LCS Professional Staff Evaluation Handbook

Lakeview Community Schools Professional Staff Evaluation

Handbook

Kyle Hamlin

8/25/2014

This document contains detailed information related to “All Things Evaluation”, which includes: A detailed summary of the evaluation process, McREL Evaluation Targets and Artifacts, Sample Final Evaluation Summary Documents, Merit Pay Criteria and Lakeview Community Schools Layoff/Recall Administrative Guidelines.

Lakeview Community Schools Professional Staff Evaluation Handbook

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TEACHER EVALUATIONS

1. Each Teacher shall have the right, upon request, to review the contents of his or her own personnel file maintained by

the school system. This review will be made in the presence of the administrator responsible for the safe keeping of

the file. Privileged information such as confidential credentials, letters of reference from universities, individuals, and

previous employers are specifically exempted from such review. The administrator shall remove such privileged

information from the file prior to a review of the file by the Teacher. A representative of the Association may, at the

Teacher’s request, accompany the Teacher in this review. The administrator shall have the right to request a second

administrator present during this review.

Each Teacher’s personnel file shall contain the following minimum items of information:

All Teacher evaluations and individualized development plans

Copies of annual contract(s)

Teacher certificate

A transcript of academic records

Record of continuing education completion

Record of tenure status (probationary shall include date of hire; tenure shall include date tenure was achieved).

No material other than privileged information as defined above may be placed therein without allowing the

Teacher an opportunity to file a response thereto, and said response shall become a part of said file.

Monitoring and observation of teachers shall be carried on openly.

2. Each building administrator will explain the evaluation process to their staff at the start of each school year. As a part

of this process, the evaluation form to be used, McREL Evaluation System, will be reviewed and explained. Within

the first ten (10) school days, new employees will be trained in the McREL model and given access to McREL

Teacher Evaluation System online, as well as the observation criteria, if different or additional to McREL, the

evaluation process will be explained and provided to all teachers. Counselors, Social Workers, Speech and Language

Therapist and/or other certified ancillary staff will be evaluated using the current alternative evaluation system until a

better evaluation tool is developed and mutually agreed upon.

3. The evaluation process shall comply with all requirements established by the state law and the Michigan Department

of Education, including but not limited to the Race to The Top requirements set forth in MCL 380.1249 & 1250.

Building teachers and administrators will meet annually to review and make recommendations for adjustments to the

implementation process.

During the 2014-15 school year, 75% of the certified staff evaluation will be based on McREL and 25% will be based

on student growth data rubric. Each building will have autonomy regarding what local and state (to the extent

permitted by the MDE and Superintendent) assessment data will be counted toward student growth.

During the 2015-16 school year, 50% of the evaluation will be based on McREL and 50% will be based on student

growth data rubric. Each building will have autonomy regarding what local and state (to the extent permitted by the

MDE and Superintendent) assessment data will be counted toward student growth.

4. Probationary Teachers shall be formally observed in writing at least three times each year by their building

administrator provided they work the full school year. Between the first observation and the final observation, there

shall be at least 60 days. Each Probationary Teacher shall be able to access his or her formal observation notes on-line

and a post-observation conference will be held between teacher and building administrator to discuss the formal

observation within 10 working days absent any extenuating circumstances.

Tenured Teachers shall be observed at least 3 times a year, of which one shall be a formal observation. The first

formal observation shall take place on or before December 1st.

Between the first observation and the final observation,

there shall be at least 60 days. Each Teacher shall be able to access his or her formal observation notes on-line and a

post-observation conference will be held between teacher and building administrator to discuss the formal observation

within 10 working days absent any extenuating circumstances.

A. The performance evaluation system shall provide that, if a teacher is rated as highly effective on 3

consecutive

annual year-end evaluations, the school district, intermediate school district, or public school academy may

choose to conduct a year-end evaluation biennially instead of annually. However, if a teacher is not rated as


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highly effective on 1 of these biennial year-end evaluations, the teacher shall again be provided with annual

year-end evaluations.

B. Each teacher being evaluated shall meet with his or her building administrator by December 1 of the school

year for the purpose of the pre-observation conference where the building administrator and teacher will

discuss the Teacher’s self-assessment and Individualized Professional Development Plan (IPDP) or

Individualized Development Plan (IDP). Both the IPDP and the IDP will identify specific goals for each

Teacher and will specify strategies for the achievement of each goal. The school district will pay any

approved expenses (such as tuition, mileage, workshop fees, etc.) incurred by the Teacher in following the

strategies designated within the IPDP or IDP.

C. A Summary Evaluation Conference will be held in accordance with the McREL Teacher Evaluation System.

A Lakeview Community Schools Educator Evaluation Summary must be placed in the employee’s personnel

file by June 30th. This evaluation will be based upon the current year observations. If a Teacher chooses to

add a rebuttal to their evaluation, they shall do so within 10 business days. The evaluation must contain an

assessment of the teacher's progress in meeting the goals of his/her current plan, as well as the Teacher’s new

IPDP or IDP. Upon completion of the year-end performance evaluation, a personal conference will be held

between the building administrator and the teacher to discuss and or modify the existing IDP, if necessary.

D. Probationary Teachers and Tenure Teacher rated below effective may be required to attend meetings or in-

services for up to four days and shall be compensated at $75.00 per day, prorated for anything less than a day

(7 1/2 hrs per day) over the summer vacation for the purpose of developing the IPDP/IDP or for professional

development necessary to implement strategies identified within the IPDP/IDP. The date is to be mutually

agreed upon between teacher and building administrator.

i. During any formal or informal observation, if a principal records any “Below Proficient’ or “Not

Demonstrated” rating for any element or building criteria for a Teacher, a post-observation meeting

will be held within 10 days of the observation for the purpose of addressing documented concern(s).

During the post-observation meeting, the teacher and administrator will discuss professional growth

opportunities and recommendations that will be documented in their observation report. The school

district will pay any mutually agreed upon expenses (such as mileage, workshop fees, etc.) incurred

by the teacher.

ii. If the teacher receives a “Below Proficient” rating on their Summary Evaluation Rating Form in

McRel and feels the evaluation is inaccurate due to a perceived bias, the teacher has a right to appeal

to the Superintendent.

5. The LCS McRel Final Summative Rating shall be determined by a teacher receiving points for each component.

A. Probationary Teachers who are deemed Proficient or higher in all elements will be placed on a “Monitored

Professional Development Plan.” All other Probationary Teachers will be placed on a “Directed Professional

Development Plan.” An administrator may place a teacher on a Directed or Monitored Professional

Development Plan if observation deems corrected actions necessary, (e.g. classroom management,

organization).

B. Tenured Teachers who receive at least an overall evaluation rating of “effective”, will be placed on an

“Individual Professional Development Plan.” Tenured Teachers who receive below “effective rating” on the

evaluation will be placed on a “Monitored Professional Development Plan” or a “Directed Professional

Development Plan.” An administrator may place a teacher on a Directed or Monitored Professional

Development Plan if observation deems corrected actions necessary, (e.g. classroom management,

organization).

C. Transfers and reassignments may be made for the purpose of removing staff that have not improved their

professional practice and were unsuccessful at meeting the requirements for their “Monitored Professional

Development Plan” or “Directed Professional Development Plan.” Removal of staff shall abide by all State

laws and will take place the last day of school following a teacher receiving a second unsatisfactory

evaluation or time set forth by State law.

Example: June 15, 2014 “Ineffective” Rating

June 15, 2015 “Ineffective” Evaluation

June 15, 2015 Removal

6. Probationary teachers and tenure teachers shall have the right of representation in any conference or consultation.


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McREL TARGETS and ARTIFACTS

STANDARD

I: Teachers demonstrate leadership

Element A: Teachers lead in their classroom

Possible

Artifacts:

Portfolios, rubrics, NWEA, IGOR, progress monitoring, common ELA/Math

block components, essential questions, meeting minutes, classroom

rules/procedures visible for students

Developing ● Has assessment data available and refers to it to understand the skills and

abilities of students

● Accesses available data to understand the skills and abilities of students

● Has written classroom management plan available and posted

● Has learning objectives posted in classroom

Proficient ● Uses a variety of assessments to evaluate student progress

● Includes evidence of data analysis in lesson plans, activities, and group

assignments

● Communicates learning objectives to students

● Enforces the written classroom management plans

● Designs instruction to fit needs of individual child

Accomplished ● Uses portfolios, rubrics, and/or other types of assessments to evaluate

progress

● Uses protocols and forms for collaborative activities

● Includes real‐life situations in lesson plans

● Provides leadership opportunities in classroom

● Learning objectives are communicated/modeled to produce student leaders in the

classroom

● Develops lesson plans and classroom activities that reflect ongoing use of

assessment data

Distinguished ● Analyzes data with colleagues to make decisions about student needs and

instructional planning

● Facilitates professional development at the school level to ensure all students

succeed by the use of best practices connected to student data

Element B: Teachers demonstrate leadership in the school

Possible

Artifacts:

Meeting minutes, written documentation of peer observation

Developing ● Attends Professional Learning Community meetings (department, faculty,

grade level, team, other)

● Has a copy of the School Improvement Plan and is familiar with building goals

Proficient ● Actively participates in Professional Learning Community meetings

(department, faculty, grade level, team, other)

● Analyzes data with colleagues to make instructional decisions

● Provides suggestions and feedback to School Improvement Team

Accomplished ● Facilitates Professional Learning Community meetings and/or serves as a


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grade level, department, or School Improvement Team representative

● Assists in developing plans to foster academic growth

● Observes peer teachers to learn new strategies

● Shares plans, strategies, etc. with colleagues

Distinguished ● Serves as a leader in implementing or advocating the creation of goals in

the School Improvement Plan

● Invites or visits other teachers into classroom to share instructional strategies

ELEMENT

C: Teachers lead the teaching profession

Possible

Artifacts:

Agendas for meetings set up for colleagues, notes for meetings set up with

colleagues, lesson plans reflecting in classroom activities, grade level and

content area team meetings are showing active participation, contact logs

Developing ● Can access the MAISD professional development web site and locate

professional development opportunities

● Attends required professional development sessions

● Collaborates formally and informally during meetings and has a written

professional development plan

Proficient ● Provides research on best practices and/or documentation of required

professional development activities or readings completed

● Communicates professionally with the leadership team representative,

grade level and/or department chair

● Effectively and consistently communicates with parents, students, colleagues,

and administrators

● Collaborates effectively during meetings and dialogue, establishing a positive

line of communication with colleagues and administration

Accomplished ● Actively seeks and attends at least one non‐required professional growth activity

● Lesson plans show implementation of content and best practices learned in

professional development

Distinguished ● Leads professional development to address areas of need at the school level

● Models professionalism with a positive attitude and strong work ethic

● Observes and gives feedback to colleagues in lesson planning and delivery

● Establishes collegial classroom visitations for the purpose of garnering

best practices to share with departments

Element D: Teachers advocate for schools and students

Possible

Artifacts:

Meeting minutes, documented portfolio process, communication with home,

lesson plans addressing multiple learning needs, using IEP’s and

communicating with appropriate personnel on strategies for success

Developing ● Has copy of the school handbook

● Attends meetings as required

● Can communicate testing and portfolio process/procedures

● Collaborates with colleagues to improve student learning

Proficient ● Develops written lesson plans for student learning

● Shares ideas for positive change at school meetings

● Uses formative data to improve student learning


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● Attends IEP meetings when requested

● Sends progress reports and/or updates weekly progress via PowerSchool

● Communicates with school personnel regarding student needs

Accomplished ● Leads small group meetings

● Organizes events and/or programs at the school or encourages parent/guardian

participation in school activities

● Communicates with parents/guardians beyond required reports and open house

sessions to show and discuss student work and/or progress

● Actively seeks solutions for challenged students and helps remove barriers for

success

Distinguished ● Serves as a leader or chairperson of a group that advocates for schools

and/or students

● Leads staff development on activities/strategies/ways to assist students

and the building to overcome challenges

Element E: Teachers demonstrate high ethical standards

Possible

Artifacts:

Classroom rules and procedures for view of students, no reprimands on file

from current school year, absence of complaints from

students/parents/colleagues, meeting minutes

Developing ● Has reviewed a copy of the LCS bylaws and policies pertaining to staff ethics

and standards for professional conduct

● Completes lesson plans for daily instruction

● Has fair and equitable classroom rules and procedures to protect student learning

conditions

● Keeps accurate student discipline log, communication log, grade book

● Keeps records confidential

Proficient ● Maintains an accurate and equitable grading policy and management plan

● Consistently exhibits professional behavior in the classroom, meetings, and

school functions

● Protects the learning environment to maximize instructional time for

student learning

● Participates in professional development activities as required

Accomplished ● Participates in professional development to improve performance

● Seeks additional resources to provide a classroom climate conducive to learning

and to promote learning to the maximum possible extent

● Collaborates with others to shape educational goals, policies, and decisions

● Consistently follows all classroom, building, and district policies

Distinguished ● Leads an initiative to shape educational goals, policies, and decisions

● Effectively uses data to make recommendations for school improvement

STANDARD

II:

Teachers Establish a Respectful Environment for a Diverse Population of

Students

Element A: Teachers provide an environment in which each child has a positive

nurturing relationship with caring adults.

Possible Lesson plans reflect understanding of IEP’s/504’s/behavior plans,


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Artifacts: conferencing/communication logs,NWEA/MEAP/PowerSchool/economically

disadvantaged, home visits, mentoring others

Developing ● Identifies the types of diversity within the student population

Proficient ● Respects the diversity within the student population

● Establishes a classroom environment that reflects cultural diversity

Accomplished ● Encourages students to be supportive of diversity

● Creates a safe and orderly environment that allows students to take risks

Distinguished ● Advises/leads colleagues to be supportive of diversity

Element B: Teachers embrace diversity in the school community and in the world.

Possible

Artifacts:

Ted TV.com, lesson plans, demographics in the district/building, Skype,

video clips, student projects involving diversity, bulletin boards involving

diversity

Developing ● Identifies the types of diversity within the school community

Proficient ● Displays knowledge of diverse cultures, their histories, and their roles in shaping

global issues

Accomplished ● Understands the influence of diversity and plans instruction appropriately

● Uses a variety of materials that reflect a broad range of cultures and interests

Distinguished ● Coordinates guest visits/field trips into the classroom/curriculum that capitalizes

on diversity as an asset

Element C: Teachers treat students as individuals.

Possible

Artifacts:

NWEA data in lesson plans, classroom projects, reward activities, use of

IEP’s/504’s, journaling, classroom observations will demonstrate a variety of

activities

Developing ● Communicates district’s purpose and vision

● Rarely differentiates instruction

Proficient ● Articulates the need to treat students as individuals

● Creates classroom opportunities that allows the teacher to actively know and

connect with their students

● Incorporates student interests and/or concerns into course content

Accomplished ● Values individual student contributions

● Creates activities/lessons that provides students with choices about how to

express their learning

Distinguished ● Maintains a learning environment that has high expectations of every student

● Differentiates student work activities on a daily basis

Element D: Teachers adapt their teaching for the benefit of students with special needs.

Possible

Artifacts:

IEP at a glance, 504 accommodations, progress monitoring, data portfolios,

lesson plans, modification notes and examples, ITunesU, Skype, TED TV,

KhanAcademy

Developing ● Identifies students in your building that have special needs

● Be aware of student IEP accommodations


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● Has an awareness of available student modifications

● Has a knowledge of multiple intelligence strategies

● Can identify subgroups that exist within the classroom/school

● Frequently monitors student performance

● Rarely differentiates instruction

Proficient ● Meets/communicates with student case manager(s) consistently

● Collaborates with specialists that can provide support to the special learning

needs of students

● Periodically seeks assistance to meet the needs of students

● Directions are given to students in a variety of ways

● Participates in professional development activities to improve teaching

strategies

● Differentiates student activities occasionally

● Makes adjustments in the lessons based on the needs of the students

● Lesson plans include differentiated plans for advanced and struggling

students

● Follows the IEP accommodations of the students

Accomplished ● Provides collaborative learning opportunities for students based on learning

needs

● Frequently uses various assessments to modify some activities

● Differentiates student activities on a regular basis

● Frequently acts as a resource person for peers and/or seeks support for the needs

of students

Distinguished ● Consistently differentiates lesson based on students needs

● Utilizes diagnostic, formative and summative data and other available resources

to adapt instruction

● Systematically differentiates lessons based on students needs

● Utilizes data and other available resources to adapt instruction

● Utilizes technology in order to deepen student understanding

● Acts as a resource to peers and the school community

Element E: Teachers work collaboratively with the families and significant adults in the

lives of their students.

Possible

Artifacts:

Meeting agendas, classroom webpage/blog, NWEA goal setting sheet for

parents/students, periodic progress reports, signed syllabi, tutoring students

at time outside of normal school day, Facebook page for class, Twitter

account for class, face-to-face parent contact, class website/newsletter

Developing ● Recognizes factors that can diminish or enhance involvement by parents,

guardians, and the community in schools

● Distributes communications to parents

● Keeps a record of all school related communications

● Identifies obstacles that prevent students from being successful

Proficient ● Maintains a communication log

● Maintains a classroom website or class newsletter

● Teacher advocates for school community


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Accomplished ● Maintains a classroom website with current assignments, projects,

announcements

● Identifies obstacles that prevent students from being successful

● Attends events that are hosted in the school community

Distinguished ● Documents responsiveness to parent needs via a communication log

● Makes appropriate referrals to available resources

● Advocates for school community

● Make home visit when all other forms of communication have failed

STANDARD

III: Teachers know the content they teach

Element A: Teachers align their instruction with the state standards.

Possible

Artifacts:

EBLI lessons, meeting notes, state committee(s), LCS curriculum council,

student growth rubric, ongoing reflection in lesson planning

Developing ● Demonstrates awareness of state standards/common core and can easily produce

when requested

● Lesson plans show evidence of the inclusion of literacy across content

areas

Proficient ● State standards/common core objectives are clearly articulated in lesson plans

● Lessons show evidence of the use of strategies that make the curriculum

rigorous and relevant

● Elementary: Integrates effective literacy instruction throughout the curriculum

● Secondary: Incorporates a wide variety of literacy skills within content areas to

enhance learning

Accomplished ● Incorporates strategies and resources in lessons that were obtained from

staff/grade level meetings and professional development opportunities

● Reflects upon the rigor and relevance of the taught curriculum via grade level

meetings and conversations with administrators, peers and parents

● Employs higher order thinking skills in developing lessons and questions

Distinguished ● Models strategies for colleagues

● Develops and leads training to help colleagues align their instruction with the

State Standards/Common Core

● Actively participates in curriculum coordinating council, state or local focus

group, or state or local project teams

● Uses student data to make appropriate adjustments to lesson content and the

pacing of the curriculum

Element B: Teachers know the content appropriate to their teaching specialty

Possible

Artifacts:

Curriculum Crafter notes, Readers’ and Writers’ Workshop, EBLI lessons,

lesson plans, virtual field trips, learning/science fairs, on-line communities,

EduSkype, student clubs and activities, student projects, certificates from

workshops

Developing ● Objectives of daily lessons are aligned to content appropriate to grade level or

subject area being taught

● Uses professional resources related to their content when planning


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and delivering instruction

Proficient ● Attends professional development, graduate courses, conferences, designed to

increase content knowledge

● Has a working knowledge of the technologies available to increase student

understanding of content curriculum

Accomplished ● Involves students in learning more about the content area outside of the required

curriculum

● Shares content area resources with colleagues

● Engages in the use of technology to enhance the delivery and student

understanding of the content area

Distinguished ● Sponsors clubs, field trips, after-school activities related to content area

● Develops resources and tools that aid self and colleagues to

increase the rigor and relevance of the content area for students

Element C: Teachers recognize the interconnectedness of content areas/disciplines

Possible

Artifacts:

Curriculum Crafter notes, lesson plans, student work, classroom displays,

meeting notes, guest speakers, field trips, EduSkype

Developing ● Has knowledge of the curriculum content below and above their grade

level/course

● Has a global/interdisciplinary understanding of the interconnectedness of all

curriculum areas

● Attends vertical and horizontal curriculum planning meetings

Proficient ● Team and/or vertical articulation meetings are attended to discuss grade level

and/or subject area requirements

● Promotes global awareness relevant content into lesson plans and delivery

Accomplished ● Relates content to other disciplines as evidenced by lesson

plans, lesson delivery, student work, out of class activities

● Integrates global awareness content into lesson plans and delivery

● Team teaching/co‐teaching or planning interdisciplinary units

● Leads content planning meetings

Distinguished ● Utilizes technology to teach global awareness

● Collaborates with community, universities or other organizations to ensure the

interconnectedness of content areas/disciplines

● Develops and delivers professional development designed to help colleagues

understand global connections embedded within content areas

Element D: Teachers make instruction relevant to students

Possible

Artifacts:

Lesson plans that involve critical thinking, problem solving, technology

literacy, collaborating and communicating ideas to each other, global

awareness, civic literacy, financial literacy, health awareness, authentic

assessments that demonstrate student understanding, relevant lessons,

websites and blogs

Developing ● Lesson plans reflect that the teacher is able to connect their curriculum to life in

the 21st century

● Knows how to access resources, artifacts, and examples to help students connect


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their learning to life in the 21st century

Proficient ● Instructional delivery includes activities that enable students to connect the

curriculum with technology using 21st century skills

● Teacher is able to help students make connections across the

curriculum as evidenced by student work

Accomplished ● Integrates core content with 21st century content

● Collaborates with colleagues to show relevance between disciplines

● Uses outside resources, artifacts and examples that facilitate students making

connections between the classroom and life in the

21st century

Distinguished ● Collaborates and develops relationships with community members

● Conducts field studies or active research with students to make connections

between the classroom and life in the 21st century

STANDARD

IV: Teachers facilitate learning for their students

Element A:

Teachers know the ways in which learning takes place, and they know the

appropriate levels. Teachers facilitate learning for their students of

intellectual, physical, social, and emotional development of their students.

Possible

Artifacts:

Lesson plans, data, IEP review/504 knowledge, utilizes available data to

adapt/modify instruction (NWEA, MEAP, ACT, other), PD materials

Developing ● Understands developmental levels and recognizes the need to

differentiate instruction

● Assesses students’ academic performance

Proficient ● Implements multiple teaching strategies to address various learning styles

● Provides differentiated assignments based on assessment data

Accomplished ● Consistently and appropriately differentiates instruction

● Identifies appropriate developmental levels using formative and summative

assessments

Distinguished ● Shares ideas with peers and assists in leading professional

development

● Presents at county, state, or national meetings and/or conferences

● Is aware of current research regarding student learning

● Researches and encourages the school to adapt or adopt programs that enhance

student learning

Element B: Teachers plan instruction appropriate for their students

Possible

Artifacts:

Anecdotal records, progress monitoring, knowledge of IEP/504’s, meeting

notes, lesson plans

Developing ● Creates lesson plans aligned with the state standards/common core

● Administers required assessments

● Recognizes that data is an important tool for planning

● Uses available curriculum resources to guide instruction

Proficient ● Uses formative/summative assessments as well as other data to guide

instruction and lesson planning


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● Continually modifies instruction based on informal and formal assessment data

● Incorporates teaching strategies that meet the needs of all students

Accomplished ● Monitors all student responses during whole class, small group and

seat-work activities

● Creates common assessments or reviews assessments with vertical content areas

Distinguished ● Responds to cultural differences through lesson planning and lesson

implementation

● Leads vertical data discussions to support SIP goals and objectives

Element C: Teachers use a variety of instructional methods

Possible

Artifacts:

Lesson plans, learning style surveys, lesson design, conferencing, classroom

websites, Skype, handouts, labs, small group notes, professional

literature/publications

Developing ● Is aware of different teaching strategies and learning styles

Proficient ● Differentiates instruction to meet the different learning styles in the classroom

● Incorporates a variety of classroom activities during instruction

Accomplished ● Differentiates instruction on a *weekly basis incorporating visual, auditory, and

kinesthetic learning opportunities to meet the learning needs of all students

Distinguished ● Teacher incorporates current ideas from in‐service training and self generated

research into lessons

● Teacher keeps informed of current best practices using professional literature

Element D: Teachers integrate and utilize technology in their instruction

Possible

Artifacts:

Email, texting, Facebook, Skype, streaming, tweeting, NWEA, tablets, smart

boards, lesson plans, projects, Powerpoint, web pages, PowerSchool

Developing ● Is aware of technology that is accessible for instructional purposes

Proficient ● Uses technology in the classroom daily

Accomplished ● Teacher uses appropriate technology to support instruction of core curriculum

while incorporating 21st century skills

Distinguished ● Leads students to produce a project using technology

● Attends professional development on technology and uses skills

learned as part of his/her daily practice

Element E: Teachers help students develop critical thinking and problem solving skills

Possible

Artifacts:

Pre-lesson activities, learning targets, projects, group work, essays, labs,

conferencing, current events, discussion reflections, students teach others

Developing ● Recognizes the importance of higher order thinking skills and the various levels

of higher order questioning

● Asks knowledge and comprehension based questions in the classroom

Proficient ● Requires students to apply, analyze, evaluate, and create

Accomplished ● Teacher consistently poses higher order questions to students and models think‐

aloud and problem solving


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● Teacher asks questions to help guide students toward developing their own

understanding by: thinking creatively, synthesizing knowledge, drawing

conclusions, understanding connections, making complex choices, and framing,

analyzing and solving problems

Distinguished ● Assists colleagues in integrating higher order thinking and problem solving

skills during grade level meetings and/or staff development

Element F: Teachers help students work in teams and develop leadership qualities

Possible

Artifacts:

Author study, pre/post surveys, lists of groups, notes, peer evaluations,

projects, rubrics, seating chart, lesson plans, peer tutoring, peer editing,

partner work, athletic teams, clubs, book clubs

Developing ● Understands the need to teach students to work collaboratively

● Arranges classroom seating that encourages and supports collaborative work

Proficient ● Teacher provides frequent opportunities for paired activities and small

group work

● Teacher groups students purposefully to ensure collaboration and provides

opportunities for students to collaborate effectively

Accomplished ● Creates a learning environment that empowers students to assemble working

teams and assign themselves roles and responsibilities

Distinguished ● Develops student leaders and teamwork skills that will benefit students

outside the classroom setting

Element G: Teachers communicate effectively

Possible

Artifacts:

Rules/procedures posted, lesson plans, positive body language, website,

newsletters, journaling, letters to parents, syllabus, texting, telephone,

twitter, Facebook, projects, assessments

Developing ● Utilizes correct grammar when communicating

● Speaks clearly in all conversations

● Gives clear directions as part of lessons

● Uses a positive tone and voice level in conversations

● There is evidence that rules and procedures are in place for effective classroom

management

Proficient ● Provides a variety of teaching styles (tone, visual, etc.) to communicate

directions

● Communicates in verbal and written notes

● Utilizes a newsletter/website to communicate with parents

● Lesson presentation demonstrates use of variety of questioning

techniques and opportunities for discussion

● Lessons include modeling

● Teachers communicate weekly to update parents and students

● Teacher assures that all students have equal opportunity for classroom

responses

● Teachers use positive language and provides feedback through quarterly

conferences with students

● Students participate in small group discussion and cooperative groups


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Accomplished ● Asks open‐ended questions and encourages open discussions

● Uses cooperative groups effectively

● Communicates weekly with families through a variety of methods

● Students actively participate by listening, writing, and classroom discussions

● Teacher has students use journals and responds to their work

● Teacher provides opportunity for students to select appropriate means of

communication and assess their work

Distinguished ● Teacher empowers students to lead in instructional opportunities

● Teacher empowers students to assess peers and their own learning

● Helps to establish school‐wide procedures for enhancing communication of

students and colleagues

● Employs a 21st century mindset in communication and learning

Element H: Teachers use a variety of methods to access what each students has learned

Possible

Artifacts:

Assessments, modified work, progress reports, rubrics, running records,

self-assessments, data, student work, homework, digital recordings, NWEA,

grade level meetings, unit tests, ACT, IGOR, MEAP, quick checks,

classroom notes, peer review notes

Developing ● Administers required assessments

● Administers formative and summative assessments and maintains

records of students’ progress

Proficient ● Reviews students’ homework to assess mastery

● Uses test data to group children for instruction

● Adjust teaching to address and meet students’ needs based on multiple

assessments

● Uses a variety of methods to assess students including small group interactions

● Understands how to interpret the data and uses information to drive instruction

● Provides evidence that students are attaining 21st century knowledge

Accomplished ● Uses data in order to modify instruction on a consistent basis

● Consistently uses data to drive instruction and modifies daily

instructions accordingly

● Uses small group instruction to teach concepts based on data from assessments

● Teacher allows students to choose from a variety of ways to demonstrate

mastery

● Teacher uses rubrics to determine learning expectations for the students as well

as to evaluate student products

● Allows peer review and peer feedback to encouraging learning and reflection

Distinguished ● Teachers teach students to self‐evaluate and set goals

● Regularly conducts summative, formative, and anecdotal assessments to fluidly

group students

● Teach students to analyze assessments/tests in order to take responsibility for

their own performance and set personal improvement goals

● Students are allowed to choose the artifacts they are assessed by


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STANDARD

V: Teachers reflect on their practice

Element A: Teachers analyze student learning

Possible

Artifacts:

Portfolios, workshop/PD certificate, collaboration notes, data journal,

projects, labs, rubrics, RIT scores, running records, flexible groups, team

meeting notes, webinars, academic fair, displays student work

Developing ● Review students’ portfolio, IEP’s, and cumulative records prior to planning

lessons

● Attends workshops focused on improving student learning

Proficient ● Routinely shares research based interventions while discussing and analyzing

student data during PLC’s, staff, content area, or grade level meetings

Accomplished ● Keeps a student data log or journal showing analysis and reflection about

student learning

Distinguished ● Keeps a student data log or journal on each student showing evidence of

analysis from using research based strategies and shares strategies during grade

level discussions

Element B: Teachers link professional growth to their professional goals

Possible

Artifacts:

Meeting notes, notes from conferences, student work, PD plan/goals

Developing ● Attend staff meetings and professional development sessions at school and with

the county

● Has knowledge of availability of workshops through the MAISD

● Develops an appropriate professional development plan

● Reads and provides input with colleagues on school improvement plan

Proficient ● Participates in professional development that aligns with individual, building,

and/or district professional development goals

● Has a positive rapport with staff

Accomplished ● Attend workshops aligned with individual professional development goals that

apply to student needs

● Takes an active leadership role in leading professional development

● Collects and shares outside resources

Distinguished ● Uses the strategies learned at professional development workshop in planning

with grade level team

● Chairs a committee or is an active leader in the overall school improvement

process

Element C: Teachers function effectively in a complex dynamitic environment

Possible

Artifacts:

Lesson plans, NWEA, student work, certificates, professional

literature/publications, journaling, e-mails, classroom data, evaluations for

special education, meeting minutes

Developing ● Reviews professional material and is knowledgeable of current research based

approaches

Proficient ● Uses research based intervention practices in lessons


15

Accomplished ● Implements research based practices in the classroom

● Participates in workshop on own initiative and presents to staff

Distinguished ● Conducts and/or shares research from professional materials

● Presents at local, county, state, or national level

Revised July 31, 2014

MERIT PAY

Merit Pay Tied to Student Achievement

1. The Merit Pay process shall comply with all requirements established by MCL 380.1250. This process will be reviewed

periodically and change appropriately to continue to comply with all regulations.

2. Merit Pay shall be defined as additional compensation certified staff will be awarded above his or her regular salary. It

shall not be considered base compensation. Merit pay shall not impact the step schedule or the salary schedule.

3. The Lakeview Community School’s Board of Education shall designate a minimum of $15,000 annually. Merit Pay shall

be paid annually by June 30th.

4. Earning Merit Pay points will begin after the last school day and continue through the last school day the following year.

Any certified staff member who meets the following four requirements will receive merit pay:

1. A tenured certified staff member cannot be on a Monitored or Directed Professional Development Plan. Probationary

teachers cannot be on a Directed Professional Development Plan.

2. A certified staff member must have at least a proficient rating in four (4) of the five (5) evaluation standards and at

least one (1) rating above proficient.

3. Must have a minimum of 75 points.


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A. Distinguished and/or Accomplished in each Standard, based on the Teacher Summary Evaluation Rating Sheet.

Standards Proficient Accomplished Distinguished

Teacher Demonstrates Leadership 0 4 6

Teacher Establishes a Respectful Environment 0 4 6

Teacher Knows the Content They Teach 0 4 6

Teacher Facilitates Learning for Their Students 0 4 6

Teacher Reflects on Their Practices 0 4 6

TOTAL MAXIMUM POINTS PER YEAR 20 30

A - Counselors - Distinguished and/or Accomplished in each Standard, based on the Counselor Summary Evaluation Rating

Sheet.


Direct Service/Instructional Support 0 4 6

Assessment 0 4 6

Program and Planning 0 4 6

Consultation and Contribution to the Learning Environment 0 4 6

Professional Responsibilities 0 4 6


A – Speech Therapists - Distinguished and/or Accomplished in each Standard, based on the Speech Summary Evaluation

Rating Sheet.



Assessment 0 4 6





A – Social Workers - Distinguished and/or Accomplished in each Standard, based on the Social Worker Summary Evaluation

Rating Sheet.



Assessment 0 4 6





B. Certified staff member meets his or her IPEP Goals, based on the Individualized Professional Development Plan End-of-

Year Review.

Goals

Not Met

MET


17

All Goals were successfully met

0

10

C. Self-Directed Professional Development: A certified staff member participates in professional development activities on

their own time (above and beyond the State days) and substantially at their own expenses or sent by the district will

receive points. Staff is expected to attached artifact.

Professional Development Activity Total Points

Professional Development (1 hr = 0.1 point or if

given SCECH will equal the SCECH points) or

College Credit (1 credit hour = 3 points)

10

TOTAL MAXIMUM POINTS PER YEAR 10

D. A certified staff member who documents leading or attending various meetings or activities outside the school day that

help inform and guide the operations and instruction of the school, district, and/or community, as well as

meeting individual student academic and nonacademic needs that cannot be met during the regular

school day or by school means shall receive points.

Activities Points if receiving Compensation

(per event)

Points if Voluntary (per event)

Committee Chair 1 3

Committee Member (80%

attendance)

1 2

Service Leadership (i.e. Special

Olympics)

1 2

Event Coordinator 1 3

Event Volunteer 1 2

Presentation to other educators,

the public, or students (i.e.

graduation)

1 2

Attending School Events 0 1

Attending Graduation 0 3

Attending Community Events 0 1

Local/State/Federal Recognition 0 1

Attending more than the required

contractual evening events

0 1

Other – determined on individual

basis by Superintendent or

designee

TOTAL MAXIMUM POINTS 30

E. Teachers: Student Achievement Growth: To be eligible for Student Achievement Growth Points staff members must be

effective or higher on the Local and State portion of the LCS Data Rubric.

Student Achievement Growth Does Not Meet school building

mutually agreed upon

goal/criteria

Meets school building mutually

agreed upon goal/criteria

Local Assessment 0 10

State Assessment 0 10

TOTAL MAXIMUM POINTS 20

E. Social Worker: Student Achievement Growth: Social Workers will write two objectives that are Specific, Measurable,

Attainable, Results Driven, and Time-bound (SMART goals). The guidelines to writing these objectives are below. Each goal


18

must be approved by the building administrator and must be developed prior to the first day of school. These goals will

represent the local assessment as it relates to “social worker”. The criteria are written below:

a. One objective must reflect a department goal,

and

b. One objective must reflect:

i. a school-specific goal from the School Improvement Plan,

ii. an LCS district-wide goal,

iii. a team goal,

or

iv. a second department goal.

SAMPLE OBJECTIVE #5 (ELEMENTARY/DISTRICT GOAL/DIRECT SERVICE)

70% of students referred to the School Social Worker (SSW) for behavioral issues that impact learning will show

improved behavior and ability to attend in the classroom, resulting in improved academic achievement.

Rationale: Set high expectations for all students to achieve

Population: 30 students referred for behavioral issues

Interval of Instructional Time: One school year

Assessment(s): Individual student growth plan

Expected Gain/Growth: 70% of students referred to the SSW for behavioral issues that impact learning will show a 50%

improvement in behavior and an ability to attend in the classroom, resulting in improved academic achievement as measured

by referral logs, attendance records, and report card grades.

Strategies: Learning Content:

� Individual conferences � Problem solving

� Parent meetings � Refusal skills

� Letters to parents � Conflict resolution

� Phone call to parents � Goal setting

� Behavior contract

� Attendance tracking

� Weekly progress reports

� Monthly incentives

� Weekly support group sessions

State Assessment – Social Worker’s will qualify for merit points based on students meeting target growth rate in English

Language Arts, prorated for the departments/grade levels the social worker services. In this case, we will be utilizing the

achievement results from the middle school students in our district.

Student Achievement Growth Does Not Meet mutually agreed

upon goal/criteria

Meets mutually agreed upon

goal/criteria

Objective 1 0 9

Objective 2 0 9


TOTAL MAXIMUM POINTS 0 20

Add for Speech

E. Counselors: Student Achievement Growth: Counselor’s will write two objectives that are Specific, Measurable, Attainable,

Results Driven, and Time-bound (SMART goals). The guidelines to writing these objectives are below. Each goal must be

approved by the building administrator and must be developed prior to the first day of school. These goals will represent the

local assessment as it relates to “counselor”. The criteria are written below:


19

All Counselors will write two objectives based on the three counseling domains of academic,

career and personal/social growth:

a. one objective focused on increasing student achievement for a subgroup of students;

and

b. one objective focused on at least one of the following: student academic, student career, or student personal/social

growth.

SAMPLE OBJECTIVE—INCREASING STUDENT ACHIEVEMENT FOR A SUBGROUP OF STUDENTS

The school counselor, a team of teachers, and a student advisor will work collaboratively

with the principal or an assistant principal to identify a subgroup of at least 40 students

who failed two or more courses the previous year and develop a learning plan that results

in 95% of the students passing all courses.

State Assessment – Counselor’s will qualify for merit points based on students meeting target growth rate in English Language

Arts, prorated for the departments/grade levels the counselor services.

Student Achievement Growth Does Not Meet mutually agreed

upon goal/criteria

Meets mutually agreed upon

goal/criteria

Objective 1 0 9

Objective 2 0 9



F. Calculation for Merit Pay

Activity Maximum Points Points Awarded

(Example Only)

Evaluation 30 10

Meeting Goals 10 1

Self-Directed PD 10 18

Extra Curricular Activities 30 50

Student Achievement Growth 20 10


G. Merit Pay Compensation will be determined by the following calculation:

To qualify, certified staff must have at least 75 points. (prorated according to how many points are given)

$15,000 divided by all qualifying certified staff points = point value

Point value multiplied by each individual certified staff points = merit pay

Example:

$15,000 divided by 15 qualifying certified staff with a total of 1,335 points = $11.24 per point

John Doe has 75 points therefore he received 75 x $11.24 = $843

*Please note, there is a $1,500.00 max per person.


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Lakeview Community Schools

Administrative Guidelines

3131 – Staff Reduction and Recalls

It is the policy of this Board that all personnel decisions shall be based on retaining effective teachers in situations

involving a staffing or program reduction or any other personnel decision resulting in the elimination of a position,

as well as for hiring after such reductions/position eliminations or recall to vacant positions. Length of service or

tenure may only be considered by the administration when all other factors, as listed below, are considered equal

amongst the potentially affected teachers. LEA members will retain their seniority rights three years from date of

layoff.

The effectiveness of teachers shall be measured in accordance with the District’s performance evaluation system

developed under Section 1249 of the School Code, and the personnel decisions shall be based on the following

factors:

A. Each teacher will be given an overall effectiveness rating based on their McREL final evaluation form and

student growth data. The categories are: Highly Effective, Effective, Minimally Effective, and Ineffective.

i. Staff reductions will begin in ascending order beginning with staff members with an Ineffective

rating.

ii. Staff recalls will begin in descending order beginning with a Highly Effective rating.

B. Decisions involving the recall and/or reduction of personnel, when effectiveness ratings are equal, shall

consist of but is not limited to the following:

i. Evidence of student growth and interventions, which shall be the predominant factor in assessing an

employee’s individual performance.

ii. The teacher’s demonstrated pedagogical skills, including at least a special determination concerning

the teacher’s knowledge of his or her subject area and the ability to impart that knowledge through

planning, delivering rigorous content, checking for and building higher-level understanding,

differentiating, and managing a classroom; and consistent preparation to maximize instructional time.

iii. That the teacher’s management of the classroom, manner and efficacy of disciplining students,

rapport with parents and other teachers, and ability to withstand the strain of teaching.

iv. Additional Factors:

a. Individual contributes to the overall performance of the school by making clear,

significant, and relevant contributions above the normal expectations for an individual in

his or her peer group and has demonstrated a record of exceptional performances.

b. Relevant training: This factor shall be based on completion of relevant training other than

the professional development or continuing education that is required by the employer of

by state law and integration of that training into instruction in a meaningful way.

c. The teacher’s attendance pattern.

d. Staff disciplinary record, if any. Any disciplinary records prior to four calendar years will

remain in personnel file; however will not be considered under “additional factors” as it

relates to staff reduction and recalls.

PA 102, 2011

M.C.L. 380.1248

Component Not Demonstrated Developing Proficient Accomplished Distinguished Component Not Demonstrated Developing Proficient Accomplished Distinguished1a 3 2a 3

1b 3 2b 3

1c 3 2c 3

1d 3 2d 3

1e 3 2e 3

Overall Framework 1 0 0 0 15 0 Overall Framework 2 0 0 0 15 0

Component Not Demonstrated Developing Proficient Accomplished Distinguished Component Not Demonstrated Developing Proficient Accomplished Distinguished3a 3 4a 3

3b 3 4b 3

3c 3 4c 3

3d 3 4d 3

Overall Framework 3 0 0 0 12 0 4e 3

4f 3

Component Not Demonstrated Developing Proficient Accomplished Distinguished 4g 3

5a 3 4h 3

5b 3 Overall Framework 4 0 0 0 24 0

5c 3

Overall Framework 5 0 0 0 9 0

Strand Totals Points Each Developing = 1 point

Total points for

Framework 1 0.11 11.25 Each Proficient = 2 points

Total points for

Framework 2 0.11 11.25 Each Accomplished = 3 points

Total points for

Framework 3 0.11 11.25 Each Distinguished = 4 points

Total points for

Framework 4 0.11 11.25Total points for

Framework 5 0.11 11.25

Total Points 56.25

Comments:

Lakeview Community Schools McREL Final Summative RatingsFramework 1 - Demonstrates Leadership Framework 2 - Respectful Environment

Framework 3 - Knowing Content Framework 4 - Facilitate Learning

Framework 5 - Reflect on Practice

Each Strand is worth 15%or 15 points in McRELMax Possible = 75

Ineffective - 1 Point Minimally Effective - 2 Points Effective - 3 Points Highly Effective - 4 Points

Student Progress in

Learning

The teacher has no system for

maintaining information on student

progress in learning, or the system

is in disarray.

The teacher's system for maintaining

information on student progress in

learning is rudimentary or partially

effective.

The teacher's system for

maintaining information on student

progress in learning is effective.

The teacher's system for maintaining

information on student progress in

learning is very effective, and the

information is accessible to students.

Use of Data to

Evaluate

Effectiveness of

Instruction

Assessment is focused on student

achievement with limited

connections made to the

effectiveness of the teaching

techniques employed.

Assessment results are loosely interpreted

as the result of the relationship between

student achievement and teacher

instruction.

A variety of assessment results are

used to evaluate the effectiveness

of teaching strategies and impact

on student progress.

Both formative and summative

assessments are used to evaluate the

effectiveness of instruction on student

progress and serve as a basis for

reflecting on and revising practice

with students.

Alignment with

Instructional Goals

The content of and methods used

to assess student learning lacks

alignment with instructional goals.

The content of and methods used to assess

student learning are inconistently aligned

with instructional goals.

The content of and methods used

to assess student learning are

aligned with instructional goals.

The content of and methods used to

assess student learning are aligned to

instructinal goals and are

differentiated according to individual

student needs.

The target is based on

the NWEA status norms

(RIT Scores)

Post data shows less than 60% of

students show growth equal to the

NWEA normative targets.

Post data shows at least 60% of students

show growth equal to the NWEA

normative targets.

Post data shows at least 75% of



Post data shows at least 90% of



Goal is developed by

district and/or building

improvement teams

Grades 3-7: Less than 60% of are

proficient on the MEAP test or

showed growth of at least 2

performance levels.

Grades 3-7: At least 60% of students are

proficient on the MEAP test or showed

growth of at least 2 performance levels.

Grades 3-7: At least 75% of

students are proficient on the

MEAP test or showed growth of at

least 2 performance levels.

Grades 3-7: At least 90% of students

are proficient on the MEAP test or

showed growth of at least 2

performance levels.

Total Points scored = 15

2014-15: 25% of the overall evaluation Percentage scored = 0.75

Revised 7-31-14 2015-16: 50% of the overall evaluation Points earned for this standard = 18.75

Lakeview Community Schools - Standards for Teacher Evaluation

Student Assessment and Achievement Data

Student Achievement Data: Local

Student Achievement Data: State

Ineffective Highly Effective

0-49 84-100

Teacher Signature Date

Administrator Signature Date

Superintendent Signature Date2014-2015 Student Growth and Assessment Data = .252015-2016 Student Growth and Assessment Data = .50

EffectiveMinimally Effective

50-66 67-83

Final Performance Rating

Total Possible = 100% 75(Rubric Score * .75) + (Data Source * .25) = Final Rating

Reflect on Practice 12% 11.25Student Growth and Achievement 40% 18.75

Knowing Content 12% 11.25Facilitate Learning 12% 11.25

Final Calculation Guidance

Respectful Environment 12% 11.25Demonstrates Leadership 12% 11.25

Framework Weight of Category Category Score

MME Star ReadingACTPlan/Explore

MI Access NWEA Local Exams

MEAP Access Star Math

Lakeview Community Schools Educator Evaluation SummaryStudent Growth and Assessment Data

Three years of data will be included when available.

MEAP IEP Goals MLPP