3Documents to Know The DPAS II Revised guide The Non-Regulatory Guidance documentThe Non-Regulatory Guidance for Component 5The Summative Rating FAQ’sYour collective bargaining agreement section on evaluationsDOE DPAS II link:
4Advocacy Points to Remember We can grieve the process but not the content of an evaluation. However, sometimes content can be tied to flaws in process. If you’re not sure, ASK!!We have the right to negotiate with the evaluator during the process.Remember the relationship with the evaluator is ongoing.
6Parts of the Process Student Growth Measures Selection process (New) Pre-Observation Form & Conference (Revised)ObservationPost-Observation Conference (Revised)Formative Feedback Form (Revised)Expectations form (New)Response or Challenge Process (Revised)Individual Improvement Plan (Revised)Professional Responsibilities Form (Form and process revised)Summative Evaluation ConferenceSummative Evaluation Form (Form and process revised)
7DPAS II - SUGGESTED TARGET DATES Novice TeachersMeasures selection September 30Observation 1 October 31Observation 2 & 3 March 31Summative Evaluation April 30Student Growth Measures May 31
8DPAS II - SUGGESTED TARGET DATES Experienced TeachersMeasures selection September 30Observation (year 1 & 2) January 31Summative Evaluation May 31Student Growth Measures* May 31*Done yearly
10Student Growth Measures Selection Process Conference with administrator to be completed by the end of September each yearTeacher meets with administrator to determine how the Component 5 rating will be determined
12OBSERVATIONS Novice Teachers Minimum of three per yearAt least two announced and one unannouncedAt least 30 minutes in length
13OBSERVATIONS Experienced Teachers LevelSummative RatingMinimum Number of observationsPer yearSummative AssessmentIIPExperiencedHighly Effective1 announcedEvery 2 yearsNoEffectiveNeeds improvement or unsatisfactory1 announced,1 unannouncedEvery Year until EffectiveYes* Student improvement assessed every year
14Observation Requirements Must be reasonable amount of time between observations to improveMust not begin before the first five full days of schoolMust be completed before the last five full days of schoolCheck your contract for other timelines
16Pre-Observation Conference Requires a pre-observation form – may be optional for experienced teachers*Attach a detailed lesson planHeld during the workday preceding the date of the observation or as close to observation date as possibleHeld in the educator’s room, if possibleMay address Professional Responsibilities (Component 4) during this meeting* If the district allows and the principal and teacher agree
18Making the Most of Your Pre-observation Conference Do prepare for your pre-observation conference.Do not be too narrow in defining the objective of the class to be observed.Relate the lesson in the context of the unit of which it is a part. It will assist the observer in understanding what you are doing.Do tell the administrator what you want to have observed.Raise unique issues that may impact the lesson
19Making the Most ... Discuss any special circumstances about the class Do not allow yourself to be rushed or to be ignored.Make certain before you leave the conference that you understand exactly what will happen for your observation.Keep an anecdotal record of your pre-observation conference so that you can refer to it in your post-observation conference, if needed.
23Post-Observation Conference BEFORE MEETING WITH THE EVALUATORReview Pre-Observation form & notesReview own notes taken after observationReview lesson planPrepare your own agenda. Know what you want to talk about.
24Post-Observation Conference Teacher may present additional information to support the observed lesson (i.e. student assessment results)Teacher should take notes and make sure all questions and concerns are addressedDOCUMENT, DOCUMENT, DOCUMENT!!
25Preparing for Your Post-Observation Conference Before you meet with your observer, review:your Performance Appraisal reportcontract provisions on evaluationyour notes on the observed lessonprevious appraisal reportspre-observation formcommendations, awards, honors, etc.lesson plan used during observationPrepare your own agenda. Know what you want to talk about.Keep notes during the conference
26Preparing for Your Post-Observation Conference Ask questions, when you need clarification. Identify the sources of items under discussion.Listen carefully to the evaluator. Don’t evaluate yourself.Do not hesitate to request to have unfounded comments deleted.Do not hesitate to request inclusion of additional comments.
27Preparing for Your Post-Observation Conference Summarize your understanding of what took place.Leave with a clear understanding of what is expected of you.Leave with a clear understanding of how the administration will assist you in improving your performance, if necessary.Signing the written report does not mean that you are in agreement with it. It only means that you have read it.
29Formative Feedback Forms Provided to teacher within 10 working days of post-observation conferenceShould verify what was observed during the lesson and discussed in the post-observation conferenceIf the overall performance is unsatisfactory (based on one or more components is unsatisfactory), it must be noted on the final page and initialed by the evaluator
30CommendationsReserved for teachers with high levels of performance or in the case of novice teachers, those who have demonstrated substantial professional growth
31Recommendations Designed to help teachers improve their performance May be made to teachers at any level of performanceMust be relevant and meaningfulAre not binding
32ExpectationsSpecific performance expectations that must be carried outGiven if “effective” on the summative, but with less than 4 satisfactory appraisal componentsMust be clear and specificInclude a description of evidence the teacher must provideMust have timelines
34Things to Watch for on Formative Feedback Forms ASK THE EVALUATOR TO REMOVE:Comments that cannot be supported or were not discussed in the post-ob conferenceRecommendations that require equipment, materials, or training that are not or have not been available to teacherAnything that you believe is unclear or misleadingComments not aligned with the component’s rubric and supported with evidence
35Things to Watch for on Formative Feedback Forms If you don’t think the form reflects your performance accurately, GET HELP, DON’T WAIT -- especially if it triggers an IIP.If observed lesson was atypical and unsatisfactory, request another observation be done.
36Things to Watch for on Formative Feedback Forms Don’t let inaccurate or misleading statements remain without AT LEAST asking for explanation and/or modification. Ask for evidence.Don’t be afraid to write a response or submit a challenge.
37Responding to a Formative Feedback Form Contact the Association.Feedback Forms should be signed, copied & returned to evaluator within 5 working days.Challenges are appropriate for feedback that triggers an IIP.Responses are appropriate for anything else.
38Responding to a Formative Feedback Form Grievances may occur simultaneously for process violations.Responses and challenges must be submitted within 15 working days.Grievances must be submitted within 15 days.
39Responding to a Formative Feedback Form Responses are submitted to the evaluator.Challenges are submitted to the evaluator’s supervisor.Responses and challenges are factually written so the teacher’s impressions, reactions, and additional information are on the record.
40Rebutting an Evaluation A rebuttal may be written as a response to any written or verbal review of your performance.Rebuttals are written so that your impressions, reactions, and additional information are on the record.The rebuttal refutes and counters inaccuracies, misconceptions, erroneous statements, and any item in the appraisal you deem as misleading or disparate.
41Rebutting an Evaluation General guidelines for effective rebuttal writing:Seek advice from your local association if you are having difficulty in drafting a rebuttal statement.Before writing any rebuttal, review the State Appraisal System, contract provisions and/or board policies governing evaluation, reprimand procedures, just cause, etc.Rebut anything that could have an adverse effect on your salary and/or employment status.
42Rebutting an Evaluation Utilize present facts to develop a statement which is in your best interest. Do not refer to previous incidents or unrelated issues.Demand specifics rather than generalities from administration in evaluation reports.Always indicate when administrative assistance was requested but not provided.Emphasize any contractual violations and/or violations in the procedures by the administration.Rebutting an Evaluation
43Rebutting an Evaluation Request the administration demonstrate the type of techniques it is seeking to have you incorporate into your lessons.Whenever possible, indicate willingness to comply with the evaluator’s requests/recommendations and to meet the expectations of the evaluator. Do not agree that you need improvement.Make certain that you have responded to all criticisms.
44Rebutting an Evaluation Try to end the rebuttal by positively reinforcing a spirit of cooperation.Before submitting, proofread the rebuttal and all other written material for errors in grammar, punctuation, spelling, and sentence structure. Have someone else proofread it as well.Keep a copy of the rebuttal for your records.
46The Revised Challenge Process 15 work daysTeacher submits challenge to the evaluator’s supervisorAfter receipt of the evaluationSupervisor schedules hearing with the teacherAfter receipt of the challengeSupervisor issues response to teacherDecision is final and must provide reason if challenge is denied
48Guidelines for Responses and Challenges Seek advice from your local association IMMEDIATELYStick to the facts - K.I.S.S. (24 hour rule)Make certain that you have responded to all major criticisms.
49Guidelines for Responses and Challenges Before submitting, proofread the responseHave someone else proofread it as well.DO NOT SUBMIT A RESPONSE OR CHALLENGE UNTIL YOU HAVE CONSULTED SOMEONE FROM THE ASSOCIATIONKeep a copy of the response/challenge for your records.Try to end the response/challenge positively in a spirit of cooperation.
51Summative Evaluation Summary document Based upon formative feedback, observation evidence, and post observation discussionsFour point rating scale – Highly Effective, Effective, Needs Improvement, Unsatisfactory
52Summative ConferenceEvaluator shares overall impressions of teacher performance based upon previously shared evidenceComponents and rubrics used to focus the discussion and to shape commendations, recommendations and expectations
53Summative Ratings Rating Components 1-4 Component 5 Highly Effective Satisfactory in 3 or moreExceedsEffectiveSatisfactory in 2 or moreSatisfactoryNeeds ImprovementSatisfactory in 1 orSatisfactory in at least 3UnsatisfactoryIneffectiveSatisfactory in 0, 1 or 2or“needs improvement” for three years
54Summative Evaluation Form Must be submitted to the teacher with (10) working days after the summative conferenceContains ratings and evidence of the teacher’s performanceIs a written record of the conversation during the summative conference – there should be no surprises!
56Appraising Your Summative Evaluation Check for the following points in an Appraisal Report. They may cast doubt on the reliability of the observer and, therefore, the validity of the evaluation.Repetition of a single point in the Appraisal Report, but wording it different ways. For example, stating “The teacher failed to give clear directions,” then repeating the point further in the narrative by saying, “Pupils did not appear to understand the task.”
57Appraising Your Summative Evaluation Use of vague or generalized terms such as:Lack of participationTotally involvedTalkative, disinterested, hesitant, unsureDid not properly introduce/close lessonUsed poor judgment, technique, method, terms, etc.Recommendations for a new method, technique or procedure which are vague or general.
58Appraising Your Summative Evaluation Irrelevant/repetitious recommendations/expectations such as:Recommendations/expectations by the observer repeat those given in a prior observation/evaluation, and/or which do not apply to the current classroom observationRecommendations/expectations requiring specific equipment, materials, training or resources not known or available to youNo reflection of any district responsibility or resources
60INDIVIDUAL IMPROVEMENT PLAN A. Plan developed when:Observation is identified as unsatisfactory on the formative feedback formAny component in the Summative Evaluation is rated as unsatisfactoryB. Plan shall contain:Recommended areas or objectives for growthActivities and/or methods to accomplish objectives
61INDIVIDUAL IMPROVEMENT PLAN B. (continued)Resources to be usedAppropriate timelinesMeans of assessmentA plan for only the deficient components shall be developed cooperatively by the teacher and appraiser. If the parties cannot reach agreement, the decision of the appraiser is final.
63Key Points – Interim Year Process The process for assessing Component V and collecting data for review for the school yearNo consequences for educators in Component V for the school year. Improvement plans for Components I – IV are still applicable
64Key Points – Interim Year Process Rewards for “Highly Effective” teachers will be calculated for the school year and put in place for the school year.Regulatory language is being developed to define the rate of student growth attached to the four performance ratings.
65Interim ProcessPart I: School Wide Assessment Measure (DCAS)Used for all teachers and specialists30% of Component VUses the best school wide growth or proficiency score for either reading or math, depending upon which tested subject area produces the highest score
66Interim ProcessPart II: Student Cohort Assessment Measure (DCAS)Used for all teachers, specialists for 20% of Component VFor Core Tested Subject Educators:A cohort includes all the students taught in their content areaFall-Spring improvement growth metric would be usedFor Non-DCAS Educators:A cohort of students “touched” regularly would be identified by the teacher and principal before the first DCAS testing periodThe cohort will likely be a minimum of 25 studentsFall-Spring improvement growth metric would be used in a tested subject area for that cohort
67Interim ProcessPart III: Teacher Specific Assessment Measure (non DCAS measure)Currently being reviewed for fiscal implications, reliability, and the ability to show student growthMust be approved by the Secretary and DOEReflects the work of the content area work groups50% of Component VRequires further work by the content area work groups
68Application: If by 2011 - 2012 … Measures Available Percentages per Measure**Interim year onlyPart I, II and IIISchool wide measure %Cohort measure %Teacher specific measure %Part I and IICohort measure %Part I and IIITeacher specific measure %Part ISchool wide measure %