Presentation on theme: "A REVIEW OF TEACHER EVALUATIONS"— Presentation transcript:
1A REVIEW OF TEACHER EVALUATIONS THE TPAI-REVISED FOR BEGINNING AND EXPERIENCED TEACHERS
2A HISTORY OF THE TPAI-Revised Why do we evaluate?AccountabilityIdentify level of competencyImprove performanceValidate strong performanceLicensure and certificationDocument problem areas/areas to improveSelf-assessmentEmployment decisionsAs part of the process for Beginning TeachersGrowth and professional development for experienced Teachers
3A History of the TPAI-Revised Why do we evaluate personnel?Because it is the lawTo improve student performance
4Construction of the TPAI-Revised Adaption from the original TPAI (1986)Response to Excellent Schools Act of (more rigorous standards)Alignments with NC law 115C-333One of several evaluation projectsApproved for use in 2000For full implementation on July 1, 2001
5Construction of the TPAI-Revised TPAI-R for Beginning Teachers developed by ECU and validated for use with new teachers (Dr. Lynn Bradshaw)TPAI-R for Experienced Teachers developed by UNC-C and validated for use with experienced or veteran teachers (Dr. Claudia Flowers)
6Legal References Complies with 115C-325 Complies with 115C-333 Complies with Teaching Standards adopted and approved by the State Board of Education
7Issues and Concerns with TPAI-Revised Administrators using the incorrect instrumentsIncomplete observationsTime frame issuesInter-Rater ReliabilityAccuracy and promptness of feedbackToo much reliance on one or two specific functions
8The TPAI-R for Beginning Teachers Focus or emphasisKnowledge of content matterKnowledge of instructional methodsPlanning and use of the NC Standard Course of StudyClassroom managementThe minimum competencies and accountabilities expected of a professional classroom teacherCompliance with the Beginning Teacher (BT) process
9The TPAI-R for Beginning Teachers Needs of Novice TeachersClearly communicated expectationsReasonable teaching assignments and prepsA strong support and induction programAssessments that are consistent and measure the expectations of the novice teacherConsistent and accurate feedback
10The TPAI-R for Beginning Teachers Needs of Novice TeachersClassroom management skillsTips on motivating studentsHow to differentiate instructionAssessment of student workClassroom and class work organizationTips on relating to and communicating with parentsUtilizing testing data to direct instruction
11The TPAI-R for Beginning Teachers A mix of the “old” and the “new”Building on the positives of the old TPAI evaluation systemAddressing the concerns from the old process in the new instrumentTying TPAI-R to existing INTASC Standards, research results and teaching standards
12The TPAI-R for Beginning Teachers Kept from the “Old”Same Language8 TPAI FunctionsFODI and FODAModified Summative InstrumentResearch-basedAdded to the “New”Four Step Rating ScaleNew indicatorsLEA developed time line for observationsLocation of post observation conferences
13The TPAI-R for Beginning Teachers Areas of Major Emphasis Found with TPAI-RMultiple sources of documentation and indicators to document performanceRating of Unsatisfactory to Above StandardReplaced emphasis on the six-step lesson planIncreased emphasis on Functions 6-8:Facilitating InstructionCommunicating within the Educational EnvironmentPerforming Non-Instructional Duties
14The TPAI-R for Beginning Teachers Areas of Major FocusTime on task for learningReflection on student development/responsesContent pedagogyDiverse learners, critical thinking, technology and motivationCommunication with othersUse of the Standard Course of Study and School Improvement PlanParticipating in the school’s visionEmphasis on student learning resultsFocus on safe learning environmentProfessional developmentReflection as a professional practitioner
15The TPAI-R for Beginning Teacher Requirements for completion, continuedLEA decides on the time lines BUT it is recommended that observations be conducted throughout the yearFeedback through post-observation conferences is to be timely (5 to 7 days)Action plan required for any summative rating below standard unless the teacher is demoted or non-renewedRequired of all teachers in their first 4 years of teaching experiences (including BT)
16Beginning Teacher & Probationary Teacher Requirements for completionIndividual Growth Plan (IGP)Three (3) full observationsThree (3) post conferencesOne (1) observation by a peerUse of the FODI and FODA for observationsOne (1) Summative Evaluation on TPAI-R
17The TPAI-R for Experienced Teachers Basic premise or focusBuilt on same principles as the TPAI-R beginning teachersWas validated and approved for use with veteran teachers.. i.e. not new teachersApproved for use with teachers after four (4) years of experienceApproved for use with those teachers that have demonstrated at least minimum competencies and abilitiesDesigned more for professional growth and development of teachers who have developed and expects minimum competencies and abilitiesHas a formative cycle and a summative cycle that stresses professional growth and the acquisition of new skills
18The TPAI-R for Experienced Teachers Teacher with Career Status on Summative (Full) CycleOne (1) full TPAI-ROne (1) full class period observation with FODAOne (1) Pre-conference using new formOne (1) Post observation conferenceTwo (2) Snapshot observations (15-20 minutes is suggested)Individual Growth Plan (IGP)Final Verification Form
19Pre-Conference Questions for Beginning and Experienced Teachers Revised WCPSS Pre-Conference Questions- Career Teacher Teacher_________________ Date of pre-conference________ Class or grade level Date of observation__________ _______________________ Time___________ What are the objectives for the lesson that I will be observing? Show me how the objectives are aligned to the curriculum (or standard course of study)? Show me a pacing guide and indicate where this lesson fits into the pacing guide? Show me how these objectives relate to previous learning? Show me how you establish a baseline for learning for this class? Show me how you assess student achievement of the objectives---both informally and formally? Show me how you differentiate instruction for low-achieving students? High-achieving students? How do you involve the student's parents in their child’s learning? Are you planning to use technology to deliver instruction? If not, do you have other lessons that use technology to deliver instruction? Are there any special problems, which are out of your control (with students, classroom facilities) that you would like me to be aware of? Is there anything I need to know about the lesson before I observe?
20The TPAI-R for Tenured Teachers Professional Growth Cycle(Formative – 4 out of 5 years)Accountability Cycle(Summative – 1 out of 5 years
21The TPAI-R for Experienced Teachers & Re-Employed Retirees Career Teachers on Formative (Off) CycleIGPComplete at least two(2) Snapshot observationsFinal Verification Form (suggested)Do no more that four (4) consecutive cycles before going on Summative (full) Cycle
22Experienced Teachers without Tenure** Experienced teacher without Career Status (a probationary teacher with more than 4 years of experience)Must be on a full cycle until career status is obtainedThree (3) full class period observations utilizing the FODA followed by a summative evaluationOne (1) Pre-conferenceOne (1) peer observationIGPFinal Verification Form** Example: Teacher from out-of-state moving into the district with experience
23Figure 4 Cycle and Data Requirements for the Experienced Teacher Evaluation Satisfactory PerformanceUnsatisfactory PerformanceProbationary*Professional Growth Cycle(4 out of 5 years)Accountability Cycle(1 out of 5 years)Full Evaluation RequiredIGPIGPIGPTPAI-R Snapshot(2 times annually)TPAI-R Snapshot(2 times annually)TPAI-R Snapshot(4 times annually)Alternative EvaluationSystem:Personal Growth ActivitiesTPAI-R FullTPAI-R Full(2 times annually)Summative Evaluation FormFinal VerificationSummative Evaluation FormFinal Verification&Summative ReportDuring the probationary cycle, a teacher must be observed a minimum of four (4) times.These observations can be accomplished by a combination of TPAI-R snapshotsand TPAI-R Full Reviews. At least one observation must be completed using the TPAI-R FullReview. A school system may elect to conduct more than the four (4) required observations.
24FODI (Formative Observation Data Instrument) Typically used for scripting. You may choose an alternative method to script observations such as notebook paper.
25FODA (Formative Observation Data Analysis) This is where you transcribe the data collected through scripting during the observation.
26The TPAI-R for Experienced Teachers The Snapshot (Long Version)
27The TPAI-R for Experienced Teachers The Snapshot (Short Version)
28TPAI-R: Final Tips Reduce rater errors by: Training observers and evaluators on instrumentsStick to the standards and observable performanceRate each function separatelyDocumentCollect sources and artifacts to support ratingsDo multiple observations or appraisalsPlan the pre-conference and the post-conferenceIf you rate below standard, be prepared to offer a suggestion for improvement
29TPAI-R: Final Tips Data Resources to consider Student performance reportsPeer review of materialsTeacher tests and planning booksParent communication and reportsObservationsRecordings, student work, video tapes or unitsGrade books
30TPAI-R: Final Tips Additional recommendations Focus on Functions 6, 7, and 8 (often a key)Distribute observations throughout the yearAttempt to do post-observations within 5 to 7 daysDevelop an observation schedule and stick to itIdentify the staff early for which processes to useCommunicate with the staff to explain observation and evaluation expectationsMonitor and retrain as neededDo not be afraid to ask for outside help