SECTION 1 · Web viewMaintain the ongoing collection of artifacts as part of one’s reflective practice and professional portfolio. Teachers should be able to produce the following

Teacher Professional Practice Handbook

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Table of Contents

SECTION 1............................................................................................................................................................. 3Sun West Vision, Mission and Principles............................................................................................................3Rationale............................................................................................................................................................ 3Guiding Principles.............................................................................................................................................. 4Professional Growth Model................................................................................................................................ 4Terminology and Definitions............................................................................................................................... 5Roles and Responsibilities................................................................................................................................. 6Teacher Profiles................................................................................................................................................. 7

Profile A – The Beginning Teacher................................................................................................................7Profile B – The Experienced Teacher On a Continuing Contract...................................................................8Profile C – The Teacher on Temporary or Replacement Contract.................................................................9Profile D – The Teacher Experiencing Difficulty...........................................................................................10

Teacher Professional Growth........................................................................................................................... 11Teacher Professional Practice Components....................................................................................................12References....................................................................................................................................................... 13

SECTION 2........................................................................................................................................................... 14Teacher Professional Practice Learning Together Package.............................................................................14Learning Together Timeline.............................................................................................................................. 14Learning Together Narrative............................................................................................................................. 15

Narrative Examples...................................................................................................................................... 15Developing a Professional Growth Plan...........................................................................................................17Guiding Questions to Develop Your Professional Growth Plan........................................................................18Professional Growth Plan Samples.................................................................................................................. 19

Teacher Professional Growth Plan (Chart)..................................................................................................19Teacher Professional Growth Plan (Concept Map)......................................................................................20Teacher Professional Growth Plan (Framework).........................................................................................21Teacher Professional Growth Plan (Smart Tree Diagram)...........................................................................22

Teacher Professional Portfolios........................................................................................................................ 24Professional Development Year End Reflection...............................................................................................24Professional Portfolio Review........................................................................................................................... 24

SECTION 3........................................................................................................................................................... 25School-Based Administrator’s/Supervisor’s Toolkit..........................................................................................25School-based Administrator’s/Supervisor’s Timeline........................................................................................25School Based Administrators’ Professional Practice Checklist.........................................................................26Supervision....................................................................................................................................................... 27Walk Through Supervision............................................................................................................................... 27Walk Through Supervision Structure................................................................................................................28

Walk Through Supervision Example 1.........................................................................................................29Walk Through Supervision Example 2.........................................................................................................30

Walk-Through Supervision Record Keeping Example......................................................................................31SECTION 4........................................................................................................................................................... 32

Teacher Professional Practice Data Collection................................................................................................32Teacher/Supervisor Feedback and Dialogue...................................................................................................32Data Collection Tools....................................................................................................................................... 32

SECTION 5........................................................................................................................................................... 33Teacher Professional Practice Performance Appraisal....................................................................................33Purpose of Performance Appraisal................................................................................................................... 33Performance Appraisal Categories................................................................................................................... 33Process of Performance Appraisal................................................................................................................... 34Expectations of the Performance Appraisal Process........................................................................................34Teacher Performance Appraisal Documents....................................................................................................35


SECTION 1Sun West Vision, Mission and PrinciplesRationale

VisionSuccess for all

MissionLearning together

Principles

Accountability

We value individual and organizational accountability.We champion responsibility toward each other as individuals, as governing bodies, schools and communities.

Respect

We value a culture of mutual respect, trust and understanding.We champion the creation of safe, positive, caring environments.

Cooperation

We value cooperative and collaborative relationships which promote responsible citizenship and the appreciation of rural culture.We strive to be approachable, active listeners who openly share information, express our ideas and attempt to understand the ideas of others.

Lifelong Learning

We value teaching the whole child in learning environments that develop the student’s potential.We strive to provide meaningful, creative, and innovative learning opportunities.

Leadership

We value responsible leadership which is committed to creating and maintaining a positive, productive and unified school division.We strive for excellence in teamwork and shared effective leadership in our school division.

Teacher Professional Practice

Sun West School Division is committed to the development of its professional staff on an ongoing basis. It authorizes the Director of Education to develop and administer such programs as deemed necessary.

Rationale

We know that the most important factor affecting student learning is the teacher. Improvement in teacher practice results in increased student learning. The framework for teacher professional practice outlined in this document provides a structure for teachers to plan their individual professional growth. The supervisory process will allow teachers to focus on strengths, and address areas for improvement in a supportive and trusting environment. This document will provide the structure for discussion about exemplary teaching, and the opportunity for genuine professionalism. Therefore we will be able to achieve our goal: Success for all!

Reference:

Sun West School Division Administrative Procedure 417 Professional Growth and Development


PROFESSIONAL GROWTH

PROFESSIONAL PRACTICE

Learning Together package:- Professional Growth Plan

- Self Reflection- Narrative

- Professional Portfolio

SUPERVISION

- Walk Through- PLT Team- Coaching- Mentoring

PERFORMANCEAPPRAISAL

PROFESSIONAL DEVELOPMENT

Guiding Principles

The Sun West Board of Education recognizes several guiding principles of professional growth, supervision and performance appraisal, which reflect the Sun West School Division’s mission of “Learning Together”.

recognize teachers as life-long learners emphasize the importance of improved student learning as the key goal of the process promote and monitor continuous professional growth of staff maintain high standards of teaching and learning validate and celebrate the excellence and achievements of staff encourage collaborative, collegial networking promote and sustain professional learning teams provide teachers with feedback encourage self-directed professional growth and development establish the importance of mentorship for beginning level teachers emphasize the development of 21st Century Competencies and Skills

Professional Growth Model

The professional growth model (see below) displays the processes that will be used to enhance teacher professional practice. Support for teacher growth is provided through professional development opportunities, effective supervision practices and performance appraisals according to a teacher’s profile.


Terminology and Definitions

Appraisal: a planned evaluation process that is intended to make a judgment concerning an individual’s professional competence and effectiveness related to the established professional practice indicators. Its function is to produce a formal, written report designed to provide a professional growth benchmark for the future.

Beginning Teacher: an individual in his/her first years of employment as a teacher with Sun West School Division.

Experienced Teacher: a teacher on a continuing contract with two or more years of experience.

Intensive Assistance: formal supervisory process designed to improve the instructional performance of a teacher experiencing difficulty. This structured process is long term in duration and is directed by a Superintendent. A formal, written appraisal report will be issued at the end of the supervisory period.

Mentorship: a helping or coaching professional learning process undertaken by a mentor and a mentee with the intent of advancing professional growth.

Professional Development: participation in learning opportunities. These opportunities may be in the form of workshops, in-services, conferences, seminars, division initiatives, PLT work and self-directed reading and classes.

Professional Learning Team (PLT): a team focused on improving student learning.

Professional Growth: the acquisition of knowledge and experience in many variations throughout an individual’s career. This could involve things such as: reflection of professional practice, peer interaction and collaboration such as PLTs, goal-setting following the SMART format and remaining current in educational trends and literature, including 21st Century Competencies.

Professional Portfolio: a body of information and documentation that is the direct result of an ongoing process of collecting a variety of personal artifacts. These artifacts include: educational credentials, teaching experience, professional growth SMART goal, reflections, professional development summaries, planning examples and performance appraisal(s), etc.

Reflective Journal: time-progressive, personal commentary regarding feedback obtained through the supervisory process.

Supervision: a developmental process that is part of professional growth and is intended to support instructional practices and validate the successes and achievements of teachers. Its function is to promote continuous professional growth.

Teacher Experiencing Difficulty: a teacher who is identified as and documented to be consistently performing at unsatisfactory levels.


Walk Through Supervision: ongoing observation performed by school-based administrators within classrooms and the general school environment. Authentic feedback and opportunity for conversation between administration and the teacher should be provided for professional growth.

Roles and Responsibilities

The Director or designated Superintendent is responsible for carrying out and monitoring supervision. The Director or designate will provide support to teachers and school-based administrators by interacting with staff, visiting classrooms, providing feedback and modeling good supervisory practice. The formal written performance appraisal will be prepared by the Superintendent in consultation with the school-based administrator.

Consultants and Supervisors are responsible for assisting teachers in program development, organizing learning and teaching strategies and enhancing their professional growth. Consultants and supervisors will provide supervision similar to that of a school-based administrator for individuals on a teacher contract, but not assigned to a regular classroom. They will not complete performance appraisals.

School-Based Administrators are responsible for discussing the Learning Together package, which includes the professional growth plan, with each teacher. Supervisory practices will be used to support professional practice.

Teachers are responsible for completing the Learning Together Package and developing their own professional growth plans using one of the designated templates and sharing them with their school-based administrators. As well, teachers are responsible for carrying out their plans and reflecting on identified strengths and challenges.


Teacher Profiles

Profile A – The Beginning Teacher

a. Every beginning teacher is placed on a two-year cycle of continuous supervision.

b. Supervisory Expectations

Complete the Learning Together package and submit to the school-based administrator by the end of September. The teacher should be prepared to discuss this information during a scheduled consultation meeting.

Maintain the ongoing collection of artifacts as part of one’s reflective practice and professional portfolio. Teachers should be able to produce the following artifacts: daily lesson plans, unit and year plans, class schedules, records of student achievement, copies of quizzes, tests and assignments, examples of student work, a record of professional development, a log of parental contacts, a log of consultation sessions with school-based administrators, and examples of the use of 21st Century Competencies in the classroom.

Maintain a professional portfolio.

Maintain an ongoing reflective journal.

Direct Supervisory Responsibility: School-based administration.

Formal dialogue sessions with school-based administration occur at least three times each year (October, February, and May).

Walk Through Supervision.

c. Performance Appraisal Expectations:

During the first year of a continuing contract, there will be direct involvement of both a Superintendent and the Principal in supervising and evaluating the teacher’s performance. Items such as the professional portfolio and the reflective journal will be reviewed and discussed.

A formal written Performance Appraisal report will be prepared and signed by the Superintendent and the Principal at or near the end of each of the first and second year of a continuing contract.


Profile B – The Experienced Teacher On a Continuing Contract

a. A teacher on a continuing contract of more than two years is recognized as an “experienced teacher”.


Complete the Learning Together package and submit to the school-based administrator by the end of September. The teacher should be prepared to discuss this information during a scheduled consultation meeting.

Maintain the ongoing collection of artifacts as part of one’s reflective practice. Teachers should be able to produce the following artifacts: daily lesson plans, unit and year plans, class schedules, records of student achievement, copies of quizzes, tests and assignments, examples of student work, a record of professional development, a log of parental contacts, a log of consultation sessions with school-based administrators, and examples of the use of 21st Century Competencies in the classroom.

Ongoing collegial discussion and networking is expected to ensure validation of contribution.

Reflective journaling is recommended and ongoing, professional portfolios are optional.

c. Direct Supervisory Responsibility: School-based administration.

Validating conversations/dialogue with administration must occur frequently on an informal basis and at least three times each year in a formal setting (October, February and May).


d. Performance Appraisal Expectations

The Superintendent and principal will initiate a process of appraisal with each teacher until at least one performance appraisal is part of the permanent file for each teacher.

If a teacher in his/her career desires to assume a position with added responsibility (school-based administrator, consultants, etc.) a performance appraisal would be recommended.

Until the need surfaces, or at the initiation of the teacher either for personal or professional reasons, no additional formal performance appraisal is required.


Profile C – The Teacher on Temporary or Replacement Contract

a. A teacher on a temporary (less than one school year) or replacement (one complete school year) contract is supervised by the school-based administration.


Complete the Learning Together package and submit to the school-based administrator within three weeks of beginning temporary/replacement contract. The teacher should be prepared to discuss this information during a scheduled consultation meeting.

Maintain the ongoing collection of artifacts as part of one’s reflective practice and professional portfolio. Teachers should be able to produce the following artifacts: daily lesson plans, unit and year plans, class schedules, records of student achievement, copies of quizzes, tests and assignments, examples of student work, a record of professional development, a log of parental contacts, a log of consultation sessions with school-based administrators, and examples of the use of 21st Century Competencies in the classroom.

Maintain an ongoing reflective journal.

c. Direct Supervisory Responsibility: School-based administration.

Formal dialogue sessions with school-based administration occur at least three times each year (October, February, and May) or as applicable to the length of the temporary contract.


d. Performance Appraisal Expectations:

The school administration will dialogue with the teacher and provide a completed copy of the Teacher Professional Practice Data Collection document prior to the end of the temporary or replacement contract time period.


Profile D – The Teacher Experiencing Difficulty

a. When a teacher’s performance is judged to consistently not meet the expected level of performance he/she will be placed on review.

b. Intensive, corrective supervision is undertaken resulting in a performance appraisal which determines the retention or dismissal of the teacher. The supervisory process shall provide “due process” without compromising the teaching and learning processes.

c. A designated Superintendent, along with assistance from the school principal, will conduct the supervisory process and will collect, maintain and file all pertinent data. It is expected that the primary responsibility for improvement rests with the teacher, but opportunities for assistance will be made available.

The action plan for intensive assistance will be as follows:

Step 1: The nature of the difficulty will be identified and documented clearly. The problem(s) will be discussed with the teacher in an effort to clarify and identify what changes are expected.

Step 2: A Superintendent will notify the teacher by letter that a process of intensive supervision will be initiated based on the clarifications outlined in Step 1.

Step 3: The teacher will submit a written plan of targeted professional growth to the Superintendent and the Principal. A time frame for effecting the improvement will be determined. The plan will be discussed with the Superintendent and the Principal to identify the level and expectations of school-based support. The plan will be signed by all parties and each will retain a copy.

Step 4: As the plan is implemented, ongoing monitoring, observation and documentation will occur. Support and assistance will be evident and documented.

Step 5: If progress is deemed satisfactory by the Superintendent and the Principal the formal process of intensive supervision will be ended. A formal written performance appraisal will be completed and discussed with the teacher and placed in the teacher’s personnel file.

Step 6: If progress is judged unsatisfactory at the conclusion of the specified period of time, further action, up to and including termination will occur in accordance with the provisions of The Education Act, 1995.


Teacher Professional Growth

The first step in the professional growth process is the completion of the Learning Together package. Following self-reflection and self-assessment, teachers then develop a professional growth plan using one of the designated templates. This approach recognizes that the teacher is a self-motivated professional who assumes primary responsibility for his or her own professional growth. Teaching is a complex process which requires commitment and action to life-long learning.

Please refer to the Refer to the Teacher Professional Practice Learning Together Package . found in this handbook


Teacher Professional Practice Components

Professional Growth Performance Appraisal Intensive AssistanceDESCRIPTOR Self-directed

Professional Development

Formal Supervision for the purposes of Appraisal Report

Intensive Assistance

TYPE Self-Reflection Supervision Performance Appraisal

TEACHERS All Teachers Beginning teachersfirst & second year

New to the division teachers

Teachers by request Teachers identified by

Director or Superintendent

Teachers experiencing difficulty

PURPOSE Improve teacher performance and student learning

Recognize teacher competencies including 21st Century learning

Provide framework for professional dialogue annually

Assist teacher in reflection and professional growth

Contribute to realization of program, school and division goals

Provide a basis for professional development opportunities

Provide written documentation of competencies

Professional portfolio artifact

Improve teacher performance and student learning

Reference

Improve teacher performance and student learning

Recommendation regarding retention or termination

CRITERIA Teacher Professional Practice: Learning Together

Package Walk Through Tools Data Collection

Teacher Professional Practice: Data Collection Observation

Templates Professional Portfolio Walk Through Tools Performance

Appraisal Report


References

Alberta Teachers’ Association

Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria, VA: ASCD Publication

Danielson, C., & McGreal, T.L. (2000). Teacher evaluation to enhance professional practice, Alexandria, VA: ASCD Publication

Downey, C., Steffy, B., English, F., Frase, L., & Poston, Jr., W. (2004). The three minute classroom walk through. Thousand Oaks, CA: Corwin Press

Regina Catholic School Division (2007). Committed to professional learning.


SECTION 2

Teacher Professional Practice Learning Together Package

Personal reflection, self-assessment and planning for professional growth are necessary and important components of every effective teacher’s work life. Your reflections in completing the Learning Together Package, which consists of the Self-Reflection, Action Plan, Growth Plan and Year End Reflection, will help to make your personal, professional journey successful.

Links to the Learning Together Package documents are provided below.

Learning Together Timeline

By Task Documents to CompleteSept. 15 Teacher Professional Practice

Self-ReflectionMust be completed by the teacher. May be requested by School-based Administration.

Self-Reflection (Classroom Teacher)Self-Reflection (Student Support Teacher)Self-Reflection (IndEP Teacher) Self-Reflection (Career Dev-CWEX Itinerant Teacher)Self-Reflection (Technology Coach Itinerant Teacher)

Action PlanFor teachers’ personal use.

TPPH Action Plan

NarrativeFormat to be determined at school level.

Narrative Examples

Professional Growth PlanSubmitted to Administration.

Teacher Professional Growth Plan (Chart)Teacher Professional Growth Plan (Concept Map)Teacher Professional Growth Plan (Framework)Teacher Professional Growth Plan (SMART Tree Diagram)

Oct. 15 Conference with School-based Administration.Scheduled at school level.Beginning teachers and teachers new to Sun West that are engaged in the formal supervision process begin portfolio artifact collection. Refer to artifact suggestions under each domain in the teacher specific Professional Practice Self-Reflection document.

Self-Reflection (Classroom Teacher)Self-Reflection (Student Support Teacher)Self-Reflection (IndEP Teacher)Self-Reflection (Prekindergarten Teacher)Self-Reflection (Career Dev-CWEX Itinerant Teacher)Self-Reflection (Technology Coach Itinerant Teacher)

Collection of data by teacher (i.e. journal, blog, notes).

Begin ongoing self-reflection.

Oct. 31 Profile A and C teachers will participate in a formal observation completed by Administrator.

Feb. 1 Mid-Year ConferenceScheduled at school-level (may be completed by email).

Mid-year Conference with School-based Administration.

June 15 Teacher Professional Practice Self-ReflectionUpdate and print document and bring to year-end conference. May be requested by Administration for fall goal setting.

Complete teacher specific Professional Practice Self-Reflection (online) document.

Year End ReflectionBring to year-end conference.

Year End Reflection

Year End Conferencescheduled at the school level.

Year-End Conference.


Learning Together Narrative

1. Submit a narrative outlining your personal comments, concerns and future plans for this school year. (see examples which follow)

2. To assist you in completing the task, a list of thought-provoking prompts and suggestions may help you:

In the past, my personal involvement and contribution to my school has been… This year, I plan to be involved in the following ways… Due to circumstances beyond my control… I am looking forward to this year because… As I view the new challenges that I face this year, I… A “wow” in my teaching career is…

3. Please submit your narrative to your school-based administrator prior to the beginning of the year conference.

4. Your message will be viewed only by school-based administration and will be part of your beginning of the year conference and may be discussed at the year-end review.

5. Possible topics for discussion for your beginning of the year conference:

I’d like to change this year from last year…. I’d like to see this continue from last year…. I’d like some help with…. My personal/professional goal….

6. Your information will be treated in a confidential and ethical manner. Its sole purpose is to assist the school-based administration in support of you reaching your full potential.

Narrative Examples

Example 1

This being my second year teaching kindergarten I feel more confidence and have a better understanding of what to expect from the kids. I am excited to be at the same school and am feeling at home here.

One of my major goals this year is to implement the new Math Makes Sense program for kindergarten. I am excited about the program and think that there are many valuable resources for me to use. One problem that I feel may come up is that kindergarten is so integrated with themes that it is hard to follow a program that isn’t related. I think I will be able to manage this by teaching the major concepts and picking manipulatives to fit in with the themes. I am excited to try out the math program and give my feedback on how it is going to work.

My other goal is to encourage more oral language activities in my classroom. I hope to have news-telling time where my students can share their stories with the class. I want them to start thinking about the 5 W questions when sharing news. I am going to put into effect some of the techniques I have learned about at the First Steps Oral Language workshop.

Personally I am expecting my first child so I want to relax and enjoy this special time. I need to get prepared at home and not become too stressed with my school life. I am so excited to bring this little miracle into the world.

I am looking forward to this year. I had many successes last year that I plan to continue and I also know the points I need to work on. It is exciting to be able to stay in the same grade and become a better teacher of kindergarten.

Elizabeth Anderson


Example 2

I am looking forward to beginning my twenty-sixth year of teaching at Woodland Senior High School. I am prepared to continue my work in the Senior Sciences, and I am looking at the new Grade 9 Science assignment as something I know I can do. Our Science PLT SMART goal is set, and I have prepared my common assessments for my Biology and Physics classes for the fall. I will also be working on an assessment team at the Division level, so will likely be out of the school at meetings approximately one day per month.

Personally, I am going to be coaching my son’s AAA hockey team this winter. It will be a huge commitment for me as I will be involved with practices three nights a week, and will be attending several weekend tournaments. I would like to continue coaching the school football team, but would like to have another staff member take over the Senior Boys’ Basketball team for this year. I am also a member of the local Roadrunner Senior Men’s hockey team, and hope to be involved in the community on the Elks executive again this year.

Thanks for meeting with me this Wednesday. I am ready to go for another year.

James Linden

Example 3

I am looking forward to my third year at Ellerson Elementary School. Throughout the last two years, positive relationships have been established between the staff and community. Together I hope to continue working together using the Seven Characteristics of Effective Schools to make Ellerson even better.

I plan to enhance my teaching skills as I collaborate with Angelina, Yvonne, Michelle, Kim and Grace in our PLT. Our first focus will be to create our common assessments for our Reading Initiative. We plan to focus on comprehension in each of our classrooms. We have chosen three different reading strategies to implement and I look forward to watching the changes as the children become proficient at using the various tools. We also plan to incorporate guided reading into each of the classrooms.

I will continue to make contributions to our school as intramural team leader, choir leader, homework club and hot lunch coordinator.

I look forward to meeting to discuss my goals.

Janice Smith


Developing a Professional Growth Plan

Professional development growth plans can take many forms. They can be textual or graphical. They can include mind maps or web formats. Whatever the format, the plan must demonstrate a relationship to the Four Domains of Teacher Professional Practice.

The following basic elements must be included in your plan: Teacher name Date Goal & Domain (as taken from self-reflection document) Timelines Strategies Resources Tracking of data Evidence of results/success

The format is optional. See sample templates in this handbook.

Evidence collected may be qualitative or quantitative.

1. Quantitative-measured by using a number (%, levels, frequency counts, etc.)

2. Qualitative-measured in a descriptive manner Journal reflection-noting specific changes in the goal/relevant to the goal over a period of time

Professional growth goals shall be written in SMART goal format and should reflect these criteria:

Specific What exactly do you want to accomplish?

Measurable How will you measure or evaluate the extent to which you have accomplished the goal?

Action Oriented/Attainable What exactly needs to be done to accomplish the goal?

Results What is the desired outcome? This can be demonstrated by qualitative or quantitative evidence.

Time bound When will you complete the goal?


Guiding Questions to Develop Your Professional Growth Plan

Goal(s) & Domain

Do these goals reflect my own professional learning needs? After assessing my own professional learning needs, what areas have I chosen to focus on

for this school year? Do these goals reflect at least one of the four domains?

Timelines

What are my time targets and how do they fit the cycle of the school year? When will I work toward completing this goal? Is this timeline appropriate for the goal?

Strategies

What activities will I undertake to reach my goal? How will I work toward achieving my desired outcomes?

Resources

What assistance and supports are available to me? What expertise is available from my colleagues? What resources are available? What resources will help me work toward my goals?

Tracking Data

How will I collect evidence of my professional growth?

Evidence of Results

How will I know when I have successfully met my goal? How will I know to what extent I have achieved my outcomes? What will success look like when I reach my goal? What do I want to achieve as a result of this goal, and what difference will it make?

Growth Plan Template Options

The following are template options for growth plans. (Samples are provided on the next pages of this handbook.)

Teacher Professional Growth Plan (Chart)Teacher Professional Growth Plan (Concept Map)Teacher Professional Growth Plan (Framework)Teacher Professional Growth Plan (SMART Tree Diagram)

*Alternate format as discussed with your administrator.


Professional Growth Plan Samples

Teacher Professional Growth Plan (Chart)


Teacher Professional Growth Plan (Concept Map)


Teacher Professional Growth Plan (Framework)


Teacher Professional Growth Plan (Smart Tree Diagram)



Teacher Professional Portfolios

Purpose

The purpose of a professional portfolio is to provide a collection of items called artifacts, which highlight the teacher’s knowledge, skills and abilities. Artifacts are samples and materials which reflect the teacher’s accomplishments.

Portfolio Format

The portfolio format may be categorized according to the Professional Practice four domains in a:

Binder, File Folder possibly with dividers, Container with compartments or Your Own Idea

The basic contents of a Teacher Professional Portfolio will include:

Educational credentials Teaching experience Professional Growth Plan Teacher Professional Practice reflections Professional Development summaries/experiences Planning examples (lesson/unit/year) Professional Appraisal document Walk Through supervision notes

Additional Artifacts

Additional suggested artifacts are detailed in each Domain of the Professional Practice Reflection document.

The portfolio is an integral part of the Teacher Professional Practice process, and will provide opportunity for discussion with the school-based administrator and/or Superintendent.

Professional Development Year End Reflection

The following document accompanies this handbook.Teacher Professional Practice Year End Reflection

Professional Portfolio Review

The following document accompanies this handbook.Portfolio Review


SECTION 3School-Based Administrator’s/Supervisor’s Toolkit

School-based Administrator’s/Supervisor’s Timeline

The following timeline outlines the process to be completed by the school-based administrator:

September-October Teacher Professional Growth Plan and narrative completed and submitted to supervisor/school-based administrator.

October-November Dialogue with all teachers regarding goal setting (discuss self-reflection and narrative)Complete formal observation of Profile A and Profile C beginning teachers.

February Dialogue with teachers to discuss goal attainment progress (email format).

March Dialogue with beginning teachers regarding performance appraisal process.

April Contribute to, co-author, and sign the performance appraisal reports of beginning teachers and any others as identified.

May Conduct professional growth review process with teachers (year-end reflection form; review self-reflective document; portfolio update).

Throughout the Year Dialogue and conduct data collection supervision on temporary (more than 20 days) or replacement contracts.

Walk Through supervision for classroom visitations will be employed by the supervisor/school-based administrator.

Teacher professional portfolios will be updated in an ongoing process throughout the school year by the teacher.


School Based Administrators’ Professional Practice Checklist

Sign-up sheets

For first staff meeting Establish record keeping (calendar)

Narratives

Email or drop off

Meetings with teachers

Discuss narrative Come prepared with self-reflection completed - discuss Professional growth plan- discuss plans for the year Portfolio expectations – give examples Complete formal supervision of Profile A and Profile C teachers

Walk Through Supervision

Focus on particular areas Marzano suggests: routines, content specific, something special Establish record keeping

Email Update in January

Specific questions – see example Refer to portfolio expectations in the email

Year End Reflection

Set times at April staff meeting Remind them to complete the self-reflection prior to seeing you (go through together the

first year) Discuss what following year will look like


Supervision

Supervision is linked with the teacher’s professional growth plan. A teacher may initiate supervision with a school-based administrator to gather information, improve a skill or technique, or to deal with an identified need.

The school-based administrator(s) is responsible for being knowledgeable about the teaching and learning environments within the school. In order to inform this knowledge base classroom visits and dialogues with teachers are necessary. These visits may be initiated through a teacher request, part of regular Walk Throughs or more detailed data collection on the part of the school-based administrator.

All supervision is characterized by:

a supportive, helpful process lack of formality little or no formal documentation diversity of approaches

Walk Through Supervision

The goal of the Walk Through supervisory approach is to gather focused data in a very short period of time. What we wish to see - students engaged in work!

Characteristics of the Walk Through:

The entire visit is 3-5 minutes in length. Comments are brief (point form). Feedback is provided soon after the visit, at least that same day. Feedback may be provided on recipe cards, through verbal discussion or as a note left in a

mailbox, sent by email, etc. Informal conversation may be held that day, or after several visits have occurred. No formal paperwork is kept by the administrator, but documentation on who has been seen, and

when, should be recorded. All documentation in this process is returned to the teacher and maintained in the teacher’s

professional portfolio. A template has been provided for you.


Walk Through Supervision Structure

Some characteristics/observations to consider:

Students on task:

Note time on task

Curricular Objectives:

Note curricular content from the activity, worksheets, tests and resources used Note cognitive level-refer to Bloom’s Taxonomy

Instructional Practices:

Note instructional strategies being used Note integration of technology into teaching and learning Note cross-curricular planning and instruction Note use of resource-based learning Note adaptations used to address diversity

Walk the Walls:

Note artifacts on walls, charts, boards and centers for evidence of curricular alignment

Safety/Health Issues:

Note any safety/health issues to be addressed

Comments:

Note: Any artifacts/activities that are unique and should be celebrated with the teacher

Offer one suggestion for improvement if noted


Walk Through Supervision Example 1

Recipe Card


April 17, 20__. Grade 4 ELA-24 students

Good Morning Angela,

Students on Task: Just to let you know the students were actively engaged in their group work this class. You may want to check on Johnny because he might need some additional assistance.

Instructional Practice: It’s great to see how all your students know how to apply the K-W-L process.

Lots of learning going on here!

Lucinda Jones

Walk Through Supervision Example 2

Teacher: Miss Jane Thompson Date: March 24, 20__.

Class Observed: Grade 4 Mathematics (24 students)

Observations:

Students on task: (Are students engaged in the work?)

Students engaged in group work using manipulatives Calm, focused group discussion Collaborative sharing of materials

Curricular Objectives: (What are the objectives of the lesson?)

Students were aware of teacher expectations when asked Students could explain directions listed on board

Instructional practices: (What instructional strategies are in place?)

Direct instruction was completed Teacher facilitating group work

Walk the Walls: (What do you see?)

Math center activities available for students Student work on display (student made multiplication charts) Daily routines posted (lunch room, library books)

Safety/Health Issues: (Any issues to be addressed?)

None observed Students appeared comfortable in learning environment

Other comments:

Lots of learning going on, Jane. The children were engaged and comfortable. I really liked your soft, supportive voice as you worked with the small groups. Nice job recognizing Joseph’s contribution and redirecting Jeffrey to another task. Please invite me back when the project is complete.Continue the good work!

______________________________________School-based Administrator’s Signature


Example 2 is a comprehensive look at all categories completed School-based administrators may only record in some of the categories.

Walk-Through Supervision Record Keeping Example

The observation information belongs to the teacher in the Walk Through supervision process.It is the school-based administration’s responsibility to record the date/teacher and subject they observed.

Date Teacher SubjectMarch 14, 20__ Mrs. Jenna Jones Grade 4 MathMarch 14, 20__ Mrs. Cara McLeod Grade 6 ELAApril 4, 20__ Mr. Jonathan Evans Grade 11 ChemistryApril 8, 20__ Miss Annie Stephenson Grade 2 Science

The following document accompanies this handbook.

Walk Through Supervision Record Keeping Template


SECTION 4

Teacher Professional Practice Data Collection

Teacher/Supervisor Feedback and Dialogue

The school-based administrator/supervisor will use the data collection tools for: Teachers on temporary or replacement contracts Beginning teachers in the first two years or teachers new to the school division Enhancing the dialogue with all teachers Responding to requests from teacher for a supervisory visit and dialogue

Since teachers are striving to fulfill their professional goals, including their PLT goal, it is important for the supervisor to provide feedback in relation to these goals.

Formal dialogue occurs throughout the period of the contract. At designated times a comprehensive discussion must occur regarding the teacher’s professional growth goal(s) and Professional Learning Team (PLT) goals and the observations from Walk Through supervisions.

Documentation using the data collection tools, either Document 1 or Document 2, is signed by both the teacher and the supervisor. The teacher receives the original document and the supervisor retains a copy.

Reflective Questions

The use of reflective questions by the supervisor promotes professional growth. The purpose is to seek out more knowledge and use the professional conversation between the supervisor and the teacher to practice reflection.

Reflective questions may be as follows:

When you are planning …… The activities that align with curriculum objectives are …… I use this instructional strategy because …… I enhance student’s learning/achievement by ……

Data Collection Tools

The following documents accompany this handbook.

Data Collection Doc 1 (Classroom Teacher) Data Collection Doc 1 (Student Support Teacher) Data Collection Doc 1 (IndEP Teacher) Data Collection Doc 1 (Prekindergarten Teacher) Data Collection Doc 1 (Career Dev-CWEX Itinerant Teacher) Data Collection Doc 1 (Technology Coach Itinerant Teacher) Data Collection Doc 2 (Teacher)


SECTION 5

Teacher Professional Practice Performance Appraisal

The Principal and the Director/designate will complete the Performance Appraisal report for first and second year teachers, teachers new to the division and upon request by teachers.

The Performance Appraisal report will be used as part of the process with a teacher who is placed on intensive assistance.

Purpose of Performance Appraisal

Appraisal is the process where an assessment of an individual’s performance is completed. The purpose of a performance appraisal is to provide feedback regarding strengths and areas for future growth. The process of a performance appraisal is more formal and directive, and provides specific documentation for review and consideration by the teacher and supervisor. For experienced teachers this process is guided by self-reflection and planned reflection with the supervisor.

A performance appraisal results in judgments being made of an individual’s overall professional practice and competence. The performance appraisal is completed by the Principal and the Director/designate – Superintendent of Education. The process is based on fair and equitable treatment.

Due process in this sense ensures knowledge of: expectations support and assistance training outcomes confidentiality

Performance Appraisal Categories

1. Beginning Teacher/Teacher New to the Division on Continuing Contract

a. New teachers to the profession will be supervised closely during the first two years.

b. New teachers to the division will be supervised in the first year.

c. The school-based administrator and Director/designate will conduct the supervision.

d. A performance appraisal report will be provided by the Principal and the Director/designate by end of June.

e. The teacher will receive a minimum of two visits each from the school-based administrator and the Director/designate.

2. Experienced Teachers (teachers with more than two years’ experience)

a. Teachers will receive a performance appraisal report from the Principal and the Director or designate for their personnel file. Subsequent performance appraisals will be upon request by the teacher or as identified by the school-based administrator.

b. This report will be based on formal visits by the Director/designate and the school-based administrator(s) during the supervisory year.

c. Performance Appraisal reports will be provided to the teacher by the end of the school year.


d. The Performance Appraisal report will be completed by the Principal and the Director or designate.

3. Temporary/Replacement Teachers

a. Teachers on temporary or replacement contracts will be supervised by the school-based administrator and possibly by the Director or designate.

b. Temporary or replacement teachers will have a data collection report completed by the school-based administrator.

4. Teachers Experiencing Difficulty

a. School-based administrator initiates this process in consultation with the Director/designate.

b. Director/designate manages and directs the process according to the Intensive Assistance process.

Process of Performance Appraisal

1. The Director/designate will initiate a process of appraisal with each staff member until at least one performance appraisal is part of the permanent file for each teacher.

2. By October 1st, the Superintendent of Education will notify the principal of the teachers to receive a Performance Appraisal. The Teacher Professional Practice Indicators will be the criteria on which the appraisal is based.

3. During the period of performance appraisal, a number of strategies such as classroom formal observations, reflection discussions, professional portfolio sharing and general observations will be used as part of the formal “supervisory cycle”.

4. The supervisor will arrange at least two formal visits which will include a pre-conference, a period of observation and data gathering and a post conference.

5. Formal observations will be documented and discussed. The teacher and supervisor will sign the written observation/discussion notes and the teacher will receive a photocopy of the notes.

6. The Principal and the Director/designate will be responsible for completing the performance appraisal report for a teacher.

7. The formal observations will form the basis of the performance appraisal with additional information provided by the school-based administrator.

8. The Director/designate and the Principal will discuss the final performance appraisal report with the teacher. The teacher will be given an opportunity to add comments. The performance appraisal will be signed by all parties.

9. The original will be provided to the teacher and a second copy will be placed in the teacher’s personnel file.

10. A teacher who is on intensive assistance and progress is judged unsatisfactory at the conclusion of the specified time period, the Director/designate will notify the teacher that a recommendation will be made to the Board of Education to terminate the teacher’s contract. The termination will occur in accordance with the provisions of Section 210 of The Education Act, 1995.

Expectations of the Performance Appraisal Process


1. The teacher will make available to the supervisor the following documents and others as requested during the supervisory process:

Professional growth plan Lesson, day, unit and year plans Assessment examples and evaluation records Examples of supports for meeting the diverse learning needs of students Professional Portfolio Other documents as discussed and requested.

Teacher Performance Appraisal Documents

The following documents accompany this handbook.

Professional Performance Appraisal (Classroom Teacher) Professional Performance Appraisal (Student Support Teacher) Professional Performance Appraisal (IndEP Teacher) Professional Performance Appraisal (Prekindergarten Teacher) Professional Performance Appraisal (Career Dev-CWEX Itinerant Teacher) Professional Performance Appraisal (Technology Coach Itinerant Teacher)
