP

Performance Matters/Teacher maintained data

Media Reading – I-Ready OrMedia Skills Assessment (Teacher Developed)



Performance Matters/Teacher maintained data through IPDP*

*Teachers will participate in roster verification process for purpose of matching students present for both FTE windows. Teachers are permitted to submit names of students that they feel should not be attributed to their overall student performance data (students with considerable attendance, discipline issues). For example: Mary Smith may have been present for both FTE windows, and is therefore matched for teacher performance data purposes; however, the student was absent 26 days from class due to hospitalization. By statute, anything over 18 days is considered habitually truant.


Middle Grades

Grade Level

Student Performance Data




Data Location

MiddleFSA Subjects (ELA, Math, Reading)

FSA Reading VAM

Growth Measure

Individual Performance Matters/I-Ready reportingAnd Teacher maintained data through IPDP*

Non-FSA Subjects (Science, Social Studies, Explos)

Subject Area Teacher Developed AssessmentOrReading-I-Ready




Science (8) NGSSS Science

Proficiency Individual <85% Proficient = Highly Effective65%-84% Proficient = Effective45%-64% Proficient = Needs Improvement0%-44% Proficient = Unsatisfactory

Performance Matters

AVID AVID EOC Proficiency Individual <85% Proficient = Highly Effective65%-84% Proficient = Effective45%-64% Proficient = Needs Improvement0%-44% Proficient = Unsatisfactory

Performance Matters

Algebra I Algebra EOC FSA VAM Individual Performance


formula% Proficient if other grade levels

Matters/ State reporting

Civics Civics EOC % Proficient if other grade levels

Individual <85% Proficient = Highly Effective65%-84% Proficient = Effective45%-64% Proficient = Needs Improvement0%-44% Proficient = Unsatisfactory

Performance Matters/ State reporting

Multiple grade level teachers: If a teacher has multiple VAM scores because he/she teaches multiple subjects, then the score(s) used will represent the proportion of what the teacher instructs during the day.


High School Level

Grade Level



Students AssignedIndividual/School /District


Data Location

High SchoolFSA Subjects (9, 10 ELA, Reading)

FSA Reading VAM

Growth Measure

Individual Performance Matters/I-Ready reportingAnd Teacher maintained data through IPDP*

Non-FSA Subjects (Science, Social Studies, Electives)

Subject Area Teacher Developed AssessmentOrReading-I-Ready



Teacher maintained data

AVID AVID EOC Proficiency Individual <85% Proficient = Highly Effective65%-84% Proficient = Effective45%-64% Proficient = Needs Improvement0%-44% Proficient = Unsatisfactory

Performance Matters

Algebra Algebra EOC FSA VAM formula% Proficient if other grade levels

Individual Performance Matters/ State reporting

Algebra II Algebra II EOC

% Proficient Individual <85% Proficient = Highly Effective65%-84% Proficient = Effective45%-64% Proficient = Needs Improvement



0%-44% Proficient = Unsatisfactory

Biology Biology EOC % Proficient if Individual <85% Proficient = Highly Effective65%-84% Proficient = Effective45%-64% Proficient = Needs Improvement0%-44% Proficient = Unsatisfactory


Geometry Geometry EOC

% Proficient Individual <85% Proficient = Highly Effective65%-84% Proficient = Effective45%-64% Proficient = Needs Improvement0%-44% Proficient = Unsatisfactory


US History US History EOC

% Proficient Individual <85% Proficient = Highly Effective65%-84% Proficient = Effective45%-64% Proficient = Needs Improvement0%-44% Proficient = Unsatisfactory


CTE Courses

CTE Examinations

Proficiency Individual <85% Proficient = Highly Effective65%-84% Proficient = Effective45%-64% Proficient = Needs Improvement0%-44%

District reporting / And Teacher maintained data through IPDP


Proficient = Unsatisfactory

AP Teachers

AP Test Proficiency Individual <80% Proficient = Highly Effective50%-79% Proficient = Effective30%-49% Proficient = Needs Improvement0%-29% Proficient = Unsatisfactory(SB1076)

District reporting / And Teacher maintained data through IPDP

Teachers (Juniors and Seniors only) ELA, ReadingMultiple grade level teachers: If a teacher has multiple VAM scores because he/she teaches multiple subjects, then the score(s) used will represent the proportion of what the teacher instructs during the day.


Special Education

Grade Level





Data Location

ESESelf-Contained Classes – Special Assessment

K-3: FAAFSA Grades 4-10: FAA

Proficiency Individual <80% Proficient = Highly Effective50%-79% Proficient = Effective25%-50% Proficient = Needs Improvement0%-24% Proficient = Unsatisfactory

Performance Matters / State Reporting

Self-Contained Classes – Standard Assessment

K-10: I-Ready ReadingOrFSA Reading VAM

Growth Individual See I-Ready Growth Chart


Inclusion – Standard Assessment

K-10: I-Ready ReadingOrFSA Reading VAM

Growth Individual See I-Ready Growth Chart



Student Services / Support Services

Grade Level Student Performance Data




Data Location

Student ServicesGuidance: Elementary

School Wide VAM

Growth School wide (All students)

30% School Wide VAM20% School Wide IReady Growth

Performance Matters / State Reporting Survey Monkey Results

Guidance: MS&HS

School Wide VAM




Psychologists District VAM Growth District wide (All students)



Staffing Specialists

School Wide VAM




Instructional Coaches

School Wide VAM




Speech / Language Pathologist

School Wide VAM

Growth School wide (All students) Multiple school average if necessary

30% School Wide VAM20% School Wide IReady Growth *If multiple schools, average of those schools


DHH Teacher School Wide VAM

Growth School wide (All students)Multiple

30% School Wide VAM20% School Wide



school average if necessary

IReady Growth *If multiple schools, average of those schools

Survey Monkey Results

Behavior Specialist

District VAM Growth School wide (All students)Multiple school average if necessary



Occupational Therapist

District VAM Growth School wide (All students)Multiple school average if necessary



Social Workers

District VAM Growth District wide (All students)

30% District VAM20% School Wide IReady Growth *If multiple schools, average of those schools


*It is to the discretion of the Principal/Evaluator to use district or teacher created assessments to monitor an IPDP, TIP, or the midyear instructional observation. The information contained in these charts comprises the agreed upon data to be used at the end of the year / full evaluation cycle.


I-Ready Growth Chart

I-Ready will be used for grades kindergarten through two to determine student growth for the student performance portion of the evaluation.

How to Calculate your Student Growth Measure for i-Ready to Calculate your Student Performance Score

1. After the final I-Ready Assessment each student’s Scale Score Growth will be noted on the Progress Monitoring Report (see Class Reports tab in I-Ready). The Scale Score Growth will be converted to a rubric score using the chart, I-Ready Value Added Measures below (Please note: some grade levels available in this appendix, grades 3-5 for example, are for information purposes only. Student growth measures for evaluation purposes are determined from state assessments).

2. Once all scores are converted to the rubric score, add all rubric scores to get a class total.3. Teachers will be able to reconcile the students from Survey 2 and 3 for their class roster in

the Roster Verification process.4. Divide the class total by the number of students in the class. This will be the score used in

the Student Growth Measure portion in your evaluation.

MATH I-READY VALUE ADDED MEASURES

Class Average Conversion Score1 1.5 2 2.5 3 3.5 4

GRAD

E

K 0-7 8-14 15-23 24-31 32-41 42-63 64+

1 0-7 8-14 15-23 24-31 32-41 42-63 64+

2 0-6 7-14 15-21 22-29 30-39 40-59 60+

3 0-6 7-13 14-20 21-27 28-37 38-55 56+

READING I-READY VALUE ADDED MEASURES

Class Average Conversion Score1 1.5 2 2.5 3 3.5 4

GRAD

E

K 0-9 10-21 22-33 24-45 46-60 61-90 91+

1 0-9 10-21 22-33 24-45 46-60 61-90 91+

2 0-9 10-21 22-28 29-38 39-52 53-78 79+

3 0-7 8-15 16-21 22-29 30-44 45-66 67+


Let’s do the Math!!

Mr. Berman has a class of 11 students in his Kindergarten ( Reading) class that were verified through the roster verification tool to account for the Student Growth Measure portion of his evaluation. The class student roster with Scale Score Growth data is shown below:Students Scale Score GrowthMarie 124Martin 55Jon 19Jack 121Jill 71Kira 31Tim 80Gina 122Teresa 150Lori 125Mike 56

Using the table above, a conversion score is applied to each of the Scale Score Growth scores using the Value Added Measures chart above.

StudentsScale ScoreGrowth

Conversion

Marie 124 4Martin 55 3Jon 19 1.5Jack 121 4Jill 71 3Kira 31 2Tim 80 3.5Gina 122 4Teresa 150 4Lori 125 4Mike 56 3


To calculate the average for the class, add each of the Conversion Scores, and divide by the total number of students.

In this example: 4+3+1.5+4+3+2+3.5+4+4+4+3 = 36. This will be divided by 11 students in the class – the average is 3.27.

Students Scale Score Growth Conversion Score (Average)Marie 124 4Martin 55 3Jon 19 1.5Jack 121 4Jill 71 3Kira 31 2Tim 80 3.5Gina 122 4Teresa 150 4Lori 125 4Mike 56 3

Student Growth Measure 3.27

Translate the Student Conversion Score to the Student Growth Measure scale of our model. This teacher would receive a Highly Effective rating, or 150 points on the Student Performance portion of the evaluation.

Student Performance Portion of Evaluation (50%)

Rating Point Value Student Conversion Score Range

Highly Effective 150 3-4

Effective 120 2-2.99

Needs Improvement 60 1-1.99

Unsatisfactory 0 0-.99


Complete Grade Level Charts

READING I-READY VALUE ADDED MEASURES*Class Average Conversion Score

(3 = 1 year growth)1 1.5 2 2.5 3 3.5 4

Grade K 0-9 10-21 22-33 34-45 46-60 61-90 91+Grade 1 0-9 10-21 22-33 34-45 46-60 61-90 91+Grade 2 0-9 10-18 19-28 29-38 39-52 53-78 79+Grade 3 0-7 8-15 16-21 22-29 30-44 45-66 67+Grade 4 0-4 5-8 9-13 14-18 19-27 28-41 42+Grade 5 0-4 5-8 9-13 14-18 19-27 28-41 42+Grade 6 0-2 3-5 6-9 10-14 15-23 24-35 36+Grade 7 0-2 3-5 6-9 10-14 15-23 24-35 36+Grade 8 0-2 3-5 6-9 10-14 12-21 24-35 36+Grade 9 0-1 2-3 4-6 7-11 12-21 22-32 33+

Grade 10 0-1 2-3 4-6 7-11 12-21 22-32 33+Grade 11 0-1 2-3 4-6 7-11 12-21 22-32 33+Grade 12 0-1 2-3 4-6 7-11 12-21 22-32 33+

*Negative growth will be calculated/converted as zero (0). These scores are based on score bands provided by I-Ready (Curriculum Associates) after independent research conducted over multiple standards setting sessions in 2011-2013. Growth targets are for all students in a chronological grade, independent of placement level in I-Ready.

MATHEMATICS I-READY VALUE ADDED MEASURES*Class Average Conversion Score

(3 = 1 year growth)1 1.5 2 2.5 3 3.5 4

Grade K 0-7 8-14 15-23 24-31 32-41 42-63 64+Grade 1 0-7 8-14 15-23 24-31 32-41 42-63 64+Grade 2 0-6 7-14 15-21 22-29 30-39 40-59 60+Grade 3 0-6 7-13 14-20 21-27 28-37 38-55 56+Grade 4 0-4 5-10 11-15 16-21 22-31 32-43 44+Grade 4 0-4 5-10 11-15 16-21 22-31 32-43 44+Grade 6 0-2 3-5 6-8 9-12 13-19 20-35 36+Grade 7 0-2 3-5 6-8 9-12 13-19 20-35 36+Grade 8 0-2 3-5 6-8 9-12 13-19 20-35 36+


2. Instructional Practice

Directions:


For all instructional personnel, the percentage of the evaluation that is based on the instructional practice criterion as outlined in s. 1012.34(3)(a)2., F.S., along with an explanation of the scoring method, including how it is calculated and combined [Rule 6A-5.030(2)(b)1., F.A.C.].

Description of the district evaluation framework for instructional personnel and the contemporary research basis in effective educational practices [Rule 6A-5.030(2)(b)2., F.A.C.].

For all instructional personnel, a crosswalk from the district's evaluation framework to the Educator Accomplished Practices demonstrating that the district’s evaluation system contains indicators based upon each of the Educator Accomplished Practices [Rule 6A-5.030(2)(b)3., F.A.C.].

For classroom teachers, observation instrument(s) that include indicators based on each of the Educator Accomplished Practices [Rule 6A-5.030(2)(b)4., F.A.C.].

For non-classroom instructional personnel, evaluation instrument(s) that include indicators based on each of the Educator Accomplished Practices [Rule 6A-5.030(2)(b)5., F.A.C.].

For all instructional personnel, procedures for conducting observations and collecting data and other evidence of instructional practice [Rule 6A-5.030(2)(b)6., F.A.C.].

Instructional Practice Evaluation

An evaluation system is more than just a classroom observation in the fall, and another in the spring. It is a system because it evaluates the teacher as a whole, not only in terms of instruction, but also in terms of professional behavior and growth. The Copeland Model evaluates teachers in the following domains:

1. Planning/Preparation2. Classroom Management3. Assessment Evaluation4. Student Instructional Engagement5. Technology6. Collaboration7. Professional Learning (Deliberate Practice)8. Professional Responsibilities9. Student Growth and Achievement


Domains 1-6, and 8 make up the Instructional Practice Score (IPS).

Domain 7 is the Deliberate Practice Score (approximately 9% of overall IPS)

Domains one through five most typically occur in the classroom; domains six through nine occur in other areas of a teacher’s professional life. Within these nine domains are 61 indicators, or performance responsibilities. The evaluator monitors a teacher’s instructional and professional contributions and rates the teacher in the each of the areas using one of the following ratings: highly effective, effective, needs improvement, or unsatisfactory. These ratings are totaled and ratings are assigned in each of the domains. The ratings are then tallied, and a teacher receives a certain amount of points out of 150. The average number of points falls into a range, this range translates into a rating of: highly effective, effective, needs improvement, or unsatisfactory as the Instructional Practice Score.

Instructional Practice Score Ranges (67%)



Beginning Teacher

0-45 46-100 101-134 135-150

Intermediate A/B Teacher

0-50 51-105 106-134 135-150

Advanced Teacher

0-54 55-111 112-134 135-150

A rating of Unsatisfactory is given when a teacher is not using appropriate instructional methods or strategies in the classroom, and professional behaviors are absent or lacking. Needs Improvement is given when a teacher is attempting to implement instructional methods and strategies in the classroom, but is not successful, and professional behaviors are inconsistent or absent. The rating of Effective describes a teacher who is successful in consistently implementing effective instructional methods and appropriate strategies in the classroom, and whom regularly demonstrates professional behaviors. A Highly Effective teacher describes an expert teacher who could model instructional methods, appropriate strategies, and professional behaviors for others. Please see the complete list of performance responsibilities and rubric descriptions in Appendix E.

This Instructional Practice Rating represents 2/3, or 67% of a teacher’s overall rating; the remaining 33% will be determined by a student performance score; please see the first section of this document for a detailed description of the Student Performance portion of the evaluation (F.S. 1012.34).

The Evaluation Cycle

A completed observation includes a pre-observation conference (Appendix F), in class observation (Appendix G), and post-observation (Appendix H) conference; unannounced observations will not have a pre-observation conference. Additional portions of the evaluation


model can/may be discussed or completed outside of the classroom observation; teachers are required to provide documentation for areas that are not observed / observable (example: teacher attendance of professional development) during the classroom portion of the evaluation. Periodic, documented walkthroughs are also required. The number of completed observations is dependent upon teacher category. The final evaluation will also include a completed Individual Professional Development Plan (IPDP).

Teacher Categories

Instructional staff will be divided into categories based on the number of years of experience. This category will in turn determine the numbers of classroom observations, walkthroughs that a teacher receives, as well as the overall score range for evaluation rating.

Beginning Teachers who are in their first or second year of teaching and are new to the profession, or are in their first year in the district.

Intermediate A Teachers who are in at least their third year of teaching.

Intermediate B Teachers who are in at least their third year of teaching and/or who are assigned to teach a subject area or grade level that is different from their most recent assignment

Advanced Teachers who are in at least their fifth year of teaching.


Observations and Walkthroughs by Category

Category Observation (Announced)Minimum

Observation(Unannounced)Minimum

Walkthroughs(1 per quarter)Minimum

Beginning 1 1 4Intermediate A 1 1 4Intermediate B 1 1 3Weight of Overall Instructional Practice Score

50% 25% 25%

Advanced 1 - 3Weight of Overall Instructional Practice Score

70% - 30%

Instructional Practice Provisions – Observations and Walkthroughs

Teachers shall be employed for at least thirty (30) calendar days before any formal observation or walkthrough is conducted.

Teachers shall be advised of their evaluator prior to being evaluated. Teachers can, upon reasonable request, a change in date or time of a scheduled formal

observation. The post-observation conference shall take place within five (5) duty days of the formal

observation, unless otherwise agreed upon. Observations made after April 15th to the end of the school year shall be documented

but not used to calculate the Instructional Practice Score. Teachers may request a new observation completed by a new evaluator, but the

request must be made before April 15th. A new walkthrough cannot be performed until feedback has been provided for the prior

walkthrough, unless agreed upon otherwise. Additional walkthroughs can be requested by the teacher, but the request must be

made before April 15th. The lowest walkthrough score shall be dropped once the minimum number of

walkthroughs has been met.


Evaluation Timeline*

Due Date* Beginning, Intermediate A/B Teachers

Advanced Teachers

Quarterly One walkthrough per quarter, minimum of 4

One walkthrough per quarter, minimum of 3

November 1st 1st Observation Complete IPDP’s written / conference

held

IPDP’s written / conference held

VAM for previous discussed, evaluation complete

January 15th Midyear conference held Midyear conference held

March 1st 2nd Observation Complete One observation Complete

April 15th Instructional evaluation cycle complete

Instructional evaluation cycle complete

May 1st Teachers receive copy of IPS report

Teachers receive copy of IPS report

*Due dates can be extended by agreement of the teacher and evaluator. Teachers can request reevaluations by a different evaluator. This must be requested and completed in a timely fashion. Please see Appendix J for description of the evaluation appeals process.

Overall Rating

The Instructional Evaluation Score (IES) is comprised of the instructional practice score and deliberate practice score. Deliberate practice (IPDP) is evaluated using the rubric under domain 7 in the full observation; the IPDP is explained in the next section “Other Indicators of Performance”. The scores of full observations and walkthroughs are tabulated, converted, and calculated to determine an overall rating. Here are a few examples.

Instructional Practice + Deliberate Practice + Student Performance = Summative Score Score Score Evaluation |________Instructional Evaluation Score__________| Rating

Instructional Practice Score Ranges



Beginning 0-45 46-100 101-134 135-150Intermediate 0-50 51-105 106-134 135-150Advanced 0-54 55-111 112-134 135-150


Conversion Factors

Unsatisfactory Needs Improvement Effective Highly Effective0-1.00 1.01-2.0 2.01-3.00 3.01-4.00

Score Calculation Using Advanced Teacher Rating Scales

Observation 1 130 (Effective) = 3 X .70 2.1Observation 2 n/a n/a n/aWalkthrough (Average) 2.0 (Effective) = 2 X .30 .6

Total Points 2.7 = EFFECTIVE(Please note the total points would be “Effective” on all Teacher Rating Scales)

Score Calculation Using Intermediate Teacher Rating Scales

Observation 1 130 (Effective) = 3 X .50 1.5Observation 2 105 (Needs

Improvement) = 2X .25 .5

Walkthrough (Average) 1.5 (Needs Improvement) = 2

X .25 .5

Total Points 2.5= EFFECTIVE

Score Calculation Using Beginning Teacher Rating Scales

Observation 1 98 (Needs Improvement) = 2

X .50 1

Observation 2 105 (Effective) = 3 X .25 .75Walkthrough (Average) 2.02 (Effective) = 2 X .25 .5

Total Points 2.3 = EFFECTIVE


Crosswalk: Florida Educator Accomplished Practices (FEAP)

The following optional chart is provided for your convenience to display the crosswalk of the district’s evaluation framework to the Educator Accomplished Practices. Please note that some indicators that are part of the evaluation system are not reflected on this chart.

Alignment to the Florida Educator Accomplished Practices (FEAP)Practice Evaluation Indicators

1. Instructional Design and Lesson PlanningApplying concepts from human development and learning theories, the effective educator consistently:

a. Aligns instruction with state-adopted standards at the appropriate level of rigor; 1, 4, 8b. Sequences lessons and concepts to ensure coherence and required prior knowledge; 5c. Designs instruction for students to achieve mastery; 2, 6, 7, 9d. Selects appropriate formative assessments to monitor learning; 3e. Uses diagnostic student data to plan lessons; and, 3f. Develops learning experiences that require students to demonstrate a variety of applicable skills and

competencies.6, 7, 9

2. The Learning EnvironmentTo maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator

consistently:a. Organizes, allocates, and manages the resources of time, space, and attention; 14, 17, 18b. Manages individual and class behaviors through a well-planned management system; 14, 16, 18c. Conveys high expectations to all students; 15, 20d. Respects students’ cultural linguistic and family background; 15e. Models clear, acceptable oral and written communication skills; 13, 48f. Maintains a climate of openness, inquiry, fairness and support; 10, 11, 12, 13, 15g. Integrates current information and communication technologies; 19h. Adapts the learning environment to accommodate the differing needs and diversity of students; and 11, 19i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality

communication interactions and achieve their educational goals.19, 42

3. Instructional Delivery and FacilitationThe effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to:

a. Deliver engaging and challenging lessons; 34b. Deepen and enrich students’ understanding through content area literacy strategies, verbalization of

thought, and application of the subject matter; 35, 34c. Identify gaps in students’ subject matter knowledge; 30d. Modify instruction to respond to preconceptions or misconceptions; 33e. Relate and integrate the subject matter with other disciplines and life experiences; 35, 43f. Employ higher-order questioning techniques; 39g. Apply varied instructional strategies and resources, including appropriate technology, to provide

comprehensible instruction, and to teach for student understanding; 36h. Differentiate instruction based on an assessment of student learning needs and recognition of individual

differences in students; 37i. Support, encourage, and provide immediate and specific feedback to students to promote student

achievement; 32, 39j. Utilize student feedback to monitor instructional needs and to adjust instruction. 31

4. AssessmentThe effective educator consistently:


a. Analyzes and applies data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs, and drives the learning process; 23

b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery; 22, 28

c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains; 22, 23, 24d. Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge; 22, 23, 25e. Shares the importance and outcomes of student assessment data with the student and the student’s

parent/caregiver(s); and, 25, 26f. Applies technology to organize and integrate assessment information. 26

5. Continuous Professional ImprovementThe effective educator consistently:

a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs; 53b. Examines and uses data-informed research to improve instruction and student achievement; 53c. Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes,

adjust planning and continuously improve the effectiveness of the lessons; 51d. Collaborates with the home, school and larger communities to foster communication and to support student

learning and continuous improvement; 49e. Engages in targeted professional growth opportunities and reflective practices; and, 55f. Implements knowledge and skills learned in professional development in the teaching and learning process. 53

6. Professional Responsibility and Ethical ConductUnderstanding that educators are held to a high moral standard in a community, the effective educator adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida, pursuant to Rules 6A-10.080 and 6A-10.081, F.A.C., and fulfills the expected obligations to students, the public and the education profession.

57


Teacher Evaluation InstrumentPerformance Responsibilities and Rubrics

PLANNING/PREPARATION1. Create or select long-range plans based on a review of district and state content standards,

student profiles, instructional priorities and appropriate lesson design questions.2. Define learning goals with rubrics and objectives for unit and daily plans.3. The teacher’s lesson and unit plans demonstrate knowledge of the content, prerequisite

relationships between important concepts, instructional strategies specific to the subject matter, and organizes strategies and activities in an appropriate sequence.

4. Identify specific intended learning outcomes that are aligned with the district and state content standards so that students are prepared for high stakes testing.

5. Review plans based on student needs.6. Plan and prepare a variety of learning activities considering individual student’s culture, learning

styles, special needs and socio-economic background.7. Develop or select instructional activities which foster active involvement of students in the

learning process.8. Plan and prepare lessons and instructional strategies that require students to engage with

rigorous and demanding content that aligns with district and state standards.9. Select, develop, modify and/or adapt materials and resources, especially technological resources,

which support learning objectives and the varying needs of students.

Area of Performance Highly Effective Effective

Needs Improvement/

DevelopingUnsatisfactory

Pedagogy (Correlates with Domain Indicators 2, 3, 4)

Highly qualified, confident and competent in assigned content area/s and continues to seek out ways to expand knowledge level.

Selects goals and objectives based on content standards and needs of students.

Sequences strategies and activities to create lessons that are rigorous and relevant.

Clearly articulates how learning outcomes are aligned with goals, objectives and content consistently.

Effective in assigned content area.

Goals and objectives are aligned with the district and state curriculum standards.

Seeks ways to utilize strategies and activities that will engage students with the content.

Learning outcomes are clearly and specifically articulated so students understand the plan and the reasons for the

Is taking course work to become certified in content area.

Is not highly qualified in assigned content area.

Strategies and activities do not align with content or engage students routinely.

Has little knowledge of subject area.

Relies on textbook organization to plan and prepare for the lesson.

Learning outcomes are not displayed.

Strategies and content are not evident.


activities.


PLANNING/PREPARATION Continued:Organization(Correlates with Domain Indicator 1)

Utilizes district and state content standards to develop long range plans and continues to monitor and adjust throughout the semester/year.

Continually revisits long range plans, sharing findings and drawing conclusions with colleagues.

Utilizes district and state content standards to develop long range plans.

Revisits long range plans as the year progresses.

Has some understanding of the district and state content standards and sometimes addresses them in lesson plans.

District and state content standards are not evident in long range or daily planning process.

Engagement(Correlates with Domain Indicators 6, 7, 9)

Has a deep understanding of how students learn and plans instructional activities so all students are actively involved in the learning process.

Researches literature to stay abreast of the latest innovative strategies and materials and seeks ways to embed them when planning for student engagement.

Understands how students learn and plans for the use of a variety of instructional strategies.

Does some research regarding increased student involvement and writes plans incorporating new ideas.

Understands that all students should be involved in the learning process and is beginning to plan accordingly some of the time.

Does not understand how students learn and pays little attention to active involvement by all students during the learning process. Plans do not reflect understanding of the learning process.

Assessments(Correlates with Domain Indicator 5)

Utilizes diagnostic and summative assessments and a variety of assessments strategies to gather data to assist with decision making during planning.

Utilizes data from on-going assessments to revisit and revise plans to better serve student needs.

Allows students to assess themselves and to provide input into the planning process.

Diagnostic and summative assessments and a variety of assessment strategies are used to gather data for consideration during planning.

A review of assessment data usually informs the planning process.

Has some knowledge of ongoing assessments to inform teaching and learning, but relies on end of the unit or chapter tests most of the time.

Learning outcomes are seldom assessed except for standardized tests.

Plans are written and followed with little attention to student needs or outcomes during the process of the teaching unit.

Quality(Correlates with Domain Indicator 8)

-Plans lessons that address all state and district curriculum standards and assists

-Plans lessons that address each state standard.-Finds ways for

-Has read the state standards but relies on other sources, like text

-Lesson plans are incongruent with the state standards.-Plans deal with


other colleagues with planning and design. -Develops plans that are rigorous and demanding in content and involvement.-Makes connection to prior lessons, student interests or real world situations so that students have a context for their learning.

students to see relevance in what they are studying.-Plans lessons that require the use of higher level thinking skills.-Helps students make connections to prior learning.

books or previous plans for developing lesson plans.-Sometimes plans include the use of higher level thinking skills.

interaction of lower levels of knowledge.


CLASSROOM MANAGEMENT10. Establish and maintain a positive, organized, and safe learning environment.11. Provide a positive environment in which students are encouraged to be actively engaged in the

learning process.12. Maintain academic focus by using a variety of motivational techniques.13. Establish and use behavior management techniques which are appropriate and effective.14. Establish routines and procedures and work with students on consistently following them.15. Create a learning climate that is challenging yet non-threatening.16. Maintain instructional momentum with smooth and efficient transitions from one activity to

another.17. Establish and maintain effective and efficient record keeping procedures.18. Develop routines and efficient techniques for managing time effectively.19. Manage materials and equipment effectively.20. Assist in enforcement of school rules, administrative regulations, and Board policy.


Needs Improvement/


Learning Environment(Correlates with Domain Indicators 10, 15)

Establish a climate that empowers students to collaborate and maintain a positive, respectful and non-threatening learning environment.

Maintains a positive, respectful and non-threatening learning environment.

Recognizes factors necessary for a positive learning environment but has not implemented them.

Interactions are often disrespectful, uncaring and negative.

Techniques(Correlates with Domain Indicators 11, 12)

Maintains academic focus through a variety of motivational techniques.

Students are actively engaged inthe learning process and take responsibility for their learning.

Maintains academic focus through motivational techniques.

Students are actively engaged in the learning process.

Does not consistently maintain academic focus.

Not all students are engaged in the learning process.

Lacks academic focus.

Students are frequently off-task and not engaged in the learning process.

Efficiency/Time Management(Correlates with Domain Indicators 14, 16, 17, 18, 19)

Maximizes instructional time and minimizes interruptions by implementing classroom routines that are followed effortlessly by all students.

Transitions are smooth with students assuming responsibility; no instructional time is lost.

Establishes and posts routines but students require prompting to follow them.

Transitions are smooth; little instructional time is lost.

Establishes routines but they are not followed by all students or maintained by the teacher, occasionally resulting in the loss of instructional time.

Smooth transitions do not always occur, resulting in a loss of instructional

Has not established routines and instructional time is frequently lost for routine tasks and interruptions.

Transitions result in lost instructional time and behavior problems.


time.


CLASSROOM MANAGEMENT Continued:

Behavior Management(Correlates with Domain Indicators 13, 20)

-Anticipates student behavior and prevents problem.-A wide variety of appropriate and effective behavior management techniques have been established and utilized.-School rules, administrative regulations and Board policies are followed and enforced on a daily basis.

Consistently monitors student behavior.

Appropriate and effective behavior management techniques have been established and utilized.

Administrative regulations and Board policies are followed and enforced.

Sporadically monitors student behavior.

Behavior management techniques are not consistently applied, resulting in behavior problems.

Administrative regulations and Board policies are not consistently followed or enforced.

Rarely monitors student behavior.

Very few effective behavior management techniques are utilized, resulting in frequent behavior problems.

School and district rules and policies are not followed.

Expectations(Correlates with Domain Indicator 15)

Clearly communicates and discusses high expectations for student behavior for all students. Students collaborate in the development of the standards and model expectations.

Clearly communicates high expectations for student behavior to all students.

Develops student standards of conduct and most students appear to understand them, although not all students adhere to them.

Has not established or communicated standards of conduct for students.


ASSESSMENT/EVALUATION21. Establish appropriate testing environment and administer standardized tests in accordance with

directions provided to ensure test security.22. Develop and/or use diagnostic assessments prior to instruction.23. Use on-going assessments to monitor learning and adjust instruction.24. The teacher routinely tracks student progress on learning goals using a variety of formative

approaches to assessment.25. Feedback to students provides recognition of their current status and knowledge gain relative to

learning goals with a focus on improving student performance.26. Communicate, in understandable terms, individual student progress knowledgeably and

responsibly to the student, parents, and professional colleagues who need access to the information.

27. Encourage goal setting by students and assist them in developing and then monitoring their plans for improving their academic performance.

28. Evaluate the effectiveness of instructional units and teaching strategies.


Needs Improvement/


Protocol(Correlates with Domain Indicator 21)

Understands the value of standardized testing strict directions and test security.

Students realize the importance of testing.

Follows all directions for standardized testing and test security.

Talks with students about testing and the significance to the learning process.

Requires close supervision and follow up to ensure that standardized testing is carried out accurately.

Does not value standardized testing and is compliant at best.

Diagnosis(Correlates with Domain Indicators 22)

Uses diagnostic measures prior to beginning instruction and adjusts lesson plans and strategies accordingly.

Uses data from diagnostic measures to plan for ways to meet individual needs.

Confers with colleagues to gather data relative to individual student needs and progress and then plans accordingly.

Uses diagnostic measures prior to instruction and adjusts lesson plans and instruction to meet student needs.

Uses data from ongoing diagnostic measures to more clearly align lesson design for the needs of groups of students.

Is beginning to see the value in upfront diagnostic tools and occasionally will check with students prior to instruction.

Sometimes utilizes ongoing diagnostic strategies to inform lesson design during the course of a study.

Begins instruction with the assumption that students should know the prior content.

Does not check for understanding or for diagnostic information during the course of a unit of study.

Analysis(Correlates with Domain Indicator 23, 28)

Analyzes, interprets and uses a variety of data, often seeking colleagues input

Reviews available data to evaluate instructional

Reviews available data, instructional planning and teaching

Does not analyze own instructional planning, teaching strategies or


regarding instructional planning, teaching strategies and program evaluation.

planning, teaching strategies and program evaluation.

strategies, but has done little to initiate own instructional planning or program evaluation.

program evaluation.


ASSESSMENT/EVALUATION Continued:Understanding(Correlates with Domain Indicators 24, 25)

Uses a variety of methods to check for understanding throughout the lesson and corrects, provides praise or reteaches as appropriate.

Frequently checks for understanding and reteaches as appropriate.

Asks students if they understand the lesson, but often does not follow up with individual feedback.

Seldom checks for individual student understanding.

Communication(Correlates with Domain Indicator 26)

Frequently executes a plan to clearly articulate academic progress to individual students, their parents and appropriate colleagues frequently and in a variety of formats.

Regularly articulates academic progress to individual students, their parents, and appropriate colleagues.

Infrequently articulates academic progress to individual students, their parents, and appropriate colleagues.

Provides academic data to students and asks them to take it home to their parents.

Does not attempt to provide academic data or communicate with parents.

Responsibility(Correlates with Domain Indicator 27)

Sets high stakes goals for self and models appropriate goal setting and monitoring strategies for the students.

Students have bought into goal setting and have developed strategies and a monitoring system for holding themselves accountable for continuous improvement.

Models the goal setting process by sharing professional goals, strategies and monitoring system with students

Asks students to write individual goals and monitors their plans so they are knowledgeable about their progress.

Encourages students to do their best and check their work prior to grading.

Permits students to move along in the instructional process regardless.


STUDENT INSTRUCTIONAL ENGAGEMENT29. Demonstrate knowledge and understanding of curriculum content.30. Communicate high expectations for learning for all students.31. The teacher provides clearly stated learning goals accompanied by scales or rubrics that

describe levels of performance relative to the learning goal.32. Monitor learning activities, providing feedback and reinforcement to students.33. Use a variety of instructional strategies appropriate for teaching students from diverse

backgrounds with different learning styles and special needs.34. Use appropriate techniques and strategies to enhance the application of critical, creative, and

evaluative thinking capabilities of students.35. The teacher engages students in activities that help them link what they already know to new

content about to be addressed and facilitates these linkages.36. Assist students in accessing, interpreting, and evaluating information from multiple sources.37. Provide appropriate instruction and modifications for students with special needs, including

exceptional education students and students who have limited proficiency in English.38. Provide quality work for students which is focused on meaningful, relevant, and engaging

learning experiences.39. The teacher organizes the class in such a way as to facilitate students working on complex

tasks that require them to generate and test hypotheses.40. Foster student responsibility, appropriate social behavior, integrity, valuing of cultural

diversity, and respect for self and others, by role modeling and learning activities.41. Recognize overt indicators of student distress or abuse and take appropriate intervention,

referral, or reporting actions.


Needs Improvement/


Goal Focus (Correlates with Domain Indicators 30, 31)

Clearly demonstrates to students what is expected by posting and discussing essential questions, goals, rubrics and exemplars. Outcomes are correlated with state and district standards and previous learning.

Gives students a clear focus by posting the essential questions and outcomes. Outcomes are correlated with state and district standards.

Relates the main learning objectives of each lesson to students. Outcomes are not always correlated with state and district standards.

Begins lesson without sharing students’ goals, objectives or outcomes. Students are unclear as to the purposes of the lesson.

Knowledge of Content (Correlates with Domain Indicators 29, 31, 33, 34, 36, 37, 38

Displays extensive content knowledge with evidence of the most current information in the content area.

Fully explains concepts and connects content to other areas, student experiences or to

Demonstrates content knowledge and delivers content that is factually correct.

Content is clear and well-organized and key points or main ideas are

Has gaps in content knowledge.

Content is factually correct but explanations lack clarity and content is not well organized.

Does not emphasize key

Makes content errors; explanations are unclear and fails to build student understanding of key concepts.


current events. Sparks student

excitement and interest in the content.

emphasized. Connects the

content to other parts of the discipline or other disciplines.

points or make connections parts of the discipline or with other disciplines.


STUDENT INSTRUCTIONAL ENGAGEMENT Continued:Expectations (Correlates with Domain Indicators 30, 32, 33, 37, 39, 40

Consistently demonstrates high expectations for learning and achievement for individual students by clear communications, monitoring student growth and adjusting and adapting instruction to meet individual needs.

Students participate in forming their own academic goals and analyzing their progress.

Consistently demonstrates high expectations for learning and achievement for all students by clear communications, monitoring student growth and adjusting and adapting instruction to meet classroom.

Students value academic success as evidenced by the quality of their work.

Inconsistently communicates and applies high expectations for learning and achievement. Inconsistently adjusts and adapts individual student needs.

Students may occasionally spend time off-task or give up when the work is challenging.

Does not establish or communicate high expectations for learning and achievement.

There is no evidence of adjusting and adapting instruction to meet individual needs.

Students may demonstrate a lack of interest in their work and be afraid to take on new challenges or risk failure.

Instructional Strategies (Correlates with Domain Indicators 31, 33, 34, 35, 36, 37)

Selects highly effective strategies, materials and groupings to involve and motivate all students.

Consistently utilizes current research and new and innovative instructional materials.

Seeks out and integrates technology to maximize student learning.

Incorporates a variety of activities designed to foster higher level thinking and problem solving.

All students are involved in relevant work in which they are active learners and problem solvers.

Selects effective strategies, materials and classroom groupings to foster student learning.

Utilizes available technology and has students think about, discuss and use the ideas and skills being taught.

Incorporates activities designed to foster higher level thinking and problem solving.

Most students are involved in relevant work in which they are active learners and problem solvers.

Uses a limited inventory of classroom strategies, materials and groupings with mixed success.

Understands the importance of technology but rarely incorporate it into lessons effectively.

Lessons do not actively involve all students in learning activities or incorporate higher level thinking.

Students are compliant with learning tasks.

Uses only one or two teaching strategies or types of material and fails to reach most students.

Does not incorporates technology into lessons.

Most lessons consist of lectures to passive students, reading the textbook or completing worksheets.


STUDENT INSTRUCTIONAL ENGAGEMENT Continued:Monitoring and Feedback (Correlates Indicators 32, 37)

Utilizes multiple formative and summative assessments to assess student understanding and mastery of content.

Feedback is specific and consistently provided in a timely manner.

Creates opportunities for learners to monitor and analyze their own progress.

Makes ongoing adjustments in teaching strategies based upon individual student learning.

Utilizes standardized formative and summative assessments instruments to assess student understanding and mastery of content.

Provide learners timely and consistent feedback.

Creates few opportunities for students to monitor their progress.

Monitors classroom performance and adjusts teaching strategies.

Fails to consistently use formative and summative instruments to assess student understanding and mastery of content.

Understands the importance of feedback but fails to consistently provide it in a timely manner.

Does not always adjust instruction based upon results.

Sporadically monitors student learning. Provides untimely feedback.

There is no evidence that instructional strategies are adjusted or modified for individual students or the class.

Students are not given the opportunity to monitor their progress.

Individual Student Needs (Correlates with Domain Indicators 33, 35, 38)

Skillfully meets the learning needs and accommodates the learning styles of individual students by differentiating and scaffolding instruction.

Displays knowledge of the learning needs and accommodates for all students, including those with special needs.

Differentiates and scaffolds instruction to accommodate most students’ learning needs.

Makes appropriate accommodations for most students including those with special needs so that they can be engaged in the content.

Attempts to accommodate students with special needs, but meets with mixed success.

May miss opportunities to differentiate instruction.

Fails to provide differentiated instruction for students with special needs.

Displays little knowledge of student needs.

Intervention (Correlates with Domain Indicators 41)

Is well educated on the signs of student distress and abuse and district policies for referral and reporting.

Constantly monitors students’ behavior and physical condition and acts promptly when signs are observed or conditions reported to the teachers.

Is educated on the signs of student distress and abuse and district policies for referral and reporting.

Acts promptly when signs are observed or conditions reported to the teacher.

Is aware of some of the signs of student distress and abuse and district policies for referral and reporting.

Fails to report signs of distress or abuse consistently in a timely manner.

Is unaware of the signs of student distress and abuse and district policies for referral and reporting.

Does not report signs of distress or abuse as required.


TECHNOLOGY42. Use appropriate technology in instructional delivery.43. Use technology to establish an atmosphere of active learning.44. Provide students with opportunities to use technology to gather and share information with others.45. Facilitate student access to the use of electronic resources.46. Use technology to review student assessment data.47. Use technology for administrative tasks.


Needs Improvement/


Delivery (Correlates with Domain Indicators 42, 47)

Seeks out and envisions novel ways for using technology to deliver content in a variety of ways.

Frequently uses technology to earn students interest and desire to continue with the learning task.

Frequently uses technology to design lessons that are rigorous and relevant.

Frequently uses technology to maximize learning.

Technology use is seamless in lesson design, delivery and student use.

Uses technology to deliver content in a variety of ways.

Realizes that technology use will increase student interest and desire for learning.

Uses technology to increase higher level thinking skills.

Technology use is often seamless in lesson design.

Is beginning to explore the occasional use of technology to engage students in the learning process.

Technology use is occasionally seamless in lesson design.

Uses technology for mundane tasks like copying sentences or filling in blank type answers from an overhead projector or projection system.

Technology use is rarely seamless in lesson design.

Engagement (Correlates with Domain Indicators 43, 44, 45)

Seeks out ways for students to use their own or school owned technologies (smart phones, iPads/ tablets and others.) in the learning process.

Collaborated with others to create ways for students to become authentically engaged in the learning process through the use of technology.

Collaborates with other teachers to plan lessons that are interesting and challenging by using technology to solve real world problems.

Realizes that students need to use technology and is beginning to explore ways to integrate technology into the learning process.

Is beginning to explore available technology.

Has not figured out how to use technology in the instructional process and continue to maintain discipline in the classroom.


TECHNOLOLOGY (Continued)Data Analysis (Correlates with Domain Indicator 46)

Uses technology to gather, analyze and make sense of data.

Meets with colleagues to address concerns, look for trends and to celebrate successes.

Utilizes data when making instructional decisions that address individual student needs.

Utilize data to make instructional decisions and inform parents regarding student progress.

Uses technology to record, analyze and review student assessment data.

Shares data analysis with students, their parents and colleagues.

Records and reviews data, and uses data for planning purposes.

Looks at whole class data and seldom applies data to the individual student.

Rarely records data as required.

Record Keeping and Communication (Correlates with Domain Indicator 47)

Efficiently and effectively uses technology for communication within the school, between school and beyond.

Uses technology to create avenues for parental involvement in the learning process.

Maintains accurate and timely records, assisting others with proven record keeping strategies.

Communicates in a timely manner and effective manner with colleagues.

Collaborates with others to solve problems.

Fulfills all administrative record keeping requirements in a timely and accurate manner.

Is beginning to use technology as a tool for some administrative tasks.

Occasionally uses the computer for communication.

Occasionally fails to complete reports on time or accurately.

Finds the use of technology a burden.

Frequently fails to complete reports on time or accurately.


COLLABORATION48. Communicate effectively, orally and in writing, with other professionals, students, parents, and community.49. Collaborate with students, parents, school staff, and other appropriate persons to assist in meeting student

needs.50. Provide accurate and timely information to parents and students about academic and behavioral

performance of students.51. Work with other teachers in curriculum development, special activities, and sharing ideas and resources.52. Establish and maintain a positive collaborative relationship with the students’ families to increase student

achievement.


Needs Improvement/


Students and Families (Correlates with Domain Indicators 48, 49, 50, 52)

Initiates and maintains a positive collaborative relationship with parents and families including difficult to reach parents.

Provides leadership in working collaboratively with parents to improve student performance and/or behavior.

Provides frequent information to parents about the instructional program and their student’s progress. Students’ participation in preparing materials for their families.

Written and oral communications contain no errors and contain relevant student information.

Communicates in a timely and consistent manner with parents for the benefit of students.

Works collaboratively with parents to improve student performance and/or behavior.

Provides frequent information to parents about the instructional program and their student’s progress.

Returns parent phone calls and emails promptly and provides opportunities for families to be involved.

Written and oral communication is always informative.

Communications to parents are sporadic and inconsistent.

Works collaboratively with parents only when directed to do so.

Provides parents the minimum information concerning the instructional program and their student’s progress.

Is slow to respond to parent concerns.

Written and oral communications contain occasional errors.

Frequently fails to communicate with parents concerning the instructional program or their students’ progress.

Fails to return parent phone calls or work collaboratively with parents.

Written and oral communications frequently contain errors.

Other Professionals (Correlates with Domain Indicators 48, 49)

Provides leadership in working with school staff and other professionals to assist in meeting student needs and improving student performance.

Works collaboratively with school staff and other professionals to assist in meeting student needs and improving student performance.

Works with school staff and other professionals to assist in meeting student needs and improving student performance only when directed to do so.

Frequently fails to work with school staff and other professionals to assist in meeting student needs and improving student performance.

Teamwork (Correlates with

Continually provides leadership in the

Sometimes participation in

Occasionally participates in

Rarely participates in team meetings


Domain Indicator 51)

development of and/or implementation of standards.

Initiates the sharing of ideas and resources with team members.

team planning to implement state/district standards.

Participation in the sharing of ideas and resources with team members.

team meetings and planning sessions.

Occasionally shares ideas or resources with team members.

or planning sessions.

Rarely provides almost no ideas or resources for team members.


PROFESSIONAL LEARNING53. Engage in continuing improvement of professional knowledge and skills, instructional

methodology, learning theory, curriculum and content.54. Assist others in acquiring new knowledge and understanding.55. Conduct a personal assessment periodically to determine professional development needs

with reference to specific instructional assignment.56. Participate in school data collection of teacher input on principal’s performance assessment

program.


Needs Improvement/


Collaboration (Correlates to Domain Indicators 53)

Meets with colleagues at least weekly to review student work, design lessons or share curriculum information.

Regularly meets, and often leads colleagues in the review of data for planning purposes.

Often leads and shares pertinent information at Professional Learning Community meetings.

Opens classroom doors and models effective techniques and strategies for colleagues.

Meets with colleagues weekly to review data and plan.

Regularly meets with colleagues to discuss lesson design and student work.

Actively participates at Professional Learning Community meetings.

Attends collaborate meetings as required.

Is beginning to see some value in spending time sharing personal reflections and student work with colleagues.

Attends collaborative meetings but rarely contributes.

Rarely shares student’s work, discusses lessons or data.

Leadership Contributions (Correlates to Domain Indicators 54, 56)

Continually seeks out ways to become a more effective teacher.

Creates opportunities to provide professional development for colleagues.

Represents the faculty at meetings and training sessions.

Assumes responsibility for disseminating information to the faculty.

Works with colleagues to plan and present workshops.

Serves on committees and shares information with others.

Attends professional development activities but does not serve in a leadership role.

Attends meetings, professional development as required but seldom relates new information to professional growth.


PROFESSIONAL LEARNING Continued:

Self-Assessment (Correlates to Domain Indicator 55)

Conducts self-assessment, seeks input from colleagues and writes a detailed improvement plan (Individual Professional Development Plan) that focuses on improved student outcomes.

Routinely monitors strategies to assure that progress is being made toward goal attainment.

Gather data and talks with colleagues about findings.

Conducts a self-assessment and meets with selected colleagues to get input, develop strategies and to write an improvement plan.

Aligns learning opportunities to focus on selected goals.

Recognizes the need to continuously improve and conducts a self-assessment.

Writes personal goals that focus on improving teaching.

Looks for evidence of goal attainment at the end of the semester/year.

Fails to conduct a self-assessment or to write goals as required.


PROFESSIONAL RESPONSIBILITIES57. Act in a professional and ethical manner and adhere at all times to The Code of Ethics and the

Principles of Professional Conduct of the Education Profession in Florida.58. Demonstrate attention to punctuality, attendance, records, and reports.59. Maintain confidentiality of student and other professional information.60. Comply with policies, procedures, and programs.61. Support school improvement initiatives by active participation in school activities, services,

and programs.


Needs Improvement/


Reliability (Correlates with Domain Indicators 58, 60)

Carries out assignments conscientiously and punctually, keeps meticulous records and is never late for duties or assignments.

Is punctual and reliable with paperwork, duties and assignments. Keeps accurate records.

Occasionally is late or fails to complete paperwork, duties and assignments. Makes errors in records.

Frequently fails to complete assignments, makes errors in records and misses deadlines or meetings.

Judgment/ Professionalism (Correlates with Domain Indicators 57, 59)

Is always ethical and honest and uses impeccable judgment.

Always observes appropriate boundaries and respects confidentiality.

Takes a leadership role in team or departmental decision-making and helps ensure that these decisions are based on the highest professional standards.

Is ethical and honest and uses good judgment.

Maintains appropriate boundaries and student confidentiality.

Actively participates in team or departmental decision-making and observes professional standards.

Sometimes uses questionable judgment and is less than completely honest and direct.

Sometimes violates boundaries and occasionally discloses student information.

Participates in team or departmental decision-making but decisions are not always based on professional standards.

Acts in an unethical or ethically questionable manner. Uses poor judgment and cannot be counted upon to be honest.

Violates appropriate boundaries and discloses student information.

Makes decisions based solely on self-interests.

Contributions (Correlates with Domain Indicator 61)

Serves as a leader in at least one aspect of the school and is an important member of teacher teams and committees.

Is a leader for one or more school activities.

Regularly contributes valuable ideas and expertise

Is a positive team member and volunteers to serve on committees and attend school activities.

Contributes ideas and expertise to accomplish the overall mission of the school

Rarely serves on a committee or attends school activities..

Rarely contributes ideas to improve the school or support its mission.

Declines invitations to serve on committees or attend school activities.

Never contributes ideas to improve the school or support its missions.

Actions are inconsistent with


to implement improvements or further the mission of the school.

the school’s school improvement plan or the school’s missions.


Pre-Observation Conference Summary

Name: __________________________________ Evaluator: ____________________________________

Grade/Subject: _______________ School: ________________________________School Year: ________

Anticipated Date/Time of Observation: _____________________________________________

Lesson Plan: Attach your Lesson Plan(s) to this formIf the information listed below is on the Lesson Plan, do not duplicate.

1. State the content standards and objectives of the lesson.

2. List the activities in which the students will engage.

3. What teaching strategies will support the learning in the lesson?

4. How do you plan to assess student learning of the objectives?

Teacher __________________________________ Administrator ________________________________

Date _________________________ Date _______________________


DIS-SPT-1-1-021-09/14

3. Other Indicators of Performance

Directions:


The additional performance indicators, if the district chooses to include such additional indicators pursuant to s. 1012.34(3)(a)4., F.S.;

The percentage of the final evaluation that is based upon the additional indicators; and The scoring method, including how it is calculated and combined [Rule 6A-5.030(2)(d),

F.A.C.].

Examples include the following:

Deliberate Practice - the selection of indicators or practices, improvement on which is measured during an evaluation period

Peer Reviews Objectively reliable survey information from students and parents based on teaching

practices that are consistently associated with higher student achievement Individual Professional Development Plan Other indicators, as selected by the district

Individual Professional Development Plans (IPDPs) / Deliberate PracticeIPDPs will be data driven and reflective. The IPDP will assist the teacher in meeting the

Professional Learning portion of his/her evaluation (approximately 9% of the instructional practice portion of the evaluation). Teachers should identify areas in which they, and their students, need to grow or improve. The planning and review questions are open ended, and are meant to foster the analysis and discussion of student data. The goal itself should be a SMART (Student centered/specific, Measurable, Attainable, Realistic, Time Bound). It is suggested that teachers use FSA, district benchmark, or I-Ready data. Teacher developed assessments are also acceptable.

Example: 60% of the students in my first period Language Arts class will improve one grade level on I-Ready benchmarks between the first and third benchmarks.

The IPDP is contained within this document and will be available online through the Instructional Services Website. A conference should be held between the teacher and administrator at the beginning, middle and end of the year. (See Appendix D)

Documentation / Teacher Portfolios


Portions of the full evaluation may be challenging for the evaluator to observe in the classroom; evaluators are then instructed to mark “ND” on the observation tool for “Needs Documentation”. Teachers are then expected to bring evidence of these areas to their post-observation conference. Teachers who choose not to bring in the required documentation will receive a rating of unsatisfactory in that performance responsibility.

In addition, many teachers ask how they can document their effectiveness in the classroom, or in other areas of professional responsibilities. Teachers are encouraged to maintain a portfolio of activities demonstrating any of the professional responsibilities within the instructional and professional domains. The portfolio can be an actual portfolio (file or binder) or can be a virtual portfolio (digital files or disk drive) that the teacher compiles and maintains throughout the year. The portfolio would serve as a means for discussion with the evaluator at any mid, or end of year, evaluation discussions. The evidence contained within the portfolio should be clearly labeled by domain and/or area of professional responsibilities.


School District of DeSoto CountyIndividual Professional Development Plan

INITIAL PLAN:

1. IPDP Focus Area: a. Readingb. Mathc. Writingd. Sciencee. Technologyf. Florida Standardsg. Other: Please explain

2. Which student subgroup do you hope to impact the most?a. Students with disabilitiesb. Lowest quartilec. Hispanicd. African Americane. No particular subgroup / all students

3. What data did you use to identify this need? Summarize your student data (from last year, pre-test, benchmark)?

4. What is the learning goal for your students this year? Please use a S.M.A.R.T goal (Student centered/specific, Measurable, Attainable, Realistic, Time Bound).

5. To which portion of your school’s improvement plan does your goal apply?

6. For purposes of the STUDENT PERFORMANCE PORTION OF YOUR EVALUATION, what student data option (if an option is available) are you choosing? Please refer to the chart “Student Performance Linked to Teacher Evaluation” as needed. FLKRS I-Ready Reading/Math Combined I-Ready Reading I-Ready Math FSA Reading VAM FSA Math VAM FSA Math/Reading Combined VAM Teacher developed assessment EOC VAM CTE examination School Score / Survey


ACTIVITIES / STRATEGIES TO ATTAIN THIS GOAL:

7. What will you do to help your students attain this goal?

8. What related professional development/resources will you need to assist you in helping you and your students attain this goal?

9. What documentation / evidence will you provide to demonstrate your progress/your students’ progress towards this goal?

INITIAL PLANNING REVIEW DATE:ADMINISTRATOR INITIALS:TEACHER INITIALS:

MID-YEAR REVIEW:

10. What progress have your students made toward the goal? Include data/evidence of your students?

11. Do you need any additional, professional development, assistance to achieve your goal? (If yes, please identify what assistance is needed. If no, please explain how the professional development you have completed thus far assisted you and your students in making progress toward the goal you have established.)

MIDYEAR REVIEW DATE:ADMINISTRATOR INITIALS:TEACHER INITIALS:

FINAL REVIEW:

12. Did your students meet the goal? Summarize the data you have used to measure this goal. Use the appropriate data sheet (proficiency or growth) to summarize your data.

13. What professional development offerings would you like to attend or see offered by our district in the next school year?

FINAL REVIEW DATE:ADMINISTRATOR INITIALS:TEACHER INITIALS:


Teacher Data SheetGrowth Model

Name:School:Grade level (s) / Subject area(s):Assessment used:Please complete the following information for each student:

Student Name

Baseline Data / Benchmark 1

Benchmark 2 Benchmark 3 + / - (Net gain or drop)

Student present for Oct / Feb FTE?(Use data? Y / N)

Overall Average

Baseline Benchmark 2 Benchmark 3 Net gain (+/-)

Of students used for assessment:

Please summarize your data, and student progress throughout the year:Please include a detailed explanation for any students you are not including in your calculations.


Teacher Data SheetProficiency Model

Name:School:Grade level (s) / Subject area(s):Assessment used:Please complete the following information for each student:

Student Name Student Score Passed / Failed Student present for Oct / Feb FTE?(Use data? Y / N)

Overall Passing Rate % Passed Of students used for assessment:

Please summarize your data, and student proficiency levels throughout the year:Please include a detailed explanation for any students you are not including in your calculations.


4. Summative Evaluation Score

Directions:


The summative evaluation form(s); and The scoring method, including how it is calculated and combined; and The performance standards used to determine the summative evaluation rating.

Districts shall use the four performance levels provided in s. 1012.34(2)(e), F.S. [Rule 6A-5.030(2)(e), F.A.C.].

Summative Evaluation Score

The summative evaluation score includes all components of the evaluation system: Instructional Evaluation Score (to include Deliberate Practice), and the Student Performance Score. The Instructional Evaluation Score is worth 67% of the Summative Evaluation Rating; Student Performance is worth 33%.

Summative Score Calculation

Instructional Practice + Deliberate Practice + Student Performance = Summative Score Score Score Evaluation |_____Instructional Evaluation Score (67%)______| (33%) Rating

The Copeland Model uses a scale score to establish the teacher rating for both Instructional Practice and Student Performance:


Developing


0-54 55-111 112-139 140-150

These ratings will be converted to numbers so that the new weights for Instructional Practice and Student Performance can be calculated given the new percentage weights:

Original Summative

Score / Rating

Unsatisfactory(0-54)

Needs Improvement /

Developing(55-111)

Effective(112-139)

Highly Effective(140-150)

Conversion value

1 2 3 4


Please see the Instructional Evaluation portion of this document to determine the calculation of the Instructional Evaluation Score.

The overall rating will be calculated as follows (example):

Original Summative Score / Rating

Conversion Score

X WeightIP = 66.67%SP = 33.33%

= Final Rating


Effective (130) 3 X .667 2.00

Student Performance

Needs Improvement (100)

2 X .333 .66

Total Rating 2.66

Overall Rating Scale


Developing


0-.99 1.00-1.99 2.00-2.99 3.00-4.00

Please see appendix B for the specific student performance data assigned to positions. Many positions will be able to calculate the student performance portion of their score, and the overall rating before the close of the school year. However, for those teachers assigned to courses with a state-identified growth model, the scores typically arrive after the close of the school year. Final evaluations for the previous year should be available by October 1st of the following year.


Summative Evaluation Score Checklist:

The summative evaluation form(s); and The scoring method, including how it is calculated and combined; and The performance standards used to determine the summative evaluation rating.

Districts shall use the four performance levels provided in s. 1012.34(2)(e), F.S. [Rule 6A-5.030(2)(e), F.A.C.].


SCHOOL DISTRICT OF DESOTO COUNTY

INSTRUCTIONAL EMPLOYEE

OBSERVATION AND DATA COLLECTION/ANALYSIS FORM

Name__________________________ Position__________________ Employee #___________________

Subject/Course_________________________ School/Dept.________________School Year

__________

Comments of the Evaluator __________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

Comments of the Evaluatee __________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

Information from parents was collected and analyzed in the preparation of this report. Yes No

This evaluation has been discussed with me. Yes No

___________________________________ _________________ __________________________________________________________________

Signature of Evaluator Date Signature of Evaluatee

Signature does not necessarily indicate agreement with this evaluation.


PLANNING/PREPARATIONPerformance Values

(Check One)Observation

Code*

Performance Responsibilities U NI/D E HE Indicate all that apply

1. Create or select long-range plans based on a review of district and state content standards, student profiles, instructional priorities, and appropriate lesson design questions.

2. Define learning goals with rubrics and objectives for unit and daily plans.

3. The teacher’s lesson and unit plans demonstrate knowledge of the content, prerequisite relationships between important concepts, instructional strategies specific to the subject matter, and organize strategies and activities in an appropriate sequence.

4. Identify specific intended learning outcomes that are aligned with the district and state content standards so that students are prepared for high stakes testing.

5. Review plans based on student needs.

6. Plan and prepare a variety of learning activities considering individual student’s culture, learning styles, special needs, and socio-economic background.

7. Develop or select instructional activities which foster active involvement of students in the learning process.

8. Plan and prepare lessons and instructional strategies that require students to engage with rigorous and demanding content that aligns with district and state standards.

9. Select, develop, modify and/or adapt materials and resources, especially technological resources, which support learning objectives and the varying needs of students.

Unsatisfactory X 0 =

Needs Improvement/Developing X .89 =

Effective X 1.78 =

Highly Effective X 2.23 =

Category Raw Score


PLANNING/PREPARATION (Continued)

Category Raw ScoreUnsatisfactory

0

Needs Improvement/Developing

8-11

Effective

12-16

Highly Effective

17-20

Summative Scale Value

0 8 16 20


CLASSROOM MANAGEMENTPerformance Values

(Check One)

Observation Code*


10. Establish and maintain a positive, organized, and safe learning environment.

11. Provide a positive environment in which students are encouraged to be actively engaged in the learning process.

12. Maintain academic focus by using a variety of motivational techniques.

13. Establish and use behavior management techniques which are appropriate and effective.

14. Establish routines and procedures and work with students on consistently following them.

15. Create a learning climate that is challenging yet non-threatening.

16. Maintain instructional momentum with smooth and efficient transitions from one activity to another.

17. Establish and maintain effective and efficient record keeping procedures.

18. Develop routines and efficient techniques for managing time effectively.

19. Manage materials and equipment effectively.

20. Assist in enforcement of school rules, administrative regulations, and Board policy.



Effective X 1.46 =


Category Raw Score


CLASSROOM MANAGEMENT (Continued)


0


8-11

Effective

12-16

Highly Effective

17-20


0 8 16 20


ASSESSMENT/EVALUATIONPerformance Values

(Check)

Observation Code*


21. Establish appropriate testing environment and administer standardized tests in accordance with directions provided to ensure test security.

22. Develop and/or use diagnostic assessments prior to instruction.

23. Use on-going assessments to monitor learning and adjust instruction.

24. The teacher routinely tracks student progress on learning goals using a variety of formative approaches to assessment.

25. Feedback to students provides recognition of their current status and knowledge gain relative to learning goals with a focus on improving student performance.

26. Communicate, in understandable terms, individual student progress knowledgeably and responsibly to the student, parents, and professional colleagues who need access to the information.

27. Encourage goal setting by students and assist them in developing and then monitoring their plans for improving their academic performance.

28. Evaluate the effectiveness of instructional units and teaching strategies.



Effective X 1.76 =


Category Raw Score


ASSESSMENT/EVLAUATION (Continued)

Category Raw Score Unsatisfactory0


7-10

Effective11-14

Highly Effective15-18


0 7 14 18


STUDENT INSTRUCTIONAL ENGAGEMENTPerformance Values

(Check)

Observation Code*


29. Demonstrate knowledge and understanding of curriculum content.

30. Communicate high expectations for learning for all students.

31. The teacher provides clearly stated learning goals accompanied by scales or rubrics that describe levels of performance relative to the learning goal.

32. Monitor learning activities, providing feedback and reinforcement to students.

33. Use a variety of instructional strategies appropriate for teaching students from diverse backgrounds with different learning styles and special needs.

34. Use appropriate techniques and strategies to enhance the application of critical, creative, and evaluative thinking capabilities of students.

35. The teacher engages students in activities that help them link what they already know to new content about to be addressed and facilitates these linkages.

36. Assist students in accessing, interpreting, and evaluating information from multiple sources.

37. Provide appropriate instruction and modifications for students with special needs, including exceptional education students and students who have limited proficiency in English.

38. Provide quality work for students which is focused on meaningful, relevant, and engaging learning experiences.

39. The teacher organizes the class in such a way as to facilitate students working on complex tasks that require them to generate and test hypotheses.

40. Foster student responsibility, appropriate social behavior, integrity, valuing of cultural diversity, and respect for self and others, by role modeling and learning activities.

41. Recognize overt indicators of student distress or abuse and take appropriate intervention, referral, or reporting actions.


STUDENT INSTRUCTIONAL ENGAGEMENT (Continued)



Effective X 1.85 =


Category Raw Score


0


12-18

Effective

19-24

Highly Effective

25-30


0 12 24 30


TECHNOLOGYPerformance Values

(Check)

Observation Code*


42. Use appropriate technology in instructional delivery.

43. Use technology to establish an atmosphere of active learning.

44. Provide students with opportunities to use technology to gather and share information with others.

45. Facilitate student access to the use of electronic resources.

46. Use technology to review student assessment data.

47. Use technology for administrative tasks.


Needs Improvement/Developing X 1.34 =

Effective X 2.67 =


Category Raw Score


0


8-11

Effective

12-16

Highly Effective

17-20


0 8 16 20


COLLABORATIONPerformance Values

(Check)

Observation Code*


48. Communicate effectively, orally and in writing, with other professionals, students, parents, and community.

49. Collaborate with students, parents, school staff, and other appropriate persons to assist in meeting student needs.

50. Provide accurate and timely information to parents and students about academic and behavioral performance of students.

51. Work with other teachers in curriculum development, special activities, and sharing ideas and resources.

52. Establish and maintain a positive collaborative relationship with the students’ families to increase student achievement.



Effective X 2.40 =


Category Raw Score


0


6-9

Effective

10-12

Highly Effective

13-14


0 6 12 14


PROFESSIONAL LEARNINGPerformance Values

(Check)

Observation Code*


53. Engage in continuing improvement of professional knowledge and skills, instructional methodology, learning theory, curriculum and content.

54. Assist others in acquiring new knowledge and understanding.

55. Conduct a personal assessment periodically to determine professional development needs with reference to specific instructional assignment.

56. Participate in school data collection of teacher input on principal’s performance assessment program.



Effective X 3.00 =


Category Raw Score


0


6-9

Effective

10-12

Highly Effective

13-14


0 6 12 14


PROFESSIONAL RESPONSIBILITIESPerformance Values

(Check)

Observation Code*


57. Act in a professional and ethical manner and adhere at all times to The Code of Ethics and the Principles of Professional Conduct of the Education Profession in Florida.

58. Demonstrate attention to punctuality, attendance, records, and reports.

59. Maintain confidentiality of student and other professional information.

60. Comply with policies, procedures, and programs.

61. Support school improvement initiatives by active participation in school activities, services, and programs.



Effective X 2.40 =


Category Raw Score


0


6-9

Effective

10-12

Highly Effective

13-14


0 6 12 14


OVERALL RATING


Unsatisfactory

Needs Improvement/

Developing

EffectiveHighly

Effective

Planning/Preparation 0 8 16 20

Classroom Management 0 8 16 20

Assessment Evaluation 0 7 14 18

Student Instructional Engagement 0 12 24 30

Technology 0 8 16 20

Collaboration 0 6 12 14

Professional Learning 0 6 12 14

Professional Responsibilities 0 6 12 14

TOTAL

Assessment Score ________ Overall Score ________

(May not exceed 150 points)

UnsatisfactoryNeeds

Improvement/DevelopingEffective Highly Effective

0-54 55-111 112-139 140-150


Post- Observation Summary Form

Name: __________________________________ Evaluator: ____________________________________

Grade/Subject: _______________ School: ________________________________School Year: ________

Date/Time of Observation: _____________________________________________

Use the following questions to guide the discussion and analysis of the formal observation:

1. What evidence indicated that the lesson was adequately planned and prepared?

2. How effective was the management of classroom procedures and routines?

3. Were the content standards appropriately identified and the objectives of the lesson met?

4. How actively were students engaged in the lesson?

5. How did the teaching strategies support student learning during the lesson?

6. How effectively was technology integrated into instruction?

7. How was student learning assessed or evaluated during the lesson?

8. Other Comments:

Teacher __________________________________ Administrator ________________________________

Date _________________________ Date _______________________


DIS-SPT-1-1-022-09/14

5. Additional Requirements

Directions:


Confirmation that the district provides instructional personnel the opportunity to review their class rosters for accuracy and to correct any mistakes [Rule 6A-5.030(2)(f)1., F.A.C.]

Documentation that the evaluator is the individual who is responsible for supervising the employee. An evaluator may consider input from other personnel trained in evaluation practices. If input is provided by other personnel, identify the additional positions or persons. Examples include assistant principals, peers, district staff, department heads, grade level chairpersons, or team leaders [Rule 6A-5.030(2)(f)2., F.A.C.].

Description of training programs and processes to ensure that all employees subject to an evaluation system are informed on evaluation criteria, data sources, methodologies, and procedures associated with the evaluation before the evaluation takes place, and that all individuals with evaluation responsibilities and those who provide input toward evaluation understand the proper use of the evaluation criteria and procedures [Rule 6A-5.030(2)(f)3., F.A.C.].

Description of processes for providing timely feedback to the individual being evaluated [Rule 6A-5.030(2)(f)4., F.A.C.].

Description of how results from the evaluation system will be used for professional development [Rule 6A-5.030(2)(f)5., F.A.C.].

Confirmation that the district will require participation in specific professional development programs by those who have been evaluated as less than effective as required by s. 1012.98(10), F.S. [Rule 6A-5.030(2)(f)6., F.A.C.].

Documentation that all instructional personnel must be evaluated at least once a year [Rule 6A-5.030(2)(f)7., F.A.C.].

Documentation that classroom teachers are observed and evaluated at least once a year [Rule 6A-5.030(2)(f)8., F.A.C.].

Documentation that classroom teachers newly hired by the district are observed and evaluated at least twice in the first year of teaching in the district pursuant to s. 1012.34(3)(a), F.S. [Rule 6A-5.030(2)(f)8., F.A.C.].

Documentation that the evaluation system for instructional personnel includes opportunities for parents to provide input into performance evaluations when the district determines such input is appropriate, and a description of the criteria for inclusion, and the manner of inclusion of parental input [Rule 6A-5.030(2)(f)9., F.A.C.].

Identification of teaching fields, if any, for which special evaluation procedures and criteria are necessary [Rule 6A-5.030(2)(f)10., F.A.C.].

Description of the district’s peer assistance process, if any. Peer assistance may be part of the regular evaluation system, or used to assist personnel who are placed on


performance probation, or who request assistance, or newly hired classroom teachers [Rule 6A-5.030(2)(f)11., F.A.C.].

DeSoto County ensures that instructional personnel are provided the opportunity to review their class rosters for accuracy and to correct any mistakes.

o This is also noted in the” Student Performance” section per the assessment charts.

DeSoto County ensures that the evaluator is the individual who is responsible for supervising the employee. An evaluator may consider input from other personnel trained in evaluation practices. If input is provided by other personnel, identify the additional positions or persons. Examples include assistant principals, peers, district staff, department heads, grade level chairpersons, or team leaders.

DeSoto County ensures that it provides training programs and processes to ensure that all employees subject to an evaluation system are informed on evaluation criteria, data sources, methodologies, and procedures associated with the evaluation before the evaluation takes place, and that all individuals with evaluation responsibilities and those who provide input toward evaluation understand the proper use of the evaluation criteria and procedures.

o This is initially addressed in the “Introduction” section of this document.

DeSoto County ensures there are processes for providing timely feedback to the individual being evaluated.

o These processes are outlined in the “Instructional Practice” section of this document.

DeSoto County ensures that results from the evaluation system will be used for professional development.

o These processes are outlined in the “Other Indicators of Performance” section of this document.

DeSoto County ensures that it will require participation in specific professional development programs by those who have been evaluated as less than effective.

o This is outlined in the “Teacher Improvement Plan”, which is part of section 5 of this document.

DeSoto County ensures that all instructional personnel must be evaluated at least once a year.


DeSoto County ensures that classroom teachers are observed and evaluated at least once a year.

DeSoto County ensures that classroom teachers newly hired by the district are observed and evaluated at least twice in the first year of teaching in the district.

DeSoto County ensures that the evaluation system for instructional personnel includes opportunities for parents to provide input into performance evaluations when the district determines such input is appropriate, and a description of the criteria for inclusion, and the manner of inclusion of parental input.

o This information is located in the School and District Leader Evaluation, which provides copies of the school surveys.

DeSoto County ensures the identification of teaching fields, if any, for which special evaluation procedures and criteria are necessary.

o This is also noted in the” Student Performance” section per the assessment charts.

Description of the district’s peer assistance process, if any. Peer assistance may be part of the regular evaluation system, or used to assist personnel who are placed on performance probation, or who request assistance, or newly hired classroom teachers [Rule 6A-5.030(2)(f)11., F.A.C.].

o This is outlined in the “Teacher Improvement Plan”, which is part of section 5 of this document.


SCHOOL DISTRICT OF DESOTO COUNTY

TEACHER IMPROVEMENT PLAN (TIP)

Teacher:___________________________________Position:________________________________________

Observer:__________________________________School/Location:__________________________________

Observer Position:___________________________Mentor/Coach:___________________________________

LEVELIntern/SubstituteAnnual ContractProfessional Service ContractOther___________________________________

Teachers who receive an Instructional Evaluation Score of Needs Improvement or Unsatisfactory, overall, or within individual domains, shall be required to develop a Teacher Improvement Plan (TIP) in collaboration with his/her supervisor and Lead Teacher/Peer Evaluator, if applicable. DATE SCORE RECEIVED:____________

Place a check mark in the box next to any domain below that is rated as Needs Improvement or Unsatisfactory. Planning and Preparation Classroom Management Assessment Evaluation Student Instructional Engagement Technology CollaborationProfessional Learning Professional Responsibilities Student Performance

Date TIP initiated: _____________________Date TIP anticipated completion: ______________________

In the space below, describe the following: List goals that directly address the domains assessed as Unsatisfactory or Needs Improvement; list differentiated activities to support the teacher’s improvement in the areas listed above; describe the manner in which the improvement will be assessed and provide a timeline for achieving improvement.



Goals to address area(s) checked off above.

(Be specific)

Activities/PD to support improvement(Who will be involved?)

How will the improvement be

assessed?(Observation /

Walkthrough/Other method)

Timeline(Be Specific)

List of Participants:

Date:___________________ ____Recommendation made to teacher for a mentor

Cc: Personnel File


SAMPLEGoals to address area(s)

checked off above.

Establish classroom routines and procedures to reduce the loss of instructional time.

Establish and implement consistent standards of conduct to maintain an orderly classroom

Establish and implement learning tasks that result in active intellectual engagement of the students.

Pose questions to promote student thinking and understanding.

SAMPLEActivities/PD to support improvement

Use timing device (Computer Timer Tools or a countdown) to signal students (Explain to students purpose and procedure of the timing device.)

Collaborate with administrator or mentor on list of specific standards of conduct and consequences for misbehaviors.

Explain standards of conduct to whole class

Monitor student behavior regularly and when individual students misbehave, respond immediately

Observe Ms. ____ who uses the strategy of “Think, Pair, Share.” (A sub will be provided.)Implement the strategy of “Think, Pair, Share.”

Observe tape of Ms. ____who uses open-ended questions and makes effective use of wait time. Observe how she builds on student responses to questions and how the questions enable the students to engage in discussions with each other. Discuss the observation with administrator or mentor.

Review Bloom’s Taxonomy and collaborate with administrator or mentor to write 3-4 questions that have a variety of cognitive levels.

Use open-ended questions, inviting students to think and actively engage in discussions.

SAMPLEHow will the

improvement be assessed?

Informal Observation

Meet with administrator or mentor

Informal Observation

Informal ObservationFormal Observation



Formal Observation

SAMPLETimeline

Informal observation by October 5 and ongoing throughout year

By September 17

By September 19

Informal observation by October 5 and ongoing throughout year

Informal Observation by October 5 and ongoing throughout year

By November 1

By November 1

Formal Observation on November 10 and March 12

At the formal observations on November 10 and March 12, Ms. Administrator will be assessing the development of each of the goals listed above.

List of Participants:

Date:_September 15, 2012 ____X____Recommendation made to teacher for a mentorCc: Personnel File


6. District Evaluation Procedures

Directions:

The district shall provide evidence that its evaluation policies and procedures comply with the following statutory requirements:

In accordance with s. 1012.34(3)(c), F.S., the evaluator must: submit a written report of the evaluation to the district school

superintendent for the purpose of reviewing the employee’s contract [Rule 6A-5.030(2)(g)1., F.A.C.].

submit the written report to the employee no later than 10 days after the evaluation takes place [Rule 6A-5.030(2)(g)2., F.A.C.].

discuss the written evaluation report with the employee [Rule 6A-5.030(2)(g)3., F.A.C.].

The employee shall have the right to initiate a written response to the evaluation and the response shall become a permanent attachment to his or her personnel file [Rule 6A-5.030(2)(g)4., F.A.C.].

The district shall provide evidence that its evaluation procedures for notification of unsatisfactory performance comply with the requirements outlined in s. 1012.34(4), F.S. [Rule 6A-5.030(2)(h), F.A.C.].

Documentation the district has complied with the requirement that the district school superintendent shall annually notify the Department of any instructional personnel who receive two consecutive unsatisfactory evaluations and shall notify the Department of any instructional personnel who are given written notice by the district of intent to terminate or not renew their employment, as outlined in s. 1012.34(5), F.S. [Rule 6A-5.030(2)(i), F.A.C.].

DeSoto County ensures that its evaluation policies and procedures comply with the following statutory requirements:

In accordance with s. 1012.34(3)(c), F.S., the evaluators of DeSoto County must: submit a written report of the evaluation to the district school

superintendent for the purpose of reviewing the employee’s contract. submit the written report to the employee no later than 10 days after the

evaluation takes place. discuss the written evaluation report with the employee. The employee shall have the right to initiate a written response to the

evaluation and the response shall become a permanent attachment to his or her personnel file.

DeSoto County will provide evidence that its evaluation procedures for notification of unsatisfactory performance comply with the requirements.

DeSoto County will comply with the requirement that the district school


superintendent will annually notify the Department of any instructional personnel who receive two consecutive unsatisfactory evaluations and will notify the Department of any instructional personnel who are given written notice by the district of intent to terminate or not renew their employment, as outlined in s. 1012.34(5), F.S. [Rule 6A-5.030(2)(i), F.A.C.].

Appeals Process

Site Based AppealIn the event that a teacher disagrees with his or her evaluation score, he/she may appeal. The site-based appeal process will follow these procedures:

1) The teacher will complete a letter of appeal stating the specific nature of the discrepancy.2) The evaluation team will meet with the teacher to review the issue, and to achieve a mutual

agreement.3) If a mutual agreement is not reached, the teacher may submit a written request to have a

different evaluator from the same school to conduct an additional classroom observation.4) After reviewing the new evaluation, the principal will make the final determination, and inform

the teacher in writing, of the new evaluation score.

District Level AppealIf the teacher disagrees with the assessed score after completing the Site Based Appeal, the teacher may appeal to the district evaluation coordinator using these procedures:

1) The teacher may appeal the decision, in writing, within 10 days of receipt of the new evaluation score and/or by the last teacher workday, to the district evaluation coordinator. Any appeals must include copies of applicable documentation, and a rationale for the appeal. A review board will be established consisting of three administrators appointed by the Superintendent and four teachers appointed by the union president.

2) The review board may request additional information or a conference with the teacher or administrator, or both.

3) If the review board approves the appeal by a majority, plus one, a recommendation will be forwarded to the Superintendent. If the appeal is not approved, it is considered denied, and the decision of the site based administrator is final.

4) The Superintendent will make the final decision on all appeals.

7. District Self-Monitoring


Directions:

The district shall provide a description of its process for annually monitoring its evaluation system. The district self-monitoring shall determine the following:

Evaluators’ understanding of the proper use of evaluation criteria and procedures, including evaluator accuracy and inter-rater reliability; [Rule 6A-5.030(2)(j)1., F.A.C.]

Evaluators provide necessary and timely feedback to employees being evaluated; [Rule 6A-5.030(2)(j)2., F.A.C.]

Evaluators follow district policies and procedures in the implementation of evaluation system(s); [Rule 6A-5.030(2)(j)3., F.A.C.]

Use of evaluation data to identify individual professional development; [Rule 6A-5.030(2)(j)4., F.A.C.]

Use of evaluation data to inform school and district improvement plans [Rule 6A-5.030(2)(j)5., F.A.C.].

DeSoto County ensures the annual monitoring its evaluation system. The district self-monitoring shall determine the following:

Evaluators’ understanding of the proper use of evaluation criteria and procedures, including evaluator accuracy and inter-rater reliability; [Rule 6A-5.030(2)(j)1., F.A.C.]

Evaluators provide necessary and timely feedback to employees being evaluated; [Rule 6A-5.030(2)(j)2., F.A.C.]

Evaluators follow district policies and procedures in the implementation of evaluation system(s); [Rule 6A-5.030(2)(j)3., F.A.C.]

Use of evaluation data to identify individual professional development; [Rule 6A-5.030(2)(j)4., F.A.C.]

Use of evaluation data to inform school and district improvement plans [Rule 6A-5.030(2)(j)5., F.A.C.].


The district personnel and principals meet annually to review the Instructional Evaluation System to determine compliance with the Florida Statute. The team usually meets in the summer of each year to evaluate the effectiveness of the system. During the review, the team determines if:

The evaluator understands of the proper use of evaluation criteria and procedures, including evaluator accuracy and inter-rater reliability.

The evaluator provides necessary and timely feedback to the employees being evaluated. The use of evaluation data is used to identify individual professional development. The use of evaluation data is used to inform school and district improvement plan.

The team looks at the performance evaluation results from the prior school year for all instructional personnel using the four levels of performance. The performance evaluation results for instructional personnel are disaggregated by classroom teacher and all other instructional personnel; by school site; and by instructional level. School grades and state and local assessment data are also reviewed by school and district and compared to the performance evaluation data. Results of this data analysis are used by individual schools and the district to set school improvement goals and plan for individual, school and district professional development activities.

Changes and revisions to the teacher evaluation system will be recommended. All substantial revisions will be reviewed and approved by the district school board before being used to evaluate teachers.


Appendix A – Checklist for Approval

Performance of Students

The district has provided and meets the following criteria:

For all instructional personnel: The percentage of the evaluation that is based on the performance of

students criterion. An explanation of the scoring method, including how it is calculated and

combined. At least one-third of the evaluation is based on performance of students.

For classroom teachers newly hired by the district: The student performance measure(s). Scoring method for each evaluation, including how it is calculated and

combined.

For all instructional personnel, confirmed the inclusion of student performance: Data for at least three years, including the current year and the two years

immediately preceding the current year, when available. If less than the three most recent years of data are available, those years for

which data are available must be used. If more than three years of student performance data are used, specified the

years that will be used.

For classroom teachers of students for courses assessed by statewide, standardized assessments:

Documented that VAM results comprise at least one-third of the evaluation. For teachers assigned a combination of courses that are associated with the

statewide, standardized assessments and that are not, the portion of the evaluation that is comprised of the VAM results is identified, and the VAM results are given proportional weight according to a methodology selected by the district.

For all instructional personnel of students for courses not assessed by statewide, standardized assessments:

For classroom teachers, the district-determined student performance measure(s) used for personnel evaluations.

For instructional personnel who are not classroom teachers, the district-determined student performance measure(s) used for personnel evaluations.




For all instructional personnel: The percentage of the evaluation system that is based on the instructional

practice criterion. At least one-third of the evaluation is based on instructional practice. An explanation of the scoring method, including how it is calculated and

combined. The district evaluation framework for instructional personnel is based on

contemporary research in effective educational practices.

For all instructional personnel: A crosswalk from the district's evaluation framework to the Educator

Accomplished Practices demonstrating that the district’s evaluation system contains indicators based upon each of the Educator Accomplished Practices.

For classroom teachers: The observation instrument(s) that include indicators based on each of the

Educator Accomplished Practices.

For non-classroom instructional personnel: The evaluation instrument(s) that include indicators based on each of the

Educator Accomplished Practices.

For all instructional personnel: Procedures for conducting observations and collecting data and other

evidence of instructional practice.

Other Indicators of Performance


Described the additional performance indicators, if any. The percentage of the final evaluation that is based upon the additional

indicators. The scoring method, including how it is calculated and combined.

Summative Evaluation Score


Summative evaluation form(s). Scoring method, including how it is calculated and combined. The performance standards used to determine the summative evaluation

rating (the four performance levels: highly effective, effective, needs improvement/developing, unsatisfactory).


Additional Requirements


Confirmation that the district provides instructional personnel the opportunity to review their class rosters for accuracy and to correct any mistakes.

Documented that the evaluator is the individual who is responsible for supervising the employee.

Identified additional positions or persons who provide input toward the evaluation, if any.

Description of training programs: Processes to ensure that all employees subject to an evaluation system are

informed on evaluation criteria, data sources, methodologies, and procedures associated with the evaluation before the evaluation takes place.

Processes to ensure that all individuals with evaluation responsibilities and those who provide input toward evaluation understand the proper use of the evaluation criteria and procedures.

Documented: Processes for providing timely feedback to the individual being evaluated. Description of how results from the evaluation system will be used for

professional development. Requirement for participation in specific professional development programs

by those who have been evaluated as less than effective. All instructional personnel must be evaluated at least once a year. All classroom teachers must be observed and evaluated at least once a

year. Newly hired classroom teachers are observed and evaluated at least

twice in the first year of teaching in the district.

For instructional personnel: Inclusion of opportunities for parents to provide input into performance

evaluations when the district determines such input is appropriate. Description of the district’s criteria for inclusion of parental input. Description of manner of inclusion of parental input. Identification of the teaching fields, if any, for which special evaluation

procedures and criteria are necessary. Description of the district’s peer assistance process, if any.

District Evaluation Procedures



That its evaluation procedures comply with s. 1012.34(3)(c), F.S., including: That the evaluator must submit a written report of the evaluation to the

district school superintendent for the purpose of reviewing the employee’s contract.

That the evaluator must submit the written report to the employee no later than 10 days after the evaluation takes place.

That the evaluator must discuss the written evaluation report with the employee.

That the employee shall have the right to initiate a written response to the evaluation and the response shall become a permanent attachment to his or her personnel file.

That the District’s procedures for notification of unsatisfactory performance meet the requirement of s. 1012.34(4), F.S.

That district evaluation procedures require the district school superintendent to annually notify the Department of any instructional personnel who receives two consecutive unsatisfactory evaluations and to notify the Department of any instructional personnel who are given written notice by the district of intent to terminate or not renew their employment, as outlined in s. 1012.34, F.S.

District Self-Monitoring

The district self-monitoring includes processes to determine the following:

Evaluators’ understanding of the proper use of evaluation criteria and procedures, including evaluator accuracy and inter-rater reliability.

Evaluators provide necessary and timely feedback to employees being evaluated.

Evaluators follow district policies and procedures in the implementation of evaluation system(s).

The use of evaluation data to identify individual professional development. The use of evaluation data to inform school and district improvement plans.


Documents

DeSoto Instructional Evaluation System · Web viewForm IEST-2015. Effective Date: August, 2015. DeSoto Instructional Evaluation System. Rule 6A-5.030. Form IEST-2015. Effective