Human Resources Division Floor Telephone: (213) 241-3444

2021-2022 Protocols Educator Development and Support: Non-Classroom Teachers

Human Resources Division 333 South Beaudry Avenue, 14th Floor

Los Angeles, California 90017 Telephone: (213) 241-3444

Overview

The purpose of this document is to outline the steps and protocols of the Educator Development

and Support: Non-Classroom Teachers (EDSNCT) process. EDSNCT includes a series of

reflection activities, observations, evidence collection, conferencing opportunities, and

professional goal-setting activities, all of which are aimed at helping to identify strengths and

opportunities for improving professional practice.

The protocols, including purpose, timeline, role of both administrator and non-classroom

teacher, and alignment to LAUSD Teaching and Learning Framework elements are outlined for

each of the steps of this process. Please note that while these protocols may be modified to

make the process more meaningful for teachers and administrators, they reflect best practices

in coaching professionals and encouraging professional reflection and growth. It is also

important to note that these procedures are to be used in conjunction with other ongoing

observations, meetings or professional conversations that take place as part of effective

ongoing leadership and support practices in schools.

NOTE: For the evaluation of classroom teachers, refer to the Protocols for the EDS: Teachers

(EDST) process. For the evaluation of secondary academic counselors, see the Protocols for

the EDS: Counselors (EDSC) process.

For any questions about the 2021-2022 EDSNCT, EDST, or EDSC processes, please contact

the Educator Development and Support staff at [email protected].

mailto:[email protected]


2 Educator Development and Support: Non-Classroom Teachers 2021-2022

Table of Contents

Page

SEQUENCE OF EDSNCT ACTIVITIES 3

EDSNCT MAJOR TASKS TIMELINE FOR 2021-2022 4-5

EDSNCT PROTOCOLS

SELF-ASSESSMENT 6

GROWTH PLANNING

• Initial Planning Sheet 7

INITIAL PLANNING CONFERENCE 8-9

GROWTH PLAN VISIT 10

OBSERVATION OF PRACTICE 11-18

• Pre-Observation Steps:

o Lesson Design/Planning 11

o Pre-Observation Conference 12-13

• Observation of Practice

o Observation 14-15

• Post-Observation Steps:

o Lesson Reflection 16

o Post-Observation Conference 17-18

EVIDENCE COLLECTION 19

FORMATIVE ACTIVITIES 20

• Mid-Year Activities

• Formative Conference

SUMMATIVE ACTIVITIES

• End-of-Year Activities 21

• Final Evaluation Conference 22



SEQUENCE OF EDSNCT ACTIVITIES

Teacher Self Assessment

(Confidential)

Growth Planning:

Initial Planning Sheet

Initial Planning

Conference

Observation of Practice:

• Lesson Design

• Pre-Observation Conference

•Observation

• Lesson Reflection

• Post-Observation Conference

•Ratings

Growth Planning:

Mid-Year Reflection

Growth Planning:

End-of-Year Reflection

Final Evaluation Conference

August/September September September- March December April April/May October

Growth Plan Visit Ongoing

September - March

Evidence Collection Ongoing

September - April



EDSNCT MAJOR TASKS TIMELINE FOR 2021-22 Per the 2015-2016 Reopener Agreement, the timeline below indicates the contractual deadlines for certain EDSNCT steps (designated with an asterisk). To support the timely completion of the entire EDSNCT process, completion dates are also included for all other remaining EDSNCT steps.

MONTH(S) MAJOR TASKS ASSOCIATED COMPLETION DATES

August/September SELF-ASSESSMENT 9/10/2021 September GROWTH PLANNING:

Initial Planning Sheet

9/24/2021

October INITIAL PLANNING

CONFERENCE

Contractual Deadline: 10/08/2021*

September-March GROWTH PLAN VISIT

by 3/18/2022

September- March OBSERVATION OF

PRACTICE

• Pre-Observation Steps

o Lesson

Design/Planning

Documents

o Pre-Observation

Conference

• Observation of Practice

• Post-Observation

Steps

o Lesson/Practice

Reflection

o Post-Observation

Conference

Contractual Deadlines:

Observation: by 2/18/2022*

Post-Observation: by 3/07/2022*

Note: Post-Observation Conference must be no more than ten work days after the

Observation of Practice.

*Contractual deadlines



MONTH(S) MAJOR TASKS ASSOCIATED COMPLETION DATES

September - March EVIDENCE COLLECTION

4/08/2022

Before End-of-Year Reflection and Conference

December GROWTH PLANNING:

Mid-Year Reflection

12/17/2021

December-January Mid-Year Activities 1/28/2022

April

End-of-Year Activities 4/22/2022

May FINAL EVALUATION

REPORT

Contractual Deadline: 5/11/2022*

June MyPGS PLATFORM

CLOSES

6/14/2022



SELF-ASSESSMENT

SELF-ASSESSMENT

Purpose • To assist the non-classroom teacher in identifying and reflecting on strengths and opportunities for improving practice

• To assist in developing appropriate objectives and action steps for the Initial Planning Sheet

• To highlight a consistent cycle of reflection as an effective professional practice

Teacher Role Administrator Role

Protocol • Review relevant student achievement data and/or relevant school-wide data.

• Reflect on practice by analyzing the data and the LAUSD Teaching and Learning Framework

• Enter Self-Assessment ratings and reflection via MyPGS. Ratings are confidential and not viewable by administrator.

• Ratings and reflection are confidential and not viewable by administrator.

Timeline Suggested completion date: September 10, 2021

LAUSD Teaching and Learning Framework elements included in this task:

Standard 1: Planning and Preparation

1b. Demonstrating Knowledge of Students

1b1. Awareness of Students’ Skills, Knowledge,

and Language Proficiency

1b2. Knowledge of How Children, Adolescents, and

Adults Learn

1e. Designing Student Assessment

1e4. Analysis and Use of Assessment Data for

Planning

Standard 2: Classroom Environment

2c. Managing Classroom Procedures

2c4. Management of Parent Leaders, other

Volunteers and Paraprofessionals

Standard 3: Delivery of Instruction

3b. Using Questioning and Discussion Techniques

3b2. Discussion Techniques and Student

Participation

3c. Engaging Students in Learning

3c1. Standards-Based Projects, Activities, and

Assignments

3d. Using Assessment in Instruction

3d3. Feedback to Students

Standard 4: Additional Professional

Responsibilities

4a. Maintaining Accurate Records

4a1. Tracks Progress Towards Identified Learning

Outcomes

4a4. Submits Records on Time

4b. Communicating with Families

4b3.Engagement of Families in the Instructional

Program

4c. Demonstrating Professionalism

4c1.Ethical Conduct and Compliance with School,

District, State and Federal Regulations

4c2. Advocacy/Intervention for Students

Standard 5: Professional Growth

5a. Reflecting on Practice

5a2. Use of Reflection to Inform Future Instruction

5a4. Implementation of New Learning from

Professional Development

5b. Participating in a Professional Community

5b2. Promotes a Culture of Professional Inquiry

and Collaboration



GROWTH PLANNING: INITIAL PLANNING SHEET

INITIAL PLANNING SHEET

Purpose • To support the teacher in developing the following: o Professional Growth Objective (One TLF focus element from Standards 4 or 5) o Data-Based Objective (Based on relevant student/school-wide data)

• To support the teacher in developing strategies to advance practice in the identified objectives


Preparation • Review relevant data including: Self-Assessment, student assessment data, school-wide data

• Select objectives for growth

• Select elements best demonstrated during Observation of Practice activity, other opportunities and evidence collected throughout the year

• Coach teachers to develop relevant objectives based on:

- Professional conversations - Relevant teacher/student/school data

Timeline Initial Planning Sheet to be submitted to administrator via MyPGS by September 24, 2021.

INITIAL PLANNING SHEET PROTOCOL

Via MyPGS:

• Develop a Professional Growth Objective and strategies targeting one focus element from Standard 4 or 5 of the TLF.

• Develop a Data-Based Objective and strategies.

• Identify three teacher-selected focus elements for the Observation of Practice/Evidence Collection.

• Submit the completed Initial Planning Sheet to administrator for review.

Via MyPGS:

• Review teacher’s Initial Planning Sheet.

• Prepare feedback on objectives and strategies for the Initial Planning Conference.

• Optional: Select additional growth objective(s) from the TLF for the teacher to include in their Initial Planning Sheet, as appropriate.

• Review the three teacher-selected focus elements for the Observation of Practice/Evidence Collection.

LAUSD TEACHING AND LEARNING FRAMEWORK FOCUS ELEMENTS ADDRESSED Standard 1: Planning and Preparation


1b1. Awareness of Students’ Skills, Knowledge, and Language

Proficiency

1b2. Knowledge of How Children, Adolescents, and Adults Learn


1e4. Analysis and Use of Assessment Data for Planning



2c4. Management of Parent Leaders, other Volunteers and

Paraprofessionals



3b2. Discussion Techniques and Student Participation


3c1. Standards-Based Projects, Activities, and Assignments



Standard 4: Additional Professional Responsibilities


4a1. Tracks Progress Towards Identified Learning Outcomes



4b3. Engagement of Families in the Instructional Program


4c1. Ethical Conduct and Compliance with School, District, State

and Federal Regulations





5a4. Implementation of New Learning from Professional

Development


5b2. Promotes a Culture of Professional Inquiry and

Collaboration



INITIAL PLANNING CONFERENCE

INITIAL PLANNING CONFERENCE

Purpose • To discuss and finalize the following: o Professional Growth Objective o Data-Based Objective(s)

• To discuss and finalize the teacher’s action steps to achieve growth objectives

• To discuss the timeline and protocols leading to the overall evaluation and schedule the steps of EDSNCT

• To review the three teacher-selected focus elements for the Observation of Practice/Evidence Collection

• To identify the cooperatively-selected focus element for the Observation of Practice/Evidence Collection

• (Optional) To review additional growth objective added by administrator


Preparation • Complete and submit the Initial

Planning Sheet to the administrator

via MyPGS.

• Prepare to discuss and identify the cooperatively-selected focus element by reflecting on individual practice in support of school instructional priorities (e.g., school professional development plan, grade-level/department goals, district goals).

• Plan for the Observation of Practice.

• (Optional) Review additional growth objective(s) and appropriate action steps.

• Review teacher’s Initial Planning Sheet via MyPGS.

• Prepare feedback on objectives and action steps.

• Prepare to discuss and identify the cooperatively-selected focus element by considering instructional priorities (e.g., school professional development plan, grade-level/department goals, district goals) and planned Observation of Practice.

• (Optional) Review additional growth objective(s) and appropriate action steps (based on any element of the TLF).

Timeline Initial Planning Conference to be held by October 8, 2021.

INITIAL PLANNING CONFERENCE PROTOCOL

• Review objectives and action steps developed in the Initial Planning Sheet with administrator.

• Review the teacher-selected focus elements for the Observation of Practice and Evidence Collection.

• Discuss the cooperatively selected focus element for the Observation of Practice/Evidence Collection.

• Consider and discuss options for the Observation of Practice (professional development, parent workshop, meeting facilitation, intervention lesson, coaching session).

• Provide feedback on objectives and action steps in the Initial Planning Sheet.

• Optional: Administrator may identify additional objective(s) and discuss appropriate action steps related to the added objective.

• Review the teacher-selected focus elements for the Observation of Practice/Evidence Collection.

• Discuss and enter the cooperatively selected focus element for the Observation of Practice/Evidence Collection.

• Review the steps and timeline and schedule/enter dates for:

o Pre-Observation Conference o Observation of Practice o Post-Observation Conference o Mid-Year Conference

Sign off in MyPGS to accept the Initial Planning Sheet.



SUGGESTED COACHING STEMS AND QUESTIONS

NOTE: It is not the intent that every question is asked. The questions are provided as a resource to facilitate meaningful discussion during the Initial Planning Conference.

Clarifying/Probing Stems or Questions for IPS Objectives and/or Focus Element Selection: What possible evidence may be collected for your _____________ objective?

How might you know when you have met your _______________ objective? As you examine the data, what are some of the differences and similarities that are emerging? What might be some effective strategies that you have used before? Could you tell me more about . . . Could you give me an example . . .

Tell me about your next steps . . . Clarifying/Probing Stems or Questions for Cooperatively-Selected Focus Element:

As we think about our school’s instructional goals, which focus element will … What should we consider in selecting the focus element?

LAUSD TEACHING AND LEARNING FRAMEWORK FOCUS ELEMENTS ADDRESSED

• Professional Growth Objective (Any TLF focus element from Standards 4 or 5)

• Three district unified elements: o 4c1, Ethical Conduct and Compliance with School, District, State, and

Federal Regulations o 4c2, Advocacy for Students o 5b2, Promotes a Culture of Professional Inquiry and Collaboration

• Three teacher-selected focus elements (Any three of twelve remaining TLF LAUSD focus elements)

• One cooperatively-selected focus element (Teacher and administrator select one of the remaining LAUSD TLF focus elements)

• (Optional) Administrator-Identified Additional Objective: Any TLF element, focus or non-focus



GROWTH PLAN VISIT

GROWTH PLAN VISIT

Purpose • To provide further feedback to teachers on the Professional Growth Objective identified in the Initial Planning Sheet (IPS)

• To inform next steps on the Initial Planning Sheet objectives, strategies, and/or actions Note: The Growth Plan Visit can take place before or after the Observation of Practice


Preparation • Identify an appropriate time for the administrator to observe when IPS Professional Growth actions are likely to be observed.

• Review the teacher’s IPS, focusing on the Professional Growth Objective and strategies.

• Identify an appropriate time to visit the teacher when IPS Professional Growth Objective actions are likely to be observed.

Timeline Growth Plan Visit to be completed by March 18, 2022.

PROTOCOL FOR GROWTH PLAN VISIT (MINIMUM OF 10 MINUTES)

• Participate in the appropriate professional practice for administrator to observe and provide feedback

• Review administrator’s evidence and comments.

• Debrief with administrator, as appropriate.

• Observe the teacher’s practice and collect evidence related to the Professional Growth Objective identified in the IPS.

• Enter the collected evidence and provide suggested next steps and comments under the “Primary Activities” tab via MyPGS. The activity in MyPGS will be automatically marked complete once all of the required prompts have been answered, and this will notify the teacher that the observation notes are viewable.

• Debrief with teacher, as appropriate.


Elements selected as part of the teacher’s Growth Objectives in the Initial Planning Sheet and any other elements for which evidence is observed.



OBSERVATION OF PRACTICE: PRE-OBSERVATION STEPS AND PROTOCOLS

LESSON PLAN/PLANNING DOCUMENTS

Purpose • To guide teachers through the planning process for the Observation of Practice via questions and prompts that are aligned to the LAUSD Teaching and Learning Framework

• To provide an opportunity for the teacher and administrator to identify strengths and areas for improving the plan prior to the observation

• To provide administrators with evidence for addressing teaching practice in Standard 1: Planning and Preparation from the Teaching and Learning Framework, if selected as focus elements for the Observation of Practice.


Protocol If the Observation of Practice is a classroom

lesson:

• Review relevant student data.

• Design a lesson using the Lesson Plan Template. If an alternative lesson plan format is used, upload to MyPGS as an attachment.

• Share lesson plan with administrator via MyPGS.

If the Observation of Practice is not a classroom lesson, e.g., professional development, parent meeting, coaching conversation:

• Review relevant student and school-wide data

• Prepare a plan for delivery

• Upload the planning documents, e.g., data, presentation, handouts; as attachments to the Planning Documents step on MyPGS

Via MyPGS:

• Review teacher’s planning documents/ lesson plan.

• Plan questions for the Pre-Observation Conference.

• Identify strengths and areas for improving the plan to be shared at the Pre-Observation Conference.

• If any of the teacher’s selected focus elements are from Standard 1, align the evidence. (Note: If the teacher uses the Lesson Design Template and selects element 1b1, the “Auto Create Notes” button will align evidence for that element.)

Timeline To be completed and submitted at least one day prior to the Pre-Observation Conference.

To be reviewed prior to the Pre-Observation Conference.

LAUSD TEACHING AND LEARNING FRAMEWORK ELEMENTS ADDRESSED



1b1. Awareness of Students’ Skills, Knowledge, and Language Proficiency






PRE-OBSERVATION CONFERENCE

Purpose • To provide teacher and administrator with an opportunity to discuss the event that will be observed and its alignment to some of the focus elements selected for the teacher’s evaluation.

• To provide teacher and administrator with an opportunity to discuss the lesson plan/planning documents.

• To provide the administrator with evidence for assessing the teacher’s practice in Standard 1: Planning and Preparation, if selected as focus element(s) for the Observation of Practice.


Preparation If the Observation of Practice is a

classroom lesson:

• Review lesson plan entered into MyPGS

• Be prepared to answer questions about the lesson

• Articulate concerns, seek guidance

If the Observation of Practice is not a classroom lesson, e.g., professional development, parent meeting, coaching conversation:

• Review planning documents entered into MyPGS

• Be prepared to answer questions about the Observation of Practice plans

• Articulate concerns, seek guidance

Via MyPGS:

• Review teacher’s plan for delivery/ lesson design.

• Ask questions about the plan/design.

• Identify and share strengths and areas for improving the plan and delivery.

• Address teacher’s concerns, provide guidance.

• Collect evidence to align to Standard 1 elements, if applicable.

• If any of the selected focus elements are from Standard 1, align the evidence.

Timeline Pre-Observation conference to be held one to three days prior to the observation.

PROTOCOL FOR THE PRE-OBSERVATION CONFERENCE (30-45 minutes)

• Share instructional materials and student/participant data used in planning.

• Discuss the planning documents/ lesson plan including the rationale for the instructional and assessment strategies.

• Engage in a collaborative conversation focusing on strengths and areas for improving the plans/lesson design.

• Ask questions to clarify and gain understanding about the event/lesson.

• Engage in a collaborative conversation focusing on strengths and areas for improving the event/lesson.

• Explain how evidence will be collected during the Observation Cycle.

• If any of the selected focus elements are from Standard 1: o Collect additional evidence (if needed) for

the element(s) during the pre-observation conference.

o Auto-create notes, or align the evidence for the element(s). Note: The “Auto Create Notes” button will align evidence only if the teacher uses the Lesson Plan Template and includes element 1b1 in the set of seven elements.




NOTE: It is not the intent that every question is asked. The questions are provided as a resource to facilitate meaningful discussion during the Pre-Observation Conference.

Introductory Questions

Can you walk me through the event? Tell me how this event fits in with your other projects/workflows.

Paraphrasing Stems: In other words… What I hear you saying…

Clarifying and Probing Stems Would you tell me a little more about…? To what extent...? I’m intrigued by…/I’m interested in… I wonder… Direct Suggestion Stems One thing I’ve learned/noticed is… Something to keep in mind when dealing with… What do you imagine would happen if you were to try something like that in your class? Which of these ideas might work best with your students? Indirect Suggestion Stems Something you might consider trying is…. Several teachers I know have tried a couple of different things in this sort of situation and maybe one might work for you…. There are a number of approaches…




1b1. Awareness of Students’ Skills, Knowledge, and Language Proficiency






OBSERVATION OF PRACTICE: OBSERVATION

OBSERVATION OF PRACTICE

Purpose • To provide opportunities for the teacher to demonstrate practice in order to receive feedback that will support professional growth and development

• To provide the administrator with evidence for assessing the teacher’s practice in the three district-unified focus elements, the three teacher-selected focus elements, and/or the one cooperatively selected focus element


Preparation • Participate in the Pre-Observation Conference.

• Facilitate the Pre-Observation Conference.

Timeline Contractual deadline: February 18, 2022 One Observation of Practice must be completed during the school year. If conducted in the Fall semester, the recommended due date is November 12, 2021. If the Observation of Practice is conducted in the Spring semester, the contractual deadline is February 18, 2022.

PROTOCOL FOR OBSERVATION (The full duration of the event)

• Deliver instruction/presentation that focuses on meeting needs of students/participants.

• Following the observation, review and reflect; collect any work samples that may be shared with the administrator for analysis and discussion.

• Following the observation, complete the Reflection of Practice within one to three days and share with the administrator via MyPGS. (Entering the Reflection of Practice on MyPGS is optional.)

• Observe the teacher’s practice and collect evidence from the beginning to the end of the event.

• Following the observation, edit and enter notes in MyPGS and align (tag) the evidence to focus elements in the LAUSD Teaching and Learning Framework, so the teacher can view the observation evidence prior to the Post-Observation Conference.

NOTE: Rating of focus elements for the Observation of Practice will happen at the end of the year, along with the Evidence Collection ratings. Evidence from the Observation of Practice may align with only some of the seven selected elements.




2c4. Management of Parent Leaders, other Volunteers and Paraprofessionals













4b3.Engagement of Families in the Instructional Program




4c1.Ethical Conduct and Compliance with School, District, State and Federal Regulations





5a4. Implementation of New Learning from Professional Development


5b2. Promotes a Culture of Professional Inquiry and Collaboration



OBSERVATION OF PRACTICE: POST OBSERVATION STEPS & PROTOCOLS

REFLECTION OF PRACTICE

Purpose • To provide the teacher an opportunity to reflect upon the Observation of Practice event, assess student/participant progress and learning, and outline next steps

• To provide an opportunity for the administrator to view results and sample work from the lesson or event

• To provide the administrator with evidence for assessing the teacher’s practice in element 5a2, Use of Reflection to Inform Future Instruction, if selected as a focus element for the Observation of Practice.


Protocol • Review student/participant work and data/feedback/evaluations collected from the lesson or event.

• Answer the questions in the Reflection of Practice and share with the administrator one to three days after the Observation of Practice. (Entering the Reflection of Practice on MyPGS is optional.)

• Review the rubric descriptors in the LAUSD Teaching and Learning Framework to have a clear understanding of the expectations for this focus element (5a2).

If Reflection of Practice is completed on MyPGS:

• Review teacher’s reflection prior to the Post-Observation Conference.

• Identify questions, based on the teacher’s Reflection of Practice, for the Post-Observation Conference.

• If element 5a2 is one of the selected focus elements, align the evidence from the Reflection of Practice to Standard 5a2. (Note: Click “Auto Create Notes” to align automatically).

If Reflection of Practice is not completed on MyPGS and element 5a2 is one of the selected focus elements:

• Ask questions from Reflection of Practice step in MyPGS and transcribe answers at the Post-Observation Conference step.

• Align answers as evidence for element 5a2.

Timeline The Reflection of Practice should be completed within one to three days after the observation, prior to the Post-Observation Conference.

If completed in MyPGS, the Reflection of Practice is to be reviewed prior to the Post-Observation Conference.

LAUSD TEACHING AND LEARNING FRAMEWORK ELEMENTS ADDRESSED






POST-OBSERVATION CONFERENCE

Purpose • To provide the teacher with an opportunity to share student/participant work and to reflect on the success of the lesson/event

• To allow the administrator and teacher an opportunity to review the evidence collected during the observation through the lens of the rubrics of the LAUSD Teaching and Learning Framework

• To provide the teacher and administrator with an opportunity to discuss professional practice and next steps for the teacher’s professional growth

• To provide the administrator with evidence for assessing the teacher’s practice in the three district-unified focus elements, the three teacher-selected focus elements, and/or the one cooperatively selected focus element


Preparation • Review the evidence from the observation via MyPGS.

• Review sample work or any other materials from the observation.

• Review aligned evidence in MyPGS.

• Prepare questions for the Post-Observation Conference.

Timeline The Post-Observation Conference is to be completed no more than ten workdays after the observation.

PROTOCOL FOR THE POST-OBSERVATION CONFERENCE (30-60 minutes)

• Discuss reflection about the lesson/ event and share any student/participant work with administrator.

• Discuss the evidence from the lesson/ event through the lens of the LAUSD Teaching and Learning Framework.

• Discuss potential next steps for professional growth.

• Facilitate the conference.

• Discuss the evidence collected during the observation through the lens of the LAUSD Teaching and Learning Framework.

• Ask questions that promote teacher’s analysis of practice.

• Enter and align additional evidence collected from the Post Observation Conference in MyPGS, if applicable.

• Discuss potential next steps for the teacher’s professional growth.

NOTE: Ratings of focus elements are finalized in MyPGS during End-of-Year Activities.


NOTE: it is not the intent that every question is addressed. The questions are provided as a resource to facilitate meaningful discussion about the evidence during the Post-Observation Conference.

Paraphrasing Stems/ Questions: Let’s review the key points in our discussion… What you are saying is… Clarifying and Probing Stems/Questions: What do you think went well?

Did the event/lesson go as expected? Were there any surprises? As you delivered the content, what changes did you make, if any, and why? How did you make decisions about….? What is your thinking about…? How do you know that students/participants were cognitively engaged during the entire lesson/event? How does your feedback support students/participants in improving their understanding? How do work samples demonstrate that participants have or have not achieved the learning objectives?

Direct Suggestion Stems: A couple of the things to keep in mind… One thing I’ve noticed is…



Indirect Suggestion Stems: Sometimes it’s helpful if… There are a number of approaches… Something you might consider trying is….




2c4. Management of Parent Leaders, other

Volunteers and Paraprofessionals



3b2. Discussion Techniques and Student

Participation


3c1. Standards-Based Projects, Activities, and

Assignments





4a1. Tracks Progress Towards Identified Learning

Outcomes



4b3.Engagement of Families in the Instructional Program


4c1.Ethical Conduct and Compliance with School, District,

State and Federal Regulations





5a4. Implementation of New Learning from

Professional Development


5b2. Promotes a Culture of Professional Inquiry

and Collaboration



EVIDENCE COLLECTION

EVIDENCE COLLECTION

Purpose • To provide opportunities for the teacher to demonstrate practice in order to receive feedback that will support professional growth and development

• To provide the administrator with evidence for assessing the teacher’s practice in the three district-unified focus elements, the three teacher-selected focus elements, and the one cooperatively selected focus element


Preparation • Create and document evidence of professional practice

• Create and document evidence of the teacher’s professional practice.

• Review and give feedback on the teacher’s practice as represented in the evidence collection.

Timeline Evidence is collected, posted, aligned, and documented using artifacts and attachments provided by the non-classroom teacher and supervisor throughout the year. Evidence collection should be finalized by April 8, 2022.




1b1. Awareness of Students’ Skills, Knowledge and Language Proficiency

1b2. Knowledge of How Children, Adolescents, or Adults Learn


1e4. Analysis and Use of Assessment for Planning

Standard 2: The Classroom Environment


















4c2. Advocacy for Students









FORMATIVE MID-YEAR ACTIVITIES MID-YEAR ACTIVITIES

Purpose • To review and reflect upon evidence collected to date

• To assess progress on teacher’s objectives and action steps from the Initial Planning Sheet

• To provide feedback on progress in meeting growth objectives and collecting evidence

• To provide opportunity for the teacher and administrator to discuss evidence collection and progress toward meeting growth objectives


Preparation • Review evidence collected to date.

• Answer questions in the Mid-Year Self-Assessment and Reflection (It is optional to enter answers in MyPGS).

• Prepare to participate in Formative Conference.

• Review evidence collected to date.

• Review Mid-Year Reflection (if complete).

• Prepare to conduct a Formative Conference.

Timeline Recommended completion date: January 28, 2022

PROTOCOL FOR MID-YEAR ACTIVITIES

• Review all evidence collected to date.

• Answer questions in Self-Assessment/Mid-Year Reflection (Optional to enter answers in MyPGS)

• Request additional support, if needed

• Participate in Formative Conference.

• Review evidence posted by teacher and administrator to date

• Facilitate Mid-Year Conference

• Provide feedback to ensure representative evidence for all selected elements

NOTE: Ratings of focus elements are finalized in MyPGS during End-of-Year Activities.



































SUMMATIVE ACTIVITIES: END-OF-YEAR ACTIVITIES

END-OF-YEAR ACTIVITIES

Purpose • To review and reflect upon all evidence collected.

• To assess progress on teacher’s objectives and action steps from the Initial Planning Sheet

• To provide feedback on progress in meeting objectives and collecting evidence

• To provide opportunity for the teacher and administrator to discuss evidence collection and progress toward meeting growth objectives


Preparation • Review all evidence collected.

• Answer questions in the End-of-Year Self-Assessment and Reflection (It is optional to enter answers in MyPGS).

• Prepare to participate in End-of-Year Conference.

• Review all evidence collected.

• Review End-of-Year Reflection (if complete).

• Prepare to conduct an End-of-Year Conference.

Timeline Recommended completion date: April 22, 2022

PROTOCOL FOR END-OF-YEAR ACTIVITIES

• Review all evidence posted by teacher and administrator.

• Answer questions in Self-Assessment/Mid-Year Reflection (Optional to enter answers in MyPGS).

• Participate in End-of-Year Conference.

• Request additional support, if needed

• Review and acknowledge ratings on MyPGS.

• Review evidence posted by teacher and administrator.

• Facilitate End-of-Year Conference.

• Rate professional practice based on the evidence provided and the rubrics of the Teaching & Learning Framework.



































FINAL EVALUATION CONFERENCE

Purpose • To share and sign off on the EDSNCT Final Evaluation Report

• To inform next steps for the teacher’s professional growth


Preparation • Review progress made on Growth Objectives and action steps in the Initial Planning Sheet.

• Review all evidence.

• Complete the End-of-Year Reflection. (It is optional to enter the reflection in MyPGS.)

• Review teacher’s End-of-Year Reflection and provide feedback via MyPGS, if applicable.

• Review evidence of teacher’s practice that has been collected throughout the EDSNCT process.

• Complete EDSNCT Final Evaluation Report via MyPGS.

Timeline The Final Evaluation Report is to be issued by May 11, 2022, 30 calendar days before the employee’s last regularly scheduled school day (Article X, Section 6.) The Final Evaluation Conference should be held once the Report has been completed.

PROTOCOL FINAL EVALUATION CONFERENCE

• Share reflection on the progress that has been made throughout EDSNCT.

• Identify next steps for professional growth in collaboration with the administrator.

• Sign off on Final Evaluation Report via MyPGS using E-signature.

• Share Final Evaluation Report with teacher.

• Identify next steps for professional growth in collaboration with the teacher.

• Sign off on teacher’s Final Evaluation Report via MyPGS using E-signature.

• Finalize the evaluation for 2021-22, no later than May 11, 2022.































