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Teacher Performance Assessment System The Processes.

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Presentation on theme: "Teacher Performance Assessment System The Processes."— Presentation transcript:

1 Teacher Performance Assessment System The Processes

2 The Summative process for new and second year teachers is described in detail in Chapter 3N Teacher Performance Assessment Handbook The handbook is found at

3 Conceptual Model: Knowledge Work Dr. Phillip Schlechty Instrumentation: Framework for Teaching Charlotte Danielson

4 The summative process includes Evidence : samples of student and teacher work gathered by teacher and administrator Natural Harvest : samples of work routinely produced by teacher Reflection : value and meaning of the work and its results as seen through the teacher’s eyes Agendas : expected discussion topics outlined for each conference between teacher and administrator Support Team : new teachers work together with a mentor to explain, assist, and challenge

5 Summative Cycle aka Teacher Evaluation

6 New teachers are on the Summative cycle for the length of probation, usually 3 years.

7 The Summative Cycle Review expectations Initial conference to discuss evidence Formal classroom observations (2) completed Conference on remaining evidence Final report written and distributed Additional evidence gathered

8 Performance Assessment Cycle Rubric (Performance Scale) Evidence of Performance Assessment of Performance the standard the data the judgment

9 While the cycle can be entered at any point, we recommend the following so the standards are clear from the beginning. 1. Rubric 2. Evidence 3. Assessment of Performance

10 1. Review the Rubrics Allow for more objective judgments Describe the range of performance Encourage continuous improvement Reduce ambiguity

11 Levels of Performance Unsatisfactory Doing harm to students Basic Doing no harm but adding no value Proficient Adding value that results in most learning Distinguished All learning as self-directed learners

12 Evidence Factual data that can be examined, discussed, and used to determine performance level Opinion The perception of one or more individuals in the absence of factual data 2. Choose items for evidence

13 Evidence can be Sample lesson plans Student work samples Pictures or video clips from the class Copies of newsletters, parent letters, emails, notes, and other communication Quotes (things said and/or heard) Reflections Statistical data (eg. test scores)

14 3. Make a judgment Compare the evidence collected to the rubric, looking for the presence of, absence of and quality of the specifics stated in the rubric

15 The task of judgment 1. Look at the evidence provided 2. Look at the rubric for this evidence. 3. Discuss the qualities that are present or absent from this piece of work. 4. Make a judgment on the quality of this evidence (unsatisfactory, basic, proficient, distinguished).

16 Performance Assessment Cycle Rubric (Performance Scale) Evidence of Performance Assessment of Performance the standard the data the judgment

17 Who Does What? When? Refer to the Summative Timeline

18 Sept. 15: Review expectations; Nov. 1: Initial conference Winter Break: Formal Observation 1 Feb. 1: Formal Observation 2 June 1: Evidence for Record Keeping & Communicating with Families Last Contract Day Final Conference Summative Timeline for New Teachers

19 Forms and Portfolios Log forms are optional; evidence is not Evidence of communicating with families (component 4c) can be kept in a spreadsheet, a notebook, a file box, or any other way you choose. Portfolios are not required; evidence is You are required to provide samples of your work and student work but this evidence does not have to be collected in a specific place or bound into a scrapbook, notebook, or gathered into an efolio.

20 Collegial Support WHAT?Your mentor who can and will discuss, encourage, affirm, and challenge your thinking When?Often HOW?In person, in writing, and/or electronically WHY?NNPS belief in implementing best practices

21 Instructional Mentoring Uses the Enhancing Professional Practice (EPP) materials and trained Instructional Mentors Involves a minimum of 3 in-depth discussions per quarter between the mentor and new teacher Coordinated by the Smart Safe Start Induction Coordinator in your school Mentors do not provide evidence of new teacher performance to the administrator for summative purposes

22 Need more information? Ask Your mentor Your administrator Kathleen Pietrasanta, Innovation & Development ( or Deborah Richardson, Innovation & Development ( or

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