2Desired OutcomesBy the end of this session we will have an understanding of the following:A model for teacher evaluation based on current researchThe correlation of BEST in the observation and feedbackThe structure of the instructional appraisal systemThe FEAPs as a framework for the observation process
3RationaleEvaluation process requires a two-way dialogue between observer and observeeA teacher’s impact as a leader on the school should extend beyond the classroomThe primary purpose of an evaluation is to improve instruction, evidenced by student achievementThese slides present the Rationale behind the process the committee followed in developing the new system.
4RationaleThe development of the evaluation process for any one teacher is designed with the input of both teacher and administrationEvaluation for the teacher is an ongoing reflective processIt takes more than one observation to evaluate the effectiveness of a teacher
5RationaleTeacher effectiveness is correlated to the level of student engagement and student performanceFundamental to all we do is the underlying purpose: Improving student achievement through growth in reflection, collaboration, and professional practice.
6GoalAll teachers can increase their expertise and skill level from year to year which allows gains in student achievement from year to year.This is the goal of the appraisal system.
7Professional Appraisal Model PROFESSIONAL PRACTICES21 Points: Professional Practices10 Points: Professional Growth Plan Development8 Points: Plan Implementation8 Points: Collaboration & Mutual Accountability50%Multi-Metric(47 pts)INDIVIDUAL ACCOUNTABILITY BASED ON IDENTIFIED ASSESSMENTS35 Points: Individual Results3 Points: Regression5 Points: Collaborative team student achievementresults related to closing the achievement gap ofthe Lowest 25% in Reading and/or Math40%Student Achievement(40 pts)DISTRICT OPTION: TEAM & SCHOOL ACCOUNTABILITY5 Points: Achievement of School Improvement Plan goals assigned for whole school results or team results2 Points: Individual accountability for meeting individual Professional Growth Plan (PGP) target(s)10%(7 pts)3 points: Alignmentof Professional Practices with Student Growth Measures3 points
8Professional Practices Formal Evaluation of Professional Practices 21 Pts(includes formal and informal observations)Professional Growth Plan Development 10 PtsPGP Implementation 8 PtsCollaboration and Mutual Accountability 8 Pts
9Formal Evaluation of Professional Practices (21 Pts) BPS Instructional Performance Appraisal System DimensionsRelationships with Parents & CommunityRelationship with StudentsProfessional Responsibilities & Ethical ConductAssessmentInstructional Delivery & FacilitationLearning EnvironmentInstructional Design & Lesson PlanningReference Page 15 for rubrics of each dimension
10Professional Growth Plan Development (10 Pts) Development of PGP GoalWork Plan StrategiesOutcome Measures and Reflection
11PGP Development individual pre-conference meetings with administrator teachers may collaborate with others in development but no plan should be identicalPGP goal may continue into second year if student data indicates a need for continued professional growth in a particular areaStrategies and outcome indicators would be differentiated in year two
12Professional Growth Plan Implementation (8 Pts) Professional Growth Plan Ientation (8 Pts) Working the PlanPeer observations are required for a “Distinguished” ratingIn-Process Monitoring
13Collaboration and Mutual Accountability (8 Pts) Working together as a team to improve the achievement of a specific group of at-risk students.Groups may be by grade level, department, cohorts, etc.Teacher and Student groups must be identified by September 30All groups must have at least 8 students and specify learning targets and measuresPoints will be determined by each member of the group rating from 0-8 pts, each individual member of the team. The results will be averaged for a single score.
14Procedures Orientation All instruments provided Each year - all instructional personnelDuring pre-planning or 30 days within first workdayAll instruments providedAssessment formsData collection formsSupporting procedures
15Procedures Observations Reflective practice Facilitator support: Singularly, or in combinationSchool administrator(s)District level certificated personnelPeer teachersResource teachersTeacher leadersOther qualified personsThis is no longer the principal singularly reviewing a teacher’s performance, this is designed to include teachers in the process.
16Formal Observations Formative Time frame provided to teacher Pre-conference requiredFull lesson segment observable elements in Dimensions 2, 3, 4, and 6Use classroom observation instrument (COI)Use language of rubricPost-conference with scored feedback within 10 daysUpload COI to sharepoint site
17Informal Observations FormativeMinimum of two for all teachersUse COI instrumentWritten or scored feedback observed from dimensions 2,3, 4, or 6 provided within 5 days electronically or face to faceUpload COI to sharepoint site
18Procedures PGP planning/Pre-observation conference Mid-year conference Teachers with 3+ years experience with Brevard Public SchoolsMeet or exceed standards of FEAPs as defined in the 7 IPPAS DimensionsThree conferences annually (minimum)PGP planning/Pre-observation conferenceMid-year conferencePGP Implementation/final evaluation conference
19Procedures Annual Contract Teachers Meet standards of FEAPs as defined in the 7 IPPAS DimensionsThree conferences annuallyPGP planning/Pre-observation conferenceMid-year conference/Interim evaluation conferencePGP Implementation/Final Evaluation ConferenceAnnual contract teachers for the purpose of this clarification does not include new hires
20New Hires Teachers new to Brevard Probationary for one year Two formal observations from administratorTwo observations by other administrator orqualified persons
21Procedures (cont.) Teachers not meeting standards of FEAPs Interim evaluation/notice of deficiencyWritten PDAPSpecific strategies, suggestions, improvementsSpecific teaching behaviorsSpecific & reasonable timeline to correct deficient areas
22Procedures Four observations and conferences PSC Teacher who receives “unsatisfactory” rating shall be placed on probation for 90 calendar daysFour observations and conferences14 days after 90 days for administrator to assess performance and submit recommendations to Superintendent
23Procedures Summative evaluation, Part I 47 points Includes: formal evaluation of professional practices (21 points), PGP Development (10 points), PGP Implementation (8 points), and Collaborative/Mutual Accountability Score (8 points)Signed in the spring by teacher and administratorUploaded into SharePointSigned copy provided to teacherSigned original sent to Labor Relations
24Procedures Summative Part II Totals 100 points Includes Summative Part I and Student Achievement ScoresSigned by Teacher and Administrator in the fallUpload into SharePointSigned copy provided to teacherSigned original sent to Labor Relations
25What does it look like?Scores added together from Summative Part I and summative Part II for determining Highly Effective, Effective, Needs to Improve or Unsatisfactory Performance
26Overall Points and Rating Scale Summative --Multi-metric100 point scale0-50 – Student Growth35 points --Value added student scores5 points—collaborative team effort5 points –School Improvement Plan3 points—school regression data2 points—target met PGP student growth
27Summative Part I47-40– Highly Effective39-32– Effective31-28– Needs Improvement27 and less – Unsatisfactory
28Annual Performance Scale Summative Part II– Highly Effective73-85 – Effective64-72 – Needs Improvement63 and less – Unsatisfactory