TEAM - Lake County Conference 34 Forms – Non-Classroom Based Instructional Personnel New Lesson Segment Protocols 66 Forms – for Social Workers, Psychologists, Guidance Counselors,

Leading our children to success

TEAM Teacher Evaluation

& Achievement Model

Procedures Guide 2012-2013

TEAM Teacher Evaluation & Achievement Model


Vision Statement: A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in post-secondary education and the work place.

Mission Statement:

The mission of Lake County Schools is to provide every student with individual opportunities to excel.

TEAM Purpose:

Coordinate and monitor development and implementation of the teacher assessment process

TEAM Belief:

All students can learn and all teachers can grow Goals:

∆ Rigorous, transparent and fair evaluation systems that differentiate teacher effectiveness with data on student growth and include timely and constructive feedback

∆ An expectation that all teachers can increase their expertise from year to year which produces gains in student achievement from year to year with a powerful cumulative effect



TABLE OF CONTENTS TOPIC PAGE(S) Philosophy & Rationale 4 Administrative Responsibilities 5 Evaluation Procedures Description of Evaluation Process

Observation Ratings Deliberate Practice Modifications for Non-Classroom Based Instructional Personnel Category I Teachers • 1B: Teachers with 1-3 years of experience • 2: Teachers with 4+ • 1A: First Year in the District Modifications for Social Workers, Psychologists, Guidance Counselors, ESE Program Staffing Specialists, Assessment Teachers on Assignment for Pre-K ESE, ESE School Specialists and Itinerant Teachers (Specifically for DHH and Visually Impaired Students and Teen Parents ) **Athletic Trainers will follow this schedule but use forms on P. 70

7

11

12

22

24 24 26

28

Forms – Classroom Based Instructional Personnel

• Lesson Segment Protocols • Pre-Observation Conference • Post-Observation Conference

34

Forms – Non-Classroom Based Instructional Personnel

New Lesson Segment Protocols 66

Forms – for Social Workers, Psychologists, Guidance Counselors, ESE Program Staffing Specialists, Assessment Teachers on Assignment for Pre-K ESE, ESE School Specialists and Itinerant Teachers (Specifically for DHH and Visually Impaired Students, and Teen Parents)

SSPEM Model

69 See

Appendix A

Forms – Athletic Trainers • Formal Observation Form • Artifact Conference Form

70



• Summative Evaluation Documentation • Evaluation Protocols (Domains 1-4)

Final Evaluation Calculations 82 Status Scores • Category I Teachers

• Category II Teachers 83

Deliberate Practice Scores 85 Instructional Practice Scores 86 2012-13 Student Growth Measures 87 Final Evaluation Rating Criteria 95 Glossary of Common Language 91 Forms – for Social Workers, Psychologists, Guidance Counselors, ESE Program Staffing Specialists, Assessment Teachers on Assignment for Pre-K ESE, ESE School Specialists and Itinerant Teachers (Specifically for DHH and Visually Impaired Students, and Teen Parents)

Florida’s Student Services Personnel Evaluation Model and Guide (SSPEM)

• Formal Observation Form • Artifact Conference Form • Summative Evaluation Documentation • Evaluation Rubric for Professional

Practices

Appendix A

Hanushek, Eric A., and Steve G. Rivkin. 2010. “Generalizations about Using Value-Added Measures of Teacher Quality.” American Economic Review 100(2):267-71; Rockoff, Jonah. 2003. “The Impact of Individual Teachers on Student Achievement: evidence from Panal Data,” Harvard University. Sanders, W.L., & Horn, S.P. (1994). The Tennessee Value-Added Assessment System (TVAAS) Mixed model methodology in educational assessment. Journal of Personnel Evaluation in Education, 8(1), 299-311. Wenglinsky, H. (2000, October). How teaching matters: Bringing the classroom back into discussions of teacher quality. Princeton, NJ: The Milken Family Foundation and Educational Testing Service.

Rationale & Philosophy

On this point education research is clear – effective instruction matters. Teachers are the single most important school‐level influence on student achievement1. Recently there has been an unprecedented focus across the nation on developing systems of educator effectiveness – cultivating highly effective teachers and leaders by reexamining and realigning a range of policies and practices for recruiting, developing, retaining, and rewarding teachers and principals. Florida’s Race to the Top application is founded on a theory of action that an investment in human capital will improve student achievement. To implement real reform that is grounded in research and builds capacity to prepare Lake County School District for the future, the district has adopted the Florida Department of Education endorsed Art and Science of Teaching Causal Teacher Evaluation Model by Dr. Robert Marzano as the new teacher evaluation system. The Marzano model was selected based on District recommendations and while maintaining compliance with Florida Senate Bill 736. Revisions will be made as needed to meet current State mandates. Recommendations were obtained from the following:

• The joint Lake County Education Association and School Board Teacher Evaluation Committee (TEAM Committee)

• Lake County’s Race to the Top Plan • The Agreement Between The School Board of Lake County and The Lake County Education

Association, Article XI The primary objective of the redeveloped evaluation system is to promote student achievement by improving the quality of instructional and supervisory practices through professional growth. This model will provide a rigorous, transparent and fair evaluation system that differentiates effectiveness using multiple rating categories that take into account data on student growth as a significant factor. The district affirms Marzano’s expectation that all teachers can increase their expertise from year to year, producing annual gains in student growth with a powerful cumulative effect. The Marzano Evaluation Model has been rigorously reviewed for fidelity with the Florida Educator’s Accomplished Practices (revised 2010) and is in accordance with FS 1012.34 (1) (a): “For the purpose of increasing student learning growth by improving the quality of instructional, administrative, and supervisory services in the public schools of the state, the district school superintendent shall establish procedures for evaluating the performance of duties and responsibilities of all instructional, administrative, and supervisory personnel employed by the school district.” The Lake County evaluation system is titled “Teacher Evaluation and Achievement Model” or TEAM.

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Administrative Responsibilities It is the duty of the supervising administrator to conduct an evaluation pursuant to the Category under which each instructor falls. The table below categorizes LCS Teachers for evaluation purposes.

Status Evaluations per year

Formal Observations (Announced)

Informal Observations (Announced or Unannounced)

Other (e.g., Data Chats, Artifacts, Structured Interviews)

Walk-throughs

Category 1A (Year 1)

2 Minimum of 1 for First Semester and Minimum of 2 for Second Semester Length of the lesson or minimum of 30 minutes

Minimum of 4 Minimum of 20 minutes

As appropriate

As needed

Category 1B (1‐3 years of experience)

1 Minimum of 2 Length of the lesson or minimum of 30 minutes


As appropriate

As needed

Category 2 (4+ years of experience)

1 Minimum of 2 Length of the lesson or minimum of 30 minutes


As appropriate

As needed

The first Evaluation for Category 1A teachers includes 1 Formal Observation and 2 Informal Observations. All other Evaluations include two Formal Observations and two Informal Observations. During the observations, the 26 selected elements from the Marzano Art and Science of Teaching Framework are evaluated according to the 5‐Level scale. This scale is used to rate and provide feedback to teachers on their use of the 26 selected elements of the Art and Science of Teaching Framework. Evidence can be documented as, but not limited to, formal observations, informal observations, walkthroughs, artifacts, planning conferences or pre‐conferences and forms, reflection conferences and forms, the Deliberate Practice Plan and discussions. After each Observation, feedback must be provided to the teacher. This can be written feedback and/or a documented discussion during the post conference.

The 26 Elements that LCS has elected to rate as the Evaluation for 2012‐2013 Classroom Based Instructional Personnel are:

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Domain 1 1. Providing Clear Learning Goals & Scales (rubrics) 2. Tracking Student Progress 4. Establishing Classroom Routines 6. Identifying Critical Information 9. Chunking Content into “Digestible Bites” 13. Reflecting on Learning 15. Organizing Students to Practice & Deepen Knowledge 19. Practicing Skills, Strategies, and Processes 22. Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation & Testing 24. Noticing When Students are Not Engaged 29. Demonstrating Intensity & Enthusiasm 33. Demonstrating “Withitness” 38. Displaying Objectivity and Control 39. Demonstrating Value and Respect for Low Expectancy Students Domain 2 42. Planning & Preparing for Lessons & Units: Effective Scaffolding of Information with Lessons 44. Planning & Preparing for Lessons & Units: Attention to Established Content Standards 46. Planning and Preparing for Use of Resources and Technology: Use of Available Technology 47. Planning and Preparing for the Needs of English Language Learners: Needs of English Language Learners 48. Planning and Preparing for the Needs of Students Receiving Special Education: Needs of Students Receiving Special Education 49. Planning and Preparing for the Needs of Students Who Lack Support for Schooling: Needs of Students Who Lack Support for Schooling Domain 3 53. Developing a Written Growth and Development Plan 54. Monitoring Progress Relative to the Professional Growth and Development Plan Domain 4 55. Promoting Positive Interactions with Colleagues 56. Promoting Positive Interactions about Students and Parents 59. Adhering to District and School Rules and Procedures 60. Participating in District and School Initiatives

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The domains are weighted according to the total number of elements in each domain. This equates to the following: Domain 1 68% Domain 2 14% Domain 3 8% Domain 4 10% Each element must be rated by the final evaluation. Each element must be rated at least two times. All elements should be rated each time they are called for within a lesson. If using a walkthrough for evaluation purposes, the observed elements may only be rated at innovating or applying.

If there is an element within the evaluation that is not applicable to a specific teacher, the evaluator may rate the element Not Applicable. This will not count negatively towards the teacher’s overall evaluation rating. The Not Applicable rating should be used in specific circumstances where the element would not be appropriate or observable only through a staged setting. Some examples of when Not Applicable would be appropriate are:

• A teacher who has no ELL students assigned to them can be given the rating of Not Applicable on element 47 (Planning for the needs of English Language Learners)

• An ESE Inclusion teacher who works with one specific student in a classroom can be given the rating of Not Applicable on element 15 (Organizing Students to Practice & Deepen Knowledge).

These situations are unique and require the evaluator to make the decision regarding the use of the Not Applicable rating for each instructor’s needs on an individual basis.

If an element is “not applicable” because of the situations listed above, it is appropriate to rate it as such. If it is rated as “not applicable” because it was not observed and not called for during the observed lesson, feedback must be provided to the teacher regarding the element that was marked “not applicable”. The teacher and administrator must plan collaboratively to ensure that each element is called for and observed twice during the course of the year.

The Status Score aggregates teachers’ ratings across all observed elements within the framework to result in 60% of the Instructional Practice Score (IPS). This will be done electronically, but is outlined beginning on page 75.

The Instructional Practice Score (IPS) will be computed as 60% of the teacher’s Annual Teacher Evaluation until 2013–2014, at which time three years of data will be available. At that time, the Instructional Practice Score (IPS) will be computed as 50% of the Annual Teacher Evaluation.

Teacher Orientation Teachers shall be oriented to the evaluation model, procedures and criteria within the first six (6) weeks of each school year or date of employment.

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Evaluation Procedures How a teacher will be assessed will be determined by the category they are assigned based upon experience. There are three designations of teachers in LCS’ TEAM. Category 1(A): Instructional Probationary Annual Contract

Teachers who are in their first year of employment in the district Category 1(B): Annual Contract

Teachers who have one (1) through three (3) years of experience Category 2: Annual Contract, Professional Contract, or Continuing Contract Teachers who have four (4) or more years of experience Scoring Instructional Practice Score During the current school year teachers will be assessed on an overall status score combined with the Deliberate Practice Plan Score. The status score reflects his/her understanding and application of 26 elements found within the Art and Science of Teaching framework across the four domains (See Learning Map). The overall status score is determined by multiple measures.

•Conferences •Teacher Surveys •Discussions •Artifacts

•Self Assessment •Reflection Conference •Deliberate Practice Plan •Discussions •Artifacts •Lesson Study

•Planning/pre conference •Artifacts •Designing common

student assessments

•Formal Observations •Informal, announced

observations •Informal, unannounced

observations •Student surveys •Video/Audio of classroom

practice •Artifacts

Domain 1 Classroom

Strategies & Behaviors

Domain 2

Planning and Preparing

Domain 4 Collegiality & Professionalism

Domain 3 Reflecting on

Teaching

Examples of Measures

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During the preconference the teacher and evaluator will collaborate on the evidence that will be collected in each Domain during the school year along with a timeline for collection. This may be done individually or in groups. For the purposes of the TEAM, there are two types of observations: Formal and Informal. The formal observation is used as a method for collecting evidence that will be used as a source of data for the summative evaluation. It is not the summative evaluation. The recommended minimum for a Formal Observation is the length of a lesson or 30 minutes. This type of observation will be performed by an evaluating administrator. The formal observation includes a planning and reflection conference with the teacher. These conferences provide a rich opportunity for teachers to reflect upon their practice, engage in a collaborative decision‐making process and help administrators clarify expectations. Both the planning conference and the reflection conference should be scheduled the same time the observation is scheduled and should be conducted in a timely manner (1‐5 days preceding and following the observation). The informal observation is used as a method for collecting evidence that will be used as a source of data for the summative evaluation. It is not the summative evaluation. It can be announced or unannounced and should last for a minimum of 20 minutes. This type of observation will be performed by an evaluating administrator. There is no planning or reflection conference required. The informal observations are useful for providing additional feedback to teachers, acknowledging professional growth and collecting evidence to further inform the annual evaluation process. While planning and reflection conferences are not required, observers should provide timely and actionable feedback to teachers regarding these observations. The number and type of observations each teacher will receive is determined by the category in which they are placed. The chart below lists the minimum number of formal and informal observations required for each category. Category I(A) teachers are evaluated once each semester.

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Walkthroughs are used as a method for collecting evidence that will be used as a source of data for the summative evaluation. They are not required, but can be used to observe ratings at the Applying or Innovating level. They are announced or unannounced and can last for three to five minutes. This type of evaluation will be performed by an evaluating administrator. There is no planning or reflection conference required. The walkthroughs are useful for providing additional feedback to teachers, acknowledging professional growth and collecting evidence to further inform the annual evaluation process. Observers should provide written feedback in a timely manner regarding their observations during the walkthrough.

Category I(A)

• 3 Formal • 4 Informal

Category I(B)


Category II


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Observation Ratings

The collection of data from observations, predetermined activities and artifacts will be reviewed and assessed based upon a Five‐Level Rubric set forth in the Marzano Art and Science of Teaching Model. Within the Marzano Teacher Evaluation Model this rubric is used to rate the performance and provide feedback to teachers on their use of the 60 Elements of the Framework. These ratings are considered formative in nature and are provided to give direction and feedback to the teacher prior to the final evaluation. They are: Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)

Adapts and creates new strategies for unique student needs and situations

Teacher uses the strategy correctly and monitors the impact the strategy has on student learning and the way the students interact with the strategy

Teacher uses the strategy correctly but does not monitor the impact of the strategy on student learning or the way the students interact with the strategy

Uses strategy incorrectly or with parts missing

The strategy was called for but not exhibited

Each source of evidence is rated based upon the rubrics provided by the TEAM on the scale of 0 – 4 as described above and added to the collection of evidence. It is the responsibility of the evaluator to ensure that the minimum numbers of observations are met. Ultimately the collection of evidence across all observable elements in the framework will result in 60% of the Instructional Practice Score (IPS), which will contribute 60% to the overall evaluation, until such time that three years of data are available. At that time, the IPS will contribute 50% to the overall evaluation.

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Deliberate Practice Plan

Deliberate Practice is a way for teachers to grow their expertise through a series of planned action steps, reflections, and collaboration. The Deliberate Practice Plan for the 2012 – 2013 school year will include one Deliberate Practice Focus Strategy. The strategy must be submitted by the teacher based on the initial self-assessment and past observation data; and approved by the evaluator. Once an element and baseline rating have been established, the instructional personnel identifies specific behavior and/or learning that they want to see change as a result of the deliberate practice. Anticipated scoring levels are set for a mid-point and final growth goal.

Throughout the year, the instructional personnel strategically implements and plans action steps, actively participates in professional development related to the Deliberate Practice Target and reflects continuously on their learning and growth. A final Deliberate Practice Score is rated at the end of the 2013 school year, after at least three (3) data points have been collected through the evaluation process. Deliberate Practice will be scored as 40% of the Instructional Practice Score. The 2012 – 13 school year will be the pilot year in which the Deliberate Practice Score will count towards the Instructional Practice Score only if it has a positive impact on the Status Score. Deliberate Practice steps include:

1. • Self‐Assessment •Review of Historical Instructional Practice Score (IPS) Data

2. • Identify Focus Strategy •Evaluator and Instructional Personnel Collaboratively Establish Baseline Rating

3. •Create Measureable Goals • Identify Specific Action Steps and Resources

4. • Actions/Reflections: On‐Going •Tracking Progress

5. • Measure Growth to Determine Deliberate Practice Scoring

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Developing your Deliberate Practice Plan

Step 1: Self-Assessment Complete the Self-Assessment on the EXCEL system using the 5-Scale Marzano Rubrics and complete the table below. Identify one to three instructional strategies scored at lowest level/score on your self-assessment, and upon which you have an interest in improving, and the corresponding score (for purposes of establishing a data point for the baseline):

Instructional Strategy Level/Score

Current student behavior/learning that I want to see improve as a result of focusing on

this target strategy

Changes in student behavior/learning I

expect to see as a result of focusing on this

target strategy.

1.

2.

3.

Working collaboratively with your principal, using the instructional practice data from your annual evaluation (classroom observation data) and the strategies identified from the self- assessment completed in Step 1, identify one instructional strategy upon which you will focus and demonstrate instructional skill growth for the year. The focus strategy should be an area with a lower score and where there is an interest in improving. Record the baseline score and indicate the level you expect to attain, and dates for achieving your growth goals.

Instructional Strategy Baseline Level/Score and Date

Anticipated Midpoint Growth Level/Score

and Date

Anticipated Final Growth Level/Score

and Date 1. Score: Score: Score:

Date: Date: Date:

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Step 3: Write Measurable Goals State your Growth Goal (Example: By the end of the year, I will raise my score on tracking 11 student progress from a 1 to a 4, and I expect to see these results evident in student learning/behavior…) Goals Goal #1

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Step 4: Identify Specific Action Steps and Resources Describe specific actions you take or perform differently within your classroom to improve the use of the identified strategy, and the resources and materials needed to accomplish these action steps.

Classroom Action Steps Resources & Materials Goal 1

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Step 5: Reflection Log Use a reflection log to record your insights about the strategy you have identified and practiced. The guiding questions below may be used to prompt your thinking. For your plan you should have a minimum of three reflection logs tied to the goal and strategy you have selected. Goal #1 Date: What am I learning about this strategy? How do I need to prepare my lessons differently?

When I am using the strategy, what do I feel is working well for me in terms of evidences of improvement in student behavior/learning?

How am I tracking the impact I have on student learning?

What do I need to do to adjust in order to progress to the next level for the element?

On what will I focus between now and the next progress check-in?

Goal #1 Date: What am I learning about this strategy? How do I need to prepare my lessons differently?





Goal #1 Date: What am I learning about this strategy? How do I need to prepare my lessons differently?





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Step 6: Tracking Progress and Celebrating My Success Record your goal in the space provided. Plot the available scores (self, mentor, and evaluator) for tracking progress as needed. It is helpful to use a different color to represent each of the three sources. Baseline

Rating Data Point

#1

Data Point

#2

Data Point

#3

Data Point

#4

Data Point

#5

Data Point

#6

_________

Self Mentor (optional)

Evaluator

Finalize the Tracking Progress and Celebrating My Success by acknowledging and finalizing the plan within the EXCEL system. Electronic acknowledgements will replace signatures for the Deliberate Practice Plan.

Innovating (4)

Applying (3)

Developing (2)

Beginning (1)

Not Using (0)

Date: Date: Date: Date: Date: Date: Date: Summative Score

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Recommendations for Developing Goals and Resources The following tables represent ways to develop goals to engage in focused practice, focused feedback and collegial interactions with peers. Focused Practice 5 Ways a Teacher Can Engage in Focused Practice:

• Focusing on specific steps of a strategy • Developing a protocol • Developing fluency with a strategy • Making adaptations to a strategy • Integrating several strategies to create a macro-strategy

Focused Feedback Ways to Engage in Focused Feedback:

• Using a Reflection Log • Using a Monthly Lesson Reflection Tool • Using Video Data • Collecting and Using Student Survey Data and Student Questioning • Using Student Achievement Data • Looking at Specific Types of Students • Using a Teacher Progress Table and Chart

Observing and Discussing Teaching 3 Ways a Teacher Can Engage in Observing and Discussing Teaching:

• Videos of Other Teachers • Coaching Colleagues • Instructional Rounds

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Video Self-Observation Guide (Optional) Teachers may want to videotape a lesson as part of their self-assessment. After viewing the video, use the self-assessment to identify instructional strategies and ratings. Instructional Strategy: Desired Effect on Students: Teacher Evidence (What do I see that I want to continue?)

o

o (What do I see that I want to change?)

o

o Student Evidence (What are my students doing that I want to have continue)?

o

o (What are my students doing that I want to change?)

o

o Scale

Innovating Applying Developing How am I adapting this strategy to help reach students for whom the original strategy was not achieving the desired effect?

How am I monitoring students for the desired effect?

What does correct use of this strategy look like?

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Peer Observation Guide (Optional) A teacher working on a strategy can visit a colleague who is using that same strategy at an exemplary level. The observing teacher compares their own practice to the practice of the observed teacher. Following the classroom visit the teachers use the evaluation instrument to discuss the observation, identify evidence and reflect upon the observation. This observation is not intended to be a critique of the teacher, and the visiting teacher should honor the observed teacher for opening their classroom. Feedback should not be given to the observed teacher unless it is requested. This form is to be used for one instructional strategy. Fill out the form based on what is solicited for each box. Give multiple suggestions/answers where appropriate. Instructional Strategy: Desired Effect on Students: Teacher Evidence (What am I seeing that I want to replicate?)

o

o

o Student Evidence (What are the students doing that I want to have happen in my room?)

o

o

o Scale

Innovating Applying Developing How is the teacher adapting this strategy to help reach students for whom the original strategy was not achieving the desired effect?

How is the teacher monitoring students for the desired effect?


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Instructional Rounds Guide (Optional) Instructional rounds are primarily designed to enhance skills of the observing teacher and encourage collaboration among colleagues. During instructional rounds, a team of teachers who are working on the same strategy visit a teacher who is using that same strategy at an exemplary level. The observing teachers compare their own practice to the practice of the observed teacher. Immediately after visiting the classroom, the observing teachers engage in group discussion and reflection and draw conclusions about their own practice. Instructional rounds are not intended to be a critique of the teacher, and visiting teams should honor the observed teacher for opening their classroom. Feedback should not be given to the observed teacher unless it is requested. This form should be used for one instructional strategy. Fill out the form based on what is solicited for each box. Give multiple suggestions/answers where appropriate. Instructional Strategy: Desired Effect on Students: Teacher Evidence (What am I seeing that I want to replicate?)

o

o

o

o Student Evidence (What are the students doing that I want to have happen in my room?)

o

o

o Scale

Innovating Applying Developing How is the teacher adapting this strategy to help reach students for whom the original strategy was not achieving the desired effect?

How is the teacher monitoring students for the desired effect?


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Modifications for Non-Classroom Based Instructional Personnel It is LCS’ belief that the Dr. Marzano System of Evaluation should be used with all Instructional Personnel who teach students and/or adults, thus limiting the use of alternative forms. We recognize that a few select instructional personnel are in non‐teaching positions. They will be evaluated in Domains 1 – 4 with modifications to the weighting of each Domain. Non‐Classroom Based Instructional Personnel and the Domain weighting for them are as follows:

Domain 1 should reflect the environment in which the Non‐Classroom Based Instructional Personnel works. Non‐Classroom Based Instructional Personnel should never be expected to create a lesson for the sole purpose of evaluation. For example, a Literacy Coach could be observed reviewing FAIR data and instructional strategies with a group of teachers in a team meeting. The Non‐Classroom Based Instructor TEAM Evaluation has four element differences, two that have been added and two that have been removed. The following elements will be rated:

Domain 1 1. Providing Clear Learning Goals & Scales (rubrics) 2. Tracking Student Progress 6. Identifying Critical Information 9. Chunking Content into “Digestible Bites” 13. Reflecting on Learning 15. Organizing Students to Practice & Deepen Knowledge 19. Practicing Skills, Strategies, and Processes 22. Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation & Testing 29. Demonstrating Intensity & Enthusiasm 33. Demonstrating “Withitness” 38. Displaying Objectivity and Control

Evaluation Domain Weighting for Non-Classroom Based Instructional Personnel Domain 1 – Classroom Strategies & Behaviors

20%

Domain 2 – Planning & Preparing 10% Domain 3 – Reflecting on Teaching 30%

Domain 4 – Collegiality and Professionalism

40%

Non-Classroom Based Instructional Personnel Media Specialists Literacy Coaches Curriculum Resource Teachers Instructional Coaches Program Specialists Instructional Deans Innovative Learning Specialists Potential Specialists (except ESE) Achievement Liaisons School Testing Specialist (High Schools)

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39. Demonstrating Value and Respect for Low Expectancy Students (Elements 4 and 24 have been removed from the Non-Classroom Based Instructional Personnel Evaluation) Domain 2 42. Planning & Preparing for Lessons & Units: Effective Scaffolding of Information with Lessons 44. Planning & Preparing for Lessons & Units: Attention to Established Content Standards 46. Planning and Preparing for Use of Resources and Technology: Use of Available Technology 47. Planning and Preparing for the Needs of English Language Learners: Needs of English Language Learners 48. Planning and Preparing for the Needs of Students Receiving Special Education: Needs of Students Receiving Special Education 49. Planning and Preparing for the Needs of Students Who Lack Support for Schooling: Needs of Students Who Lack Support for Schooling Domain 3 52. Evaluating the Effectiveness of Specific Pedagogical Strategies and Behaviors. (Added) 53. Developing a Written Growth and Development Plan 54. Monitoring Progress Relative to the Professional Growth and Development Plan Domain 4 55. Promoting Positive Interactions with Colleagues 56. Promoting Positive Interactions about Students and Parents 58. Mentoring Other Teachers and Sharing Ideas and Strategies. (Added) 59. Adhering to District and School Rules and Procedures 60. Participating in District and School Initiatives

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During the Pre & Post Conferences, the 12 elements (14 for Non‐Classroom Based Instructional Personnel) from Domains 2 – 4 are rated using the 5‐ Level Scale.

Category 1B (1-3 years of teaching experience)

Category 2 (4 or more years of teaching experience)

The Figure above reflects the process for Evaluation of a Category 1B (1 through 3 years of teaching experience) and Category 2 (more than 3 years of teaching experience) for Classroom and Non‐Classroom Based Instructors. The outline of the Evaluation process is as follows:

Teacher Evaluation

TEAM

Formal Observations

(2)

Pre‐Conference (2)

Post‐ Conference

(2)

Informal Observations

(2)

Written Feedback only

During the Formal & Informal Observations, administrators rate the 14 elements (12 for Non‐Classroom Based Instructional Personnel) in Domain 1 that are observed during that time using the 5 Level Scale.

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Category 1B & Category 2 Classroom Teachers

Informal Observation 20 minutes, written feedback provided; Observation of Domain 1 Elements (Conducted after September 18, 2012)

Pre-Conference Deliberate Practice Planning; Announce window for observation; Observation of Domain 1 Elements; Plan for Domains 2‐4 Elements ; 1 ‐ 5 days before observation (Recommended in September/October)

Formal Observation Observation of Domain 1 Elements (Recommended in October)

Post-Conference Conference and review artifact according to necessity; Rate observed Elements from Domains 1‐4; Deliberate Practice Plan Sign‐off; 1 ‐ 5 days after observation

Informal Observation 20 minutes; Written feedback provided; Observation of Domain 1 Elements (Recommended in January) Pre-Conference Deliberate Practice Review; Announce window for observation; Observation of Domain 1 Elements; Plan for Domains 2‐4 Elements; 1‐5 days before observation (Recommended in February/March)

Formal Observation Observation of Domain 1 Elements (Recommended in March/April)

Post-Conference Conference and review artifact according to necessity; Rate observed Elements from Domains 1‐4; 1‐5 days after observation (Recommended in April)

Instructional Practice Score Utilize Instructional Practice Score Form to Calculate Status Score on Domains 1‐4; Confirm Deliberate Practice Growth Score; DEADLINE: May 1, 2013

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During the Pre & Post Conferences, the 12 elements (14 for Non‐Classroom Based Instructional Personnel) from Domains 2 – 4 are rated using the 5 Level Scale.

Category 1A (Instructional Probationary Annual Contract) The Figure above reflects the process for Evaluation of a Category 1A (IPAC) Teacher. The outline of the Evaluation process is as follows:

2 Teacher Evaluations

TEAM

Formal Observations (1 for first evaluation, 2 for second evaluation)

Pre‐Conference (1 for first evaluation, 2 for second evaluation)

Post‐ Conference (1 for first evaluation, 2 for second evaluation)

Informal Observations (2 for first evaluation, 2 for second evaluation)

Written Feedback only

During the Formal & Informal Observations, administrators rate the 14 elements (12 for Non‐Classroom Based Instructional Personnel) in Domain 1 that are observed during that time using the 5‐Level Scale.

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Social

Category 1A (Instructional Probationary Annual Contract)

1. Informal Observation 20 minutes, written feedback provided; Observation of Domain 1 Elements (Conducted after first 20 days of school; January)

2. Pre-Conference Deliberate Practice Planning; Announce window for observation; Observation of Domain 1 Elements; Plan for Domains 2‐4 Elements ; 1‐5 days before observation (Recommended in September; February)

3. Formal Observation Observation of Domain 1 Elements (Recommended in September/October; February)

4. Post-Conference Conference and review artifact according to necessity; Rate observed Elements from Domains 1‐4; 1‐5 days after observation (Recommended in October; February)

5. Informal Observation 20 minutes; Written feedback provided; Observation of Domain 1 Elements (Recommended in November; March) 6. Pre-Conference Deliberate Practice Review; Announce window for observation; Observation of Domain 1 Elements; Plan for Domains 2‐4 Elements; 1‐5 days before observation (Recommended in March/April)

7. Formal Observation Observation of Domain 1 Elements (Recommended in April)

8. Post-Conference Conference and review artifact according to necessity; Rate observed Elements from Domains 1‐4; 1‐5 days after observation (Recommended in April)

9. Instructional Practice Score Utilize Instructional Practice Score Form to Calculate Status Score on Domains 1‐4. DEADLINE: May 1, 2013

Only Steps 1-5 are required for the first Evaluation. Steps 1-9 need to be completed for the second evaluation.

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Modifications for Social Workers, Psychologists, Guidance Counselors, ESE Program Staffing Specialists, Assessment Teachers on Assignment for Pre-K ESE, ESE School Specialists and Itinerant Teachers (Specifically for DHH and Visually Impaired Students (VI), and Teen Parents)

**Athletic Trainers with no students assigned to them will follow the schedule here, but will use the Forms listed on P. 70.

Social Workers, Psychologists, Guidance Counselors, ESE Program Staffing Specialists, Assessment Teachers on Assignment for Pre‐K ESE, ESE School Specialists, and Itinerate Teachers (specifically of DHH and Blind Students) will be evaluated using Florida’s Student Services Personnel Evaluation Model and Guide. The SSPEM is an integrated evaluation system that establishes common practice standards across the student services professions by focusing on evidence‐based and research‐based practices that are linked to student achievement and behavior.

Domain A: Data‐Based Decision Making and Evaluation of Practices

Domain B: Instruction/Intervention Planning and Design

Domain C: Instruction/Intervention Delivery and Facilitation

Domain D: Learning Environment

Domain E: Professional Learning, Responsibility, and Ethical Practices

It is the duty of the supervising administrator to conduct an evaluation pursuant to the Category under which each Instructor falls. The Table below categorizes these personnel for evaluation purposes:

Status Evaluations per year

Formal Observations

Artifact Conferences

Summative Conference

Category 1A

(Year 1)

2 Minimum of 2 Minimum of 2 Minimum of 1

Category 1B

(Years 2 – 3)


Category 2

(4+ Years)


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The formal observation is used as a method for collecting evidence that will be used as a source of data for the summative evaluation. It is not the summative evaluation. The recommended minimum for a Formal Observation is the length of a conference or work session. This type of observation will be performed by an evaluating administrator. The formal observation can include a planning conference with the teacher. This conference provides a rich opportunity for teachers to reflect upon their practice, engage in a collaborative decision making process and help administrators clarify expectations.

The artifact conference is used as a method for collecting evidence that will be used as a source of data for the summative evaluation. It is not the summative evaluation. This type of conference will be performed by an evaluating administrator. During this time, such items as Accountability Forms, current list of students who have been evaluated, list of 504 evaluations, information regarding threat risk assessments, RtI involvement, home visits, financial assistance situations, attendance issues, court reports, calendar of events/meetings, grief and loss situations, counseling notes, basic holiday welfare, PAR, and additional special projects can be reviewed to rate the different elements found in the evaluated Domains.

The Summative Conference will be used as a method for finalizing the evaluation. The past observation ratings and conferences will be reviewed and discussed so a summative rating can be designated.

Observation Ratings

The collection of data from observations and conferences will be reviewed and assessed based on the following ratings: Highly Effective, Effective, Needs Improvement/Developing, and Unsatisfactory. It is the responsibility of the evaluator to ensure that the minimum numbers of observations are met. Ultimately the collection of evidence across all elements within the framework will result in 60% of the Instructional Practice Score (IPS), which will contribute 60% to the overall evaluation, until such time that three years of data are available at which time the IPS will contribute 50% to the overall evaluation.

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Category 1B & Category 2: Social Workers, Psychologists, Guidance Counselors, ESE Program Staffing Specialists, Assessment Teachers on Assignment for Pre-K ESE, ESE School Specialists and Itinerant Teachers (Specifically for DHH and VI Students, and Teen Parents) and Athletic Trainers.

The Figure above reflects the process for Evaluation of a Category 1B (AC2, AC3) and Category 2 (CC or PC) Social Worker, Psychologist, Guidance Counselor, ESE Program Staffing Specialists, Assessment Teachers on Assignment for Pre‐K ESE, ESE School Specialists and Itinerant Teachers (specifically for DHH and VI, and Teen Parents) and Athletic Trainers (Athletic Trainers will use forms on P. 70).

TEAM Evaluation

Formal Observation

(1)

Conference (1)

Artifact Conference

(1)

Summative Conference

(1)

30

Category IB & Category II Social Workers, Psychologists, Guidance Counselor, ESE Program Staffing Specialists, Assessment Teachers on Assignment for Pre-K ESE, ESE School Specialists and Itinerant Teachers (Specifically for DHH and VI Students, and Teen Parents) and Athletic Trainers

1. Formal Observation Rate all observable elements within Domains 1 ‐ 4.

2. Conference Conference items that were observable during Formal Observation and solidify/assign ratings where applicable.

3. Artifact Conference Conference non‐observable elements using artifacts and discussion.

4. Summative Conference Review observations and conferences for final Instructional Practice Score. DEADLINE: May 1, 2013

31

Category 1A: Social Workers, Psychologists, Guidance Counselor, ESE Program Staffing Specialists, Assessment Teachers on Assignment for Pre-K ESE, ESE School Specialists and Itinerant Teachers (Specifically for DHH and VI Students, and Teen Parents) and Athletic Trainers

The Figure above reflects the process for Evaluation of a Category 1A (IPAC) Social Worker, Psychologist, Guidance Counselor, ESE Program Staffing Specialists, Assessment Teachers on Assignment for Pre‐K ESE, ESE School Specialists and Itinerant Teachers (specifically of DHH and VI Students, and Teen Parents) and Athletic Trainers (Athletic Trainers will use forms on P. 70).

2 TEAM Evaluations

Formal Observation (1 for first evaluation, 1 for second evaluation)

Conference (2)

Artifact Conference (1 for first evaluation, 1 for second evaluation)

Evaluation Conference

(1)

32

Category IA (IPAC): Social Workers, Psychologists, Guidance Counselor, ESE Program Staffing Specialists, Assessment Teachers on Assignment for Pre-K ESE, ESE School Specialists and Itinerant Teachers (Specifically for DHH and VI Students, and Teen Parents) and Athletic Trainers

1. Formal Observation Rate all observable elements within Domains 1 ‐ 4.

2. Conference Conference items that were observable during Formal Observation and solidy/assign ratings where applicable.

3. Artifact Conference Conference non‐observable elements using artifacts and discussion.

4. Summative Conference Review observations and conferences for final instructional practice score. DEADLINE: January 30, 2013/May 1, 2013

This schedule (Steps 1 – 4) is to be repeated beginning again after the January 30th Final Evaluation. Recommended timeframes for both Evaluations are included.

33

Classroom Based Instructional Personnel

Lesson Segment Protocols (Domains 1-4) Pre-Observation Conference Forms A & B

Post-Observation Conference Form A

34

Teacher: ______________________________ Observer: _____________________________ Date: _________________________________

1. Providing Clear Learning Goals and Scales (Rubrics) The teacher provides a clearly stated learning goal accompanied by scale or rubric that describes levels of performance relative to the learning goal.

Teacher Evidence Teacher has a learning goal posted so that all students can see it The learning goal is a clear statement of knowledge or information as opposed to an activity or assignment Teacher makes reference to the learning goal throughout the lesson Teacher has a scale or rubric that relates to the learning goal posted so that all students can see it Teacher makes reference to the scale or rubric throughout the lesson

Student Evidence When asked, students can explain the learning goal for the lesson When asked, students can explain how their current activities relate to the learning goal When asked, students can explain the meaning of the levels of performance articulated in the scale or rubric Scale Levels: (choose one)

� Innovating � Applying � Developing � Beginning � Not Using � Not Applicable

Scale Innovating Applying Developing Beginning Not Using

Providing clear learning goals and scales (rubrics)

Adapts and creates new strategies for unique student needs and situations.

Provides a clearly stated learning goal accompanied by a scale or rubric that describes levels of performance and monitors students understanding of the learning goal and the levels of performance.

Provides a clearly stated learning goal accompanied by a scale or rubric that describes levels of performance.

Uses strategy incorrectly or with parts missing.

Strategy was called for but not exhibited.

Reflection Questions Innovating Applying Developing Beginning Not Using

Providing clear learning goals and scales (rubrics)

What are you learning about your students as you adapt and create new strategies?

How might you adapt and create new strategies for providing clearly stated learning goals and rubrics that address the unique student needs and situations?

In addition to providing a clearly stated learning goal accompanied by a scale or rubric that describes levels of performance, how can you monitor students understanding of the learning goal and the levels of performance?

How can you provide a clearly stated learning goal accompanied by a scale or rubric that describes levels of performance?

How can you begin to incorporate some aspects of this strategy into your instruction?


2. Tracking Student Progress The teacher facilitates tracking of student progress on one or more learning goals using a formative approach to assessment. Teacher Evidence Teacher helps student track their individual progress on the learning goal Teacher uses formal and informal means to assign scores to students on the scale or rubric depicting student status on the learning goal Teacher charts the progress of the entire class on the learning goal Student Evidence When asked, students can describe their status relative to the learning goal using the scale or rubric Students systematically update their status on the learning goal Scale Levels: (choose one)

� Innovating � Applying � Developing � Beginning � Not Using � Not Applicable Scale Innovating Applying Developing Beginning Not Using

Tracking student progress


Facilitates tracking of student progress using a formative approach to assessment and monitors the extent to which students understand their level of performance.

Facilitates tracking of student progress using a formative approach to assessment.




Tracking student progress


How might you adapt and create new strategies for facilitating tracking of student progress using a formative approach to assessment, that address unique student needs and situations?

In addition to facilitating tracking of student progress using a formative approach to assessment, how can you monitor the extent to which students understand their level of performance?

How can you facilitate tracking of student progress using a formative approach to assessment?



4. Establishing Classroom Routines The teacher reviews expectations regarding rules and procedures to ensure their effective execution. Teacher Evidence Teacher involves students in designing classroom routines Teacher uses classroom meetings to review and process rules and procedures Teacher reminds students of rules and procedures Teacher asks students to restate or explain rules and procedures Teacher provides cues or signals when a rule or procedure should be used Student Evidence Students follow clear routines during class When asked, students can describe established rules and procedures When asked, students describe the classroom as an orderly place Students recognize cues and signals by the teacher Students regulate their own behavior Scale Levels: (choose one)


Establishing classroom routines


Establishes and reviews expectations regarding rules and procedures and monitors the extent to which students understand the rules and procedures.

Establishes and reviews expectations regarding rules and procedures.



Reflection Questions Innovating Applying Developing Beginning Not Using Establishing classroom routines


How might you adapt and create strategies for establishing and reviewing expectations, rules, and procedures that address unique student needs and situations?

In addition to establishing and reviewing expectations regarding rules and procedures, how can you monitor the extent to which students understand the rules and procedures?

How can you establish and review expectations regarding rules and procedures?



6. Identifying Critical Information The teacher identifies a lesson or part of a lesson as involving important information to which students should pay particular attention. Teacher Evidence Teacher begins the lesson by explaining why upcoming content is important Teacher tells students to get ready for some important information Teacher cues the importance of upcoming information in some indirect fashion

• Tone of voice • Body position • Level of excitement

Student Evidence When asked, students can describe the level of importance of the information addressed in class When asked, students can explain why the content is important to pay attention to Students visibly adjust their level of engagement Scale Levels: (choose one)



Identifying critical information


Signals to students which content is critical versus non-critical and monitors the extent to which students are attending to critical information.

Signals to students which content is critical versus non-critical.




Identifying critical information


How might you adapt and create new strategies for identifying critical information that address unique student needs and situations?

In addition to signaling to students which content is critical versus non-critical, how might you monitor the extent to which students attend to critical information?

How can you signal to students which content is critical versus non-critical?

How can you begin to incorporate some aspect of this strategy in your instruction?


9. Chunking Content into “Digestible Bites” Based on student needs, the teacher breaks the content into small chunks (i.e. digestible bites) of information that can be easily processed by students. Teacher Evidence Teacher stops at strategic points in a verbal presentation While playing a video tape, the teacher turns the tape off at key junctures While providing a demonstration, the teacher stops at strategic points While students are reading information or stories orally as a class, the teacher stops at strategic points Student Evidence When asked, students can explain why the teacher is stopping at various points Students appear to know what is expected of them when the teacher stops at strategic points Scale Levels: (choose one)


Chunking content into digestible bites


Breaks input experiences into small chunks based on student needs and monitors the extent to which chunks are appropriate.

Breaks input experiences into small chunks based on student needs.




Chunking content into digestible bites


How might you adapt and create new strategies for chunking content into digestible bites that address unique student needs and situations?

In addition to breaking input experiences into small chunks based on student needs, how can you also monitor the extent to which chunks are appropriate?

How can you break input experiences into small chunks based on student needs?



13. Reflecting on Learning The teacher engages students in activities that help them reflect on their learning and the learning process. Teacher Evidence Teacher asks students to state or record what they are clear about and what they are confused about Teacher asks students to state or record how hard they tried Teacher asks students to state or record what they might have done to enhance their learning Student Evidence When asked, students can explain what they are clear about and what they are confused about When asked, students can describe how hard they tried When asked, students can explain what they could have done to enhance their learning Scale Levels: (choose one)



Reflecting on learning


Engages students in reflecting on their own learning and the learning process and monitors the extent to which students self-assess their understanding and effort.

Engages students in reflecting on their own learning and the learning process.



Reflection Questions Innovating Applying Developing Beginning Not Using Reflecting on learning


How might you adapt and create new strategies for reflecting on learning that address unique student needs and situations?

In addition to engaging students in reflecting on their own learning and the learning process, how can you monitor the extent to which students self-assess their understanding and effort?

How can you engage students in reflecting on their own learning and the learning process?


Student Interviews

Student Questions:

• Why is the information that you are learning today important? • How do you know what are the most important things to pay attention to? • What are the main points of this lesson?


15. Organizing Students to Practice and Deepen Knowledge

The teacher uses grouping in ways that facilitate practicing and deepening knowledge. Teacher Evidence Teacher organizes students into groups with the expressed idea of deepening their knowledge of informational content Teacher organizes students into groups with the expressed idea of practicing a skill, strategy, or process Student Evidence When asked, students explain how the group work supports their learning While in groups students interact in explicit ways to deepen their knowledge of informational content or, practice a skill, strategy, or process

• Asking each other questions • Obtaining feedback from their peers

Scale Levels: (choose one)



Organizing students to practice and deepen knowledge


Organizes students into groups to practice and deepen their knowledge and monitors the extent to which the group work extends their learning.

Organizes students into groups to practice and deepen their knowledge.




Organizing students to practice and deepen knowledge


How might you adapt and create new strategies for organizing students to practice and deepen knowledge that address unique student needs and situations?

In addition to organizing students into groups to practice and deepen their knowledge, how can you also monitor the extent to which the group work extends their learning?

How can you organize students into groups to practice and deepen their knowledge?



19. Practicing Skills, Strategies, and Processes When the content involves a skill, strategy, or process, the teacher engages students in practice activities that help them develop fluency. Teacher Evidence Teacher engages students in massed and distributed practice activities that are appropriate to their current ability to execute a skill, strategy, or process

• Guided practice if students cannot perform the skill, strategy, or process independently • Independent practice if students can perform the skill, strategy, or process independently

Student Evidence Students perform the skill, strategy, or process with increased confidence Students perform the skill, strategy, or process with increased competence Scale Levels: (choose one)



Practicing skills, strategies, and processes


When content involves a skill, strategy, or process, engages students in practice activities and monitors the extent to which the practice is increasing student fluency.

When content involves a skill, strategy, or process, engages students in practice activities.



Reflection Questions Innovating Applying Developing Beginning Not Using Practicing skills, strategies, and processes


How might you adapt and create practice activities that increase fluency and address unique student needs and situations?

In addition to engaging students in practice activities, how can you monitor the extent to which the practice is increasing student fluency?

How can you engage students in practice activities when content involves a skill, strategy, or process?



22. Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing

The teacher engages students in complex tasks (e.g. decision making, problem solving, experimental inquiry, investigation) that require them to generate and test hypotheses. Teacher Evidence Teacher engages students with an explicit decision making, problem solving, experimental inquiry, or investigation task that requires them to generate and test hypotheses Teacher facilitates students generating their own individual or group task that requires them to generate and test hypotheses Student Evidence Students are clearly working on tasks that require them to generate and test hypotheses When asked, students can explain the hypothesis they are testing When asked, students can explain whether their hypothesis was confirmed or disconfirmed Student artifacts indicate that they can engage in decision making, problem solving, experimental inquiry, or investigation Scale Levels: (choose one)


Engaging students in cognitively complex tasks involving hypothesis generation and testing


Engages students in cognitively complex tasks (e.g. decision making, problem solving, experimental inquiry, investigation) and monitors the extent to which students are generating and testing hypotheses.

Engages students in cognitively complex tasks (e.g. decision making, problem solving, experimental inquiry, investigation).



Reflection Questions Innovating Applying Developing Beginning Not Using Engaging students in cognitively complex tasks involving hypothesis generation and testing


How might you adapt and create new strategies for organizing students to complete cognitively complex tasks?

In addition to engaging students in groups for cognitively complex tasks, involving hypothesis generation and testing, how can you monitor the extent to which students are generating and testing hypotheses?

How can you engage students in cognitively complex tasks involving hypothesis generation and testing?



24. Noticing when Students are Not Engaged

The teacher scans the room making note of when students are not engaged and takes overt action. Teacher Evidence Teacher notices when specific students or groups of students are not engaged Teacher notices when the energy level in the room is low Teacher takes action to re-engage students Student Evidence Students appear aware of the fact that the teacher is taking note of their level of engagement Students try to increase their level of engagement when prompted When asked, students explain that the teacher expects high levels of engagement Scale Levels: (choose one)


Scale Innovating Applying Developing Beginning Not Using Noticing when students are not engaged


Scans the room making note of when students are not engaged and takes action and monitors the extent to which students re-engage.

Scans the room making note of when students are not engaged and takes action.



Reflection Questions Innovating Applying Developing Beginning Not Using Noticing when students are not engaged


How might you adapt and create new strategies for noticing when students are not engaged that address unique student needs and situations?

In addition to scanning the room, making note of when students are not engaged and taking action, how can you monitor the extent to which students re-engage?

How can you scan the room making note of when students are not engaged and take action to engage students?



29. Demonstrating Intensity and Enthusiasm The teacher demonstrates intensity and enthusiasm for the content in a variety of ways. Teacher Evidence Teacher describes personal experiences that relate to the content Teacher signals excitement for content by:

• Physical gestures • Voice tone • Dramatization of information

Teacher overtly adjusts energy level Student Evidence When asked, students say that the teacher “likes the content” and “likes teaching” Students’ attention levels increase when the teacher demonstrates enthusiasm and intensity for the content Scale Levels: (choose one)



Demonstrating intensity and enthusiasm


Demonstrates intensity and enthusiasm for the content in a variety of ways and monitors the extent to which students’ engagement increases.

Demonstrates intensity and enthusiasm for the content in a variety of ways.




Demonstrating intensity and enthusiasm


How might you adapt and create new techniques for demonstrating intensity and enthusiasm for the content that address unique student needs and situations?

In addition to demonstrating intensity and enthusiasm for the content in a variety of ways, how can you monitor the extent to which students keep engaged?

How can you demonstrate intensity and enthusiasm for the content in a variety of ways?

How can you begin to incorporate this strategy into your instruction?


33. Demonstrating “Withitness” The teacher uses behaviors associated with “withitness” to maintain adherence to rules and procedures. Teacher Evidence Teacher physically occupies all quadrants of the room Teacher scans the entire room making eye contact with all students Teacher recognizes potential sources of disruption and deals with them immediately Teacher proactively addresses inflammatory situations Student Evidence Students recognize that the teacher is aware of their behavior When asked, students describe the teacher as “aware of what is going on” or “has eyes on the back of his/her head” Scale Levels: (choose one)


Demonstrating “withitness”


Uses behaviors associated with “withitness” and monitors the effect on students’ behavior.

Uses behaviors associated with “withitness”.




Demonstrating “withitness”


How might you adapt and create new techniques for using behaviors associated with “withitness” that address unique student needs and situations?

In addition to, using behaviors associated with “withitness,” how can you monitor the effect on students’ behavior?

How can you use behaviors associated with “withitness”?



38. Displaying Objectivity and Control

The teacher behaves in an objective and controlled manner. Teacher Evidence Teacher does not exhibit extremes in positive or negative emotions Teacher addresses inflammatory issues and events in a calm and controlled manner Teacher interacts with all students in the same calm and controlled fashion Teacher does not demonstrate personal offense at student misbehavior Student Evidence Students are settled by the teacher’s calm demeanor When asked, the students describe the teacher as in control of himself/herself and in control of the class When asked, students say that the teacher does not hold grudges or take things personally Scale Levels: (choose one)



Displaying emotional objectivity and control


Behaves in an objective and controlled manner and monitors the effect on the classroom climate.

Behaves in an objective and controlled manner.




Displaying emotional objectivity and control


How might you adapt and create new strategies and techniques for behaving in an objective and controlled manner that address unique student needs and situations?

In addition to behaving in an objective and controlled manner, how can you monitor the effect on the classroom climate?

How can you behave in an objective and controlled manner?


Student Interviews

Student Questions:

• How much did you feel accepted and welcomed in the class today? • What are some things that made you feel accepted and welcomed? • What are some things that did not make you feel accepted and welcomed?


39. Demonstrating Value and Respect for Low Expectancy Students The teacher exhibits behaviors that demonstrate value and respect for low expectancy students. Teacher Evidence When asked, the teacher can identify the students for whom there have been low expectations and the various ways in which these students have been treated differently from high expectancy students The teacher provides low expectancy with nonverbal indications that they are valued and respected:

• Makes eye contact • Smiles • Makes appropriate physical contact

The teacher proves low expectancy students with verbal indications that they are valued and respected: • Playful dialogue • Addressing students in a manner they view as respectful

Teacher does not allow negative comments about low expectancy students Student Evidence When asked, students say that the teacher cares for all students Students treat each other with respect Scale Levels: (choose one)


Communicating value and respect for low expectancy students


Exhibits behaviors that demonstrate value and respect for low expectancy students and monitors the impact on low expectancy students.

Exhibits behaviors that demonstrate value and respect for low expectancy students.




Communicating value and respect for low expectancy students


How might you adapt and create new strategies and techniques for behaviors that demonstrate value and respect for low expectancy students that address unique student needs and situations?

In addition to exhibiting behaviors that demonstrate value and respect for low expectancy students, how can you monitor the impact on low expectancy students?

How can you exhibit behaviors that demonstrate value and respect for low expectancy students?



Planning and Preparing for Lessons and Units

42. Effective Scaffolding of Information within Lessons Within lessons, the teacher prepares and plans the organization of content in such a way that each new piece of information builds on the previous piece.

Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0) Not Applicable Scale

Planning Evidence Content is organized to build upon previous information Presentation of content is logical and progresses from simple to complex Where appropriate, presentation of content is integrated with other content areas, other lessons and/or units The plan anticipates potential confusions that students may experience

Teacher Evidence When asked, the teacher can describe the rationale for how the content is organized When asked, the teacher can describe the rationale for the sequence of instruction When asked, the teacher can describe how content is related to previous lessons, units or other content When asked, the teacher can describe possible confusions that may impact the lesson or unit

Scale Innovating Applying Developing Beginning Not Using Effective Scaffolding of Information within Lessons

The teacher is recognized leader in helping others with this activity

Within lessons the teacher organizes content in such a way that each new piece of information clearly builds on the previous piece

The teacher scaffolds the information but the relationship between the content is not clear

The teacher attempts to perform this activity but does not actually complete or follow through with these attempts

The teacher makes no attempt to perform this activity


Planning and Preparing for Lessons and Units

44. Attention to Established Content Standards The teacher ensures that lesson and unit plans are aligned with established content standards identified by the district and the manner in which that content should be sequenced.


Planning Evidence Lesson and unit plans include important content identified by the district (scope) Lesson and unit plans include the appropriate manner in which materials should be taught (sequence) as identified by the district

Teacher Evidence When asked, the teacher can identify or reference the important content (scope) identified by the district When asked, the teacher can describe the sequence of the content to be taught as identified by the district

Scale Innovating Applying Developing Beginning Not Using Attention to Established Content Standards

The teacher is a recognized leader in helping others with this activity

The teacher ensures that lessons and units include the important content identified by the district and the manner in which that content should be sequenced

The teacher ensures that lessons and units include the important content identified by the district but does not address the appropriate sequencing of content




Planning and Preparing for Use of Resources and Technology

46. Use of Available Technology The teacher identifies the use of available technology that can enhance students’ understanding of content in a lesson or unit.


Planning Evidence The plan identifies available technology that will be used:

• Interactive whiteboards • Response systems • Voting technologies • One-to-one computers • Social networking sites • Blogs • Wikis • Discussion Boards

The plan identifies how the technology will be used to enhance student learning

Teacher Evidence When asked, the teacher can describe the technology that will be used When asked, the teacher can articulate how the technology will be used to enhance student learning

Scale Innovating Applying Developing Beginning Not Using Use of Available Technology


The teacher identifies the available technologies that can enhance student understanding and the manner in which they will be used

The teacher identifies the available technologies that can enhance student understanding but does not identify the manner in which they will be used




Planning and Preparing for the Needs of English Language Learners

47. Needs of English Language Learners The teacher provides for the needs of English Language Learners (ELL) by identifying the adaptations that must be made within a lesson or unit.


Planning Evidence The plan identifies the accommodations that must be made for individual ELL students or groups within a lesson The plan identifies the adaptations that must be made for individual ELL students or groups within a unit of instruction

Teacher Evidence When asked, the teacher can describe the accommodations that must be made for individual ELL students or groups of students within a lesson When asked, the teacher can describe the adaptations that must be made for individual ELL students or groups of students within a unit of instruction

Scale Innovating Applying Developing Beginning Not Using Needs of English Language Learners


The teacher identifies the needs of English Language Learners and the adaptations that will be made to meet these needs

The teacher identifies the needs of English Language Learners but does not articulate the adaptations that will be made to meet these needs




Planning and Preparing for Needs of Students Receiving Special Education

48. Needs of Students Receiving Special Education The teacher identifies the needs of students receiving special education by providing accommodations and modifications that must be made for specific students receiving special education.


Planning Evidence The plan describes accommodations and modifications that must be made for individual students receiving special education or groups of students according to the Individualized Education Program (IEP)for a lesson The plan describes the accommodations and modifications that must be made for individual students receiving special education or groups of students according to the IEP for a unit of instruction

Teacher Evidence When asked, the teacher can describe the specific accommodations that must be made for individual students receiving special education or groups of students according to their IEP for a lesson When asked, the teacher can describe the specific accommodations and modifications that must be made for individual students receiving special education or groups of students according to their IEP for a unit of instruction

Scale Innovating Applying Developing Beginning Not Using Needs of Students Receiving Special Education


The teacher identifies the needs of students receiving special education and the accommodations and modifications that will be made to meet these needs

The teacher identifies the needs of students receiving special education but does not articulate the accommodations or modifications that will be made to meet these needs




Planning and Preparing for Needs of Students Who Lack Support for Schooling

49. Needs of Students Who Lack Support for Schooling The teacher identifies the needs of students who come from home environments that offer little support for schooling.


Planning Evidence The plan provides for the needs of students who come from home environments that offer little support for schooling When assigning homework, the teacher takes into consideration the students’ family resources When communicating with the home, the teacher takes into consideration family and language resources

Teacher Evidence When asked, the teacher can articulate how the needs of students who come from home environments that offer little support for schooling will be addressed When asked, the teacher can articulate the ways in which the students’ family resources will be addressed when assigning homework When asked, the teacher can articulate the ways in which communication with the home will take into consideration family and language resources

Scale Innovating Applying Developing Beginning Not Using Needs of Students Who Lack Support for Schooling


The teacher identifies the needs of students who lack support for schooling and the adaptations that will be made to meet these needs

The teacher identifies the needs of students who lack support for schooling but does not articulate the adaptations that will be made to meet these needs




Developing and Implementing a Professional Growth Plan

53. Developing a Written Growth and Development Plan The teacher develops a written professional growth and development plan with specific and measureable goals, action steps, manageable timelines and appropriate resources.


Teacher Evidence The teacher constructs a growth plan that outlines measurable goals, action steps, manageable timelines and appropriate resources When asked, the teacher can describe the professional growth plan using specific and measurable goals, action steps, manageable timelines and appropriate resources Scale Innovating Applying Developing Beginning Not Using Developing a Written Growth and Development Plan


The teacher develops a written professional growth and development plan with clear and measurable goals, actions steps, timelines and resources

The teacher develops a written professional growth and development plan but does not articulate clear and measurable goals, action steps, timelines and appropriate resources




Developing and Implementing a Professional Growth Plan

54. Monitoring Progress Relative to the Professional Growth and Development Plan

The teacher charts his or her progress toward goals using established action plans, milestones and timelines.


Teacher Evidence The teacher constructs a plan that outlines a method for charting progress toward established goals supported by evidence (e.g., student achievement data, student work, student interviews, peer, self and observer feedback) When asked, the teacher can describe progress toward meeting the goals outlined in the plan supported by evidence (e.g., student achievement data, student work, student interviews, peer, self and observer feedback) Scale Innovating Applying Developing Beginning Not Using Monitoring Progress Relative to the Professional Growth and Development Plan


The teacher charts his or her progress on the professional growth and development plan using established milestones and timelines and makes modifications or adaptations as needed

The teacher charts his or her progress on the professional growth and development plan using established milestones and timelines but does not make modifications or adaptations as needed




Promoting a Positive Environment

55. Promoting Positive Interactions with Colleagues The teacher interacts with other teachers in a positive manner to promote and support student learning.


Teacher Evidence The teacher works cooperatively with appropriate school personnel to address issues that impact student learning The teacher establishes working relationships that demonstrate integrity, confidentiality, respect, flexibility, fairness and trust The teacher accesses available expertise and resources to support students’ learning needs When asked, the teacher can describe situations in which he or she interacts positively with colleagues to promote and support student learning When asked, the teacher can describe situations in which he or she helped extinguish negative conversations about other teachers Scale Innovating Applying Developing Beginning Not Using Promoting Positive Interactions with Colleagues


The teacher interacts with other colleagues in a positive manner to promote and support student learning and helps to extinguish negative conversations about other teachers

The teacher interacts with other colleagues in a positive manner to promote and support student learning but does not help extinguish negative conversations about other teachers




Promoting a Positive Environment

56. Promoting Positive Interactions about Students and Parents The teacher interacts with students and parents in a positive manner to foster learning and promote positive home/school relationships.

Scale Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0) Not Applicable

Teacher Evidence The teacher fosters collaborative partnerships with parents to enhance student success in a manner that demonstrates integrity, confidentiality, respect, flexibility, fairness and trust The teacher ensures consistent and timely communication with parents regarding student expectations, progress and/or concerns The teacher encourages parent involvement in classroom and school activities The teacher demonstrates awareness and sensitivity to social, cultural and language backgrounds of families The teacher uses multiple means and modalities to communicate with families The teacher responds to requests for support, assistance and/or clarification promptly The teacher respects and maintains confidentiality of student/family information When asked, the teacher can describe instances when he or she interacted positively with students and parents. When asked, students and parents can describe how the teacher interacted positively with them When asked, the teacher can describe situations in which he or she helped extinguish negative conversations about students and parents Scale

Innovating Applying Developing Beginning Not Using Promoting Positive Interactions about Students and Parents


The teacher interacts with students and parents in a positive manner to foster learning and promote positive home/school relationships and helps extinguish negative conversations about students and parents

The teacher interacts with students and parents in a positive manner to foster learning and promote positive home/school relationships but does not help extinguish negative conversations about students and parents




Promoting District and School Development

59. Adhering to District and School Rules and Procedures The teacher is aware of the district’s and school’s rules and procedures and adheres to them.


Teacher Evidence The teacher performs assigned duties The teacher follows policies, regulations and procedures The teacher maintains accurate records (student progress, completion of assignments, non-instructional records) The teacher fulfills responsibilities in a timely manner The teacher understands legal issues related to students and families The teacher demonstrates personal integrity The teacher keeps track of specific situations in which he or she adheres to rules and procedures Scale Innovating Applying Developing Beginning Not Using Adhering to District and School Rules and Procedures


The teacher is aware of district and school rules and procedures and adheres to them

The teacher is aware of district and school rules and procedures but does not adhere to all of these rules and procedures




Promoting District and School Development

60. Participating in District and School Initiatives The teacher is aware of the district’s and school’s initiatives and participates in them in accordance with his or her talents and availability.


Teacher Evidence The teacher participates in school activities and events as appropriate to support students and families The teacher serves on school and district committees The teacher participates in staff development opportunities The teacher works to achieve school and district improvement goals The teacher keeps tracks of specific situations in which he or she has participated in school or district initiatives When asked, the teacher can describe or show evidence of his/her participation in district and school initiatives Scale Innovating Applying Developing Beginning Not Using Participating in District and School Initiatives


The teacher is aware of the district’s and school’s initiatives and participates in them in accordance with his or her talents and availability

The teacher is aware of the district’s and school’s initiatives but does not participate in them in accordance with his or her talents and availability



Art and Science of Teaching Teacher Evaluation Framework Planning Conference Structured Interview Form A

Name of Teacher:______________________

Name of Observer:_____________________

Planning Conference Date: ____

Observation Date:_____

Reflection Conference Date: _____

Instructions: Please attach your lesson plan, assessments, scoring guides, and/or rubrics to this document. Please be prepared to discuss the following questions in preparation for the planning conference

Classroom Demographics Briefly describe the students in your classroom (e.g. number of students, gender, special needs etc.) Answer: Routine Events

1. What will you do to establish learning goals, track student progress and celebrate success for this lesson?

Answer:

2. What will you do to establish or maintain classroom rules and procedures for this lesson?

Answer: Content Please consider the following questions as appropriate for the lesson being observed

3. What will you do to help students effectively interact with new knowledge?

4. What will you do to help students practice new knowledge?

5. What will I do to help students generate and test hypothesis about new knowledge?

Answer:

Art and Science of Teaching Teacher Evaluation Framework Planning Conference Structured Interview Form A

Enacted on the Spot 6. What will you do to engage students in the lesson?

Answer:

7. What will I do to recognize and acknowledge lack of adherence to classroom rules and procedures?

Answer:

8. What will I do to establish and maintain effective relationships with students during this lesson?

Answer:

9. What will I do to communicate high expectations to students within the lesson?

Answer:

10. How will this lesson be organized as part of a cohesive unit?

Answer:

Art and Science of Teaching Teacher Evaluation Framework Planning Conference Structured Interview Form B

Name of Teacher:______________________

Name of Observer:_____________________


Observation Date: ____

Reflection Conference Date: ____

Instructions: Please attach your lesson plan, assessments, scoring guides, and/or rubrics to this document. Please be prepared to discuss the following questions in preparation for the planning conference

Classroom Demographics 11. Briefly describe the students in your classroom (e.g., number of students,

gender, special needs, etc.) Answer: Planning and Preparing for Lessons and Units

12. How will you scaffold the content within the lesson? Please describe:

• the rationale for how the content of the lesson is organized • the rationale for the sequence of instruction • how the content is related to previous lessons, units or other content • possible confusions that may impact the lesson

Answer:

13. How does this lesson progress within the unit over time? Please describe:

• how lessons within the unit progress toward deep understanding and transfer of content

• describe how students will make choices and take initiative • how learning will be extended

Answer:

Art and Science of Teaching Teacher Evaluation Framework Planning Conference Structured Interview Form B

14. How will you align this lesson with established content standards identified by the district and the manner in which that content should be sequenced?

Please describe: • important content (scope) identified by the district • sequence of the content to be taught as identified by the district

Answer:

Planning and Preparing for Use of Resources and Technology 15. How will the resources and materials that you select be used to enhance

students’ understanding of the content? Please describe the resources that will be used:

• traditional resources • technology

Answer: Planning and Preparing for the Special Needs of Students

16. How do you plan to address the special needs of your students to include special education students, ELL students and students who come from home environments that offer little support for schooling?

Please describe: • specific accommodations that will be made

Answer: Teacher Signature: ___________________________________________ Observer Signature: __________________________________________ Date: ________________________

Art and Science of Teaching Teacher Evaluation Framework Reflection Conference Structured Interview Form A

Name of Teacher:______________________

Name of Observer:_____________________


Observation Date: ____

Reflection Conference Date: ____

Instructions: Please bring student work, assessments, scoring guides, and/or rubrics to the reflection conference and be prepared to discuss the following questions

General Reflection Overall, how do you think the lesson went and why? Answer: Routine Events

1. In what ways did students meet or not meet the learning goals you established for this lesson? How did your assessments inform your understanding of student learning?

Answer:

2. To what extent did the organization of your classroom (room arrangement, materials) and your rules and procedures maximize student learning?

Answer: Content

3. How did the strategies you used to introduce new content to students support student learning?

4. How did the strategies you used to help students deepen and practice their understanding of new knowledge support student learning?

5. How did the strategies you used to help students generate and test hypotheses about new knowledge support student learning?

Answer:

Answer:

Answer:

Art and Science of Teaching Teacher Evaluation Framework Reflection Conference Structured Interview Form A

Enacted on the Spot 6. Which techniques for engaging students were most successful? Which techniques were

not successful?

Answer:

7. How did the use of positive and negative consequences impact student adherence or lack of adherence to rules and procedures?

Answer:

8. What specific actions did you take during this lesson to build student relationships with your students? What impact did these actions have on your relationships with students?

Answer:

9. What specific actions did you take to communicate high expectations for students? How did these impact students learning?

Answer:

10. How will this lesson inform changes to your instructional plan?

Answer: Teacher Signature: ___________________________________________________ Observer Signature: __________________________________________________ Date: ______________________

Non-Classroom Based Instructional Personnel

NEW Lesson Segment Protocols (Domains 3 -4)

66

Art and Science of Teaching Teacher Evaluation Model: Domain 4: Collegiality and Professionalism

52. Evaluating the Effectiveness of Specific Pedagogical Strategies and

Behaviors The teacher determines the effectiveness of specific instructional techniques regarding the achievement of subgroups of students and identifies specific reasons for discrepancies. Teacher Evidence The teacher gathers and keeps evidence of the effects of specific classroom strategies and behaviors on specific categories of students (i.e., different socio-economic groups, different ethnic groups) The teacher provides a written analysis of specific causes of success or difficulty When asked, the teacher can explain the differential effects of specific classroom strategies and behaviors on specific categories of students Scale Innovating Applying Developing Beginning Not Using Evaluating the Effectiveness of Specific Pedagogical Strategies and Behaviors


The teacher determines the effectiveness of specific strategies and behaviors regarding the achievement of subgroups of students and identifies the reasons for discrepancies

The teacher determines the effectiveness of specific strategies and behaviors regarding the achievement of subgroups of students but does not accurately identify the reasons for discrepancies



Art and Science of Teaching Teacher Evaluation Model: Domain 4: Collegiality and Professionalism

58. Mentoring Other Teachers and Sharing Ideas and Strategies The teacher provides other teachers with help and input regarding specific classroom strategies and behaviors. Teacher Evidence The teacher keeps tracks of specific situations during which he or she mentored other teachers The teacher contributes and shares expertise and new ideas with colleagues to enhance student learning in formal and informal ways The teacher serves as an appropriate role model (mentor, coach, presenter, researcher) regarding specific classroom strategies and behaviors When asked, the teacher can describe specific situations in which he or she has mentored colleagues Scale Innovating Applying Developing Beginning Not Using Mentoring Other Teachers and Sharing Ideas and Strategies


The teacher provides other teachers with help and input regarding classroom strategies and behaviors

The teacher provides other teachers with help and input regarding classroom strategies and behaviors but not at a specific enough level to enhance their pedagogical skill



Social Workers, Psychologists, Guidance Counselor, ESE Program Staffing Specialists, Assessment Teachers on Assignment for Pre-K ESE, ESE School Specialists and Itinerant Teachers (Specifically of DHH and VI Students, and Teen Parents

Evaluation Protocols (Domains 1-4) Please See Appendix A

69

Athletic Trainers with no Students Assigned to Them

Formal Observation Forms Artifact Conference Forms

Summative Conference Forms Evaluation Protocols (Domains 1-4)

70

Category 1A – Athletic Trainers with No Students Assigned to Them

Element Documentation Name

Evaluation

School

0

– N

ot U

sing

1‐

Beg

inni

ng

2

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3

‐App

lyin

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4 ‐In

nova

ting

Position EIN

Assessor Evaluator's Comments Domain I. Creating a Culture for Learning I. 1. Establishing High Expectations for Professional Learning and Work

I. 2. Creating an Environment of Respect and Rapport I. 3. Organizing the Available Physical Environment I. 4. Managing Procedures in the Professional Setting I. 5. Managing Participant Behavior I. 6. Determining Strategies for Meaning/Coherent Delivery of Service I. 7. Demonstrating a Knowledge of Current Trends in Program Area and Professional Practice

I. 8. Engaging Participants I. 9. Varying Content to Meet Participant Needs I. 10. Using Quality Questions and Discussion I. 11. Orienting and Maintaining Focus of Participants Domain II. Planning and Preparing II. 1. Aligning Objectives to School/Department/District Goals

II. 2. Using Data to Attend to Needs II. 3. Planning Assignments/Assessments II. 4. Using Time Effectively

II. 5. Selecting Effective Materials and Activities that Include Cultural Contributions of Various Groups

Domain III. Reflection and Professional Growth III. 1. Adjusting and Monitoring Activities to Enhance Outcomes

III. 2. Adjusting Planned Interventions and/or Locating and Utilizing Resources

III. 3. Using Traditional and Alternative Assessments as Appropriate III. 4. Taking Responsibility for Professional Development Domain IV. Collegiality and Professionalism

IV. 1. Complying with and Implementing All Federal and State Laws, as well as District Policies and Procedures

IV. 2. Promoting Positive Communication and Collaboration with Colleagues

IV. 3. Developing Positive Communication and Relationships with Students and Families

IV. 4. Demonstrates a Willingness to Seek Mentorship or Mentor Others As Needed

71


ARTIFACT CONFERENCE

Name: Assessor:

Artifact Evaluator Comments

72


Summative Evaluation Form Observation #1 Date: Teacher Signature: Observer Signature: Observation #2 Date: Teacher Signature: Observer Signature: Artifact Conference #1 Date: Teacher Signature: Observer Signature: Artifact Conference #2 Date: Teacher Signature: Observer Signature: Final Evaluation Conference Date: Teacher Signature: Observer Signature: Evaluator Comments: HIGHLY EFFECTIVE (4) EFFECTIVE (3) DEVELOPING (2) UNSATISFACTORY (1)

Overall Final Score of 3.5 – 4.0




73

Category 1B & 2 – Athletic Trainers with No Students Assigned to Them

Formal Observation Form

Name

Evaluation

School

0

– N

ot U

sing

1‐

Beg

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ng

2

‐ Dev

elop

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3

‐App

lyin

g

4 ‐In

nova

ting

Position EIN

Assessor Evaluator's Comments Domain I. Creating a Culture for Learning I. 1. Establishing High Expectations for Professional Learning and Work

I. 2. Creating an Environment of Respect and Rapport I. 3. Organizing the Available Physical Environment I. 4. Managing Procedures in the Professional Setting I. 5. Managing Participant Behavior I. 6. Determining Strategies for Meaning/Coherent Delivery of Service I. 7. Demonstrating a Knowledge of Current Trends in Program Area and Professional Practice

I. 8. Engaging Participants I. 9. Varying Content to Meet Participant Needs I. 10. Using Quality Questions and Discussion I. 11. Orienting and Maintaining Focus of Participants Domain II. Planning and Preparing II. 1. Aligning Objectives to School/Department/District Goals

II. 2. Using Data to Attend to Needs II. 3. Planning Assignments/Assessments II. 4. Using Time Effectively II. 5. Selecting Effective Materials and Activities that Include Cultural Contributions of Various Groups

Domain III. Reflection and Professional Growth III. 1. Adjusting and Monitoring Activities to Enhance Outcomes

III. 2. Adjusting Planned Interventions and/or Locating and Utilizing Resources

III. 3. Using Traditional and Alternative Assessments as Appropriate III. 4. Taking Responsibility for Professional Development Domain IV. Collegiality and Professionalism

IV. 1. Complying with and Implementing All Federal and State Laws, as well as District Policies and Procedures




74


ARTIFACT CONFERENCE

Name: Assessor:

Artifact Evaluator Comments

75


Summative Evaluation Form Observation #1 Date: Teacher Signature: Observer Signature: Artifact Conference #1 Date: Teacher Signature: Observer Signature: Final Evaluation Conference Date: Teacher Signature: Observer Signature: Evaluator Comments: HIGHLY EFFECTIVE (4) EFFECTIVE (3) NEEDS IMPROVEMENT (2) UNSATISFACTORY (1)





76

DOMAIN I. CREATING A CULTURE FOR LEARNING The non-classroom instructor creates a culture for learning through building positive relationships with students. This organized safe learning environment encourages high expectations for all students and allows them to feel respected and valued.

ELEMENT INDICATORS Not Using (0) Beginning (1) Developing (2) Applying (3) Innovating (4)

I. 1.* Establishing High Expectations for Professional Learning and Work

There is no evidence of communication of high expectations or celebrating successes.

There is little evidence that the NCI communicates high expectations for performance. There is little or no evidence that the NCI celebrates and/or recognizes success. NCI makes excuses for poor performance of self and/or others.

NCI communicates high expectations inconsistently. NCI inconsistently uses praise strategically to motivate others to the highest level of performance.

NCI communicates high expectations for performance and emphasizes accuracy and quality.

NCI consistently communicates high expectations including accuracy and quality for all work. NCI creates a culture in which others assume responsibility for holding themselves to the highest standard.

I. 2. * Creating an Environment of Respect and Rapport

There is no evidence that the NCI honors cultural and developmental differences. The NCI’s interactions with others are negative, demeaning, sarcastic and/or inappropriate. NCI tolerates student and/or staff interactions characterized by conflict, sarcasm, and put-downs.

There is limited evidence that the NCI honors the cultural and developmental differences of others.

NCI is developing a model of tolerance and respectful behavior. NCI is learning to hold others accountable for respectful behavior and/or an appreciation of diversity.

NCI models tolerance for all students and/or staff and holds them responsible for respectful behavior. NCI honors the cultural and developmental differences among students, parents, and/or staff.

NCI consistently models tolerance for all students and/or staff and holds them responsible for respectful behavior. NCI honors the cultural and developmental differences among students, parents, and/or staff. NCI consistently uses resources that reflect diversity in practice and/or product.

I. 3. Organizing the Available Physical Environment

There is no attempt to use the physical environment or it is used inadequately.

NCI attempts to make appropriate use of the physical environment.

NCI is learning to arrange for the physical environment to be safe and accessible. However, the arrangement may not always facilitate the learning/professional activities.

NCI arranges for the physical environment to be safe and accessible. The arrangement facilitates the learning/professional activities.

NCI consistently arranges for the physical environment to facilitate learning/professional activities.

I. 4. * Managing Procedures in the Professional Setting

NCI has no procedures to ensure effective professional practices.

NCI has limited procedures to ensure effective professional practices.

NCI establishes professional procedures and is learning to apply them.

NCI establishes effective professional procedures and applies them.

NCI consistently establishes and applies effective professional procedures.

I. 5. * Managing Participant Behavior

NCI has no standards for conduct. Participant behavior is not monitored and NCI is unaware of what the participants are doing.

NCI has limited standards for conduct. Participant behavior is not monitored and NCI is unaware of what the participants are doing.

NCI has established rules and consequences and is learning to monitor and enforce them consistently.

NCI monitors behavior based on standards for participant conduct. NCI is direct, specific, and consistent in communicating and enforcing high standards.

NCI consistently monitors behavior based on standards for participant conduct. NCI is direct, specific, and consistent in communicating and enforcing high standards while maintaining positive relationships with participants.

I. 6. * Determining Strategies for Meaning/ Coherent Delivery of Service

NCI does not connect learning program activities with prior knowledge, and/or learning activities are not appropriate.

NCI rarely connects learning/program activities with prior knowledge, and/or learning activities are rarely appropriate.

NCI is learning to plan activities which support the program/service goals and objectives. The NCI makes expectations clear only after participants express confusion.

NCI plans activities that support the program/service goals and objectives. The NCI clearly expresses expectations.

NCI plans activities that build on prior learning/progress and align with needs in a coherent progression. NCI clearly expresses expectations and responds appropriately to individual needs.

DOMAIN I. CREATING A CULTURE FOR LEARNING The non-classroom instructor creates a culture for learning through building positive relationships with students. This organized safe learning environment encourages high expectations for all students and allows them to feel respected and valued.

I. 7. * Demonstrating a Knowledge of Current Trends in Program Area and Professional Practice

NCI has no understanding and/or application of current trends and professional practices.

NCI demonstrates limited understanding and/or application of current trends and professional practices.

NCI demonstrates basic understanding of current trends and professional practices. And is learning to apply to professional practice.

NCI demonstrates understanding of current trends and professional practices and applies them in their area of expertise.

NCI demonstrates understanding of current trends and professional practices and applies them in their area of expertise. NCI demonstrates insight into their use.

I. 8. * Engaging Participants

NCI does not plan for the active engagement of all participants.

NCI rarely plans for the active engagement of all participants. NCI allows personal or participant off-task behavior. Pacing is hurried or slow

NCI plans activities that call for passive participation and are inappropriate for the cognitive level of the participants. Therefore, participant engagement is low. NCI allows off-task behaviors. Appropriate pacing of an activity is still developing.

NCI plans activities that call for passive and active participation and are appropriate for the cognitive level of the participants. Pacing of the activity is appropriate for most participants.

NCI implements plans for participants to actively access, process and communicate information in ways that indicate they are on task and actively engaged. NCI uses technology effectively to engage participants. Pacing of the activity is appropriate for all participants.

I. 9. * Varying Content to Meet Participant Needs

NCI’s pacing and level of the activity does not allow for individual needs.

NCI’s pacing and level of the activity rarely allows for individual needs.

NCI recognizes some individual needs but is learning to develop appropriate activities and vary content effectively.

NCI recognizes group and individual needs and develops appropriate activities and varies content.

NCI recognizes group and individual needs and develops appropriate activities and varies content effectively. Selection of activities is based on learning styles, needs, abilities, and/or interest.

I. 10. Using Quality Questions and Discussion

NCI does not attempt to use questioning techniques. NCI does not provide opportunity for discussion.

NCI makes inadequate use of questioning techniques. NCI asks predominately low-order questions. NCI rarely provides wait time. NCI rarely provides opportunities for discussion.

NCI ‘s questioning invites little response. NCI is learning to use wait time. NCI is learning to engage participants.

NCI asks questions that are appropriate to the situation. NCI provides wait time and requires specific response. NCI uses questions and feedback to help direct the activity and check for understanding. NCI provides opportunity for participant interaction or discussion.

NCI asks questions that are appropriate to the situation. NCI provides wait time and requires specific response. NCI uses questions and feedback to help direct the activity and check for understanding. NCI provides opportunity for participant interaction or discussion. NCI consistently uses questions and feedback to help direct the activity and check for understanding.

I. 11. Orienting and Maintaining Focus of Participants

NCI does not explain what the participants are expected to do. NCI does not maintain an appropriate pace.

NCI rarely explains what the participants are expected to do, or rarely maintains an appropriate pace.

NCI is learning to consistently explain what the participants are expected to do, or inconsistently maintains an appropriate pace.

NCI explains what the participants are expected to do, or maintains an appropriate pace.

NCI consistently explains what the participants are expected to do, or consistently maintains an appropriate pace. NCI provides appropriate feedback to participants to help maintain their focus.

DOMAIN II. PLANNING AND PREPARING The non-classroom instructor demonstrates a deep content knowledge, aligns instructional objectives and learner outcomes with approved curriculum, and uses data to meet individual student needs. The non-classroom instructor also plans appropriate assessments and uses instructional time effectively.

ELEMENT INDICATORS

Not Using (0) Beginning (1) Developing (2) Applying (3) Innovative (4)

II. 1. * Aligning Objectives to School / Department/ District Goals

There is no attempt to structure activities.

NCI’s program consists of a random selection of unrelated objectives/ activities lacking coherence or an overall structure.

NCI’s plan has a guiding principle and includes a number of worthwhile objectives/activities, and is learning to align with specific school/district goals or based on assessed needs.

NCI’s plan has a guiding principle and includes some objectives and activities that are aligned with school/district goals and some that are based on assessed needs.

NCI has developed a plan that includes professional objectives and activities that are aligned with assessed needs and school/district goals.

II. 2. * Using Data to Attend to Needs

NCI does not base professional practice decisions on student learning data and/or assessed needs.

NCI rarely bases professional practice decisions on student learning data and/or assessed needs.

NCI is learning to use basic data to adjust professional practices and goals. Professional decisions for addressing individual differences and needs are not evident.

NCI uses data to adjust professional practices and goal. Professional decisions for addressing individual differences and needs are evident.

NCI continually analyzes data to adjust programs and practices. Assessment data is used in collaboration with colleagues to ensure best professional practices. NCI uses data to address individual student/learner needs.

II. 3. * Planning Assignments/ Assessments

NCI does not plan for assessment prior to program/services. Assessments do not measure progress toward goal.

NCI rarely plans for assessment prior to program/services. Assessments rarely measure progress toward goal.

NCI plans and uses one or two appropriate methods of assessment.

NCI plans and uses multiple appropriate methods of assessment on an ongoing basis to measure student learning.

NCI consistently plans and uses multiple appropriate methods of assessment on an ongoing basis to measure student learning and effectiveness of interventions.

II. 4. * Using Time Effectively

NCI does not attempt to plan for time management.

NCI inadequately plans for time management. NCI’s routines and procedures (e.g. handling materials and scheduling) are either nonexistent or inefficient, resulting in significant loss of effectiveness.

NCI has established routines and procedures and is learning to follow them consistently. Activities are often rushed or too long.

NCI has established routines and procedures. There is evidence of effective preparation and time on task is maximized.

NCI plans routines which are well organized and clearly communicated so that participant(s) understand them. Activities provide for smooth transitions and optimum use of time on task.

II. 5. * Selecting Effective Materials and Activities that Include Cultural Contributions of Various Groups

There is no evidence that the NCI selects assessments or counseling materials that reflect diversity of the students.

There is little evidence that the NCI selects assessment or counseling materials that reflect the diversity of learning styles, abilities, cultural and linguistic backgrounds.

NCI is learning to use assessment or counseling materials that reflect the diversity of learning styles, abilities, cultural and linguistic backgrounds.

Evidence exists that the NCI selects assessment or counseling materials that reflect the diversity of learning styles, abilities, cultural and linguistic backgrounds.

The NCI consistently selects assessments or counseling materials that reflect the diversity of learning styles, abilities, cultural and linguistic backgrounds and applies the information to assist the student.

DOMAIN III. REFLECTION AND PROFESSIONAL GROWTH The non-classroom instructor uses a variety of strategies to engage students in learning. The instruction is varied by utilizing technology, quality questioning, and discussions. The non-classroom instructor creates opportunities for students to monitor their own performance while making adjustments in the instruction in order to enhance student achievement.

ELEMENT INDICATORS

Not Using (0) Beginning (1) Developing (2) Applying (3) Innovating (4)

III. 1. * Adjusting and Monitoring Activities to Enhance Outcomes

NCI does not plan or adapt based on needs.

NCI rigidly adheres to planned activities. Rarely adapts or revises activity based on needs. NCI denies responsibility for participants who are having difficulty.

NCI is learning to plan assessments but may make adjustments erroneously. NCI does not vary the methods of assessment. NCI has limited knowledge of ways to support struggling participants.

NCI plans assessments and makes adjustments. NCI varies the methods of assessment to meet the needs of the individual or group.

NCI plans assessments and makes adjustments based on individual performance. NCI exchanges feedback with participants so they can increase their participation. NCI is persistent in supporting struggling or resistant participants to reach goal(s).

III. 2. * Adjusting Planned Interventions and/or Locating and Utilizing Resources

NCI does not plan interventions.

NCI rarely plans interventions and/or locates/utilizes resources that are aligned with identified needs.

NCI is learning to plan interventions and/or locates/utilizes resources that are aligned with identified needs.

NCI plans a variety of interventions/resources that are suitable and aligned identified needs.

NCI consistently plans a variety of effective interventions/resources that are suitable and aligned with identified needs. NCI assists with progress monitoring where appropriate

III. 3. * Using Traditional and Alternative Assessments as Appropriate

NCI does not review or assess data.

NCI rarely reviews and assesses a variety of substantive data gathered from a variety of sources to meet objectives.

NCI is learning to review and assesses a variety of substantive data gathered from a variety of sources to meet objectives.

NCI reviews and assesses a variety of substantive data gathered from a variety of sources to meet objectives.

NCI continually reviews and assesses a variety of substantive data gathered from a variety of sources to meet objectives. (Needs additional statement)

III. 4. Taking Responsibility for Professional Development

NCI performance indicates disciplinary concern(s).

NCI attends only mandated staff development.

NCI attends only mandated staff development and is learning to integrate professional learning into practice and program area.

NCI attends mandated staff development and integrates professional learning into practice and program area.

NCI attends mandated and additional staff development regularly. NCI integrates professional learning into practice and program area. NCI refines and assesses effectiveness of strategies in terms of student achievement.

DOMAIN IV. COLLEGIALITY AND PROFESSIONALISM The non-classroom instructor takes responsibility for his/her professional development in support of school and district initiatives/goals. The non-classroom instructor works collaboratively with colleagues to enhance student performance and develops positive relationships with family and community.

ELEMENT INDICATORS

Not Using (0) Beginning (1) Developing (2) Applying (3) Innovating (4)

IV. 1. Complying with and Implementing All Federal and State laws, as well as District Policies and Procedures


NCI is attempting to comply with and implement Federal and State law, as well as District policies and procedures relating to the education and well being of all participants.

NCI is learning to consistently comply with and implement Federal and State law, as well as District policies and procedures relating to the education and well being of all participants.

NCI complies fully with and implements Federal and State law, as well as District policies and procedures relating to the education and well being of all participants.

NCI takes a leadership role at the department, school and/or district level in planning and supporting initiatives/ activities that implement Federal and State law, as well as District policies and procedures.



NCI provides little or no information and rarely responds to colleagues.

NCI works in isolation and only participates in collegial activities when required.

NCI contributes to collegial interactions focused on student achievement and well-being. MCI maintains timely system for communication with colleagues regarding student progress and/or services or a regular basis. NCI appropriately responds to colleague concerns.

NCI initiates collegial interactions focused on student achievement and well-being. NCI demonstrates leadership among team, school and department staff to address student needs



NCI provides little or no information and/or rarely responds to stakeholders. NCI handles stakeholders concerns unprofessionally and with disregard

NCI attempts to maintain a system for communication with stakeholders regarding student progress and/or programs. NCI attempts to respond to stakeholders concerns.

NCI maintains timely system(s) for communication with stakeholders regarding student progress and/or programs on a regular basis. NCI appropriately responds to stakeholders concerns.

NCI collaborates with stakeholders to address student progress and needs. NCI responses to stakeholders concerns are handled with sensitivity. NCI builds positive relationships with stakeholders focused on student achievement and well-being.


NCI makes no attempt to seek mentorship help or to assist others

. NCI provides little evidence of mentorship for self or others.

NCI is working with a mentor for self.

NCI contributes to mentor relationships as needed.

NCI collaborates well others in mentor relationships.

Final Evaluation Calculations

82

Status Score

• Step 1: Rate observed elements at each of the following levels:

Innovating (4), Applying (3), Developing (2), Beginning (1), and Not Using (0)

• Step 2: Count the number of ratings at each level for each of the four domains

• Step 3: For each domain, determine the percentage of the total each level represents.

• Step 4: For each domain, apply the results from Step 3 to the description for each level on the Proficiency Scale (based on teacher’s experience level). This is a domain proficiency score and will be a number between 1 and 4.

Category 1 Domain Proficiency Scores: CI Highly Effective (4) Effective (3) Developing (2) Unsatisfactory (1)

D1: At least 65% at Level 4 and 0% at Level 1 or 0

At least 65% at Level 3 or higher

Less than 65% at Level 3 or higher and Less than 50% at Level 1, 0

Greater than or equal to 50% at Level 1, 0

D2:

D3:

D4:

Category 2 Domain Proficiency Scores: CII Highly Effective

(4) Effective (3) Needs Improvement

(2) Unsatisfactory (1)

D1: At least 75% at Level 4 and 0% at Level 1 or 0

At least 75% at Level 3 or higher

Less than 75%at Level 3 or higher and Less than 50% at Level 1, 0

Greater than or equal to 50% at Level 1, 0 D2:

D3:

D4:

• Step 5: Compute the weighted average of the 4 domain proficiency scores and find the

resulting number on the scale

83

State Rating Label

Summative Report

Highly Effective

(4)

Effective (3)

Needs Improvement/ Developing (2)

Unsatisfactory (1)

Unsatisfactory (0)

TEAM/ Marzano Rating

Innovating Refers to professional teaching that innovatively involves students in the learning process and creates a true community of learners. Teachers performing at this level are master teachers and leaders in the field, both inside and outside of their school.

Applying Refers to successful, professional teaching that is consistently at a high level. Students are engaged and the teacher monitors the extent to which desired outcomes are produced. It would be expected that most experienced teachers would frequently perform at this level.

Category I – Developing Category II – Needs Improvement Refers to teaching that has the necessary knowledge and skills to be effective. Students are engaged but the monitoring of outcomes is inconsistent or lacking.

Beginning Effective teaching strategies are used incorrectly or with parts missing.

Not Using Effective strategies are not exhibited.

The Status Score is 60% of the Instructional Practice Score.

84

Deliberate Practice Score Four steps are used to determine the Deliberate Practice Score. They are as follows:

The following chart will be utilized to determine the Deliberate Practice Score according to the growth level and or final data point.

Highly Effective (4)

Effective (3)

Needs Improvement or Developing

(2)

Unsatisfactory (1)

Grows 3 Levels Grows 2 Levels Grows 1 Level Achieves No Growth

OR Grows to Level 4 OR Grows to Level 3 OR Grows to Level 2 OR Scores at Level 1

Step 1: Obtain data points for each focus strategy (during formal and informal observations).

Step 2: Determine the number of growth levels from the first data point to the last data point.

Step 3: Use the growth level and final data points against the scale to obtain the Deliberate Practice Score for each focus strategy.

Step 4: Average the Deliberate Practice Scores for each focus strategy for the final Deliberate Practice score (2013 and beyond).

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For the 2012 – 2013 school year, a Deliberate Practice Score will only be calculated as 40% of the Instructional Practice Score if it positively impacts the overall Instructional Practice Score. Beginning in 2013 – 2014, all Deliberate Practice Scores will in included in the Instructional Practice Score calculation at a rate of 40%.

Instructional Practice Score The Instructional Practice Score (IPS) is comprised of the Status Score and the Deliberate Practice Score. When calculating the IPS, 60% of the Status Score is combined with 40% of the Deliberate Practice Score. The IPS is 60% of the overall evaluation rating until 2013 – 2014, when it will decrease to 50% of the overall evaluation score.

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Student Growth Measures Florida Statute 1012.34(3)(a) (Senate Bill 736) requires that at least 40‐50% of the teacher performance evaluation must be based upon data and indicators of student learning growth as assessed by statewide assessments or, for subjects and grade levels not measured by statewide assessments, by school district assessments. Each district must use the state adopted formula for measuring student learning growth in all courses associated with the statewide assessment and must select an equally appropriate formula for measuring student learning growth for all other grades and subjects. The statute further requires in 1012.34(7)(b) that beginning in the 2011‐2012 school year, each school district shall measure student learning growth using the formula approved by the Commissioner of Education for courses associated with the FCAT, and that each school district shall implement the additional student learning growth measures selected by the Commissioner for the remainder of the statewide assessments included under s.1008.22 as they become available. Beginning in the 2014‐2015 school year, for grades and subjects not assessed by statewide assessments, but otherwise assessed as required under s.1008.22(8), each school district shall measure student growth using an equally appropriate formula.

LCS is using 2011‐2012 as the baseline year. Student growth measures will count as 40% of the overall evaluation. The District has defined their method for year one, with the State providing the method in the following year(s).

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After collaborative bargaining this year, the Lake County School District and the Lake County Education Association have agreed to the following parameters regarding the value‐added model for the school year 2011‐2012:

Cut Scores (Statistical Model)

Highly Effective +1. 2 standard deviations from the mean

Effective ‐1 to 1.19 standard deviations from the mean

Needs Improvement/Developing ‐1.99 to ‐1.01 standard deviations from the mean

Unsatisfactory ‐2 standard deviations from the mean

Cut Scores for Algebra 1 End – of – Course Exam (District Mean)

Highly Effective +1.2 standard deviations from the mean

Effective ‐1 to 1.19 standard deviations from the mean

Needs Improvement/Developing ‐1.99 to ‐1.01 standard deviations from the mean

Unsatisfactory ‐2 standard deviations from the mean

Cut Scores – Lake Hills ESE Center School (Whole School)

Highly Effective Meet or exceed SIP Reading and Mathematics

Goals

Effective 0 – 99% of SIP Reading and Mathematics Goals

Needs Improvement/Developing Decrease in Achievement by 1% to 50% of SIP Reading and Mathematics Goals

Unsatisfactory Decrease in Achievement by more than 50% of SIP Reading and Mathematics Goals

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Cell Size for Teaches with FCAT Students

Elementary 10 students

Middle School 22 students

High School 25 students

ESE 8 students

Inclusion in Overall Evaluation Rating

Highly Effective 3.5 to 4.0 = 4.0

Effective 2.5 to 3.4 = 3.49

Needs Improvement/Developing 1.5 to 2.4 = 2.49

Unsatisfactory 0 – 1.49

Lake County Schools will use the additional formulas as they become available. LCS will collaborate with a consortium of school districts on the development of content specific assessments to be in place with the recommended growth formulas by 2014 – 2015.

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Elementary School Instructional Positions Area of Responsibility

Student Group Student Measures Student Measures as a Percentage of Total Evaluation

PK – 3rd Whole school scores VAM FCAT Reading VAM FCAT Math

40%

4th – 5th Assigned students VAM FCAT Reading VAM FCAT Math

40%

All Elective Areas 4th – 5th grade assigned students

VAM FCAT Reading VAM FCAT Math

40%

Itinerant teachers 4th – 5th grade assigned students


40%

ESE teachers 4th – 5th grade assigned students


40%

ESOL Teachers Assigned students VAM FCAT Reading VAM FCAT Mathematics

40%

ESE School Specialists 4 – 5th whole school scores


40%

Media Specialists CRTs Instructional Coaches Guidance Counselors All other non‐classroom Instructional staff

4 – 5th whole school scores


40%

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Middle School Instructional Positions

6‐8th Language Arts Assigned students VAM FCAT Reading 40% 6‐8th Reading Assigned students VAM FCAT Reading 40% 6‐8th Mathematics Assigned students VAM FCAT Mathematics 40% 6‐8th Science 6‐8th Social Studies All Elective areas Itinerant teachers

Assigned students VAM FCAT Reading VAM FCAT Mathematics

40%

ESE Teachers Assigned students VAM FCAT Reading VAM FCAT Mathematics

40%

ESOL Teachers Assigned students VAM FCAT Reading VAM FCAT Mathematics

40%

ESE School Specialists Whole school scores VAM FCAT Reading VAM FCAT Mathematics

40%

Media Specialists Instructional Coaches Guidance Counselors All other non‐classroom Instructional staff

Whole school scores VAM FCAT Reading VAM FCAT Mathematics

40%

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High School Instructional Positions

9‐12th Language Arts Assigned students VAM FCAT Reading 40% 9‐12th Reading Assigned students VAM FCAT Reading 40% 9‐12th Math Assigned students VAM FCAT Reading 40%

Algebra 1 EOC Geometry EOC

9‐12th Science

Assigned students VAM FCAT Reading 40%

Biology EOC

9‐12th Social Studies All Elective areas Itinerant teachers

Assigned students VAM FCAT Reading 40%

ESE Teachers Assigned students VAM FCAT Reading

40%

ESOL Teachers Assigned students VAM FCAT Reading

40%

ESE School Specialist Whole school scores VAM FCAT Reading

40%

Media Specialists Instructional Coaches Guidance Counselors Athletic Trainers All other non‐classroom Instructional staff

Whole school scores VAM FCAT Reading

40%

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District Based Instructional Positions All district based instructional staff

Whole district scores VAM FCAT Reading VAM FCAT Mathematics

40%

If the number of students assigned is less than the defined cell size, the student measure will be whole school FCAT Reading and FCAT Mathematics. For ESE and ESOL teachers, if the number of students assigned is less than the defined cell size, the student measure will be whole school FCAT Reading and FCAT Mathematics for the ESE and ELL subgroups respectively. If the school does not have an ESE and/or ESOL subgroup the measure will be whole school FCAT Reading and FCAT Mathematics.

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TEAM

Teacher Evaluation & Achievement Model Leading our children to success

Final Evaluation Rating Criteria As required by the Student Success Act, LCS will use the four summative final evaluation ratings as specified in 1012.34(2)(e). The summative rating is based on aggregating data from each of the two components of evaluation (Student Growth and Instructional Practice Score). The teacher evaluation will result in the following ratings: Highly Effective, Effective, Needs Improvement or Unsatisfactory. For teachers in their first three years of teaching, the following ratings will be applicable: Highly Effective, Effective, Developing or Unsatisfactory.

Highly Effective Effective Needs Improvement or Developing

Unsatisfactory

3.5 – 4.0 2.5 – 3.49 1.5 – 2.49 0 – 1.49 The principal or director is the supervisor for teacher evaluation purposes. Assistant principals and coordinators may complete observations and evaluations; however, the final teacher evaluation must include the signature of the principal or director. When requested, trained district administrators may conduct observations and provide other assistance in the teacher evaluation process. Upon appeal by the teacher, the evaluation will be reviewed when student assessment data becomes available within 90 days after the close of the school year. If the review of the additional data results in a change in the summative rating, the evaluation will be amended. The review will be conducted by the principal and a designated district administrator. According to Senate Bill 736 and F.S. 1012.34, instructional personnel may be rehired if they have not received two (2) consecutive annual performance ratings of unsatisfactory, two (2) annual performance evaluation ratings of unsatisfactory within a three (3) year period, or three (3) consecutive annual performance ratings of needs improvement or a combination of needs improvement and unsatisfactory. For the 2012 – 2013 school year, the final evaluation will be determined by 40% student achievement data and 60% Instructional Practice Score. The Department of Education will determine the growth rating and this will be combined with the Instructional Practice Score to determine the final evaluation rating.

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Annual Evaluation Report for Category IB & II Teachers

Instructional Practice Score Teacher: _______________________________

Current Assignment: _____________________________

District: _______________________________

Grade/Subject: _______________________________

School: _______________________________

Years of Service: _______________________________

Evaluator: _______________________________

School Year: _______________________________

1. Instructional Practice Score Status Score: RATING:

Deliberate Practice Score: RATING:

OVERALL INSTRUCTIONAL PRACTICE SCORE: HIGHLY EFFECTIVE

(4) EFFECTIVE (3) NEEDS IMPROVEMENT (2) UNSATISFACTORY (1)

Overall Status Score of 3.5 – 4.0




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2. Signatures Evaluator (if other than the Principal): I certify that the before named teacher has been evaluated around his or her instructional practice.

Evaluator’s Signature: _____________________________________

Date: _______________________________

Evaluator Comments:

Teacher: I acknowledge the receipt of this Annual Evaluation Form.

Teacher’s Signature: ______________________________________

Date: _______________________________

Teacher Comments:

Principal

Principal’s Signature: _______________________________

Date: _______________________________

Principal Comments:

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TEAM


Glossary of Common Language Artifact A piece of evidence (a product of the teacher and/or student work) that

documents the successful use of the strategy. Common Language A research based framework that describes and defines teaching. The common

language provides a foundation for professional conversation. Deliberate Practice Strategic planning and focus on areas of improvement that are of interest to

the instructional personnel. Planned action steps and reflection are on‐going throughout the course of the year.

Design Questions Ten questions teachers ask themselves when planning a lesson or unit of instruction.

Domain A body of knowledge defined by research representing a particular aspect of teaching.

Essential Questions Broad, important questions that refer to core ideas and inquiries within a discipline. They help students inquire and make sense of important but complicated ideas, knowledge and know‐how. They are related to content, seek to prompt genuine inquiry leading to eventual understandings – inferences drawn from facts that are provisional but not meant to be final. They hook and hold the attention of your student. They can be found on the Instructional Focus Calendar for the Core Subjects.

FEAPs Florida Educator Accomplished Practices embody three essential principles: 1. The effective educator creates a culture of high expectations for all

students by promoting the importance of education and each student’s capability for academic achievement.

2. The effective educator demonstrates deep and comprehensive knowledge of the subject taught.

3. The effective teacher exemplifies the standards of the profession. There are 6 accomplished practices: 1. Quality Instruction 2. The Learning Environment 3. Instructional Delivery and Facilitation 4. Assessment 5. Continuous Improvement, Responsibility and Ethics 6. Professional Responsibility and Ethical Conduct

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Focused Feedback Feedback that is focused on specific classroom strategies and behaviors during a set time interval. The feedback is informative, constructive, objective, and actionable. Feedback is generally provided by administrators or a trained observer.

Deliberate Practice Practice that is focused on a limited number of strategies where corrections, modifications and adaptations are made to improve student learning at an appropriate level of difficulty so the teacher can experience success.

Formal Observation The formal observation is the primary method for collecting evidence that will be used as a source of data for the summative evaluation and provides a rich source of feedback to teachers regarding their instructional practice and professional growth. It is not the summative evaluation. The formal observation consists of an observation for the length of a lesson and includes a planning and reflection conference with the teacher. These conferences provide opportunity for teachers to reflect upon their practice, engage in a collaborative decision making process and help administrators clarify expectations. Both the planning conference and the reflection conference should be scheduled at the time that the observation is scheduled and should be conducted in a timely manner (1‐ 5 days preceding and following observations).

Informal Observation The informal observation can be announced or unannounced and should be a minimum of 20 minutes. No conference is required, although observers should provide timely and actionable written feedback regarding these observations. These observations are useful for providing additional feedback to teachers, acknowledging professional growth and collecting additional evidence to further inform the annual evaluation process.

Learning Goals Broad statement of what students will know and be able to do. Objectives Specific statement of what students will learn and how they will learn it. Lesson Segment Parts of a lesson that have unique goals and purposes for teachers and

students. Teachers engage in intentional and specific actions during these times. The Marzano Evaluation Framework consists of three major lesson segments:

• Involving Routine Events • Addressing Content • Enacted on the Spot

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Reflection (Post) Conference

• The reflection or post-conference provides an opportunity for the teacher and administrator to discuss the observation, clarify expectations and plan forward using the post conference form as a guide for contemplation and feedback.

Instructional Practice Score

• Combination of Status Score and Deliberate Practice Score o Reflects teachers’ performance across all elements within the

framework (Domains 1 – 4) o Accounts for teachers’ experience levels o Assigns weight to the domain with the greatest impact on student

achievement (Domain 1) Acknowledges teachers’ focus on deliberate practice by measuring teacher improvement over time on specific elements within the framework (beginning 2012 – 2013)

5 Level Scale • 5 Level Scale describes novice to expert performance (level of skills) for each of the 60 strategies included in four domains of the Marzano Evaluation Framework. The scales provide a means for teachers to gauge their use of particular instructional strategies and for administrators to provide feedback to teachers regarding their use of specific classroom strategies. These are embedded within the observation protocol using the labels:

• 4 ‐ Innovating • 3 ‐ Applying • 2 ‐ Developing • 1 ‐ Beginning • 0 ‐ Not Using

Status Score Reflects the teacher’s overall understanding and implementation of the Art and Science of Teaching Framework across the four domains.

• Domain 1 – Classroom Strategies and Behaviors • Domain 2 – Planning and Preparing • Domain 3 – Reflecting on Teaching • Domain 4 – Collegiality and Professionalism

Student Evidence • Specific observable behaviors in which the students engage, in response to the teacher’s use of particular instructional strategies.

Summative Evaluation • The annual evaluation that is given to a teacher. For the 2011‐2012 school year, 40% of the summative evaluation will be based upon student growth measure which will be derived from state data and 60% will be based upon the status score (only). The evaluator may amend an evaluation based upon assessment data from the current school year, if the data becomes available 90 days after the close of the school year. If that data is not available within 90 days after the close of the school year, the evaluator must use the prior years of data

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(up to two if available). Teacher Evidence • Specific observable behaviors that teachers engage in when using

particular instructional strategies.

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TEAM


Appendix A

Social Workers, Psychologists, Guidance Counselor, ESE Program Staffing Specialists, Assessment Teachers on Assignment for Pre-K ESE, ESE School Specialists and Itinerant Teachers (Specifically of DHH and VI Students, and Teen Parents)

Evaluation Protocols (Domains 1-4)

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Documents

TEAM - Lake County Conference 34 Forms – Non-Classroom Based Instructional Personnel New Lesson Segment Protocols 66 Forms – for Social Workers, Psychologists, Guidance Counselors,