McREL TEACHER EVALUATION SYSTEM Franklin Lakes Public Schools Version: Critical to improving school and district performance is a robust human capital strategy that includes quality operational processes. Evaluation systems are intended to provide structure and guidance toward improving personal performance. Currently, many of the evaluation systems in use in schools today offer little guidance for improvement. A systematic process of comprehensive support must be in place

Introduction / Overview McREL Teacher Evaluation System The Performance Rating Scale The Professional Teaching Standards, Rubrics, and Evidence The Self Assessment

Training Outcomes for Today Understand McREL’s Teacher Evaluation System Know and understand the Professional Teaching Standards embodied in the rubrics Know and understand the rating scales used in evaluation Prepare for the self assessment component of the McREL Teacher Evaluation System Understand that evaluation cycle applies to all staff regardless of the Teacher Practice tool used Be an active participant by: Completing the Self Assessment; Engaging in the conferences and sharing evidence with the evaluator; Completing Professional Development Plans.

McREL Teacher Evaluation System Training Orientation 8. Professional Development Plans 7. Summary Evaluation Conference & Teacher Summary Rating Form 6. Post-Observation Conference 3. Teacher Self-Assessment 4. Pre-Observation Conference 5. Observations

McREL Teacher Evaluation System Training Orientation 8. Professional Development Plans 7. Summary Evaluation Conference & Teacher Summary Rating Form 6. Post-Observation Conference 3. Teacher Self-Assessment 4. Pre-Observation Conference 5. Observations McREL Teacher Evaluation System 1: Measures validity: measures what is intended (Rubrics) 2: Process: to get the results expected, process is important (can not skip steps) beginning of school year to end of the school year 3: Self assessment Conducting a Self-Assessment

On-line Self Assessment Using the Teacher Evaluation Rubric, the teacher shall rate his or her own performance at the beginning of the year and reflect on his or her performance throughout the year. Teachers own their self-assessment and can always go in and create another one. Teachers share their self-assessment as an artifact of self reflection and it is part of their conferencing each year with their supervisor. On-line Introduction and practice Activity: Self-assessment Purpose: To allow the principal and the supervisor to reflect on past performance and the draft outline of upcoming goals to make a determination on how effectively principals fulfill the responsibilities found in the rubrics of the Evaluation System. Objective: To think and consider how they have emphasized leadership responsibilities in their past performance. How the emphasis of the responsibilities have affected their personal performance and in turn moved their school to accomplishing their school performance goals. Materials: Copies of the McREL Principal Evaluation Rubrics (either paper/pencil or on-line). Time: In session 20 minutes. Can be done as 1st night homework. Activity: Self-Assessment Using the rubrics, carefully reflect on your performance of last year or to this point in the school year. Fill out the rubrics and how you perceive your fulfillment of the leadership responsibilities. At the end of the each framework section consider; Artifacts or evidence to support your ratings. Fulfillment of the leadership responsibilities relating to your attainment of your school accountability goals.

Online Self-Assessment

McREL Teacher Evaluation System Training Orientation 8. Professional Development Plans 7. Summary Evaluation Conference & Teacher Summary Rating Form 6. Post-Observation Conference 3. Teacher Self-Assessment 4. Pre-Observation Conference 5. Observations McREL Teacher Evaluation System Pre-Observation Conference

Pre-observation Conference Before the first formal observation, the principal should meet with the teacher to discuss the teacher’s self- assessment based on the Teacher Evaluation Rubric, the teacher’s most recent professional development plan, and the lesson(s) to be observed. The teacher will provide the principal with a written description of the lesson(s) in their lesson plans. The goal of this conference is to prepare the principal for the observation. Pre-Observation conferences are required for at least one observation.

Reference During Pre-observation Conference ✔ ✔ ✔ ✔ ✔

McREL Teacher Evaluation System Training Orientation 8. Professional Development Plans 7. Summary Evaluation Conference & Teacher Summary Rating Form 6. Post-Observation Conference 3. Teacher Self-Assessment 4. Pre-Observation Conference 5. Observations McREL Teacher Evaluation System Classroom Observations

Observations: 2016-2017 Regulatory Changes

McREL Teacher Evaluation System Training Orientation 8. Professional Development Plans 7. Summary Evaluation Conference & Teacher Summary Rating Form 6. Post-Observation Conference 3. Teacher Self-Assessment 4. Pre-Observation Conference 5. Observations McREL Teacher Evaluation System Post-observation Conference

Post-Observation Conference The evaluator should conduct a post-observation conference no later than fifteen school days after each formal observation. During the post-observation conference, the administrator and teacher discuss the lesson as it relates to the teaching standards and the categorical ratings.

The Performance Rating Scale

Performance Rating Scale Distinguished: Teacher consistently and significantly exceeded basic competence on standard(s) of performance. Accomplished: Teacher exceeded basic competence on standard(s) of performance most of the time.

Performance Rating Scale Proficient: Teacher demonstrated basic competence on standard(s) of performance. Developing: Teacher demonstrated adequate growth toward achieving standard(s) during the period of performance, but did not demonstrate competence on standard(s) of performance. Its ok to be developing…is moving TO proficient

Performance Rating Scale Not Demonstrated: Teacher did not demonstrate the competence on or failed to demonstrate adequate growth toward achieving standard(s) of performance. NOTE: If the Not Demonstrated rating is used, the principal/evaluator must comment about why it was used. If not demonstrated, ask three questions: Did they refuse to do it? Do they know how to do it? Do they have an opportunity to do those things?

New Jersey vs. McREL Ratings STATE McREL Ineffective Partially Effective Effective Highly Effective Not Demonstrated Developing Proficient Accomplished Distinguished

McREL Teacher Evaluation System Training Orientation 8. Professional Development Plans 7. Summary Evaluation Conference & Teacher Summary Rating Form 6. Post-Observation Conference 3. Teacher Self-Assessment 4. Pre-Observation Conference 5. Observations McREL Teacher Evaluation System Summary Evaluation Conference & Teacher Summary Rating Form Professional Development Plans

Summary Evaluation Conference Teacher and Evaluator Discuss: Teacher’s self-assessment Evaluator’s rating of the teacher on the Teacher Evaluation Rubrics Artifacts and/or other documentation required by the evaluator Professional Development Plan for the next school year

Teacher Summary Rating Form: Scoring Principal/Evaluator will: Give a rating (Not Demonstrated through Distinguished) for each element in the Teacher Evaluation Rubric; Make a written comment on any element marked Not Demonstrated; Give an overall rating of each standard; and Provide the teacher with an opportunity to make comments on the form. Review the completed Teacher Summary Rating Form with the teacher; and Secure the teacher’s signature on the Record of Teacher Evaluation Activities and Teacher Summary Rating From

PROFESSIONAL DEVELOPMENT PLAN Your PDP, now effective for one year, must incorporate goals related to: One area derived from the results of observations and evidence in the teacher’s annual performance evaluation; Additional areas, as appropriate, aligned to (a) the teacher’s role as a member of a collaborative professional learning team and (b) any school and/or district improvement goals; and Any requirements for professional development stipulated elsewhere in statute or regulation See your School Professional Development Plans as well as the District Professional Development Plan created by your School Improvement Panels (ScIP) and your District Evaluation Advisory Committee (DEAC) on our District website to add your goals to your PDP Professional Development Plan: 3 types 1: Individual P 37 Participant Manual 2: Monitored P 37 Participant Manual 3: Directed P 38 Participant Manual

McREL Professional Teaching Standards

Overview of McREL Professional Teaching Standards STANDARD I Teachers demonstrate leadership STANDARD II Teachers establish a respectful environment for a diverse population of students STANDARD III Teachers know the content they teach Users Manual Pgs. 2-7 for Standards and Elements Comes from the literature and emerging research on 21st Century education practice (page 2 of the guide)

Overview of McREL Professional Teaching Standards STANDARD IV Teachers facilitate learning for their students STANDARD V Teachers reflect on their practice

Professional Teaching Standards Rubric

Evidence Documents Access from District Website Departments Superintendent’s Office Scroll down: Teacher & Principal Evaluation Under “Our Teacher Evaluation Resources” Franklin Lakes Public Schools Sample Evidence Document

The Self Assessment Try It You can also find this link on the district website under Resources - Teachers - McREL Username: Your email Password: 123456 Change this by clicking “Account Information” tab Use Evidence Document to Guide Your Work