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SHASTA COUNTY OFFICE OF EDUCATION
STEP Handbook
Professional-Growth
and
Effectiveness
Teacher
System for
CONTENTS Component Page
Purpose 3
Guiding Principles 4
History of Legislative Reforms 5
Pilot History 6-7
Pilot Timeline 8-9
Standards 10
Correlation between CSTPs & Danielson Framework 11
Evaluators & Peer Observers 12
Year-at-a-Glance STEP Timeline 13
Annual STEP Timeline (Graphic) 14
Annual STEP Timeline (Narrative) 15-17
Multiple Measures leading to Overall Evaluation 18-24
Educator Performance Rating System 25
Educator Plans 26
Resources, Alignment with Other Systems, & System Review 27
Forms:
A – Teacher Self-Assessment 28-31
B – Classroom-Based Multiple Measures Year Plan 32
C – Peer Observation Involvement Application 33
D – Pre-Observation Conference 34
E – Classroom Observation Tool 35
F – Classroom Observation by Danielson Framework Domain 36-38
G – Post-Observation Evaluatee Reflection Form 39
H – Post-Observation Evaluator Summary 40
I – In-Formal Observation Summary 41
J – Mid-Year Conference 42
K – Danielson Framework Guiding Questions by Domain 43-46
L – Final Annual Teacher Evaluation 47
Appendices:
Danielson Framework Summary 48
2
Training & Support tied to:
• Professionalism (Domain 4)
• Teacher-selected (Domains 1-3)
• School/program focus
• Student Academic or BehaviorOutcomes that Show Growth
• Formal & In-Formal ClassroomObservations
Induction Program (BTSA)
Year 1 Training & Support
Year 2 Training & Support
Peer Assistance & Review
Intensified Training & Support
PAR Review Board
PURPOSE STEP is based on a cycle of continuous professional growth and learning. To that end, linking
evaluations with high quality professional learning is key. High quality professional learning is
sustained and focused and relevant to the educator’s goals and needs. All educators must have
opportunities for professional growth to meet their needs and receive the support and resources
necessary to continuously improve.
Purposes of the SCOE System for Teacher Effectiveness and Professional-Growth (STEP) are to:
Strengthen the knowledge, dispositions, performances and practices of teachers andadministrators to improve student learning
Strengthen professional growth opportunities for teachers and administrators based on theirindividual needs in relation to the needs of students, school, and the Shasta County Office ofEducation
Strengthen opportunities for teachers, observers, and evaluators to discuss evidence thatcaptures a holistic and comprehensive view of a teacher’s practice throughout all career stages.[Guiding Principle 1]
In the face of increasing evidence that valid and reliable evaluations must include multiple, authentic measures of student learning rather than rely on a single standardized test score, SCOE and its stakeholders, educators, and experts are united in the following commitments:
No public reporting of individual teacher data
Measuring student growth through multiple measures, not relying solely on standardizedassessments
An evaluation system that measures teacher effectiveness through multiple sources, includingstudent growth, professionalism, etc.
Agreement that for an educator evaluation system to drive improvement of student outcomes,the data and information it provides must be used to improve instructional practices
An evaluation system must be coordinated with high quality professional development that is
continuous; linked to curriculum and teaching standards; and provides for adequate time,
resources, and finances for coaching, modeling, observation and mentoring. [Guiding Principle 6]
The System for Teacher Effectiveness and Professional-Growth (STEP) Handbook serves as a
guideline for teachers, administrators, peer and mentor observers, and other personnel for the
implementation of the teacher evaluation process. Teachers and administrators will be trained in
the components of the Handbook and held accountable for knowing the content.
3
GUIDING PRINCIPLES
1. The goals of the System for Teacher Effectiveness and Professional-Growth (STEP) are
to strengthen the knowledge, skills and practice of teachers to improve student
learning and to determine teacher effectiveness and further leadership opportunities.
2. An evaluation system must be differentiated to support the development of educators
through all career stages—from beginning to mid-career to veteran.
3. An evaluation system must address the varied assignments of certificated educators,
including those who teach core and non-core subject areas, and are classroom and
non-classroom educators.
4. An evaluation system must include evidence of teaching and student learning from
multiple sources.
5. An evaluation system must provide relevant and constructive feedback and support
that informs teaching practices.
6. An evaluation system must be coordinated with high quality professional development
that is continuous; linked to curriculum and teaching standards; and provides for
adequate time, resources, and finances for coaching, modeling, observation and
mentoring.
7. An evaluation system should include opportunities for peer involvement for advisory
and support purposes.
8. An evaluation system must consider the complexities of teaching and student learning
that are outside of the teacher’s control and beyond the classroom walls.
9. All evaluation components and procedures must be clearly defined, explained, and
transparent to all educators.
10. All observers must have extensive training and regular calibration in all evaluation
procedures and instruments; confidentiality is an imperative component of an effective
evaluation system.
4
HISTORY OF EDUCATIONAL
REFORMS 1983 – A Nation at Risk: The Imperative for Education Reform. The National Commission on
Excellence in Education: A national call for educational reform in the United States began with the
publication of this report. It declared, ―If an unfriendly foreign power had attempted to impose on
America and mediocre educational performance that exists today, we might well have viewed it as an
act of war. As it stands, we have allowed this to happen to ourselves.‖ As a result of the report’s
recommendations for ―more rigorous and measurable standards,‖ all 50 states adopted academic
standards and ensuring student achievement became a national conversation.
1996 – What Matters Most: Teaching for America’s Future, the National Commission on Teaching
and America’s Future: This research confirmed what many had long believed – that teachers are the
most important school-based influence on student achievement.
2001 – The No Child Left Behind Act (NCLB): A reauthorization of the Elementary and Secondary
Education Act (ESEA), first enacted 1965, and reauthorized in 1994. Its purpose was to increase
student achievement and to hold states and schools more accountable for student learning. It
required ―highly qualified‖ teachers, annual state testing of students, and the expectation that all
students be ―proficient‖ on the state tests by 2013-14. Schools also had to demonstrate ―adequate
yearly progress‖ toward the goal of 100% proficiency.
2009 – The Widget Effect: Our National Failure to Acknowledge and Act on Differences in Teacher
Effectiveness, New Teacher Project: This report states, ―A Teacher’s effectiveness – the most
important factor for schools in improving student achievement – is not measured, recorded, or used
to inform decision-making in any meaningful way.‖
2009 – Race to the Top: Grants funded by the ED Recovery Act as part of the American Recovery and
Reinvestment Act. Their purposed was to promote innovation and educational reforms. Improving
teacher and principal effectiveness based on performance was one of the criteria for funding.
2012 – Assembly Bill 5 / AB 5, Fuentes: Withdrawn proposal for state-wide uniform teacher
evaluation system in California.
2012 – Greatness By Design: Supporting Outstanding Teaching to Sustain a Golden State,
Torlakson’s Task Force on Educator Excellence: California State framework describing a path to
educator excellence through recruitment and distribution of excellent educators to all communities,
educator preparation, induction of teachers and leaders, opportunities for professional learning,
educator evaluation, and leadership and career development.
2013 – A Blueprint for RESPECT: Recognizing Educational Success, Professional Excellence, and
Collaborative Teaching, US Dept. of Education: A policy framework aimed at transforming the
teaching profession, organized around seven critical components, one of which is effective Teachers
and Principals. ―Effectiveness must be evaluated based on measures of student academic growth,
evidence from classroom and school practice, and contributions to colleagues and the school
community. The results of the evaluations should guide professional support and development, and
inform personnel decisions such as teacher and principal assignments, the granting of professions
status (e.g., tenure), promotion to leadership roles and dismissal for those who, despite receiving
support, are ineffective.‖
Subsequent bills have been proposed in both the California House and Senate, but have not yet been
passed or signed into law.
HISTORY OF EDUCATIONAL REFORMS – CONTINUED5
PILOT HISTORY
This system is differentiated to support the development of educators through all career stages –
from beginning to mid-career to veteran. [Guiding Principle 2]
An evaluation system must address the varying assignments of certificated educators, including
those who teach core and non-core subject areas, and are classroom and non-classroom
educators. [Guiding Principle 3]
State Superintendent Tom Torlakson’s Blueprint for Great Schools provided the vision for education
focused on 21st century learning, meeting the needs of the whole child and rebuilding the ranks of
California’s educators with resources and respect. The resulting report, Greatness by Design (GbD),
provides recommendations reflecting three overarching priorities: 1) Create a coherent continuum of
learning expectations and opportunities for all educators, 2) Develop a learning system in California
that supports collaborative learning about effective practices at every level and 3) Develop a
consistent revenue base and allocate funds to achieve these priorities.
The California Department of Education (CDE) and a group of stakeholders began to develop a
comprehensive Educator Excellence Learning System to ensure student achievement, which can be
adopted or easily adapted to fit within a local control structure. California’s implementation
framework and toolkits provide districts and schools the tools for designing, developing, and
sustaining a system including: (1) Teacher evaluation, including the use of Individual Growth Plans
(IGPs); (2) Professional and Career Development, based on IGPs for Teachers; (4) Peer Assistance
and Review that is a catalyst for labor/management collaboration; (5) Administrator Evaluation,
including the use of IGPs; and (6) Career Development for Administrators. Our group is using CDE’s
process to develop our local system.
The San Diego County Office of Education’s Teacher Effectiveness and Evaluation: A Process not an
Event model aligned with GbD, and implemented in San Diego County in 2013 has been designated
as the model for a two year state pilot that began in 2014. The San Diego model brings districts and
bargaining units together for a nine month process that includes a series of academies and
supported intersession work that results in an individualized, local evaluation tool.
In November 2013, Administration and CDE representatives approached the CTA/SCCEA Bargaining
Unit with a proposal from CDE to radically change and improve our present Teacher Evaluation
system, designed and implemented by ourselves, a completely local effort. Our present evaluation
language allows a teacher to be either Satisfactory or Unsatisfactory, and doesn’t allow for, or
engender Teacher growth. The SCCEA Board approved our involvement in the ―Teacher
Effectiveness and Evaluation Pilot,‖ and so four representatives were chosen to represent SCCEA:
James Patton (CTA/SCCEA President), Karin Lindsey (Vice President), Lynda Dehart (Grievance
Chair), and Carie Webb (Past Vice President). Administration was represented by Tom Armelino
(Superintendent of Schools), Judy Flores, (Assistant Superintendent of Instructional Services), Jodie
VanOrnum (Director of Student Programs), and Brenda Palmer (Director, Human Resources).
The STEP team met over ten full workdays and ongoing intersession work with CDE representatives
and with other districts who are also changing their evaluation process between January 2014 and
June 2015. Experts, including Heather Mattson (WestEd: Features of Teacher Evaluation Systems),
6
PILOT HISTORY (CONTINUED) Lynn Sawyer (Danielson Group- Observation and Calibration) and Angela Minicci (Great Teachers
and Leaders Center- Multiple Measures/Bias) assisted all groups in their efforts to reform and
restructure Teacher Evaluation. The hundreds of hours we have spent in this endeavor will assist
other County Offices of Education to use our system as a model.
Piloting Teachers in Year 2 (2014-15) were from the following sites: EXCEL – 2, Oasis – 3,
Juvenile Hall – 1.
Training was provided to Evaluators and Evaluatees on the evaluation process, including how to
write goals and how the process would unfold over the course of the year.
Jennifer Baker, Executive Director of Instructional Services, provided training to Peer Observers,
Administrators, and any of the teachers in the evaluation pilot who wanted to join. These
trainings utilized videos to help participants understand and calibrate around each of the CA
Standards for the Teaching Profession (CSTPs) and how these would be observed within a
classroom setting.
Six days and six intersession meetings were held with the STEP Evaluation Pilot Team. The key
outcome of these meetings was an introduction to the Danielson Framework along with a
correlation to the CSTPs. The team was also introduced to student surveys and ―TEACHSCAPE.‖
The team utilized both of these resources.
This is an ongoing process that will continue to be modified and refined. No contract changes
have been made, but an updated MOU is in place to guide our work.
7
The Shasta County Office of Education's STEP Up team has a 5 year timeline for full development,
implementation, analysis and review of the evaluation pilot. The following timeline presents a
summary of work to date and future planning.
2013-14: Year 1
November 18 Meeting with CDE regarding initial project implementation
December CTA Executive Team Communications
January 27-28 STEP Team Training
February Stakeholder Information Dissemination and Surveys
March STEP Committee update to stakeholders
Student Perspective Surveys
May STEP Committee update
Teacher Effectiveness with Certificated
Teacher Effectiveness input from Classified
2014-15: Year 2
June STEP Committee Develops Process
July STEP Committee Update via Email to Stakeholders
STEP Committee Update via Superintendent News
NBCT Survey for Interest
August Overview of Evaluation Pilot Process for Stakeholders
September Initial Pilot Begins
Meeting with Those Being Evaluated & Their Evaluators
Calibration Training for Evaluators/Observers (ongoing)
October Evaluation Pilot Academy (2 days)
Fall Begin discussions of PAR development
Winter Calibration Training for Evaluators on Other Multiple Measures (ongoing)
February Evaluation Pilot Academy (1 day)
April Focus Group Discussion on Pilot Process
May Evaluation Pilot Academy (1 day)
Student Surveys
June Evaluation Pilot Academy (3 days)
PILOT TIMELINE
8
PILOT TIMELINE (CONTINUED)
2015-16: Year 3
Updated MOU with Bargaining Unit
Provide training to all CTA members on Evaluation Process
All classroom-based teachers will be evaluated in the STEP evaluation process including
Independent Study and RSP
Provide training to Peer Observers and Evaluators on Evaluation Process and
Observations
Determine multiple measures that would be included in the itinerant (DHH, VI, EIP, SLP)
teacher evaluation for 2016-17
Determine multiple measures that would be included in the Psychologists and Nurses
evaluation
STEP Team Review of process with modifications and revisions
Survey satisfaction of participants
Student Surveys
2016-17: Year 4 Contract revisions with Bargaining Unit
Add itinerant teachers (DHH, VI, EIP, SLP), teachers on special assignment,
Psychologists, and Nurses to pilot the Evaluation Process
STEP Team Review of process with modifications and revisions
2017-18: Year 5 Full implementation of all CTA members
9
STANDARDS “The California Standards for the Teaching Profession (CSTP) are intended to provide a common
language and a vision of the scope and complexity of the profession by which all teachers can
define and develop their practice. The standards seek to serve and support professional educators
in fulfilling their professional roles and responsibilities from pre-service teacher to experienced
practitioner. The standards are not set forth as regulations to control the specific actions of
teachers, but rather to guide teachers as they develop, refine, and extend their practice. The CSTPs
have been used for a variety of purposes, including the following:
• to prompt reflection about student learning and teaching practice;
• to formulate professional goals to improve teaching practice in support of student learning; and
• to guide, monitor, and assess the progress of a teacher’s practice toward professional goals.”
[CA Standards for the Teaching Profession, 2009 CTC document]
In order to work within the CSTPs in an evaluation model, the Danielson Framework is the basis for
the process. In Year 1, there were portions of the Danielson Framework embedded within our
rubrics. Following the Danielson Group Calibration Training, offered through the California Teacher
Evaluation Pilot, and work throughout Year 1, the decision was made to align the CTSPs to the
Danielson Framework, and use the Framework for observation and evaluation. See page 11 for
alignment of CSTPs with the Danielson Framework. See Appendix for a full page version of the
Framework Summary shown below as well as the Danielson Framework for Teaching Evaluation
Instrument.
10
1.1 Using knowledge of students to engage them in learning 2.1 Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully
1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests
∗ 2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students
1.3 Connecting subject matter to meaningful, real-life contexts 2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe
1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs
2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students
1.5 Promoting critical thinking through inquiry, problem solving, and reflection
2.5 Developing, communicating, and maintaining high standards for individual and group behavior
1.6 Monitoring student learning and adjusting instruction while teaching 2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn
2.7 Using instructional time to optimize learning
3.1 Demonstrating knowledge of subject matter, academic content standards, and curriculum frameworks
4.1 Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction
3.2 Applying knowledge of student development and proficiencies to ensure student understanding of subject matter
4.2 Establishing and articulating goals for student learning
3.3 Organizing curriculum to facilitate student understanding of the subject matter
4.3 Developing and sequencing long-term and short-term instructional plans to support student learning
3.4 Utilizing instructional strategies that are appropriate to the subject matter
4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students
3.5 Using and adapting resources, technologies, and standards- aligned instructional materials, including adopted materials, to make subject matter accessible to all students
4.5 Adapting instructional plans and curricular materials to meet the assessed learning needs of all students
3.6 Addressing the needs of English learners and students with special needs to provide equitable access to the content
5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessments
6.1 Reflecting on teaching practice in support of student learning
5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction
6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and development
5.3 Reviewing data, both individually and with colleagues, to monitor student learning
6.3 Collaborating with colleagues and the broader professional community to support teacher and student learning
5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction
6.4 Working with families to support student learning
5.5 Involving all students in self-assessment, goal setting, and monitoring progress
6.5 Engaging local communities in support of the instructional program
5.6 Using available technologies to assist in assessment, analysis, and communication of student learning
6.6 Managing professional responsibilities to maintain motivation and commitment to all students
5.7 Using assessment information to share timely and comprehensible feedback with students and their families
6.7 Demonstrating professional responsibility, integrity, and ethical conduct
Domain 1 Domain 3Domain 2 Domain 4
California Standards for the Teaching Profession 2009
STANDARD SIX:DEVELOPING AS A PROFESSIONAL EDUCATOR
STANDARD FIVE: ASSESSING STUDENTS FOR LEARNING
UNDERSTANDING AND ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING
PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR ALL STUDENTS
STANDARD FOUR:
CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING
STANDARD TWO:STANDARD ONE: ENGAGING AND SUPPORTING ALL STUDENTS IN LEARNING
STANDARD THREE:
11
CA STANDARDS FOR THE TEACHING PROFESSION (2009)
Danielson's Framework (2013) Domain Correlation
EVALUATORS & PEER OBSERVERS An evaluation system should include opportunities for peer involvement for advisory and support purposes.
[Guiding Principle 7]
Evaluators and Peer Observers receive extensive training on the STEP Handbook, observation skills, training in
reflective feedback, and evidence collection. The goal is to ensure that there is consistency across the district
among evaluators and Peer Observers. Evaluators and peer observers calibrate regularly to strengthen inter-rater
reliability. Additionally, classroom observation data is analyzed to monitor the calibration between administrator
evaluators and peer/mentor ratings.
All observers must be trained in the STEP cycle. [Guiding Principle 10] Training modules are designed to prepare
observers and school leadership teams to implement the new System for Teacher Effectiveness and Professional-
Growth (STEP) in their program.
An evaluator is one who:
• Is trained in the observation criteria and are highly calibrated,
• Possesses the proper certification/licensure to be an evaluator or the LEA has deemed that peers may be
observers,
• Participates in extensive training on the STEP Handbook, observation skills, training in reflective feedback,
and evidence collection,
• Successfully participates in re-calibration training annually to maintain evaluator status.
Peer Observers are selected based on their effectiveness in the classroom, their sensitivity to the role of the
teacher and ability to share and respect that perspective, and their knowledge of best practice that yields results
with students. Form C is the form to be completed for those who would like to be a Peer Observer as well as for
those who would like the feedback from a Peer Observer. Forms F-1 through F-3 will be used by the Peer Observer
to provide feedback to the teacher being observed on a Domain of focus.
Selection Criteria for Peer Observers:
• Have recent classroom experience or demonstrated effectiveness in area of expertise
• Maintain positive relationships with other educators
• Are permanent employees in SCOE
• Have received positive evaluations for the last 5 years and maintain effective or exemplary ratings in order to
continue as a peer observer
• Have a minimum of 50% contract for the current school year
• Have a working knowledge of various instructional and behavior management strategies and technology skills
• Participate in school-wide support and collaboration opportunities.
• Participate in a minimum of 20 hours of professional development per school year.
In addition to the above criteria, the STEP Team will consider potential observers based upon:• Current assignment (grade level/content area)
• Division (elementary, middle, high)
• Current credentials held
• Years of Experience
Certified Peer Observers and Evaluators need to attend all STEP observation protocol and calibration trainings and
complete one of the items below:
1. Participate in a classroom observation/calibration with school administrator. Using The Framework for Teaching
Evaluation Instrument (2013 Edition) participant should score lesson consistent with administrator.
2. Provide professional development to staff on the Danielson Framework. Professional development training should
be consistent with school goals, and aligned with Danielson Domains that can be observed.
3. Be observed by administrator teaching lesson aligned to the Danielson Framework that can be observed.
4. Video tape a lesson aligned to the Danielson Framework that can be observed, and review with school administrator.
The videoed lesson must be rated as Proficient or Distinguished.
5. Participate in 10 hours of professional development with an outside provider, in the area of classroom observation.
Professional development options must be approved by SCOE staff.
12
YEAR-AT-A-GLANCE STEP TIMELINE
September
Informal Observations Ongoing
September - April
13
4
Teacher Self-
Assessment
Initial Planning
Sheet
Initial Planning
Conference
Lesson Design
Pre-Observation Conference
Observation Lesson
Reflection
Post-Observation Conference
Rating Mid-Year Reflection
Stakeholder Feedback Surveys
Administered
Informal Growth Plan Visits
Stakeholder Feedback
Reports Received
Lesson Design Pre-
Observation Conference
Observation Lesson
Reflection
Post-Observation Conference
Rating
Growth Planning: End-
of Year Reflection
FINAL EVALUATION CONFERENCE
Final Completion Due Date:
11/21/2014 Or within 4 days of Post-Observation
Conference
11/3 – 11/21 2014 Ongoing
9/2014 – 4/2015 3/2015
Formal Observation Cycle 1
Formal Observation Cycle 2
Completed within 5 days of the observation
Completed within 1-3 days
of the observation
Completion Due Date: 11/7/2014
Completed at least 1 day prior to observation
Completed at least 1day prior
to Pre-Observation Conference
Due 9/5/2014
Completion Deadline: 5/4/2015
Due 4/15/15 Final Completion Due Date: 3/27/2015
Or within 4 days of Post-Observation
Conference
Completed within 5 days of the observation
Completed within 1-3 days of the
observation
Completion Due Date:
3/13/2015
Completed at least 1 day prior to observation
Completed at least 1 day prior to Pre-
Observation Conference
Due 9/19/2014 Due 12/15/2014 Due 10/3/2014 Due: Sept. 10 Due: Sept. 30 Due: Sept. 30 Completion
Due by
November
30
Cycle 1
Completion Due
December 31 or
within 4 days of
Post-Observation
Conference
Due: Jan. 14
Check-In Due:
Jan. 31
March 1 – April 30
Ongoing
September – April 15 Date: May 31
Observation
completed by
March 31
Final Completion
by mid-April or
within 4 days of
Post-Observation
Conference
Due: April 14 Completion
Deadline:
May 1
ANNUAL STEP TIMELINE
Student
survey
Administered
by end of
March
Reviewed by
end of
April
14
ANNUAL STEP TIMELINE All evaluation components and procedures must be clearly defined, explained, and transparent to all educators. [Guiding Principle 9]
Teacher Self-Assessment • Time Frame: Overview and Forms A & B distributed prior to September 10• Expectations of Evaluator: Provide an overview of the evaluation process and distribute Forms
A & B prior to September 10.• Expectations of Evaluatee: Using Forms A & B, reflect on and assess personal professional
practice and analyze the learning and growth of his/her students in preparation for goalsetting. This reflection and self-assessment provides a rationale for the goals. (This step isinformed by the previous summative evaluation, student survey results, and studentassessment data.)
Goal Setting (Student growth goals and professional goals) • Time Frame: no later than September 30• Expectations of Evaluator: Schedule meeting with Evaluatee prior to September 30 to review
goals as identified on Form B: Multiple Measures Year Plan. Give input on the goals andstrategies that are proposed.
• Expectations of Evaluatee: Based on the self-assessment, the educator with input from theadministrator identify SMART goals and evidence to collect tied to a minimum of: One aspect of Danielson Framework Domain 4: Professional Responsibilities; One teacher selected Danielson Framework Domain 1-3; One school/program goal (Goals for School/Program will be provided by September 10
from administrator); and One area of student academic evidence that shows growth or one way to document
improving student behavior outcomes.
Completion of Actions/Strategies • Time Frame: from start of school year – April 14• Expectations of Evaluatee: collect evidence to show implementation/completion of actions
and strategies and record on Form J.
Observation and Collection of Evidence • Time Frame: from start of school year – April 14
Evidence should be collected throughout the school year. Formal observation data will take place after September 30.
• Expectations of Evaluator: collect evidence using multiple measures to inform progressthroughout the process of evaluation.
Recognizing that every lesson taught will not contain demonstrations of every component, the observer rates only the components that are observed during the lesson. If a component was not observed because it was not included within the flow of the lesson, it is not rated.
Formal observations are announced and encompass one complete lesson. Informal and pop-in observations are unannounced and focus on a standard or
component. Form I can be used to document the informal observation feedback. Any
15
ANNUAL STEP TIMELINE (CONT) documentation (positive or negative) to be used in conjunction with evaluation will be shared with the teacher within 5 days.
The informal observation process complements the formal observation process byenabling mentors, peers, supervisors, and administrators to conduct additional observations in order to gather more information about the teacher’s practice. Informal observations are shorter in length and may not reflect an entire lesson.
Ratings from formal and informal observations will be posted in teachers’ employeespace within 5 days, but can be extended up to 10 days with mutual agreement.
• Expectations of Evaluatee: collect evidence using multiple measures to inform progressthroughout the process of evaluation.
Mid-Year Reflection • Timeline: December 1 – January 14• Expectations of Evaluatee: Reflect on the strategies/actions taken for each of the goal areas
and the impact they have had on students. Use Form J for this purpose.
Mid-Year Check In • Timeline: January 15 - 31• Expectations of Evaluator: Set time to meet with Evaluatee. Review the Evaluatee’s progress
toward goals and/or performance against standards as identified on Form J. Analyze theevidence leading into a collaborative professional conversation with Evaluatee. Providefeedback through professional conversations that focuses on growth that has occurred.
• Expectations of Evaluatee: review progress toward goals and/or performance againststandards. Analyze the evidence and reflect on it, leading into a collaborative professionalconversation. Participate in professional conversations, sharing self-reflection onstrategies/actions taken and growth that has occurred, as well as highlight professionalgrowth needs.
These conversations help the educator make adjustments in his/her practice and select relevant professional learning opportunities.
Observation and Collection of Evidence See Step 3A
Formative Assessment/Evaluation (Analysis of evidence, Professional conversations, and Professional growth)
See Step 3B
End-of-Year Reflection • Timeline: April 1-14• Expectations of Evaluatee: Reflect on the strategies/actions taken for each of the goal areas
and the impact they have had on students.
Summative Evaluation This step is the culmination of multiple formative observations, reflection, professional conversations, etc. and is documented with Form L.
16
Timeline: April 15 – May 1
Expectations of Evaluator:
Set up a meeting with Evaluatee between April 15 – May 1.
Assess the evaluatee’s performance against the standards of professional practice,
attainment of student learning goals, and attainment of professional practice goals.
o The summative evaluation combines performance ratings from multiple measures:
Professionalism (Domain 4);
Teacher selected Danielson Framework Domain 1-3;
School/program goal;
Academic or behavior outcomes; and
Classroom observations
and is based on the Educator Performance Rating System.
Following the meeting, the evaluation will be finalized and shared with evaluatee for
signature.
Expectations of Evaluatee: The evaluatee shares his or her evidence of progress on established
goals.
Two significant implications of the evaluation system in years to come are that:
The summative evaluation involves a final rating of educators’ effectiveness based on
multiple measures.
The summative evaluation results determine the type and duration of an educator’s
subsequent Educator Plan, as well as consequences around rewards, recognition, and local
personnel decisions.
The System for Teacher Effectiveness and Professional-Growth (STEP) process is both formative and
summative, including each of the multiple measures. Peer/mentor observers and administrators can
help teachers identify areas for growth through classroom observations. Classroom observation and
evaluation results may be used to help teachers set training and professional development paths that
support the continuous improvement of their practice.
The formative assessment step ensures an opportunity for educators to receive feedback and
suggestions for improvement. The summative evaluation step completes a full evaluation cycle. The
meaning behind this step does not lie in the end of one cycle, but in the beginning of the next.
ANNUAL STEP TIMELINE (CONT)
17
MULTIPLE MEASURES
Weighting
Professional Responsibilities (Domain
4)
Teacher Selected Domain 1-3
School/Program Goal
Student Academic or Behavior
Outcomes that Show Growth
Formal Classroom Observations
An evaluation system must consider the complexities of teaching and student learning that are
outside of the teacher’s control and beyond the classroom walls. [Guiding Principle 8]
The SCOE System for Teacher Effectiveness and Professional-Growth (STEP) must include a variety of
evidence-based measures to evaluate teacher performance and effectiveness. [Guiding Principle 4]
Within each of the 5 multiple measures, there will be a 4 point rubric to show an overall
score. The overall score will determine the Educator Performance Rating (see page 25).
18
MULTIPLE MEASURES DEFINED
16% Professional Responsibilities (Domain 4)
A teacher’s capacity to reflect on their own practice, self assess, and participate in
meaningful professional growth increases their instructional effectiveness.
Professionalism is assessed over the course of the year by the Evaluatee and the
Evaluator through the use of a rubric based on the Danielson Framework Domain 4.
The Evaluator also assesses and scores the Evaluatee and identifies strengths and
growth areas. Evaluatees have an opportunity to influence their final Professionalism
ratings by discussing their performance during Mid- and End-of-Year Conferences,
after which Evaluators can finalize Professionalism ratings for the year.
STEPS:
1. Evaluatee reviews and reflects on Domain 4.
2. Development of SMART Goal based on that assessment
3. Delineate an action plan/activities
4. Capture evidence of actions
5. Complete mid-year self assessment (Form J)
6. Continue to collect evidence for provision at summative evaluation
Rubric: Danielson Evaluation Instrument Domain 4
Sample SMART Goal Sample Strategies/Actions Sample Evidence By May 30, 2016, I will
complete the first year of
Beginning Teacher Support
and Assessment (BTSA),
as demonstrated by
portfolio completion and
supervisor verification.
Participation in BTSA
Peer collaboration;
Mentor/mentee
relationships, Observations
in similar classrooms,
Seminars with other
teachers throughout the
county as well as portfolios
of my teaching skills.
Inquiry Portfolios (2)
Professional Development
Verification Form
Time Sheets with
verification of support
provider meetings,
observations, and seminar
attendance
19
16% Teacher Selected Goal from Domains 1-3
The Danielson Framework Domains are indicators of effective teaching practice and
tools for self-reflection, goal setting, and inquiry into practice. Evaluatees will use
them to inform their professional practice as they reflect and improve upon their
teaching as part of a continuous improvement cycle. Evaluatees will select one
Domain and develop a SMART goal and/or to launch a cycle of inquiry. Rating for this
measure will be based on the appropriate 4-point Danielson’s Evaluation Instrument.
STEPS: 1. Evaluatee will review the Domains and select one domain for goal development
2. If evaluatee has student survey data, review data to help determine area of focus
3. Write SMART goal or develop a cycle of inquiry
4. Develop action steps and/or strategies that will lead to successful goal
implementation
5. Collect and document evidence of implementation on Form J. Evidence could include
but is not limited to the following:
Student work
Video of lesson
Portfolio of artifacts related to goal
Lesson plans
6. Progress and evidence is discussed and evaluated at the mid-year conference as well
as post observation conferences
7. Final progress is reflected at the end of year evaluation.
Rubric: Danielson Evaluation Instrument Domains 1-3
MULTIPLE MEASURES DEFINED
Domain Sample SMART Goal Sample Strategies/Actions Sample Evidence 1f: Designing
student
assessments
3d: Using
assessment in
instruction
By June 2016, I will consistently use
formative assessment data on a daily basis to
informative classroom instruction as
measured by weekly logs.
Read Dylan Williams –Embedded
Formative Assessment
Create a list for formative assessment
strategies
Video lesson
Increased student
achievement
Weekly logs
3b: Using
questioning and
discussion
techniques
By June 2016, I will increase the number of
students that participate in collaborative
classroom discussions by 10% as measured
by student discussion logs and surveys
Train students in how to participate in
collaborative conversations
Train students to use student discussion
logs
Student discussion logs
Student pre/post surveys
3a:
Communicating
with students
During the 2015-16 school year I will develop
student-learning goals with 100% of my
students, as measured by end-of-year ILCPs.
Train students to write SMART goals
Gather student data to share with
students
Schedule individual initial meetings with
each student and help them write goal
Schedule monthly follow-up meetings with
students
Completed ILCP forms
Student pre/post surveys
3d: Using
assessment in
instruction
By the end of May 2016, 100% of students
will consistently assess their own learning in
relation to success criteria, as measured by
self-assessment logs
Develop success criteria for major units of
study
Train students in the area of self-
assessment
Monthly review of self-assessment
process
Student surveys
Success criteria
Student self-assessment logs
2a: Creating an
Environment of
Respect and
Rapport
By June 2016, 100% of students will say that
the classroom is a safe and respectful
environment, as measured by pre/post
student surveys.
Implement Capturing Kids Hearts
Create student contracts
Train students in classroom procedures
Post VIP’s for classroom procedures
Book Study with class – Building
Relationships in a High School Classroom
Student survey results
Decreased student referrals
Student contracts
20
16% School/Program Goal
School/Program goals are based upon data and designed to improve student
achievement. Each Evaluatee reviews School/Program goals and identifies one goal
for inclusion in their professional growth plan. Evaluatee will identify and collect
evidence used to determine the overall rating for this measure and will be included in
the Final Annual Teacher Evaluation (Form L). Evaluation of this goal is based on
Domain 4d and 4e or if applicable, other mutually agreed upon Danielson Domain.
STEPS:
1. Administrator/evaluator provides Evaluatee with annual school goals.
2. Evaluatee collaborates with evaluator to identify a single school/program goal
to be used as a multiple measure embedded in the evaluation process.
3. Evaluatee identifies strategies and actions for achieving the goal.
4. Evaluatee identifies evidence for collection.
5. Progress and evidence is discussed and documented at mid-year conference
(on Form J) as well as post observation conferences.
6. Final progress is reflected at end of year evaluation (Form L).
Rubric: Danielson Evaluation Instrument Domain 4
Sample SMART Goal Sample Strategies/Actions Sample Evidence During the 2015-16 school
year, Positive Behavior
Intervention Strategies will
be implemented in
classrooms, reducing
referrals and behavior
reports by 50%, effectively
increasing student’s
access to instructional
minutes.
Implement Positive
Behavior Strategies
Implement Weekly
Progress Reports
Review monthly referral
data
Implement social Contract
Track weekly levels
Track participants in
reward activities
Graph of monthly referral
data
Copy of social contract
Parent survey regarding
receipt of Weekly Progress
Report
MULTIPLE MEASURES DEFINED
21
16% Student Academic or Behavior Outcomes that Show
Growth
Teachers will develop student learning objectives based on individual student needs
and can include academic assessment and/or behavior data. Progress towards the
learning objectives will be used to modify instruction throughout the school year.
Growth will be demonstrated through assessments, data collection and/or anecdotal
observation notes. Other data can be used as appropriate to measure individual and
whole classroom growth. Evidence will be used to determine the overall rating for
this measure and will be included in the Mid-Year Conference (using Form J) and the
Final Annual Teacher Evaluation (Form L). Evaluation of this goal is based on
Danielson Domain 2d or 3d, or if applicable, other mutually agreed upon Danielson
Framework sub-domains.
STEPS:
1. Evaluatee develops a student learning objective.
2. Evaluatee identifies evidence to collect to demonstrate student progress
towards meeting learning objectives.
3. Evaluatee shares evidence with administrator at Formal Observation, Mid-
and End-of-Year Conferences.
Rubric: Danielson Evaluation Instrument
2d ―Managing Student Behavior‖
3d ―Monitoring of Student Learning‖
SMART Goal Strategies/Actions Sample Evidence
80% of students will
pass History Chapter
Tests
Students will take study
notes
Students will develop
test questions
Student notes
Sample Test questions
Data regarding test
analysis
By April 30, 2015,
students who are on a
Behavior Intervention
Plan (BIP) for at least
two weeks will be able
to report what supports
are in place for them
and how they can
access those supports,
as measured by student
interviews and staff
documentation.
Supports readily
available (i.e., icons,
designated cool-down or
take space areas, staff
informed of supports,
etc.)
BIP’s
Student Interviews
Daily Progress Reports
MULTIPLE MEASURES DEFINED
22
COMPONENTS OF FORMAL CLASSROOM OBSERVATIONS
A. Pre-observation Conference (Form D): The purpose of the Pre-Observation Conference is for the
evaluator to become familiar with the lesson to be observed, including:
Lesson objectives
Where the lesson fits in the sequence of learning
Learning outcomes
The instructional strategies that the teacher is planning to implement during the lesson
Differentiation
The Pre-Observation Conference also provides the following benefits:
Gives teachers an opportunity to demonstrate their planning and preparation skills (Domain
1).
Gives the teacher an opportunity to ask the evaluator to observe any components on which
the teacher would like additional input.
Drives rigor into the planning and preparation process that leads to effective classroom
instruction.
Enables evaluators an opportunity to evaluate teacher performance on planning and
preparation skills (Domain 1).
The evaluator will provide a minimum of a week’s notice for formal observations. The teacher
will submit Form D to the evaluator at least 24 hours prior to the pre-conference meeting. The
pre-observation conference may take place in person or via electronic media such as telephone
or email.
B. Formal Classroom Observations: The evaluator will utilize Form E “Classroom Observation Tool” to
record evidence of what the teacher is doing and saying as well as what the students are doing
and saying. All aspects of the Danielson Framework that are observable (Domains 2-3) will be
observed. A minimum of two lessons will be observed in their entirety on two separate occasions.
C. Post-observation Conference: Following the lesson, the teacher will reflect on the lesson using
Form G: “Post-Observation Evaluatee’s Reflection Form” to record his/her thoughts. The evaluator
will complete Form I: “Post-Observation Evaluator’s Summary”. The Post-Observation Conference
will take place within 5 days of the Formal Classroom Observation.
MULTIPLE MEASURES DEFINED
33% Formal Classroom/Professional Observations
(Observable Domains 2-3)
Classroom observations are based on a 4-point rubric, with a minimum of 2 full
lesson observations, as mutually agreed upon.
Examples of evidence are the forms used in formal and informal observations.
23
COMPONENTS OF INFORMAL CLASSROOM OBSERVATIONS
As teachers go through the growth and evaluation cycle, informal observations provide formative
assessments of their practice. These informal observations complement the formal classroom
observations by enabling mentors, peers, supervisors, and administrators to gather information about
the teacher’s practice throughout the cycle in order to inform areas of strength and areas of growth to
increase student learning.
Benefits include:
Opportunities for frequent, targeted feedback,
Opportunities to identify areas of growth to inform practice before the formal classroom
observations,
Opportunities to link professional development to identified growth areas during the current
school year,
Opportunities to solicit peer and/or administrator support in developing areas of weakness,
Opportunities for ―check-ins‖ on established annual goals, and
Increased student learning.
Process:
A. An observer (peer, supervisor, instructional coach, etc.) makes an unannounced visit and
observes 5-15 minutes in the classroom.
B. The observer collects data and creates a summary of data observed using Form I.
C. The observer presents that information to the teacher for self-reflection and sets a time to
meet (in person, electronically, or other mutually agreed upon method).
D. The teacher reflects on the data/summary and determines if something in their practice needs
changed and if they need support to make those changes.
E. The teacher and observer meet to discuss the data and results of the self-reflection and
determine next steps for growth.
24
Educator Performance Rating System
Distinguished
Proficient
Basic
Distinguished performance represents a level of performance that
exceeds the already high standard of Proficient. A rating of
Distinguished is reserved for performance on an Indicator or Standard
that is of such a high level that it could serve as a model. Few
educators are expected to earn Distinguished ratings on more than a
handful of Indicators.
*A benefit of a Distinguished Rating would be a five-
percentage increase for the two-year period of time in which
the Rating is Distinguished. [This would be negotiated and
implemented upon full implementation of the new evaluation
system.]
Proficient performance is understood to be fully satisfactory. This is
the rigorous expected level of performance: demanding, but
attainable.
Basic indicates performance that is below the requirements of a
Standard but is not considered to be Unsatisfactory at the time.
Improvement is necessary and an improvement plan will be
developed. A formal evaluation process will be in place until reaching
Proficient status.
Probationary teachers may be considered ―on track‖ as
developing toward Proficient within two years (as rated Basic).
New position
1st or 2nd year
Unsatisfactory performance is merited when performance has not
significantly improved following a rating of Basic, or performance is
consistently below the requirements of a standard and is considered
inadequate, or both. An improvement plan will be put in place when a
teacher receives an unsatisfactory performance rating.
Unsatisfactory
Based on the rating within each multiple measure, the evaluator will complete Form L. The scoring of
each multiple measure will have a maximum of 4 points, with the exception of Formal Classroom
Observation with a maximum score of 8 points.
Distinguished: 22 – 24 along with no area below Proficient rating*
Proficient: 18 – 21 along with no area of unsatisfactory rating
Basic: 13 – 17 along with no more than one unsatisfactory rating
Unsatisfactory: 0 – 12
Evaluation processes and tools should be differentiated (where applicable) to accommodate non-
classroom based teachers.
25
Self-Directed Growth Plan
•The Self-Directed Growth Plan applies to educators rated Proficient orDistinguished and is developed by the educator and mutually agreedupon with administrator. Educators with a Proficient or DistinguishedRating will be on a two-year plan. Additionally, there will be opportunitiesfor Proficient or Distinguished teachers to opt-in for peer observationand feedback conversations. Educators who receive DistinguishedRating will receive incentives, additional opportunities, etc.
Directed Growth Plan
•The Directed Growth Plan applies to educators rated Basic and is a planof one school year or less developed by the educator and the evaluator.Mandatory peer observation and feedback conversations.
Improvement Plan
•The Improvement Plan applies to educators rated Unsatisfactory overallor in one multiple measure and is a plan of no less than 30 calendardays and no longer than one school year, developed by the evaluator.The Improvement Plan is intended to identify specific areas forimprovement of performance and for identifying guidance and supportneeded to help the teacher improve. Peer observation and feedbackconversations will be mandatory. (PAR)
Developing Educator Plan
•The Developing Educator Plan* is developed by the educator and theevaluator and is for two years or until the credential is cleared.
EDUCATOR PLANS
Two-year plan for Self-Directed Growth entails for Year 1 all Multiple Measures. Year 2 of
the Self-Directed Growth Plan may consist of:
Continuation of Year 1 goals (with summative end of year evidence)
Self-selected new goals (with summative end of year evidence)
*Few new educators are expected to be Effective on every Indicator or even every
Standard in their first years of practice. Therefore, the fourth plan applies to teachers
without a Professional Clear Teacher Credential or an educator in a new assignment (at
the discretion of an administrator).
26
RE
SO
UR
CE
S
ALIGNMENT WITH OTHER SYSTEMS
SYSTEM REVIEW SCOE will develop and/or modify the System for Teacher Effectiveness and Professional-Growth
(STEP) in collaboration with administrators, teachers, and their exclusive bargaining
representatives. A collaborative process involving teachers and administrators will result in
meaningful evaluations and a stronger evaluation system. Lessons learned from implementation
will be used to continuously improve over time the state criteria and inform local evaluation and
support systems.
In the first 3 years, SCOE will conduct an annual self-evaluation relative to the System for Teacher
Effectiveness and Professional-Growth (STEP), moving to a bi-annual review in Year 4.
Through the Local Control Accountability Plan, funds will be allocated to support the
implementation of the System for Teacher Effectiveness and Professional-Growth (STEP),
including compensation for coaches, allocation for substitutes, etc. General Funds will be
considered if the LCAP funds available are not sufficient to meet the needs identified within
the STEP.
Parts of the three Professional Development days, as well as release days, and agreed-upon
after school hours will be utilized for:
Training for Coaches
Training/Calibration for evaluators/observers
Training for teachers in STEP process and components
Observations
Implementation of the STEP process
In Pilot Year 1 (2014-15), resources (funds and time) will be dedicated to develop/revise
the model for non-classroom based educators to be piloted in Year 2 (2015-16).
In Pilot Year 2 (2015-16), resources (funds and time) will provide the remaining classroom-
based teachers to participate in the pilot program.
Implementation of the System for Teacher Effectiveness and Professional-Growth (STEP) is aligned with
district and school improvement, part of the state’s system of accountability and support to help
students, educators, and programs achieve SCOE’s mission.
There is alignment to:
The goals and objectives of programs/schools as they support educators and seek to
improve the profession;
Peer mentoring programs; and
The Peer Assistance and Review (PAR) program.
27
Teacher Self-Assessment Form
Name:
School/Program: Grade Level(s):
Subject(s): Supervisor
Date Developed:
The purpose of the Self-Assessment is to allow educators to reflect on their practice, identifying their own professional strengths and areas of
development. Your Self-Assessment will lead directly into the development of your Integrated Professional Learning System Goals. Before completing
the Self-Assessment, review any prior evaluations (especially last year’s), including feedback from your prior evaluation, student surveys, CAASPP data,
and other local data. The areas of strengths and areas of development should be aligned with competencies in these rubrics.
Self-Assessment– Professional Practice
Using the Charlotte Danielson’s Framework for Teaching rubric, for each domain identify at least one competency as a strength and at least one as an
area for development. Using previous evaluations and any other relevant information, provide a rationale for why you chose these competencies.
(EXAMPLE) Professional Practice Strength
Domain 3: Instruction
(EXAMPLE) Professional Practice Area of Development
Domain 3: Instruction
EX
AM
PLE
– 3
c
EX: On my previous evaluation, I earned a “Distinguished” rating
on this competency with my evaluator commenting that “Nearly
every student in the classroom is engaged in their work but not all
are working on the same thing. The level of student choice in your
class is impressive - it is clear that they find meaning in their
work”.
Also, in my end-of-year student surveys last year, 90% of my
students reported that they felt connected to the topics in class
and 87% reported that they felt they had choices in their learning
activities. This is something I spent a great deal of time working on
last year and was the focus of one of my professional growth
goals.
EX
AM
PLE
– 3
c
EX: On my previous evaluation, I earned a “Basic” rating on this
competency. My evaluator commented that “Many students are
reading books that are either too difficult or not challenging
enough. Several opportunities exist to connect students to the
curriculum through available technology but are not being
utilized.”
In addition to my evaluator’s comments, I know that I can do a
much better job of matching students to text using lexile ratings.
Using our new SRI computer program, I can update student
reading levels regularly and use them to better individualize
reading materials.
FORM
A-1
28
FORM
A-2
Summary of A Framework for Teaching, Charlotte Danielson, 2013 Domain 1
Planning and Preparation
Domain 2
The Classroom Environment
a. Demonstrating Knowledge of Content and Pedagogy
Knowledge of Content and the Structure of the Discipline
Knowledge of the Prerequisite Relationships
Knowledge of Content-Related Pedagogy
b. Demonstrating Knowledge of Students
Knowledge of Child and Adolescent Development
Knowledge of the Learning Process
Knowledge of Students’ Skills, Knowledge, and Language Proficiency
Knowledge of Students’ Interests and Cultural Heritage
Knowledge of Students’ Special Needs
c. Selecting Instructional Outcomes
Value, Sequence and Alignment
Clarity
Balance
Suitability for Diverse Students
d. Demonstrating Knowledge of Resources
Resources for Classroom Use
Resources to Extend Content Knowledge and Pedagogy
Resources for Students
e. Designing Coherent Instruction
Learning Activities
Instructional Materials and Resources
Instructional Groups
Lesson and Unit Structure
f. Designing Student Assessments
Congruence with Instructional Outcomes
Criteria and Standards
Design of Formative Assessments
Use for Planning
a. Creating an Environment of Respect and Rapport
Teacher Interactions with Students, Including Both Words and
Actions
Student Interactions with Other Students, Including Both Words
and Actions
b. Establishing a Culture for Learning
Importance of the Content and of Learning
Expectations for Learning and Achievement
Student Pride in Work
c. Managing Classroom Procedures
Management of Instructional Groups
Management of Transitions
Management of Materials and Supplies
Performance of Classroom Routines
Supervision of Volunteers and Paraprofessionals
d. Managing Student Behavior
Expectations
Monitoring of Student Behavior
Response to Student Misbehavior
e. Organizing Physical Space
Safety and Accessibility
Arrangement of Furniture and Use of Physical Resources
Domain 4
Professional Responsibilities
Domain 3
Instruction
a. Reflecting on Teaching
Accuracy
Use in Future Teaching
b. Maintaining Accurate Records
Student Completion of Assignments
Student Progress in Learning
Non-instructional Records
c. Communicating with Families
Information about the Instructional Program
Information about Individual Students
Engagement of Families in the Instructional Program
d. Participating in a Professional Community
Relationships with Colleagues
Involvement in a Culture of Professional Inquiry
Service to the School
Participation in School and District Projects
e. Growing and Developing Professionally
Enhancement of Content Knowledge and Pedagogical Skills
Receptivity to Feedback from Colleagues
Service to the Profession
f. Showing Professionalism
Integrity and Ethical Conduct
Service to Students
Advocacy
Decision Making
Compliance with School and District Regulations
a. Communicating with Students
Expectations for Learning
Directions for Activities
Explanations of Content
Use of Oral and Written Language
b. Using Questioning and Discussion Techniques
Quality of Questions/Prompts
Discussion Techniques
Student Participation
c. Engaging Students in Learning
Activities and Assignments
Grouping of Students
Instructional Materials and Resources
Structure and Pacing
d. Using Assessment in Instruction
Assessment Criteria
Monitoring of Student Learning
Feedback to Students
Student Self-Assessment and Monitoring of Progress
e. Demonstrating Flexibility and Responsiveness
Lesson Adjustment
Response to Students
Persistence
29
Teacher Self-Assessment– Professional Practice
Domain Professional Practice Strength Professional Practice Area for Development
Do
ma
in 1
P
lan
nin
g a
nd
Pre
pa
rati
on
Do
ma
in 2
C
lassro
om
En
vir
on
me
nt
Do
ma
in 3
In
str
ucti
on
Do
ma
in 4
P
rofe
ssio
na
l
Re
sp
on
sib
ilit
ies
FORM
A-3
30
Self-Assessment Narrative
Please respond to each of the following prompts below.
1. Prioritize. Review the three (or more) areas of development identified in your Self-Assessment and areas of strength. Reflect on
your professional growth over the last year and prioritize these three to six areas of development that are most important for your
professional growth and will yield the best outcomes for your students.1.
2.
3.
4.
5.
6.
2. Summarize. Briefly summarize the top priority for Domain 4 (Professionalism) and the top priority from Domains 1-3 that you plan to focus
on in the coming year in two paragraphs or less. Explain why these are your priority areas of growth and how focusing on these development
areas will help you improve as a professional. These areas of development will be the basis for two of your SMART Goals (Professionalism,
Teacher Selected).
3. Is there anything else about your role as an educator this year that you feel is important to share with your evaluator (new assignment,
change in curriculum, etc.)?
FORM
A-4
31
Multiple Measure &
Percentage
SMART Goal & Rationale Evidence to Collect
Danielson
DOMAIN 4:
Professional
Responsibilities
(16%)
Teacher Selected
Danielson
Framework
DOMAINS 1-3 (16%)
Domain #___
School/Program
Goal (16%)
Student Academic
or Behavior
Outcomes that Show
Growth (16%)
Formal Classroom
Observations based
on DOMAINS 1-3
(33%)
NA NA
Professional
Development
Growth Plan for Year
___________
SCOE System for Teacher Effectiveness
and Professional-Growth (STEP)
Classroom-Based Multiple Measures Year Plan
Teacher Name:_________________________ Signature:___________________________
Assignment: ___________________________ Date: ______________________________
Program: ______________________________
FORM
B
32
Lorem Ipsum Dolor
SCOE System for Teacher Effectiveness
and Professional-Growth (STEP)
Peer Observation Application
Teacher Name:
1. Please indicate your interests: (you may choose both)
I am interested in having a Peer-Observer. (answer #2-5)
I am interested in being a Peer-Observer. (answer all)
2. Briefly describe your teaching experience including context areas/grade level
assignments.
3. How many years have you taught in SCOE?
4. What is your current assignment and program?
5. What do you hope to get out of this experience?
6. Would you be able to attend the trainings?
7. Do you currently have a 50% or more teaching assignment?
*Release time during the regular scheduled work day will be provided to the Peer Observer to participate in training,calibration, and collaboration time with the Evaluatee. Hours beyond the regular work day will be considered as professional development activities as defined in Article 10.7.
FORM
C
33
SCOE System for Teacher Effectiveness
and Professional-Growth (STEP)
Pre-Observation Conference
Interview Protocol: In order provide a rating in Domain 1: Planning and Preparation, the evaluator
meets with the teacher prior to the formal observation to discuss the components. The teacher
demonstrates their skill in designing instruction, instructional outcomes, and assessments, as well as
knowledge of content, pedagogy, students, and appropriate resources. The pre-conference is a time for
the teacher to share the lesson design and the observer to discuss and assess the components. The
teacher should be able to answer the questions listed below.
1. To which part of your curriculum does this lesson relate?
2. How does this learning ―fit‖ in the sequence of learning for this class?
3. Briefly describe the students in this class, including those with special needs.
4. What are your learning outcomes for this lesson? What do you want the student to understand?
5. How will you engage the students in the learning? What will you do? What will the students do? Will
the students work in groups, or individually, or as a large group? Provide any worksheets or other
materials the students will be using.
6. How will you differentiate instruction for different individuals or groups of students in the class?
7. How and when will you know whether the students have learned what you intend?
8. Is there anything you would like me to specifically observe during the lesson?
Signature of Evaluatee _______________________________________ Date ________________
Signature of Observer ____________________________________________ Date ________________
FORM
D
34
SCOE System for Teacher Effectiveness
and Professional-Growth (STEP)
Classroom Observation Tool
Date: Teacher:
Grade(s): Subject:
Time: Number of Students:
Anecdotal Evidence
What is the teacher doing/saying? What are the students doing/saying?
Questions, Comments:
FORM
E
35
Standard Components Unsatisfactory Basic Proficient Distinguished
1a: Demonstrating Knowledge of
Content and Pedagogy
1b: Demonstrating Knowledge of
Students
1c: Setting Instructional Outcomes
1d: Demonstrating Knowledge of
Resources
1e: Designing Coherent Instruction
1f: Designing Student Assessments
DOMAIN 1 TOTALS
DOMAIN #1: Planning and Preparation
**Rubric scoring based on pre-conference meeting.
Evidence:
Questions/Comments:
SCOE System for Teacher Effectiveness
and Professional-Growth (STEP)
Classroom Observation Form
FORM
F-1
36
SCOE System for Teacher Effectiveness
and Professional-Growth (STEP)
Classroom Observation Form
Domain Components Unsatisfactory Basic Proficient Distinguished
2a: Creating an Environment of
Respect and Rapport
2b: Establishing a Culture for Learning
2c: Managing Classroom Procedures
2d: Managing Student Behavior
2e: Organizing Physical Space
DOMAIN 2 TOTALS
DOMAIN 2: The Classroom Environment
Evidence:
Questions/Comments:
FORM
F-2
37
Domain Components Unsatisfactory Basic Proficient Distinguished
3a: Communicating with Students
3b: Using Questioning and Discussion
Techniques
3c: Engaging Students in Learning
3d: Using Assessment in Instruction
3e: Demonstrating Flexibility and
Responsiveness
DOMAIN 3: TOTALS
DOMAIN 3: Instruction
Evidence:
Questions/Comments:
SCOE System for Teacher Effectiveness
and Professional-Growth (STEP)
Classroom Observation Form
FORM
F-3
38
SCOE System for Teacher Effectiveness
and Professional-Growth (STEP)
Post-Observation Evaluatee’s Reflection Form
1. In general, how successful was the lesson? Did the students learn what you intended for them to
learn? How do you know?
Interview Protocol for Post Conference Reflection [Note: Use Form G for Reflection & Completion]
2. If you were able to bring samples of student work, what do those samples reveal about those
students’ level of engagement and understanding?
3. Comment on your classroom procedures, student conduct, and your use of physical space. To what
extend did these contribute to student learning?
4. Did you depart from your plan? If so, how and why?
Teacher: _________________________________________ Date: __________________
5. Comment on different aspects of your instructional delivery (e.g., activities, grouping of students,
materials and resources). To what extent were they effective?
6. If you had a chance to teach this lesson again to the same group of students, what would you do
differently?
FORM
G
39
SCOE System for Teacher Effectiveness
and Professional-Growth (STEP)
Post-Observation Evaluator’s Summary
Danielson’s Framework for Teaching Unsatisfactory Basic Proficient Distinguished
DOMAIN 1: Planning and Preparation
DOMAIN 2: The Classroom
Environment
DOMAIN 3: Instruction
Lesson Summary:
Comments from Evaluator
Observations:
Highlights:
Signatures:
Teacher: _________________________________________ Date: __________________
Evaluator: _________________________________________ Date: __________________
Questions:
FORM
H
40
SCOE System for Teacher Effectiveness
and Professional-Growth (STEP)
Informal Observation Summary
Danielson’s Framework for Teaching Unsatisfactory Basic Proficient Distinguished
DOMAIN 1: Planning and Preparation
DOMAIN 2: The Classroom
Environment
DOMAIN 3: Instruction
Visit Summary:
Comments from Observer
Observations:
Signatures:
Teacher: _________________________________________ Date: __________________
Observer: _________________________________________ Date: __________________
Questions:
FORM
I
41
Degree of Achievement Key
EX = Exemplary
E = Effective
D = Developing
U = Unsatisfactory
SCOE System for Teacher Effectiveness
and Professional-Growth (STEP) Mid-Year Conference Form
SMART Goal Evidence Collected Mid-year Self Reflection Degree of Achievement (complete during conference)
Domain #
Evaluator Feedback
Evaluator:______________________________________
Evaluatee:________________________________
Date: ___________________
FORM
J
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Danielson Framework Guiding Questions Standard 1: Engaging and Supporting All Students in Learning
FORM K-1
Domain 1: Planning and Preparation
1a: Demonstrating knowledge of content and pedagogy
Possible Guiding Questions:
• Specifically, what do you expect the student to know and howdo you make connections to the PA Core Standards?
• What things do you routinely do to extend your contentknowledge in the subject/subjects you teach?
• Describe the process you use as you plan your daily lessons.• What strategies do you use to check students’ prior
knowledge and possible misconceptions as you begin thestudy of a new concept?
• How do you adapt instruction for those students who needextra time and alternative strategies to master a concept?
• What enrichment is available for those who have masteredthe concept you are teaching?
1b: Demonstrating knowledge of students
Possible Guiding Questions:
• Is there anything about your class of students I should knowbefore I come in?
• Tell me about your greatest challenges with your studentsand the strategies you are using to meet those challenges.
• What resources do you use/need to support all the variedneeds of your students?
• Use evidence to cite some successes you haveachieved with at-risk students by differentiating yourpractice.
• What resources are we lacking in our school that youcould use to improve student learning?
1c: Setting instructional outcomes Possible Guiding Questions:
• After you look at the standards you are teaching toward, howdo you determine the goals you will set for your students?
• What are the most important considerations in planning yourinstruction?
• What options are available for students who need extrasupport and time to meet the instructional goals and thosewho may have already mastered them?
• What are you going to be listening for as you listen to studentsworking together?
Modified from Possible Guiding Questions: Strategic Discussions Between Principals and Teacher (07/01/14) © Pennsylvania Department of Education, 2014
43
Danielson Framework Guiding Questions Standard 1: Engaging and Supporting All Students in Learning (con’t)
FORM K-2
Modified from Possible Guiding Questions: Strategic Discussions Between Principals and Teacher (07/01/14) © Pennsylvania Department of Education, 2014
1d: Demonstrating knowledge of resources Possible Guiding Questions:
• How do you communicate and work cooperatively with parents,counselors, industry (CTC) and others in the community, andbeyond to address your students’ needs?
• What resources do you visit most often when you plan instruction?• How do you help your students, parents, receive support when it is
needed?
1e: Designing coherent instruction Possible Guiding Questions: • How do your lessons align with PA Core Standards?• As the designer of your classroom instruction, how do you plan to
meet the needs and interests of all of your students to give themvaried experience and keep them engaged and motivated to learn?
• How is time allocated to work cooperatively with other teachers tobe sure that your instruction is aligned with students’ previousknowledge so that they can make connections for deeperunderstanding?
• What support is available for the students who may not master aconcept the first time it is taught?
• Describe the process and design of your lesson plans. How do youplan with your colleagues, observe other teachers’ lessons orcooperatively study lessons to maximize student achievement andreflect on your practice?
• How do you meet the needs and interests of your students, keepingthem engaged and motivated?
1f: Designing student assessment Possible Guiding Questions: • How do you use multiple forms of assessment including
diagnostic, formative and summative to plan instruction andinform your work?
• Before you design your instruction, do you consider what youwant the students to know and how you will assess it? Explainyour process.
• Explain how you clarify expectations for students by using: Exemplary student work Rubrics Explicit directions Modeling Student repetition of details
• What formative assessments do you use most often to identifystudent needs and to plan your instruction?
• How do you benchmark your assessments with other teachers atyour level to inform your expectations and insure high expectationsfor all students?
• Please share the ways you provide students with timely feedback ontheir learning and give them opportunities for improvement?
• What should I expect to hear your students say or do that would beevidence that they have met the instructional goals for today?
44
Danielson Framework Guiding Questions DOMAIN 2: The Classroom Environment FORM
K-3
Domain 2: The Classroom Environment 2a: Creating an environment of respect and rapport
Possible Guiding Questions:
• How do you model respectful behavior for your students?• What barriers to appropriate behavior do you encounter and what
have you done to minimize them?• How do you cultivate communication and rapport with and
among all of your students?2b: Establishing a culture for learning
Possible Guiding Questions:
• In what ways have you established a culture for learning in yourclassroom?
• Student engagement is about the nature of the work and who does it.In what ways do you encourage your students to be activeparticipants?
• In addition to the planned lesson, how have you created anenvironment in which students can pursue knowledge of theirown interests?
2c: Managing classroom procedures Possible Guiding Questions:
• What rituals and routines have you encouraged in your classroom toset a tone of respectful behavior?
• How do you encourage your students to share roles andresponsibilities with non- instructional routines for efficient classroomoperations?
• When collaborative grouping occurs, how do you manage equitablegoals for all group members to share in the learning process?
2d: Managing student behavior Possible Guiding Questions:
• Describe your student behavior plan/positive behavior managementprogram. Is it clear, consistent, fair, appropriate and preventive?
• Have your students shared the responsibility for determining the plan?• What is the most persistent behavior problem in your classroom? What
are your current solutions?
2e: Organizing physical space Possible Guiding Questions:
• How is your classroom organized to accommodate: Students with special needs Cooperative learning Appropriate use of technology Teacher-student conferences Safety and movement Project//Performance based learning
In your planning, how do you encourage a pleasant and inviting atmosphere that serves the purpose of your lesson?
Modified from Possible Guiding Questions: Strategic Discussions Between Principals and Teacher (07/01/14) © Pennsylvania Department of Education, 2014
45
Danielson Framework Guiding Questions DOMAIN 3: Instruction
FORM K-4
Domain 3: Instruction
3a: Communicating with students Possible Guiding Questions: • What strategies do you use to check students’ misconceptions as you
begin the study of a new concept?• How do you maximize student understanding through:
Flexible grouping Differentiation Cross-curricular instruction
• How do you encourage students to share?• How are you utilizing technologies in your classroom?
3b: Using questioning and discussion techniques
Possible Guiding Questions: • Explain how your classes are a combination of mini-lessons with
opportunities for student engagement; reflection and sharing thatgo beyond memorization of facts.
• How do you provide students with practice in being good consumers ofinformation by: Analyzing Synthesizing Evaluating Thinking critically Summarizing Strategic thinking Application to real life situations and new learning
3c: Engaging students in learning Possible Guiding Questions: • In your planning, how do you determine groups of students who work
cooperatively?• What kinds of things will I hear that will be evidence of a high level of
rigor during this lesson?• What activities are planned to help students to reach a different level of
understanding?3d: Using assessment in instruction Possible Guiding Questions:
• Describe how you use the following items to clarify expectations in yourclassroom. Exemplary student work Rubrics Timely feedback
• Which opportunities for immediate feedback are most popular withyour students and why? Computer exercises Working in pairs Student-teacher conferences Working in small groups
How do you use portfolios to collect student work as a means of assessing change over time and progress on individual tasks?
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Danielson Framework Guiding Questions DOMAINS 3 (con’t) & 4: Professional Responsibilities
FORM K-5
3e: Demonstrating flexibility and responsiveness
Possible Guiding Questions:
• How do you ensure that all students are respected as they offersolutions to problems?
• What classroom strategies do you use to encourage lessons that arerigorous, relevant and related to real life?
Domain 4: Professional Responsibilities
4a: Reflecting on teacher and student learning
Possible Guiding Questions: • In what ways have you reflected on the observed lesson?• What professional development contributed to the strategies
you used during the lesson?• In retrospect, what would you do differently?• Would you be willing to share your effective practices with your peers?• In what ways are you, as a teacher, helping your district to grow?
4b: System for managing students’ data Possible Guiding Questions: • Describe the system you use for managing the daily information you
collect concerning your students’ instruction and needs.• In what ways do students have opportunities to view and maintain
their assessment information?• How is individual progress shared and/or celebrated with students?• How do you use data to guide your planning and instruction?
4c: Participating in a professional community
Possible Guiding Questions: • Describe your role in our school as a professional learning community?• What opportunities do you have to share classroom research and
successes with your colleagues?• How would you describe the context of our school and our
opportunities for improvement?4d: Growing and developing professionally
Possible Guiding Questions: • Are you a member of any professional organizations?• Do you subscribe to any educational research journals?
Which have been most helpful to you and why? Would you recommend any journals or recent
books to be part of our professional library?• What do you see as urgent issues now in the field of education?• How would you describe your school to a new family in the district?
4e: Showing professionalism Possible Guiding Questions: • What do you believe to be the characteristics of an exemplary teacher?• What are your personal goals to maintain your professionalism?
47
SCOE’s STEP Annual Teacher Evaluation Form
FORM L
Danielson Framework Domains –Summary of Evidence
Check Teacher-selected Domain*
Unsatisfactory (1 point)
Basic (2 points)
Proficient (3 points)
Distinguished (4 points)
Total out of 4
possible points
#1: Planning & Preparation
#2: Environment
#3: Instruction
Feedback:
Danielson Framework Domain 4 –Summary of Evidence
Unsatisfactory (1 point)
Basic (2 points)
Proficient (3 points)
Distinguished (4 points)
Total out of 4 possible
points #4: Professional
Responsibilities
Feedback:
Multiple Measures
Summary of Evidence Unsatisfactory (1 point)
Basic (2 points)
Proficient (3 points)
Distinguished (4 points)
Total out of 4 possible points
School/Program Goal
Feedback:
Summary of Evidence Unsatisfactory (1 point)
Basic (2 points)
Proficient (3 points)
Distinguished (4 points)
Total out of 4 possible points
Student Academic or Behavior Outcomes that Show Growth Feedback:
*Only respond to Teacher Selected Domain.
48
SCOE’s STEP Annual Teacher Evaluation Form
Danielson Framework
Domains – Classroom
Observation Summary
Unsatisfactory
(1 point)
Basic
(2 points)
Proficient
(3 points)
Distinguished
(4 points)
Total out of 4
possible
points
#2: Environment
#3: Instruction
TOTAL POINTS (8
possible)
Feedback:
Strengths:
Areas Needing Improvement:
Educator Performance Rating See Handbook page 25
Distinguished
Proficient
Basic
Unsatisfactory
Professional
Responsibilities
– Domain 4
Teacher
Selected
Domains 1-3
(one teacher
selected)
School/Progra
m Goal
Student
Academic or
Behavior
Outcomes that
Show Growth
Formal
Classroom
Observations
Total
Points for
All Multiple
Measures
4 Points
Possible
4 Points
Possible
4 Points
Possible
4 Points
Possible
8 Points
Possible
Points Points Points Points Points TOTAL
Signatures:
Teacher: _________________________________________ Date: __________________
Evaluator: _________________________________________ Date: __________________
FORM
L Multiple Measures - Continued
Multiple Measures Summary
Educator Plan for Next Year: See Handbook page 26
Self-Directed Growth Plan
Directed Growth Plan
Improvement Plan
Developing Educator Plan
Areas Needing Improvement:
49
Teacher Self-Reflection Process ―Expertise does not come naturally. Developing a skill takes time, effort, energy, and a hefty dose of self-
reflection. The difference between learning a skill and being able to implement it effectively resides in our
capacity to engage in deep, continuous, rigorous thought about that skill.
Definition of Self-Reflection: the act of exerting mental energy about our professional responsibilities and a series
of very specific reflective behaviors:
Gaining awareness of our educational surroundings (students, content, and pedagogy).
Planning deliberately and taking action with intentionality.
Assessing the impact of our decisions and actions.
Adjusting our course of action based on the feedback we receive from those assessments.
Engaging in this reflective cycle continuously.‖
Teach, Reflect, Learn (2015)
REFLECTION QUESTIONS
Self-Directed Learning
Why did you enter the teaching profession?
What are your strengths as a teacher?
What are the top three things that you bring to the classroom?
When do you feel successful? When do you feel least confident?
What part of the school day do you look forward to most? Which part do you dread? Why?
Student-Focused Learning
Which students are most successful you your class? What do you suppose they are successful?
Which students struggle in your class? Why do you suppose they struggle?
When you ask questions in your classroom, who responds?
What procedures do you have in place to allow all students to answer your questions?
How many students mastered the learning objectives of your last assessment/unit? How many
students did not master the learning objectives?
Activating and Engaging Questions
As you reflect on this lessons/unit, what are some things that come to mind?
Given your recollections, what are some things that captured your attention?
In this lesson/unit, what was particularly satisfying?
In this lesson/unit, what were some things that concerned you?
Exploring and Discovering Questions
What are some of the evidence that supports your impressions/judgments?
What are some examples that stand out for you (student responses, work samples, interaction patterns)?
Given what occurred, how typical are these results?
What percentage of the time does this (behavior, learning, response pattern…) tend to happen?
How similar or different is what you anticipated from what occurred?
How might you compare students who are successful to those who were less so?
What are some factors that influenced what happened?
Given (specific success/concerns), what’s your hunch about what may have it produced it?
Organizing and Integrating
Based on self-reflection, what are some new connections (about students, curriculum, instruction) that
you are making?
As a result of this reflection, what are some things that you are taking away from this experience that will
influence your practice in the future?
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LINK to Danielson Evaluation Framework: www.pdfsdocuments.com/charlotte-danielson-framework-for-teaching-rubric-2013.pdf
Danielson’s Framework for Teaching 2013
51