Presentation on theme: "A REVIEW OF TEACHER EVALUATIONS THE TPAI-REVISED FOR BEGINNING AND EXPERIENCED TEACHERS."— Presentation transcript:
A REVIEW OF TEACHER EVALUATIONS THE TPAI-REVISED FOR BEGINNING AND EXPERIENCED TEACHERS
A HISTORY OF THE TPAI-Revised Why do we evaluate? Accountability Identify level of competency Improve performance Validate strong performance Licensure and certification Document problem areas/areas to improve Self-assessment Employment decisions As part of the process for Beginning Teachers Growth and professional development for experienced Teachers
A History of the TPAI-Revised Why do we evaluate personnel? Because it is the law To improve student performance
Construction of the TPAI-Revised Adaption from the original TPAI (1986) Response to Excellent Schools Act of 1997 (more rigorous standards) Alignments with NC law 115C-333 One of several evaluation projects Approved for use in 2000 For full implementation on July 1, 2001
Construction 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)
Legal References Complies with 115C-325 Complies with 115C-333 Complies with 115C-324 Complies with 115C-335 Complies with Teaching Standards adopted and approved by the State Board of Education
Issues and Concerns with TPAI-Revised Administrators using the incorrect instruments Incomplete observations Time frame issues Inter-Rater Reliability Accuracy and promptness of feedback Too much reliance on one or two specific functions
The TPAI-R for Beginning Teachers Focus or emphasis Knowledge of content matter Knowledge of instructional methods Planning and use of the NC Standard Course of Study Classroom management The minimum competencies and accountabilities expected of a professional classroom teacher Compliance with the Beginning Teacher (BT) process
The TPAI-R for Beginning Teachers Needs of Novice Teachers Clearly communicated expectations Reasonable teaching assignments and preps A strong support and induction program Assessments that are consistent and measure the expectations of the novice teacher Consistent and accurate feedback
The TPAI-R for Beginning Teachers Needs of Novice Teachers Classroom management skills Tips on motivating students How to differentiate instruction Assessment of student work Classroom and class work organization Tips on relating to and communicating with parents Utilizing testing data to direct instruction
The TPAI-R for Beginning Teachers A mix of the old and the new Building on the positives of the old TPAI evaluation system Addressing the concerns from the old process in the new instrument Tying TPAI-R to existing INTASC Standards, research results and teaching standards
The TPAI-R for Beginning Teachers Kept from the Old Same Language 8 TPAI Functions FODI and FODA Modified Summative Instrument Research-based Added to the New Four Step Rating Scale New indicators LEA developed time line for observations Location of post observation conferences
The TPAI-R for Beginning Teachers Areas of Major Emphasis Found with TPAI-R Multiple sources of documentation and indicators to document performance Rating of Unsatisfactory to Above Standard Replaced emphasis on the six-step lesson plan Increased emphasis on Functions 6-8: Facilitating Instruction Communicating within the Educational Environment Performing Non-Instructional Duties
The TPAI-R for Beginning Teachers Areas of Major Focus Time on task for learning Reflection on student development/responses Content pedagogy Diverse learners, critical thinking, technology and motivation Communication with others Use of the Standard Course of Study and School Improvement Plan Participating in the schools vision Emphasis on student learning results Focus on safe learning environment Professional development Reflection as a professional practitioner
The TPAI-R for Beginning Teacher Requirements for completion, continued LEA decides on the time lines BUT it is recommended that observations be conducted throughout the year Feedback 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-renewed Required of all teachers in their first 4 years of teaching experiences (including BT)
Beginning Teacher & Probationary Teacher Requirements for completion Individual Growth Plan (IGP) Three (3) full observations Three (3) post conferences One (1) observation by a peer Use of the FODI and FODA for observations One (1) Summative Evaluation on TPAI-R
The TPAI-R for Experienced Teachers Basic premise or focus Built on same principles as the TPAI-R beginning teachers Was validated and approved for use with veteran teachers.. i.e. not new teachers Approved for use with teachers after four (4) years of experience Approved for use with those teachers that have demonstrated at least minimum competencies and abilities Designed more for professional growth and development of teachers who have developed and expects minimum competencies and abilities Has a formative cycle and a summative cycle that stresses professional growth and the acquisition of new skills
The TPAI-R for Experienced Teachers Teacher with Career Status on Summative (Full) Cycle One (1) full TPAI-R One (1) full class period observation with FODA One (1) Pre-conference using new form One (1) Post observation conference Two (2) Snapshot observations (15-20 minutes is suggested) Individual Growth Plan (IGP) Final Verification Form
Pre-Conference Questions for Beginning and Experienced Teachers Revised WCPSS Pre-Conference Questions- Career Teacher Teacher_________________Date of pre-conference________ Class or grade levelDate 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 childs 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?
The TPAI-R for Tenured Teachers Professional Growth Cycle (Formative – 4 out of 5 years) Accountability Cycle (Summative – 1 out of 5 years
The TPAI-R for Experienced Teachers & Re-Employed Retirees Career Teachers on Formative (Off) Cycle IGP Complete at least two(2) Snapshot observations Final Verification Form (suggested) Do no more that four (4) consecutive cycles before going on Summative (full) Cycle
Experienced 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 obtained Three (3) full class period observations utilizing the FODA followed by a summative evaluation One (1) Pre-conference One (1) peer observation IGP Final Verification Form ** Example: Teacher from out- of-state moving into the district with experience
Figure 4 Cycle and Data Requirements for the Experienced Teacher Evaluation Experienced Teacher Satisfactory PerformanceUnsatisfactory Performance Probationary* Professional Growth Cycle (4 out of 5 years) Accountability Cycle (1 out of 5 years) Full Evaluation Required IGP TPAI-R Snapshot (4 times annually) TPAI-R Snapshot (2 times annually) TPAI-R Snapshot (2 times annually) Alternative Evaluation System: Personal Growth Activities TPAI-R Full (2 times annually) Summative Evaluation Form Final Verification & Summative Report Summative Evaluation Form Final Verification During 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 snapshots and TPAI-R Full Reviews. At least one observation must be completed using the TPAI-R Full Review. A school system may elect to conduct more than the four (4) required observations.
FODI (Formative Observation Data Instrument) Typically used for scripting. You may choose an alternative method to script observations such as notebook paper.
FODA (Formative Observation Data Analysis) This is where you transcribe the data collected through scripting during the observation.
The TPAI-R for Experienced Teachers The Snapshot (Long Version)
The TPAI-R for Experienced Teachers The Snapshot (Short Version)
TPAI-R: Final Tips Reduce rater errors by: Training observers and evaluators on instruments Stick to the standards and observable performance Rate each function separately Document Collect sources and artifacts to support ratings Do multiple observations or appraisals Plan the pre-conference and the post-conference If you rate below standard, be prepared to offer a suggestion for improvement
TPAI-R: Final Tips Data Resources to consider Student performance reports Peer review of materials Teacher tests and planning books Parent communication and reports Observations Recordings, student work, video tapes or units Grade books
TPAI-R: Final Tips Additional recommendations Focus on Functions 6, 7, and 8 (often a key) Distribute observations throughout the year Attempt to do post-observations within 5 to 7 days Develop an observation schedule and stick to it Identify the staff early for which processes to use Communicate with the staff to explain observation and evaluation expectations Monitor and retrain as needed Do not be afraid to ask for outside help