MSBSD Educator Evaluation Annual Training

WELCOME Please have one person log your school into the chat room Example: Wasilla High School

Presentation Outline Purpose of Evaluation Evaluation Groups Danielson Framework Break for Question & Answer Evaluation Process & Timeline Plan for Professional Growth & Improvement Community Feedback Surveys

Purpose of Evaluation Improvement, improvement, improvement! allows and encourages principals, administrators, and teachers to work together to promote professional excellence improves the quality of instructional practices facilitates student learning and growth brings structured assistance to teachers who need improvement provides a basis for making a decision about the retention and transfer of staff and facilitates the alignment of professional development with educator needs

Evaluation Groups Therapeutic Specialists Evaluation Category Group MSBSD Positions General Teacher, Special Education, Music, Art, Physical Education Instructional Specialists Instructional Coach, ELL, TOSA, Resource Specialist, Athletic Directors, Correspondence Teacher Library Media Specialists School Library/Media Specialists School Counselors School Nurse School Psychologists School Psychologist Therapeutic Specialists Occupational and Physical Therapist, Speech/Language Pathologist

Danielson’s “Framework for Teachers” Defines what good teaching looks like and consists of Provides a common language among professionals Structure that recognizes and respects the complexities of teaching but provides a simple layout for conversations about teaching Versatility for all levels of expertise and experience Able to modify components for evaluation groups Aligned with the Alaska State content, performance, and cultural standards

A Framework for Teaching: Domains of Professional Practice Professional Responsibilities Domain 3: Delivery of Instruction Domain 1: Planning & Preparation Domain 2: The Classroom Environment

Domain 1: Planning & Preparation Components of Domain 1: Demonstrating knowledge of content and pedagogy Demonstrating knowledge of students Selecting instructional outcomes Demonstrating knowledge of resources Designing coherent instruction Designing student assessment

Domain 2: The Classroom Environment Components of Domain 2: Creating an environment of respect & rapport Establishing a culture for learning Managing classroom procedures Managing student behavior Organizing physical space

Domain 3: Delivery of Instruction Components of Domain 3: Communicating with students Using questioning and discussion techniques Engaging students in learning Using Assessment in Instruction Demonstrating flexibility and responsiveness

Domain 4: Professional Responsibilities Components of Domain 4: Reflecting on teaching Maintaining accurate records Communicating with families Participating in a professional community Growing and developing professionally Demonstrating professionalism

Rating Unsatisfactory Basic Proficient Exemplary

Rating Structure Components are rated by the Supervisor Domain Ratings are determined by the component ratings Overall Rating is determined by the domain ratings Components Domains Overall

Domain/Overall Ratings Exemplary 50% of components/domains rated as Exemplary No components/domains rated below Proficient Proficient No components/domains rated as Unsatisfactory No more than one component/domain rated as Basic Remaining components/domains rated as Proficient or Exemplary Basic No components/domains rated as Unsatisfactory Two or more components/domains rated as Basic Unsatisfactory One or more components/domains rated as Unsatisfactory

Component Ratings Continued Component Ratings also Determine Level of Support Plan for Professional Growth (PPG) Plan of Improvement (POI) Evaluation Waiver Eligibility (SKIP) PPG POI SKIP 2 or more Basic 1 Unsatisfactory 1 Exemplary No Unsatisfactory No Basic No Unsatisfactory

Common Descriptors for Levels Unsatisfactory Basic Proficient Exemplary No Not Not clear Unaware Does not respond Poor Not congruent Little Low Inadequate Some Attempts to Limited Moderate Uneven Inconsistent Rudimentary Consistent High quality Timely Accurate Appropriate Clear Effective High expectations Aligned Solid Smoothly Productive All students Highly effective Entirely appropriate Adapted for individual students Fully aligned Extensive Highly developed

Frequently Asked Questions Where can I learn more about the Danielson Framework? Professional Development Opportunities Site-Based FLTs & Annual Training District Office Resources Charlotte Danielson’s Framework For Teaching Book & DVD Series Who chooses to evaluate additional components? There are 12 required components in the evaluation Per principal discretion, he/she may require an individual employee to be evaluated on any of the remaining 10 components Must be identified at the Beginning of the Year Conference

Question & Answer Please take two minutes to ask your principal questions or have the scribe type them into the chat room

OASYS Electronic Evaluation ALL educators will use the OASYS Electronic Evaluation system OASYS Webinar Training Dates will be posted in the upcoming Teacher and Principal Posts Power Point Tutorials are available on the MSBSD HR Website Educator Evaluation OASYS Electronic Evaluation

Evaluation Process Overview Educator Self Reflection Beginning of the Year Conference Informal Observation(s) Formal Observation Summative Evaluation Conference

Educator Self-Reflection Designed to support the educator’s self-assessment and reflection on professional practices Used as a foundation during the beginning of the year conference To be completed by September 30th

Beginning of the Year Conference Evaluation planning meeting Review the Educator Self-Assessment Identify expectations for targeted growth Establish if any additional components will be evaluated beyond the required 12 Identify the teacher submitted artifacts for components To be completed by October 15th

Frequently Asked Questions What is an artifact? Artifacts provide evidence of performance on various components Examples: Lesson plans, social contracts, i-cue grade reports How many do I have to submit? Each required component must have at least one artifact or observation evidence identified Artifacts may count for more than one component

Classroom Observations Informal Recommended for 5 to 15 minutes Dates & times are documented and share with the teacher during the summative conference Do not need to be pre-arranged Most common form: Classroom Walkthrough Required #: Non-Tenured: Four per year Tenured: One per year

Classroom Observations Formal Teacher completes Pre-Observation Form prior to observation Observation is scheduled Must be for a duration of at least 30 minutes Feedback is provided within two working days Required #: Non-Tenured: Two per year Tenured: One per year

Summative Evaluation & Conference Principal reviews a variety of evidence sources including: Informal and Formal Observations Teacher submitted artifacts Principal gathered artifacts Community Feedback Surveys Teacher is provided a copy of the summative evaluation Includes ratings for components, domains, and overall

Summative Evaluation & Conference Teacher has two working days to ‘electronically’ sign the evaluation Five working days to submit written comments Copy of the evaluation will be stored electronically in OASYS Non-Tenured Teachers will receive one summative evaluation by May 1st

Non-Tenured Evaluation Timeline Evaluation Steps September 30 Teacher Self-Assessment Rubric   October 15 Beginning of the Year Conference October 15 & February 30 (recommended) Informal Observation 1 November 15 & march 30 (recommended) Informal Observation 2 December 1 & April 15 (recommended) Formal Observation December 10 First Semester Review May 1 Summative Evaluation Conference

Tenured Evaluation Timeline Evaluation Steps September 30 Teacher Self-Assessment Rubric   October 15 Beginning of the Year Conference October 30 (If eligible) Evaluation Waiver Request December 15 (recommended) Informal Observation 1 January 30 Formal Observation February 15 Summative Evaluation Conference

Evaluation Waiver (Skip Year) Per principal approval, an educator is eligible for an evaluation waiver starting their sixth year Eligibility Requirement: To exceed the district standard, an educator must have at least one exemplary rating and have received no basic or unsatisfactory ratings

Plan for Professional Growth A teacher may be placed on a Plan for Professional Growth if no required component is rated Unsatisfactory and two or more required components are rated Basic. Duration of Plan Non-Tenured: Minimum of 30 Work Days Tenured: 60 – 120 Work Days Starting SY17: Form electronically assigned in OASYS

Plan of Improvement Plan of Improvement: A teacher will be placed on a Plan of Improvement if any required components is rated Unsatisfactory. A teacher may be placed on a Plan of Improvement if they unsuccessfully complete a Plan for Professional Growth Duration of Time Non-Tenured: Minimum of 30 Work Days Tenured: 90 – 180 Work Days Starting SY17: Form electronically assigned in OASYS

Plan for Professional Growth or Plan for Improvement The purpose of a plan of professional growth or improvement is to document a concern and to clearly state what the teacher must accomplish in order for his/her performance to meet the teaching components Neither party is present to negotiate whether or not the teacher is meeting the teaching components The principal/supervisor determines whether or not the teaching components are being met Each plan of professional growth or improvement will be tailored to the specific teacher Cooperation and recognition that improvement is needed will be the key to success

Community Feedback Surveys Provide an opportunity for students, parents, community members, teachers, and administrators to provide information on the performance of the teacher or administrator who is the subject of the evaluation to the evaluating administrator Surveys are available on the district website, at school sites, and the district office. Schools should advertise surveys in their newsletters and on the website at least four times per year.

Community Feedback Surveys Forms are returned/forwarded to the administrative secretary Unsigned forms are given directly to the employee Signed forms A copy is given to the employee and immediate supervisor The original is maintained at the school site for two years. If the feedback is used for a plan of improvement, a non- retention, or dismissal it will be kept longer May be considered as input into the teacher’s current evaluation if received prior to February 1, otherwise the information will be used in the next year’s evaluation

Frequently Asked Questions Is a Non-Tenured teacher required to complete a Self-Reflection and Beginning of the Year Conference each semester? No, a non-tenured teacher only needs to one of each at the beginning of the year. What if my principal or I miss one of the timeline dates? Any date can be extended if mutually agreed upon by the principal and the educator.

Question & Answer Please take two minutes to ask your principal questions or have the scribe type them into the chat room

For More Information Certificated Employees Evaluation and Procedures Instrument (BP/AR 4115.1) Your Principal or Supervisor Department of Human Resources Professional Development Opportunities Site-Based FLTs & Annual Training District Office Resources Charlotte Danielson’s Framework For Teaching Book & DVD Series MSBSD Human Resources Website