EUGENE SCHOOL DISTRICT 4J

PROFESSIONAL DEVELOPMENT

GROWTH PLAN

AND

TEACHER

EFFECTIVENESS SYSTEM

OVERVIEW

June 2013

DEPARTMENT OF HUMAN RESOURCES

Eugene School District 4J • Professional Growth and Effectiveness System—OVERVIEW

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TABLE OF CONTENTS

I. The Eugene School District 4J Professional Growth and Effectiveness System ........ 1 A. Concept Statement ..................................................................................................... 1 B. Introduction ................................................................................................................. 1

II. Evaluation Process for Licensed Faculty ........................................................................ 2 A. Probationary Licensed Faculty Evaluation Cycle ........................................................ 2 B. Evaluation of Probationary Licensed Faculty: 3-Year Cycle (Flowchart) .................... 3 C. Contract Licensed Faculty Evaluation Cycle ............................................................... 4 D. Evaluation of Contract Licensed Faculty: 4-Year Cycle (Flowchart) ........................... 4 E. Years 1 and 3 of the Evaluation Cycle: The Summative Evaluation ........................... 4 F. Alternative to the Evaluation Cycle: The Comprehensive Evaluation ......................... 5 G. Evaluation and Professional Development Process for Contract Licensed Faculty: 4-Year Cycle (Flowchart) ......................................................................... 6

III. Professional Development Process for Contract Faculty .............................................. 7 A. Professional Growth in Contract Years 1 and 3 .......................................................... 7 B. Professional Growth in Contract Years 2 and 4: The Professional Development

Options Plan ........................................................................................................ 8 C. Professional Development Options Plan (Flowchart) .................................................. 9

IV. Domains and Performance Standards for Effective Teaching………………… ........... 10 A. Structure of the Effective Teaching Rubric ................................................................ 10 B. Definition of Ratings .................................................................................................. 11 C. The Effective Teaching Rubric at a Glance ............................................................... 13 D. The Effective Teaching Rubric (Sample Page) ......................................................... 14 E. Matrix of Forms ......................................................................................................... 15

WHAT IS THIS DOCUMENT?

The Eugene School District 4J provides a Manual that describes in extensive detail the District’s interconnected process for enhancing the professional development and evaluating the professional performance of licensed faculty members. The manual includes the complete rubric of effective teaching skills, as well as a description of the procedures, definition of terms, Oregon statutes and regulations, sample professional development activities, and copies of the forms used for professional development and evaluation. Also included are the effective practice rubrics for ten categories of specialists. Most users need only specific portions of the material in any given year. This abbreviated document—the Overview—is provided to introduce teachers, principals, and other interested persons to the scope of the system that is in place to promote professional growth and effective classroom performance in every 4J school. The complete manual can be accessed online through the District’s website.

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THE EUGENE SCHOOL DISTRICT 4J

PROFESSIONAL GROWTH AND EFFECTIVENESS SYSTEM

CONCEPT STATEMENT

PURPOSE: The purpose of the Professional Growth and Effectiveness System is to strengthen the ability of the staff of Eugene School District 4J to: respond to ongoing changes in 4J’s student demographics, reflect shifting paradigms and best practices in the delivery of education, and build an infrastructure that supports the professional development of the District’s licensed

staff members . . . IN A WAY THAT:

promotes improvement in schools and in the system as a whole,

supports a shared District vision and District goals,

accommodates multiple approaches to student learning,

propagates a culture supportive of students and adults,

promotes collaborative practices, collective inquiry and participatory decision-making,

encourages risk taking, mutual trust, and flexibility,

uses a variety of information-gathering tools and supporting documentation,

promotes staff self-reflection, and

fosters effective communication, implementation, and feedback . . .

SO THAT: Students are empowered to take ownership of their learning towards achieving their educational objectives, and staff members’ professional growth is dynamic, interactive and sustained.

INTRODUCTION

Eugene School District 4J’s Professional Growth and Effectiveness System is designed to support quality of education for all students and to provide for the continuous growth and improvement of licensed professionals in a way that is consistent with District goals and each school’s improvement plan. Consisting of two complementary components—the evaluation process and the professional development process—the system complies with the professional mandates from the Oregon Department of Education (ODE) and the Teacher Standards and Practices Commission (TSPC). The evaluation standards build on the Interstate Teacher Assessments and Support Consortium (InTASC) model core teaching standards, as well as emerging best practices in the field. The evaluation component assesses staff members’ current level of performance and provides opportunities for dialogue between principals and licensed faculty members—an essential element in recognizing past growth and establishing priorities for the future, in identifying areas of strengths and areas in need of change, and in providing support for improved practice. The professional development component allows licensed professionals to make responsible decisions about their own growth in collaboration with their principals and/or peers, and holds them responsible for analyzing their performance as well as facilitating learning for themselves, their colleagues, and the students. The plan is flexible and encourages faculty members to try new strategies and take risks to create on-going improvements for students.

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The Eugene School District 4J Professional Growth and Effectiveness System incorporates several key facets: Self-assessing one’s professional skills Setting realistic and meaningful goals for growth Identifying and pursuing strategies for professional growth Participating in collaborative professional culture Having multiple options for assessing, pursuing, documenting, and reporting student and faculty

growth

EVALUATION PROCESS FOR LICENSED FACULTY

The Eugene School District 4J Professional Growth and Effectiveness System follows a three-year cycle for probationary licensed faculty and a four-year cycle for contract licensed faculty. Both processes are best achieved in an environment characterized by mutual respect, teamwork, and trust.

Underscoring the strong belief that every 4J student can achieve high standards, the Eugene School District 4J Evaluation Process for Licensed Faculty is used to: Build commitment to a shared vision and supportive culture. Assess differentiated performance. Evaluate staff on a regular basis. Identify staff’s areas of strengths and areas in need of improvement. Provide clear, timely, and useful feedback. Identify areas of focused support needed by licensed faculty. Promote continuous improvement. Ensure alignment with state and national standards.

Provide a basis for employment decisions.

Licensed faculty are evaluated on the basis of claim, evidence and impact. Claim: A statement that a teacher performs—or does not perform—a certain teaching skill or

pattern in his/her instruction; thus, a generalization drawn after looking at evidence. Evidence: A quote or literal description of something said or done; the proof for the claim and

one of the reasons for making it; often takes the form of data. Impact: A statement of what the behavior accomplishes or is intended to accomplish, what was

significant about it, and its effect on students.

PROBATIONARY LICENSED FACULTY EVALUATION CYCLE Each probationary licensed faculty member is rated annually—using the Eugene School District 4J Summative Evaluation: Probationary Year 1, 2, or 3—with a goal of achieving contract status. The purpose of the annual evaluation is to assess the licensed professional’s teaching skills on domains and performance standards as indicators of effective teaching, in order to determine if the probationary licensed faculty member will be reappointed. The overall evaluation is based upon information that has been documented and shared with the individual involved.

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Evaluation of Probationary Licensed Faculty: 3-Year Cycle

4J Performance Standards Goal Meeting (beginning of school year)

Explain/Review Performance Standards

Develop Student Learning and Growth Objectives Plan

Develop Professional Practice Growth Plan

Schedule Formal Observations and Pre-Post Conferences

First Performance Evaluation (Probationary Year 1)

Formal classroom observations – minimum of 2

Informal observations – minimum of 4

Self-Assessment Recommended

Mid-Year Conference

Summative Evaluation Conference: Probationary Year 1

Second Performance Evaluation (Probationary Year 2)

Formal classroom observations – minimum of 2

Informal observations – minimum of 4

Self-Assessment Recommended

Mid-Year Conference

Summative Evaluation Conference: Probationary Year 2

Proceed to Contract Status in the fall and begin

Year 1 of the Evaluation Cycle

Non-renewal possible in

Year 1, 2 or 3

Implement Intensive Support

Plan In

Year 1, 2, and/or 3

No concerns present or Effective performance

Third Performance Evaluation (Probationary Year 3)

Formal classroom observations – minimum of 2

Informal observations – minimum of 4

Self-Assessment Recommended

Mid-Year Conference

Summative Evaluation Conference: Probationary Year 3

No concerns present or Effective performance

Effective Performance

Concerns present

or Ineffective

performance

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CONTRACT LICENSED FACULTY EVALUATION CYCLE

The overall purpose of the Eugene School District 4J evaluation process is to acknowledge, support, and continuously improve student learning, classroom instruction, and teachers’ effectiveness and performance. More specifically, the Eugene School District 4J evaluation process is designed to assess, promote and improve contract licensed faculty members’ current level of effectiveness and performance and to create and provide opportunities for staff to partake in and demonstrate continuous growth. The principal/administrator provides feedback to the contract licensed faculty member, and they work together to identify and diagnose areas in need of improvement or support. Over the course of a four-year evaluation cycle, the contract licensed faculty member participates in an evaluation process that promotes continuous growth.

Evaluation of Contract Licensed Faculty: 4-Year Cycle

YEARS 1 AND 3 OF THE EVALUATION CYCLE: THE SUMMATIVE EVALUATION

Contract licensed faculty are evaluated every other year, beginning in Year 1 (the first year in Contract status). The purpose of the Summative Evaluation is to assess the licensed faculty member‘s skills relative to 4J’s performance standards and indicators of effective teaching. In accordance with the Oregon Framework for Teacher and Administrator Evaluation and Support Systems, all contract teachers are evaluated holistically on the basis of student learning and growth, professional practice, and professional responsibilities. In Year 1 and Year 3 of the cycle, the licensed faculty member receives a rating of Model, Effective, Developing, or Ineffective based on these factors, including information gathered through classroom observations.

Year 1: Summative Evaluation

by Principal/ Administrator

Year 2: Professional Development

Options

Year 3: Summative

Evaluation— Professional

Practice

Year 4: Professional Development

Options

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The Year 1 evaluation process requires the principal/administrator to make specific observations and judgments about many aspects of the licensed faculty member’s performance in meeting the expectations set forth by the 4J Performance Standards for Effective Teaching. These judgments are made on the basis of multiple observations of the licensed faculty member and are supported by evidence data and artifacts. Data from observations and other evidence of the licensed faculty member’s work are used to set goals, provide support, and prepare the summative evaluation. In support of work toward reducing the achievement gap and in compliance with Senate Bill 290 and the Oregon Framework, licensed faculty members shall establish at least two (2) student learning goals and shall identify measures that will be used to determine goal attainment. Licensed faculty members are expected to use multiple methods of assessment, including the statewide assessment instrument for English/Language Arts (ELA) and Math grades 3-8 and 11. Licensed faculty in non-state-tested areas will employ measures that are valid representations of learning to engage students in their own growth, to monitor student progress, to balance the use of formative and summative assessments as appropriate, to use assessment data to understand each student’s progress, to adjust instruction as needed, to provide feedback to students, and to document student progress. The 4J Student Learning and Growth Objectives (SLGO) Plan is key to establishing student SMART goals that support school and district improvement. The Eugene School District 4J website offers a link to a bank of SMART goals, as well as a guide to developing the SLGO Plan. The Summative Evaluation process for Contract Year 3 parallels that of Contract Year 1 except that Year 3 places greater emphasis on the self-directed professional growth of the licensed faculty member. The licensed faculty member works with the principal/administrator during the September SLGO conference to identify a specific professional practice for improvement. At the end of the school year, as part of the Summative Evaluation, the licensed faculty member writes a reflective narrative report based on claim, evidence and impact relative to the chosen facet of professional practice.

Student surveys represent an additional source of information regarding licensed faculty members’ performance. The purpose of a student survey is to collect information that will help the licensed faculty member set goals for his/her continuous improvement. Student surveys are used to provide feedback directly to the licensed faculty member for professional growth and development. The administration of the Student Survey in grade 3 through grade 12 is required annually of contract licensed faculty members working with students for whom the survey is age/ability appropriate.

ALTERNATIVE TO THE EVALUATION CYCLE: THE COMPREHENSIVE EVALUATION

Although a Summative Evaluation is conducted every other year, a principal/administrator may require a Comprehensive Evaluation at other times if he/she determines that a licensed faculty member needs substantive improvement, provided that the principal/administrator first identifies and provides to the licensed faculty member, in writing, area(s) of unsatisfactory performance and reason(s) for conducting a Comprehensive Evaluation. If a Comprehensive Evaluation of a licensed faculty member yields a rating of Ineffective, the principal or administrator may require the licensed faculty member to undergo an Intensive Support Plan to address areas of concern. An Intensive Support Plan is not intended to be punitive; rather, the goal is to provide targeted and monitored assistance to a licensed faculty member whose professional skill does not meet 4J standards in one or more domains. If, after the completion of an Intensive Support Plan, the principal/administrator determines that the licensed faculty member has not made substantive improvement, the licensed faculty member may be required to follow a formal Plan of Assistance.

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Evaluation and Professional Development Process for Contract Licensed Faculty: 4-Year Cycle

For licensed faculty, the evaluation process and the professional development process are

inextricably interconnected. Each process supports as well as builds upon the other.

Years 2 & 4: Professional Development Options

Performance falls below acceptable 4J

standards (Developing or

Ineffective)

Professional Growth Plan Meeting (September)

4J Performance Standards Overview

Begin Professional Growth Plan Correlating to Year in the Evaluation Cycle

Mid-Year Conference

Proceed to Intensive Support

Plan

Year 1: Summative Evaluation Year 3: Summative Evaluation—

Professional Practice (Comprehensive Evaluation

also possible either year)

Proceed to Plan of

Assistance

if needed

No concerns/Meets or exceeds standards

(Model or Effective)

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PROFESSIONAL DEVELOPMENT PROCESS FOR CONTRACT FACULTY

Underscoring the strong belief that every contract licensed faculty member can achieve high standards of professional performance, the Eugene School District 4J Professional Development Process is used to: Identify areas for improvement and pursue short- and long-term opportunities for growth. Provide focused support for licensed faculty. Build upon a shared vision and supportive culture. Identify instruction-related goals and support progress toward these goals. Support active participation in collaborative practices. Improve instruction for all learners.

The opportunity for dialogue between administrators and licensed faculty, and collaboratively among faculty members, is essential in determining priorities and providing support. This growth plan is flexible and encourages faculty to try new strategies and take risks to make improvements for students. The Professional Development Process operates in each year of the four-year cycle. It is based on needs or goals identified by the licensed faculty member for his or her individual growth, in collaboration with the supervising administrator. The effectiveness of the Professional Development Process, and of the associated supervision and evaluation procedures, relies upon: An openness to self-assessing one’s professional skills. Specifying realistic and meaningful goals for growth. Identifying and pursuing strategies for professional growth. Taking advantage of the multiple options for pursuing, demonstrating, and reporting growth. Maintaining an ongoing dialogue between licensed faculty member and administrator about the

impact the growth plan is having on student performance.

PROFESSIONAL GROWTH IN CONTRACT YEARS 1 AND 3

In Contract Year 1, professional growth is tied entirely or almost entirely to the development or improvement of skills that will support student learning. The professional growth goals are specified on the Licensed Faculty Professional Practice Growth Plan and are directly linked to the SLGO Plan. The growth activities undertaken and their impact on the students and teacher are reviewed during the Mid-Year Conference and also in the process of completing the Summative Evaluation at the end of the year. As in Year 1, the Contract Year 3 faculty member participates in developing and implementing the SLGO and Licensed Faculty Professional Practice Plans and in reviewing progress to date at the Mid-Year Conference. However, Year 3 places greater emphasis on the self-directed professional growth of the licensed faculty member. At the end of the school year, the licensed faculty member writes a reflective narrative report that reflects upon the professional learning activities undertaken by the faculty member, any challenges that arose and how they were addressed, and the impact that the faculty member believes those professional learning activities will have upon future work with students, colleagues, and families.

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PROFESSIONAL GROWTH IN CONTRACT YEARS 2 AND 4: THE PROFESSIONAL DEVELOPMENT OPTIONS PLAN

At the beginning of Year 2 and Year 4 of the evaluation cycle, the contract licensed faculty member chooses one of three options for demonstrating growth and development during the upcoming year: (1) Individual Growth Plan, (2) Peer Mentoring, or (3) Peer Collaboration. The three evaluation-related growth plan options are designed to encourage self-reflection and continuous improvement, and to provide the licensed faculty member with a flexible approach to his or her own development as a professional. Each option begins with a reflective Self-Assessment and the development of SLGO and Professional Practice Growth Plans. Each faculty member’s reflective self-assessment process should consider feedback the faculty member has already received or now solicits from administrators, colleagues, parents, and students (i.e., Student Survey), plus data from completing the Self-Assessment form, which is based on 4J’s Performance Standards for Effective Teaching. After choosing one of the three options for demonstrating professional growth, the licensed faculty member, in consultation with the principal/administrator, formulates professional development SMART goals for the coming year. These goals are in addition to the goals for improving student learning and professional practice. A Mid-Year Conference is held to discuss the licensed faculty member’s performance on some or all of 4J’s Performance Standards for Effective Teaching and to ensure that the Student and Professional SMART goals, as well as any Team/Group SMART Goals, are on target to be attained by the end of the year or course. At the end of Year 2 or Year 4, the contract licensed faculty member completes the 4J Professional Development Options Plan: Final Conference form and submits it to the principal/administrator, followed by a meeting to review the progress made that year.

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Professional Development Options Plan

SELECTED OPTIONS

FOR PROFESSIONAL

GROWTH IN CONTRACT YEARS 2 AND 4

INDIVIDUAL GROWTH PLAN

- Graduate coursework - Inservice presentation - Independent study - Professional learning around Common

Core Standards - Presentation at conference - School-based observation - Community-based observation - Reflective journal - Individual teacher portfolio

PEER COLLABORATION

- Study group/Book study - Lesson study - Action research - Educational publication - Curriculum audit - Peer conferencing around teaching portfolios - Peer observations (e.g., Instructional Rounds,

Learning about Learning) - Professional Learning Community/Critical

Friends group - Analysis of video or audio recordings of lessons - Implementation of School Improvement Plan

PEER MENTORING

- Peer coaching - Peer conferencing - Peer observation - Student teacher mentoring - New teacher mentoring

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DOMAINS AND PERFORMANCE STANDARDS FOR EFFECTIVE TEACHING

The Eugene School District 4J Professional Growth and Effectiveness System incorporates a Teaching Rubric that describes characteristics of practice at different levels of performance. The Teaching Rubric is designed to help licensed faculty and their evaluators to:

Develop a consistent, shared understanding of what proficient performance looks like in practice.

Develop a common terminology and structure to organize evidence.

Make informed professional judgments about performance ratings on each standard.

STRUCTURE OF THE EFFECTIVE TEACHING RUBRIC

In accordance with Oregon law, Eugene School District 4J’s Performance Standards for Effective Teaching are designed around four (4) domains and their supporting standards, which were adapted from the Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards as developed by the Council of Chief State School Officers (CCSSO). Domains: Domains are broad categories of knowledge and skills, reflecting the licensed faculty member’s understanding and implementation of the major reponsibilities of the teaching profession. The four domains are:

1. Content, Curriculum, Pedagogy, and Child Development 2. The Learner and Learning in the Classroom Environment 3. Instructional Practice and Learner Development 4. Professional Responsibility and Professional Culture

Performance standards: Each domain is defined by a set of research-based best practice performance standards that provide a framework for evaluating licensed faculty. The standards represent the level of proficiency that every 4J licensed faculty member should aspire to and, in large part, is expected to attain. There are 16 performance standards. Components: Each performance standard is broken down into specific components that provide more specificity about the major categories of practice associated with the standard. The components provide principals/administrators an opportunity to offer detailed feedback that can serve as a roadmap for improvement. There are 53 components. Descriptors: Each component is aligned with a set of descriptors, which are observable and measurable statements of educator knowledge and skills. The descriptors serve as the basis for identifying and rating the level of a licensed faculty member’s performance in accordance with the 4J evaluation process. A licensed faculty member’s performance may warrant any of the following four ratings.

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DEFINITION OF RATINGS

Model: The licensed faculty member significantly exceeds the requirements of the performance standard. At the Model level, an educator’s level of expertise is exemplary and he or she is able to demonstrate the standard or component through teaching, coaching, assisting, and/or embedded professional development. Model performance is evidenced by highly effective practice as the classroom norm and in the documented performance by most or all students that meets or exceeds expectations. Few licensed faculty members are expected to earn the Model rating on more than a handful of components.

Effective: The licensed faculty member routinely meets the requirements of the performance standard. The licensed faculty member integrates the knowledge and skills needed for proficient content-area instruction and collaborative leadership in support of student learning and school and District goals. Effective performance is evidenced by documented impact on learning and growth in the performance of most or all students. Most licensed faculty members are expected to strive toward and to attain this rigorous level overall, if not on every standard.

Developing: The licensed faculty member is exhibiting effort and making sufficient progress toward meeting the performance standard, but is not yet consistent in demonstrating it. The licensed faculty member has much of the necessary knowledge and skills to be effective, but some knowledge and skills may still be emerging and need to be deepened, or the licensed faculty member has the necessary knowledge and skills to be effective, but their application is still partial, uneven or evolving (perhaps due to recently entering the profession or recently transitioning to a new curriculum, grade level or subject). A Developing level of performance is evidenced by the documentation of limited growth in some or many students’ performance. Support should be provided and interventions implemented, as improvement is needed and expected over time. Many licensed faculty members can anticipate earning a Developing rating on one or more components in at least some evaluation cycles and should recognize this rating as an opportunity to identify professional growth areas for the near future. Improvement is expected through focused intervention provided by the Intensive Support Plan, the Professional Practice Growth Plan and the Professional Development Options Plan. Ineffective: The licensed faculty member does not meet or demonstrate progress toward meeting the performance standard, and his/her teaching does not convey an understanding of key concepts. The licensed faculty member’s practices remain unsatisfactory and inefficient even after initial levels of intervention and support have been provided and implemented. Ineffectiveness is evidenced by documentation of little or no growth in students’ performance. Ineffective performance requires urgent attention. Improvement is expected through focused intervention provided by the Intensive Support Plan, the Professional Practice Growth Plan, and the Plan of Assistance.

* * * * * *

The Teaching Rubric distinguishes among the four levels of performance on the basis of consistency, quality, and scope of impact. All three characteristics are important. For example, it is not Effective practice if a licensed faculty member does something consistently, but does not do it well or reaches few students. Similarly, Model practice requires demonstrating a behavior with greater frequency, at a higher level of proficiency, and with impact on more students and colleagues than is found at the Effective level.

* * * * * *

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The following pages are provided for reference and to illustrate some of the information described above.

The Effective Teaching Rubric at a Glance — summarizes the 4J performance standards by domain, standard, and component.

The Effective Teaching Rubric (sample page) — illustrates the full statement of a domain and standard, with two components. Also provided are descriptor statements for each performance level. These descriptors are the behaviors that a teacher is likely to exhibit at each of the four levels. Finally, there is a list of some forms of tangible or observable evidence of these behaviors.

Matrix of Forms — lists the forms that are generally used in each year of the professional growth and evaluation cycles.

NOTE: Certain categories of licensed employees require domains and rubrics specific to their roles. These categories include school psychologist, school nurse, autism consultant, occupational therapist, and school speech and language pathologist, as well as teachers of English language learners, physical education, special education, deaf and hard of hearing, and home instruction. Separate domains and rubrics for these roles are provided in the manual. The other information in the manual, including procedures and forms, applies to these employees just as it does to all other licensed faculty.

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THE TEACHING RUBRIC AT A GLANCE:

PERFORMANCE STANDARDS FOR EFFECTIVE TEACHING

4 Domains, 16 Standards, 53 Components adapted from the InTASC Model Core Teaching Standards developed by CCSSO

Domain I: Content, Curriculum, Pedagogy,

and Child Development

A. Knowledge of Curriculum 1. Subject matter and structure of the discipline 2. Cross-curricular content 3. Real-world applications 4. Resources to extend learning

B. Knowledge of Pedagogy 1. Lesson and unit structure 2. Planning for instruction 3. Content-related pedagogy and learning activities

suitable for diverse learners 4. District, state, and national standards

C. Knowledge of Child Development 1. Principles of child and adolescent development 2. Diversity in ability, language, culture, and

background experiences

Domain II: The Learner and Learning in

the Classroom Environment

A. Learner Differences 1. Knowing students as individuals 2. Incorporating knowledge of individual students to

promote learning B. Learning Environment

1. Collaborative learning 2. Establishing a safe, respectful, and academically

challenging environment C. Promoting Equity and Appreciation of Diversity

1. Equitable opportunities for all students 2. Sensitivity to diverse student needs 3. Creating an environment for inclusion

D. Creating Personalized Classroom Communities 1. Student interactions 2. Student appreciation of individual differences 3. Student ownership of learning

E. Managing Student Behavior 1. Establishing expectations 2. Monitoring student behavior 3. Responding to student misbehavior

F. Parent/Family Engagement 1. Insights into the individual student

Domain III: Instructional Practice and

Learner Development

A. Communicating with Students 1. Expectations for learning 2. Directions and procedures 3. Presentation of content 4. Use of oral and written language

B. Instructional Strategies 1. Quality of questions 2. Discussion techniques 3. Student participation and engagement 4. Diversity of teaching strategies 5. Adaptive instruction and flexibility 6. Development of 21st century skills 7. Integration and application of technology 8. Student outcomes

C. Using Assessment to Advance Instruction 1. Assessment criteria 2. Monitoring of student learning 3. Feedback to students 4. Student self-assessment and self-monitoring of

progress 5. Adjusting instruction based on assessment

D. Documentation of Student Growth 1. Documenting student progress 2. Addressing District goals

Domain IV: Professional Responsibility and

Professional Culture

A. Reflection and Continuous Growth 1. Depth and accuracy of reflection 2. Goal setting

B. Collaboration and Leadership 1. Collegial collaboration 2. Decision making 3. Professional learning communities 4. Receptivity to feedback 5. Leadership

C. Demonstrating Professionalism 1. Integrity, judgment, and ethical conduct 2. Shared responsibility for school rules and District

policies and mission

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THE EFFECTIVE TEACHING RUBRIC (Sample Page)

DOMAIN II: Classroom Environment

The teacher creates and nurtures a classroom environment where every student feels safe and respected, where students actively support each other’s learning and collaborate to enforce positive behavior, and where parents/families are welcomed as active participants in the learning process.

STANDARD II-A: Learner Differences

The teacher works with students individually and in groups to foster their mutual understanding and appreciation of the value that each student brings to the class and of the rewards to be had from sharing individual strengths and unique traits.

Components of

Standard II-A

DESCRIPTORS OF EACH PERFORMANCE LEVEL

Ineffective Developing Effective Model

II-A-1

Knowing Students as Individuals

Does not take steps to become familiar with students as individual learners and as people with distinct traits.

Takes occasional steps to become familiar with students as individual learners and as people with distinct traits.

Proactively and routinely takes steps to become familiar with each student as an individual learner and as a person with distinct traits.

Proactively takes steps to become familiar with each student as an individual learner and as a person with distinct traits. Encourages students at appropriate times to share their strengths and interests with classmates as a means of fostering a rich human environment. Is able to model this component for other teachers.

II-A-2

Incorporating Knowledge of Individual Students to Promote Learning

Never or infrequently incorporates knowledge of individual students to create a classroom culture of respect and rapport that addresses the needs of learners as individuals.

Sometimes uses knowledge of individual students to help develop a classroom culture of respect that addresses the needs of learners as individuals.

Routinely promotes the belief that all students can learn and frequently incorporates knowledge of individual students to foster a classroom culture of respect that addresses the needs of learners as individuals.

Consistently and effectively promotes among students the belief that everyone can learn and that we should apply our individual talents for the good of the group. Consistently incorporates knowledge of individual students to create a positive culture of respect and rapport that addresses the needs of learners as individuals.

Examples of Evidence to Look for in Assessing the Licensed Faculty Member’s Level of Performance

Student writing and artwork • Classroom rules

Student attendance • Student reflection

Student participation • Parent feedback

Discipline referrals

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MATRIX OF FORMS

The forms required for various aspects of the professional growth and evaluation process are listed below. The complete forms are available in the Manual and are also available electronically from the District’s webpage.

EMPLOYMENT STATUS

AND YEAR Temporary Probationary

1 Probationary

2 Probationary

3 Contract

1 Contract

2 Contract

3 Contract

4

FORM

Informal Observation – A or B Minimum of 1

Minimum of 4

Minimum of 4

Minimum of 4

Minimum of 3

Minimum of 2

Minimum of 3

Minimum of 2

Formal Observation Minimum of 1

Minimum of 2

Minimum of 2

Minimum of 2

Minimum of 1

Minimum of 1

Minimum of 1

Minimum of 1

Self-Assessment Recommended Recommended Recommended Required Required Required Required

Student Survey (Grades 3 – 12 only) Required Required Required Required

Student Learning and Growth Objectives (SLGO) Plan & Licensed Faculty Professional Practice Growth Plan

SLGO Plan Required;

Faculty Plan Not Required

Required Required Required Required Required Required Required

Mid-Year Conference on SLGO & Professional Practice Growth Plans

Required Required Required Required Required Required Required

Summative Evaluation: Probationary Year 1

Required

Summative Evaluation: Probationary Year 2

Required

Summative Evaluation: Probationary Year 3

Required

Summative Evaluation: Temporary & Contract Year 1

Required Required

Summative Evaluation—Professional Practice: Contract Year 3

Required

Professional Development Options Plan: Initial Conference

Required Required

Professional Development Options Plan: Final Conference

Required Required

Comprehensive Evaluation Possible Possible Possible Possible

Intensive Support Plan Possible Possible Possible Possible Possible Possible Possible