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Teacher Support and Evaluation Plan

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1 Teacher Support and Evaluation Plan
Bridgeport Public Schools

2 Today’s Objectives As a result of today’s session, you will be able to: Explain key components of Bridgeport’s Teacher Support and Evaluation Plan; Know what you will have to do to be successful: Write measurable learning objectives as required in this plan; and Review and understand practice standards that will be used to evaluate performance

3 Teacher Evaluation Components
Student Outcomes Indicators Student growth and development (45%) Whole School Student Learning Indicator (5%) Teacher Practice Indicators Observation of teacher performance and practice (40%) Parent Feedback (10%) TEVAL - Pg. 3

4 Goal Setting & Planning
Process and Timeline: The annual evaluation process between the teacher and an evaluator (principal or designee) is anchored in three conferences, which guide the process at the beginning, middle and end of the year. Goal Setting & Planning Mid-Year Check-in End-of-Year Review Goals submitted by October 15th Goal setting conference by November 15th Completed by February 15th Self-reflection submitted by May 15th Summative evaluation completed by June 15th *If state test data may have a significant impact on a final rating, a final rating may be revised by September 15th when state test data are available. TEVAL - Pg. 4

5 Goal Setting and Planning: Completed by November 15th
Orientation on Process: Discussion of roles and responsibilities to be scheduled as a 3-hour training occurring during the Professional Development prior to the opening of the school year. Teacher Reflection and Goal Setting: Teacher examines student data, survey results, school-wide goal, CCT Rubric, or other district approved rubric, to draft a proposed performance and practice focus area, a parent feedback goal, and two SLOs for the school year. Goal Setting Conference: The evaluator and the teacher meet to discuss the Teacher’s proposed focus area, goals and objectives in order to arrive at mutual agreement about them. TEVAL - Pg. 4

6 Mid Year Check-In: Completed by February 15th
Reflection and Preparation: The teacher and evaluator collect and reflect on relevant material to date about the teacher’s practice and student learning in preparation for the check-in. Mid-Year Conference: The evaluator and the teacher complete at least one mid-year check-in conference during which they review evidence related to the teacher practice focus area and progress towards the SLOs and other goals. TEVAL - Pg. 5

7 End of Year Review: Completed by June 15th
Teacher Self-Assessment: The teacher reviews all information and data collected during the year and completes a self-assessment for review by the evaluator. Scoring: The evaluator reviews submitted evidence, self assessments, and observation data and used them to generate component ratings. End of Year Conference: The evaluator and teacher meet to discuss all evidence collected to date and to discuss component ratings. Summative rating and report are generated. TEVAL - Pg. 5

8 Non-Tenured Number of Observations
Year 1 & 2 At least 3 in-class Formal Observations, one completed by January 1st At least 1 Informal Observation by December 1st, conducted by the Administrator prior to the 1st formal At least 2 Informal Observations by Peer Observers One Review of Practice each year Additional observations if deemed necessary Year 3 & 4 (Accomplished/ Exemplary At least 1 Formal Observation by administrator each year At least 3 Informal Observations each year, one conducted by the Administrator and 2 by the Peer Observer Year 1-4 Rated Developing Placed on Structured Support and receive a plan if rated developing in the prior year Has targeted support with timelines with meeting goals established Has 3 check-in meetings (December, February, April) Minimum of 1 formal observation, 4 Informal Observations conducted by the administrator May request Peer Support which will be part of the Structured Support Plan (SSP) If successful and rated accomplished/exemplary will be placed on regular non-tenured cycle.

9 Tenured Observations - Unannounced
Teacher Rating Number of Observations Tenured Accomplished/Exemplary At least 1 Formal observation every 3 years At least 3 Informal observations each year One Review of Practice each year Developing Has a Structured Support Plan Minimum of 1 Formal observation per year Minimum of 4 Informal observations 1 Review of Practice Below Standard Has an Assistance Plan developed by the evaluator and the tenured teacher in consultation with the bargaining unit Minimum of 3 observations (at least 1 Formal during the 3 Assessment Periods) One Review of Practice At the end of each assessment period the primary evaluator will complete a “Summary of the Assessment Period”. Meetings will be with the team, teacher and bargaining unit Teacher may request a Peer Mentor See pg. 13 for additional important notes of the TEVAL Plan TEVAL - Pg. 12

10 Observations (Formal and Informal)
Pre-conferences are necessary for formal observations; Formal observations will occur during the unit time outlined in the pre-conference (1-3 week period) and last at least 30 minutes; All observations will be unannounced; Observations must be followed by written feedback within 5 business days; and Domains within the CCT rubric which are observed will be rated exemplary, accomplished, developing, or below standard. TEVAL - Pg. 11

11 Peer Observers Assists primary evaluators with informal observations of non-tenured teachers; Are certified educators who may be qualified TEAM mentors or are emerging teacher leaders; Demonstrate a professional attitude, maintain confidentiality, are fair, unbiased and collaborative; Demonstrate professional involvement in the school community; Know and use a wide repertoire of effective classroom management and instructional strategies; Share feedback with the teacher observed and the primary evaluator; Do not rate the teacher’s performance; and May be part of the Structured Support Plan or Assistance Plan if requested by the teacher. TEVAL - Pg. 6

12 Review of Practice These interactions may include, but are not limited to : Reviews of lesson/unit plans and assessments; Planning meetings; Data team meetings; Professional Learning Community meetings; Call logs or notes from parent-teacher meetings; and Observations of coaching/mentoring of other teachers. TEVAL - Pg. 14

13 Component #1 Observation, Teacher Performance and Practice 40%
TEVAL - Pg. 9

14 CCT Rubric for Effective Teaching 2014 – At a Glance
DOMAIN 1: Classroom Environment, Student Engagement and Commitment to Learning3 DOMAIN 2: Planning for Active Learning Teachers promote student engagement, independence and inter- dependence in learning and facilitate a positive learning community by: 1a. Creating a positive learning environment that is responsive to and respectful of the learning needs of all students 1b. Promoting developmentally appropriate standards of behavior that support a productive learning environment for all students; and 1c. Maximizing instructional time by effectively managing routines and transitions. Teachers plan instruction in order to engage students in rigorous and relevant learning and to promote their curiosity about the world at large by: 2a. Planning instructional content that is aligned with standards, builds on students’ prior knowledge and provides for appropriate level of challenge for all students; 2b. Planning instruction to cognitively engage students in the content; and 2c. Selecting appropriate assessment strategies to monitor student progress. DOMAIN 3: Instruction for Active Learning DOMAIN 4: Professional Responsibilities and Teacher Leadership Teachers implement instruction in order to engage students in rigorous and relevant learning and to promote their curiosity about the world at large by: 3a. Implementing instructional content for learning; 3b. Leading students to construct meaning and apply new learning through the use of a variety of differentiated and evidence-based learning strategies; and 3c. Assessing student learning, providing feedback to students and adjusting instruction. Teachers maximize support for student learning by developing and demonstrating professionalism, collaboration with others and leadership by: 4a. Engaging in continuous professional learning to impact instruction and student learning; 4b. Collaborating with colleagues to examine student learning data and to develop and sustain a professional learning environment to support student learning; and 4c. Working with colleagues, students and families to develop and sustain a positive school climate that supports student learning. TEVAL - Pg. 10

15 Setting Goals for Teacher Practice
Teacher develops 1-3 SMART goals that address Teacher Practice and are aligned to the CCT Rubric for Effective Teaching 2014 SMART Goal Example for Teacher Performance and Practice I will increase/improve my ability to deliver effective vocabulary instruction through personal research and professional development opportunities by June 2015. S=Specific M=Measurable A=Aligned and Attainable R=Results-Oriented T=Time-Bound TEVAL - Pg. 15

16 Calculating Individual Teacher Evaluation Rating for Teacher Practice Component
Evaluator collects evidence on teacher practice through observations and interactions. Using the CCT Rubric, ratings are determined by analyzing the evidence from observations. TEVAL - Pg

17 Component #2 Parent Feedback 10%
TEVAL - Pg. 17

18 Parent Feedback Process
A parent survey will be conducted at the district/school level. One school-level goal based on the district survey feedback will be determined by the principal. Each teacher identifies one personal goal related to the parent engagement goal and sets improvement targets. Evaluator and teacher measure progress on growth targets. Evaluator determines a teacher’s summative rating based on the four performance levels. Exemplary (4) Accomplished (3) Developing (2) Below Standard (1) Exceeded the goal Met the goal Partially met the goal Did not meet the goal TEVAL - Pg

19 Examples of Parent Feedback Goals
Survey data showed 63% of parents at Main Street School don’t feel that communication at the school is consistent. School Level Goal: Improve home-school communication at Main Street School. Individual Goal: Teacher will create monthly newsletters that will highlight student work, class news, and upcoming events (10 total). Teacher will distribute information to parents through paper copies and .

20 Component #3 Student Growth and Development – 45%
We’ll focus on major component of Student Outcomes, Student Growth and Development, main aspects are around setting and achieving student learning objectives. TEVAL - Pg. 19

21 Student Learning Objectives (SLOs)
Based on teacher’s assignment, students and context. Carefully planned, long-term academic objectives. Reflect high, yet attainable, expectations for learning or improvement and aim for mastery of content or skill development. Measured by Indicators of Academic Growth and Development (IAGDs), which include specific assessments/measures of progress and targets for student mastery or progress. TEVAL - Pg. 19

22 SLO Process The SLO process will support teachers in using a planning cycle that will be familiar to most educators: SLO Phase 1: Review data SLO Phase 2: Set goals for student learning SLO Phase 3: Monitor student progress SLO Phase 4: Assess student outcomes relative to goals Developing SLOs is a process rather than a single event. The purpose is to craft SLOs that serve as a reference point throughout the year as teachers document their students’ progress toward achieving the IAGD targets. Teachers may develop them through consultation with colleagues in the same grade level or teaching the same subject. The final determination of SLOs and IAGDs is made through mutual agreement between the teacher and his/her evaluator. TEVAL - Pg. 20

23 Guiding Questions for Student Learning Objectives (SLO)
What are the objectives for student learning? What is the rationale for choosing these objectives? How will we know when objectives are met?

24 What Makes a Good Student Learning Objective? (SLO)
Includes broad goal statements about the knowledge and skills students should demonstrate as a result of instruction; Addresses the central purpose of the teacher’s assignment; Takes into account baseline data on student performance from a number of data sources; Pertains to a large proportion of a teacher’s students, including specific target groups; Reflects significant growth of content mastery or skill development; and Reflects attainable, but ambitious goals for student learning. TEVAL - Pg. 21

25 Objectives Will Include
A broad goal (SLO) for student learning that addresses a central purpose; A rationale that explains why this is an important area of improvement; and At least one IAGD which is the specific evidence, with a quantitative target, that will demonstrate whether the objective was met. ( Multiple IAGDs may be used) Teachers who developed high-quality SLOs produced higher gains in student achievement. SLOs: Provide focus for instruction, Provide guidelines for learning, Provide targets for assessment, Communicate expectations to learners, Convey instructional intent to others, Provide for evaluation of instruction We will cover IAGD’s later in the presentation

26 Student Learning Objective (SLO 1)
SLO 1 is a learning objective based on the school-wide goal that supports the school-wide need. This goal identifies core ideas, domains, knowledge and skills students are expected to acquire for which baseline data indicate a need.

27 Example of SLO 1 Grade 4 Goal
All students will improve their reading comprehension of informational text, as measured by their ability to use explicitly stated information to answer questions about the text, identify the general topic of a text, and make inferences and/or draw conclusions about central ideas that are relative to the text. (CCSS, Reading for Informational Text, Key Ideas and Details) Rationale Our school reading data (Language Arts) suggests that reading comprehension is an area of relative weakness among our students. A closer analysis of school-wide data indicates that comprehension of informational text is an issue. Given the emphasis on reading of information text in the CCSS, it was agreed that this is an important area of focus right now. * Other examples on p. 22 of the Teacher Evaluation & Support Plan.

28 Student Learning Objective (SLO 2)
SLO 2 is a learning objective that will address a central purpose of the teacher’s assignment and it should pertain to a meaningful proportion of his/her students, related to data; Each SLO should reflect high expectations for student learning and should be aligned to relevant state, national (e.g., common core), or district standards for the grade level or course; and SLO 2 is measured by both standardized and non-standardized indicators.

29 Examples of SLO 2 Based On Student Data
Grade/Subject Student Learning Objective 6th Grade Social Studies Students will produce effective and well-grounded writing for a range of purposes and audiences. 9th Grade Information Literacy Students will master the use of digital tools for learning to gather, evaluate and apply information to solve problems and accomplish tasks. 11th Grade Algebra II Students will be able to analyze complex, real- world scenarios using mathematical models to interpret and solve problems. 9th Grade English/ Language Arts Students will cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 1st and 2nd Grade Tier 3 Reading Students will improve reading accuracy and comprehension leading to an improved attitude and approach toward more complex reading tasks. TEVAL - Pg. 22

30 SLO and IAGD SLO (Student Learning Objective)
Teacher will develop SLO and teacher and evaluator will agree upon the SLO using all student information available. IAGD (Indicators of Academic Growth and Development) Teacher and evaluator will also agree upon Indicators of Academic Growth and Development (IAGD) that incorporate specific evidence and have quantitative targets that demonstrate whether the SLO was met.

31 What are Indicators of Academic Growth and Achievement? (IAGDs)
Are based on results of assessments, which may include standardized and non-standardized measures; May require consultation with colleagues with more expertise to determine appropriate measures and targets; Indicator statements for the teacher evaluation should follow SMART Goal language: Specific/Strategic, Measurable, Aligned/Attainable, Results-Oriented and Time-Bound; and Multiple IAGDs may be used. 3 IAGD’s are recommended TEVAL - Pg. 22

32 Consider These Components When Writing an IAGD:
Learning Content: What does the baseline data indicate you need to focus on with your students? Population: What students will this objective address? Interval of Instructional Time: How long is the interval of instruction (i.e., weeks, quarters, semesters, school year)? Assessment: How are you going to measure student growth? Expected Gain or Growth: How much are your students going to grow?

33 Examples of SLO 1 with IAGD
Teacher Category Student Learning Objective Progress Monitoring IAGD 4th grade teacher All students will improve their reading comprehension of informational text. 15-20% of the students will demonstrate progress with reading comprehension of informational text as evidenced by reading at or above the aim line on the Maze progress monitors administered weekly as a component of SRBI. 80-85% of the students will demonstrate progress with reading comprehension of informational text as evidenced by the Aimsweb Maze instrument administered 3x a year (i.e., Sept, Jan. May). The percentage of students demonstrating reading comprehension of informational text will increase from ____% to ____% as measured by the Aimsweb Maze instrument administered in May 2015.

34 Examples of SLO 2 and IAGDs Non-Standardized SLOs and IAGDs
Teacher Category Student Learning Objective Indicators of Academic Growth and Development 2nd Grade Math Students will use patterns to describe relationships and make predictions. 100% of students will meet proficiency on the performance task assessments that pertain to relationships and predictions by the end of each unit 75% of students will obtain proficiency on using patterns to describe relationships and make predictions on the writing rubric created for math journals 7th Grade English Students will use a variety of strategies to comprehend a wide range of text of increasing levels of difficulty. 70% of students will score proficient on student work samples that will be graded against a rubric in maintained in a portfolio. 85% of students will improve one grade level on a teacher administered IRI (pre vs. post test). Algebra I Students will demonstrate an understanding of quadratics and exponent rules. 85% of students will display growth using a portfolio of student work samples 70% of students will score proficient on the Smarter Balanced Assessment performance task. Biology Students will use the NGSS Science And Engineering Practices to ask questions and define problems, develop and use models, plan and carry out investigations, Use mathematics and computational thinking, engaging in argument from evidence, Construct explanations (for science) and designing solutions (for engineering) , critique, and communicate inferences made from data. At least 85% of students will score proficiently using the 8 Science and Engineering practices with 100% accuracy as measured by the State CAPT test for Biology. 80% of students will display growth as measured by a portfolio assessment of student work from laboratory assignments and CAPT related Embedded tasks throughout the school year. 75% of students will display growth on Pre/Post tests formulated to assess the use and understanding of the scientific method. See additional SLO’s with corresponding IAGD’s on pg. 25 of the TEVAL Plan

35 Rating Teacher Performance on SLOs as Measured by IAGDs
Evaluators will review the evidence and the teacher’s self-assessment and assign one of four ratings to each SLO: Exceeded (4 points), Met (3 points), Partially Met (2 points), or Did Not Meet (1 point). These ratings are defined as follows: Exceeded (4) All or most students met or substantially exceeded the target(s) contained in the indicator(s). Met (3) Most students met the target(s) contained in the indicators within a few points on either side of the target(s). Partially Met (2) Many students met the target(s) but a notable percentage missed the target by more than a few points. However, taken as a whole, significant progress towards the goal was made. Did Not Meet (1) A few students met the target(s) but a substantial percentage of students did not. Little progress toward the goal was made. TEVAL - Pg. 27

36 Final Student Growth & Development Rating
Average Domain-Level Score SLO 1 2 SLO 2 3 Student Growth and Development Rating 2.5 Average of the two SLO scores; and Individual SLO ratings and Student Growth and Development rating will be shared and discussed with teachers during the End-of-the-Year Conference. TEVAL - Pg. 28

37 Component #4 Whole School Student Learning Indicator 5%
We’ll focus on major component of Student Outcomes, Student Growth and Development, main aspects are around setting and achieving student learning objectives. Whole School Student Learning Indicator TEVAL - Pg

38 Whole School Student Learning Indicator
Shall be equal to the aggregate rating for multiple student learning indicators established for his/her administration’s evaluation rating. Will be based on the School Performance Index (SPI) when made available. 3 IAGD’s are recommended TEVAL - Pg. 28

39 Summative Teacher Evaluation Scoring
Observation of teacher performance and practice: Evaluators use the CCT rubric to determine ratings and score for each domain. 40% Parent Feedback: Evaluators assign a rating and score value aligned to the teacher’s progress to goal. 10% Student growth and development: Evaluators assign a rating and score value aligned to the school’s progress to meeting the SPI goal. 45% Whole School Student Learning: Evaluators assign a rating and score value aligned to the school’s progress toward goal. 5% TEVAL - Pg. 29

40 Teacher Practice Related Indicators
How each component is calculated Component Score (1-4) Weight Points (score x weight) Observation of Teacher Performance and Practice 2.8 40 112 Parent Feedback 3 10 30 Total Teacher Practice Related Indicators Points 142 Rating Table Teacher Practice Related Indicators Points Teacher Practice Related Indicators Rating 50-80 Below Standard 81-126 Developing Accomplished Exemplary TEVAL - Pg. 30

41 Student Outcome Related Indicators
Component Score (1-4) Weight Points (score x weight) Student Growth and Development (SLOs) 3.5 45 157.5 Whole School Student Learning Indicator  3 5 15 Total Student Outcomes Related Indicators Points 172.5 = 173 Rating Table Student Outcomes Related Indicators Points Student Outcomes Related Indicators Rating 50-80 Below Standard 81-126 Developing Accomplished Exemplary TEVAL - Pg. 31

42 Matrix Used to Determine Teacher’s Final Rating
Teacher Practice Related Indicators Rating 4 3 2 1 Student Outcomes Related Indicators Rating Rate Exemplary Accomplished Gather further information Developing Rate Below Standard TEVAL - Pg. 32

43 Teacher Evaluation Process
Orientation – Aug. 25 – 27 Teachers Learn about the teacher evaluation plan. Reflection – Sept./Oct. Teachers continue to analyze student data, school data and survey results. Goal Setting – Oct. 15 Teacher will draft goals that address teacher practice, student achievement and school culture. Goals: SLO1 and SLO2 Practice Goal Parent Survey Goal Formal and Informal Observations - Oct. to May Mid-Year Check In – Jan./Feb. 15th Teacher and evaluator reflect and collect evidence to-date. A review of progress is made and an adjustment of goals may be determined. Teacher Self Assessment – May 15 Teachers submit evidence of performance and a self-reflection to evaluator. Scoring May-June 15 Evaluator reviews evidence and scores all material. Final Ratings – June 15 Evaluator and teacher review the final ratings.

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