Performance Appraisal Systems

By the end of this session we will have an understanding of the following:

A model for teacher evaluation based on current research

The correlation of BEST in the observation and feedback

The structure of the instructional appraisal system

The FEAPs as a framework for the observation process

Desired Outcomes

Evaluation process requires a two-way dialogue between observer and observee

A teacher’s impact as a leader on the school should extend beyond the classroom

The primary purpose of an evaluation is to improve instruction, evidenced by student achievement

Rationale

The development of the evaluation process for any one teacher is designed with the input of both teacher and administration

Evaluation for the teacher is an ongoing reflective process

It takes more than one observation to evaluate the effectiveness of a teacher

Rationale

Teacher effectiveness is correlated to the level of student engagement and student performance

Fundamental to all we do is the underlying purpose: Improving student achievement through growth in reflection, collaboration, and professional practice.

Rationale

All teachers can increase their

expertise and skill level from

year to year which allows gains

in student achievement from

year to year.

Goal

Professional Appraisal Model

PROFESSIONAL PRACTICESPROFESSIONAL PRACTICES21 Points21 Points: : Professional Practices

10 Points10 Points: : Professional Growth Plan Development

8 Points8 Points: : Plan Implementation

8 Points8 Points: : Collaboration & Mutual Accountability

50%Multi-Metric (47 pts)

INDIVIDUAL ACCOUNTABILITY INDIVIDUAL ACCOUNTABILITY BASED ON IDENTIFIED BASED ON IDENTIFIED

ASSESSMENTSASSESSMENTS

35 Points35 Points:: Individual ResultsResults

3 Points3 Points:: Regression

5 Points5 Points: : Collaborative team student achievement results related to closing the closing the achievement gap achievement gap of the Lowest 25% in Reading and/or Math

40% Student

Achievement

(40 pts)

DISTRICT OPTION: TEAM & DISTRICT OPTION: TEAM & SCHOOL ACCOUNTABILITYSCHOOL ACCOUNTABILITY

5 Points5 Points:: Achievement of School School Improvement Plan Improvement Plan goals assigned for whole school results or team results

2 Points2 Points: : Individual accountability for meeting individual Professional Professional Growth Plan (PGP) target(sGrowth Plan (PGP) target(s))

10% Student

Achievement

(7 pts)

3 points3 points: AlignmentAlignment

of Professional Practices with

Student Growth Measures

3 points

3 points

Formal Evaluation of Professional Practices 21 Pts (includes formal and informal observations)

Professional Growth Plan Development 10 Pts

PGP Implementation 8 Pts

Collaboration and Mutual Accountability 8 Pts

Professional Practices

Formal Evaluation of Professional Practices (21

Pts)BPS Instructional BPS Instructional Performance Appraisal System DimensionsDimensions

Development of PGP Goal

Work Plan Strategies

Outcome Measures and Reflection

Professional Growth Plan Development (10 Pts)

individual pre-conference meetings with administratorteachers may collaborate with others in development but no plan should be identicalPGP goal may continue into second year if student data indicates a need for continued professional growth in a particular areaStrategies and outcome indicators would be differentiated in year two

PGP Development

Working the PlanPeer observations are required for a “Distinguished” rating

In-Process Monitoring

Professional Growth Plan Implementation (8 Pts)

Professional Growth Plan Ientation (8 Pts)

Working together as a team to improve the achievement of a specific group of at-risk students.

Groups may be by grade level, department, cohorts, etc.

Teacher and Student groups must be identified by September 30

All groups must have at least 8 students and specify learning targets and measures

Collaboration and Mutual Accountability (8 Pts)

OrientationEach year - all instructional personnel

During pre-planning or 30 days within first workday

All instruments provided Assessment formsData collection formsSupporting procedures

Procedures

Observations Reflective practice Facilitator support: Singularly, or

in combinationSchool administrator(s)District level certificated personnelPeer teachersResource teachersTeacher leadersOther qualified persons

Procedures

Formative Time frame provided to teacher Pre-conference required Full lesson segment observable elements in

Dimensions 2, 3, 4, and 6 Use classroom observation instrument (COI)

Use language of rubric Post-conference with scored feedback within 10 days Upload COI to sharepoint site

Formal Observations

Formative Minimum of two for all teachers Use COI instrument Written or scored feedback observed from

dimensions 2,3, 4, or 6 provided within 5 days electronically or face to face

Upload COI to sharepoint site

Informal Observations

Teachers with 3+ years experience with Brevard Public Schools Meet or exceed standards of FEAPs as

defined in the 7 IPPAS Dimensions Three conferences annually (minimum)

PGP planning/Pre-observation conference

Mid-year conferencePGP Implementation/final

evaluation conference

Procedures

Annual Contract Teachers Meet standards of FEAPs as defined

in the 7 IPPAS Dimensions Three conferences annually

PGP planning/Pre-observation conference

Mid-year conference/Interim evaluation conference

PGP Implementation/Final Evaluation Conference

Procedures

Teachers new to Brevard

Probationary for one year

Two formal observations from administrator

Two observations by other administrator orqualified persons

New Hires

Teachers not meeting standards of FEAPs Interim evaluation/notice of deficiency

Written PDAP

Specific strategies, suggestions, improvements

Specific teaching behaviorsSpecific & reasonable timeline to correct deficient areas

Procedures (cont.)

PSC Teacher who receives “unsatisfactory” rating shall be placed on probation for 90 calendar days

Four observations and conferences14 days after 90 days for administrator to assess performance and submit recommendations to Superintendent

Procedures

Summative evaluation, Part I 47 points Includes: formal evaluation of professional

practices (21 points), PGP Development (10 points), PGP Implementation (8 points), and Collaborative/Mutual Accountability Score (8 points)

Signed in the spring by teacher and administrator Uploaded into SharePoint Signed copy provided to teacher Signed original sent to Labor Relations

Procedures

Summative Part II Totals 100 points Includes Summative Part I and Student

Achievement Scores Signed by Teacher and Administrator in the fall Upload into SharePoint Signed copy provided to teacher Signed original sent to Labor Relations

Procedures

Scores added together from

Summative Part I and summative

Part II for determining Highly

Effective, Effective, Needs to

Improve or Unsatisfactory

Performance

What does it look like?

Summative --Multi-metric 100 point scale 0-50 – Student Growth

35 points --Value added student scores 5 points—collaborative team effort 5 points –School Improvement Plan 3 points—school regression data 2 points—target met PGP student growth

Overall Points and Rating Scale

Summative Part I

47-40– Highly Effective

39-32– Effective

31-28– Needs Improvement

27 and less – Unsatisfactory

Summative Part II

86-100 – Highly Effective

73-85 – Effective

64-72 – Needs Improvement

63 and less – Unsatisfactory

Annual Performance Scale