An Effective Teacher Evaluation System – Our Journey to a Teaching Framework Corvallis School District

What We Had... Our previous evaluation system was based on 3 questions (ways teacher met standards & goals, areas teacher has grown, areas need to develop & grow) Narrative evaluation by the supervisor Rarely did this system elicit areas or specific things employees needed to work on

Our New System Based on the Danielson growth model Incorporates workplace expectations Differentiates between probationary and contract teachers (Yr 1-11 essentials, Yr 2-17stds, Yr 3- all 22 standards) Identifies explicitly 4 domains of teaching and 22 standards Uses a rubric for evaluating within those standards Clear standards for teachers and a more efficient system for administrators

How did we transition? Joint committee made up of teachers, administrators, and human resources Committee worked on the evaluation process and gathered feedback from their respective groups (this happened several times over a 1 year period) Building union reps and administrators were trained together on the process All teachers were then trained on the process by their colleagues and administrator

Framework for Teaching Teachers are evaluated on 4 Domains: Planning and Preparation, Classroom Environment, Instruction and Professional Responsibilities Specialist Addendums – instructional specialists, library media specialists, school counselors, special education teachers

Domain 1: Planning and Preparation 1a. Demonstrating knowledge of students Knowledge of child and adolescent development Knowledge of the learning process Knowledge of students’ skills, knowledge and language proficiency Knowledge of students’ interests and cultural heritage Knowledge of students’ special needs 1b. Designing coherent instruction Learning activities Instructional materials and resources Instructional groups Lesson and unit structure 1c. Setting instructional outcomes Value, sequence and alignment Clarity Balance Suitability for diverse learners 1d. Demonstrating knowledge of content and pedagogy Knowledge of content and the structure of the discipline Knowledge of prerequisite relationships Knowledge of content-related pedagogy 1e. Designing student assessments Congruence with instructional outcomes Criteria and standards Design of formative assessments 1f. Demonstrating knowledge of resources Resources for classroom use Resources to extend content knowledge and pedagogy Resources for students

Domain 2: Classroom Environment 2a. Creating an environment of respect and rapport Teacher interaction with students Student interactions with one another 2b. Managing student behavior Expectations Monitoring of student behavior Responses to student misbehavior 2c. Managing classroom procedures Management of instructional groups Management of transitions Management of materials and supplies Performance of non-instructional duties Supervision of volunteers and paraprofessionals 2d. Organizing physical space Safety and accessibility Arrangement of furniture and use of physical resources 2e. Establishing a culture for learning Importance of the content Expectations for learning and achievement Student pride in work

Domain 3: Instruction 3a. Communicating with students Expectations for learning Directions and procedures Explanations of content Use of oral and written language 3b. Engaging students in learning Activities and assignments Grouping of students Instructional materials and resources Structure and pacing 3c. Using assessment in instruction Assessment criteria Monitoring of student learning Feedback to students Student self-assessment and monitoring of progress 3d. Demonstrating flexibility and responsiveness Lesson adjustment Response to students Persistence 3e. Using questioning and discussion techniques Quality of questions Discussion techniques Student participation

Domain 4: Professional Responsibilities 4a. Reflecting on teaching Accuracy Use in future teaching 4b. Maintaining accurate records Student completion of assignments Student progress in learning Non-instructional records 4c. Communicating with families Information about the instructional program Information about individual students Engagement of families in the instructional program 4d. Demonstrating professionalism Integrity and ethical conduct Service to students Advocacy Decision making 4e. Participating in a professional community Relationships with colleagues Involvement in a culture of professional inquiry Service to school Participation in school and district projects 4f. Growing and developing professionally Enhancement of content knowledge and pedagogical skill Receptivity to feedback from colleagues Service to profession

Setting Instructional Outcomes ComponentUnsatisfactoryBasicProficientDistinguished 3b: Engaging students in learning Activities and assignments, materials, and groupings of students are inappropriate to the instructional outcomes, or students’ cultures or levels of understanding, resulting in little intellectual engagement. The lesson has no structure or is poorly paced. Activities and assignments, materials, and groupings of students are partially appropriate to the instructional outcomes, or students’ cultures or levels of understanding, resulting in moderate intellectual engagement. The lesson has a recognizable structure but is not fully maintained. Activities and assignments, materials, and groupings of students are fully appropriate to the instructional outcomes, and students’ cultures and levels of understanding. All students are engaged in work of a high level of rigor. The lesson’s structure is coherent, with appropriate pace. Students are highly intellectually engaged throughout the lesson in significant learning, and make material contributions to the activities, student groupings, and materials. The lesson is adapted as needed to the needs of individuals, and the structure and pacing allow for student reflection and closure.

Timeline and Process - Probationary Goal Setting – no more than 2 goals for new teachers Observations – 2 formal and several informal 3 month progress summary – First year teachers, done in December Concerns – Structured Support Process begins Evaluation – Mid-March Self-reflection

Structured Support Plan Similar to a Plan of Assistance Includes: ◦ Areas of concern ◦ Expectations ◦ Support for teacher ◦ Follow-up plan Timelines for completed expectations Final Evaluation and Recommendation  Continuation of plan, Renewal, Renewal with continuation of plan, Non-renewal

Timeline and Process – Contract Two year cycle Goal setting Observations – 1 formal and several informal Evaluation – June Self-Reflection - required Concerns – Two Options ◦ Administrator selected goals ◦ Program of Assistance

Workplace Expectations Required of every employee – classified and certified Attendance and Punctuality Personal Appearance Confidentiality Following Policies and Directives Setting Appropriate Personal Boundaries with Students Collaboration Appropriate Use of Technology

Key Components Workplace Expectations Example: Professional Responsibilities – playing nice with others Differentiation for probationary and contract teachers Rubric: How performance will be judged is very clear; allows administrators to be objective; enables clear communication; helpful for new and struggling teachers Clarity of the Improvement Cycles: Structured Support Process

Things to work on Calibration – for teachers and administrators Goal setting and self-reflection

Questions and Resources Questions? es/docs/educators_handbook_for_professional_growth_2009.pdf Jennifer Duvall, Human Resources Director Lisa Harlan, Elementary Principal Corvallis School District