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Special Education Teachers Performance Evaluation Orientation SY2012-2013.

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Presentation on theme: "Special Education Teachers Performance Evaluation Orientation SY2012-2013."— Presentation transcript:

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2 Special Education Teachers Performance Evaluation Orientation SY

3 Special Education and Human Resources are excited to introduce the NEW Cobb Keys Special Education Teacher Evaluation Instrument! It is standards-based and adapted from the GaDOE CLASS Keys and Cobb Keys Classroom Teacher Evaluation Instruments. The focus of your instrument aligns with your local School Strategic Plan and supports your very unique role as a highly-specialized educator! Cobb Keys Special Education Teacher Evaluation System 2

4 The Special Education Teacher’s Evaluation System is built on four comprehensive Standards Curriculum & Planning Standards-Based Instruction Assessment of Student Learning Due Process Compliance Your evaluation system addresses four immensely important questions… How does the teacher plan? How does the teacher teach? Are the teacher’s students learning? Is compliance with federal, state, and local due process procedures evident? 3

5 Special Education Teacher Standards Succinctly, CCSD expects that each special education teacher will… … collaborate with the general education teacher and/or secondary/related services staff in planning specialized instruction and appropriate assessments for students with disabilities… Standard 1: Curriculum & Planning (CP) …deliver specialized instruction that meets the needs of students with disabilities … Standard 2: Standards-Based Instruction (SBI) 4

6 CCSD expects that each special education teacher will… …use a balanced variety of assessment techniques that are systematically implemented to maximize the achievement of students with disabilities … Standard 3: Assessment of Student Learning (AL) Special Education Teacher Standards 5

7 And finally, CCSD expects that each special education teacher will… … complete all required and assigned duties related to the special education process... Standard 4: Due Process Compliance (DPC) The DPC Standard will help all special education teachers have a clearer understanding of the due-process related responsibilities associated with their position as a special education teacher. This clarity should translate into greater success for both teachers and students. Special Education Teacher Standards 6

8 Special Education Teacher Evaluation Process CCSD’s Special Education Teacher Evaluation Process has six primary components: 1. Teacher Orientation 2. Pre-observation Conference, optional 3. Classroom Observation(s) – with feedback conference(s) 4. Due Process Compliance Assessment a. Teacher DPC Summary Form b. Evaluator DPC Summary Form 5. Annual Evaluation – includes annual conference 6. If desired, Evaluation Appeal Let’s review each component… 7

9 Evaluation Process 1. Special Education Teacher Orientation – This is it! 2. Evaluators may provide an optional pre- observation conference with their evaluatees Evaluator may provide in a group setting Pre-observation conference is optional, unless you request a private conference A private, one-to-one, conference must be afforded to you if you request it. 8

10 3. Classroom Observation(s) Preparing for your observation Familiarize yourself with the Cobb Keys Observation Form so you’ll know what your evaluator expects to see. Review the Performance Rubric with Examples of Teacher Evidence and Glossary Request a pre-observation conference, if desired Consult with your evaluator, grade level, department, or subject area experts in your school, or your school’s special education supervisor PRIOR to your observation if you have questions. Evaluation Process 9

11 During your Observation, 14 Standard Elements will be scored… Each Standard Element is rated with a Yes, No, or NA, if applicable Curriculum & Planning (4 Elements) Standards-Based Instruction (6 Elements) Assessment of Student Learning (4 Elements) 10

12 Evaluation Process Elements: Curriculum & Planning (CP) CP 1 The Special Education Teacher develops an organizing framework for specialized instructional planning through collaboration with the General Education Teacher and/or secondary/related services staff. CP 2 The Special Education Teacher collaborates with the General Education Teacher and/or secondary/related services staff in planning specialized instruction that reflects knowledge of both content and effective instructional delivery. CP 3 The Special Education Teacher collaborates with the General Education Teacher and/or secondary/related services staff in planning and accommodating assessments to measure student progress toward achieving mastery of the GPS and IEP goals and objectives. CP 4 The Special Education Teacher collaborates with the General Education Teacher and/or secondary/related services staff in planning for the appropriate delivery of specialized instruction through flexible grouping or in a small group class. 11

13 Evaluation Process An Important Word about Collaboration…. For this essential collaboration between general and special education to be possible, general education staff must provide special education staff with lesson plans and access to curriculum documents in a timely manner. In any collaborative model, BOTH teachers will be responsible for supporting the collaboration. 12

14 Evaluation Process This Standard, Curriculum and Planning, specifically addresses the writing of Lesson/Unit Plans! The review and assessment of your lesson/unit plans (before, during, and/or after the observation) will enable the evaluator to respond to the associated Standards Elements on your observation form. Please note: Your Principal’s expectations regarding when and how lesson plans will be reviewed will be established and communicated by local school administration early in the school year. 13

15 Evaluation Process Elements: Standards-Based Instruction (SBI) SBI 1 The Special Education Teacher effectively communicates learning expectations using both the language of the Standards and researched-based strategies that engage students in learning. SBI 2 The Special Education Teacher consistently demonstrates high expectations for all students with disabilities, including the expectation that students will take responsibility for their own learning and behavior. SBI 3 The Special Education teacher uses accessible instructive or assistive technology effectively to enhance the learning of students with disabilities. SBI 4 The Special Education Teacher specializes instruction to meet the cognitive and developmental levels, processing strengths and weaknesses, learning styles, and interests of students with disabilities. SBI 5 The Special Education Teacher delivers instruction to students with disabilities which fosters the development of higher-order thinking/reasoning skills. SBI 6 The Special Education Teacher establishes classroom rules, practices, and procedures that support a positive, productive learning environment that maximizes instructional time in the small group classroom or in an inclusive general education environment. 14

16 Evaluation Process Elements: Assessment of Student Learning (AL) AL 1 The Special Education Teacher uses formative assessment strategies to monitor student performance and progress on IEP goals and objectives and to adjust instruction in order to maximize student achievement on the GPS, State- approved curriculum or the Curriculum Guide for Intellectually Disabled Students. AL 2 The Special Education Teacher uses diagnostic assessment strategies to identify individual and class strengths, misconceptions and areas of weakness and to specialize instruction in order to maximize achievement of students with disabilities on GPS, State-approved curriculum, or Curriculum Guide for Intellectually Disabled Students. AL 3 The Special Education Teacher uses a variety of summative strategies to evaluate student status and to specialize instruction in order to maximize student achievement on the GPS, State-approved curriculum, or Curriculum Guide for Intellectually Disabled Students and to measure the mastery of IEP goals and objectives for students with disabilities. AL 4 The Special Education teacher provides effective and timely commentary/feedback regarding the written and oral performances of students with disabilities. 15

17 Evaluation Process Observation Commentary Your evaluator is required to record personalized commentary to specifically address any “NO” ratings recorded on the observation form; if all ratings are “YES”, commentary is optional but highly encouraged. If “NO’s” are recorded or areas of deficiency are noted, the commentary should clearly address where you are missing the target. 16

18 Evaluation Process Other basic aspects of the observation process are still the same as before: One announced observation is required 30 min. minimum Two observations, if 3 yrs. or less teaching experience  1 st - First semester; 2 nd may be unannounced Your Evaluator will conduct a required feedback conference within 10 school days after each observation, reviewing completed observation form with you The Evaluator and you sign and date the observation form Your signature date must be the actual date of the conference and indicates your receipt, not agreement, with observation form content 17

19 Evaluation Process. 4. Due Process Compliance Standard (DPC): The Special Education Teacher completes all required and assigned duties related to the special education process.  The Special Education Teacher Rubric, Guidelines/Instructions, and the related Forms provide details regarding how you’ll be evaluated on this new Standard.  The DPC Standard contains two Elements.  Let’s talk about how you will be evaluated on these Elements… 18

20 Evaluation Process The Due Process Compliance Standard (DPC) Elements: Element 1: The Special Education Teacher develops, implements, and monitors progress on the Individual Educational Programs (IEPs) of all students on his/her caseload. You will provide one self-selected IEP and one evaluator-selected IEP as additional supporting evidence. You will flag the items in the IEPs that support the descriptors. Element 2: The Special Education Teacher adheres to federal, state, and local due process procedures as related to the completion of special education documents. Teacher’s DPC Summary Forms To establish compliance, you will complete, sign, and submit two DPC Summary Forms (Affirmations) to your evaluator by the end of February, checking Yes or No for each of 11 descriptors for each Element. For any No’s, you will complete the Exceptions/Comments section, explaining what was not done, missing, etc. You should mark NO if there is any level of exception, then clarify as needed – may attach info. Your evaluator may decide your DPC Affirmation forms are sufficient evidence, or he/she may request additional evidence. 19

21 Evaluation Process How will my Evaluator determine whether to assign an “Evident” or “Not Evident” Descriptor Rating to the items on the Summary form? Evaluators will use the composite body of evidence provided to complete the Evaluator Compliance Summary Form for your evaluation. On each of the Evaluator’s Compliance Forms, your evaluator will assign an Evident (E) or Not Evident (NE) rating to each of the eleven Element Descriptors on each form. If needed, evaluators may request additional evidence. Your Evaluator will then assign the Overall Rating for that Standard Element: Proficient = No more than one NE Emerging=No more than two NE Not Evident=Three or more NE 20

22 Evaluation Process Completing the DPC Summary Forms Process…… Your Evaluator will sign and date the Evaluator’s Compliance Forms and keep them to transfer/support ratings on the Annual Report for the DPC Elements. Your Evaluator will review the results of his/her DPC assessment at your annual conference. Originals of the Teacher’s & Evaluator’s DPC Summary Forms will be attached to your annual evaluation. You will get a copy of the Evaluator’s Summary Forms 21

23 Evaluation Process 5. The Annual Evaluation Process Around the first of March, your evaluator will complete the Annual Report Form Annual ratings are based on observations and year-long performance Reviewing the Observation Form(s), Rubric, Teacher and Evaluator DPC Summary Forms, etc., the Evaluator will assign a rating to each Performance Standard Element and record commentary pertinent to the teacher’s performance on the Standard  Proficient: Highly competent, skilled, an expert  Emerging: Evolving, showing new or improved development  Not Evident: Not obvious or observed; not easy to see 22

24 Evaluation Process This new annual report format is Great News! Assigning a rating to all 16 Elements will result in three significant improvements in the annual evaluation process - 1. Teachers will receive more detailed, specific feedback re: their strengths, growth areas, and overall performance 2. Teachers who were on the high end of Emerging previously may now qualify as Proficient 3. Teachers with just a few Element areas needing growth may still qualify to receive a Proficient Overall annual rating. 23

25 Evaluation Process Professional Duties and Responsibilities (PDR) Next, your evaluator will assign a rating to each of 12 (PDRs) Unsatisfactory Needs Improvement Satisfactory Early in the school year, your school administration will clarify expectations re: the PDRs. Your evaluator will record relevant commentary addressing all Needs Improvement or Unsatisfactory ratings on the PDRs. 24

26 Evaluation Process The total of each rating category results in an Overall PDR Summary Rating for this section… Unsatisfactory More than 3 “N” or 2 or more “U” ratings Needs Improvement 3 “N” ratings or 1 “U” rating Satisfactory No more than 2 “N” and no “U” ratings 25

27 Evaluation Process Combined, these ratings result in the Overall Performance Rating – remember, all of the Elements are rated on the Annual Report now, so the numbers resulting in each overall rating numbers have changed… Unsatisfactory Four or more Not Evident Standards ratings or Unsatisfactory summary rating on PDRs Emerging Fewer than twelve Proficient Standards ratings & Satisfactory or Needs Improvement summary rating on PDRs Proficient Twelve or more Proficient Standards ratings & a Satisfactory summary rating on PDRs 26

28 Evaluation Process Annual Evaluation Conference Evaluator and Teacher meet for annual conference Evaluator and Teacher sign & date the annual report Your signature indicates receipt of annual report You may write comments in the Comments section of the form If you wish to submit comments later, they must be received by your evaluator within 10 school days 27

29 Evaluation Process 6. Appealing Annual Performance Report Ratings If you wish to specifically appeal any rating on your annual evaluation, you must complete and submit the District appeal form to your principal within 10 school days See Appeal Form and Instructions (EMWeb) You will receive a response from your principal within 20 school days of his/her receipt of your appeal If desired, you may submit a second level appeal to the Chief Human Resources Officer – see appeal instructions on EMWeb 28

30 Evaluation Process OCGA – In compliance with Georgia law, ALL certified evaluation activity must be completed prior to March 29, 2013! IMPORTANT!!! All activity related to your evaluation must be completed prior to this deadline. This includes: Observation(s) Feedback conference(s) Annual evaluation conference 29

31  No Surprises! Principals may, at their discretion, place any employee on a professional development plan to support identified deficiencies. You should never be able to say….I thought I was doing fine all year, but I received a “Unsatisfactory” rating. No special education teacher should receive an overall Unsatisfactory rating unless he/she has been informed in writing of specific performance concerns during the year. “In writing” could be s, letters, conference summaries, observation forms, PDPs, etc. 30

32 Evaluation Process Impact of Overall Unsatisfactory Rating Per PSC Regulation, any certified employee earning an overall Unsatisfactory rating must be entered on the PSC’s Unsatisfactory Database This results in the employee’s salary being frozen at same salary step for next school year 31

33 Evaluation Process 32


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