1. SETTING THE CONTEXT AND EXPECTATIONS FOR THE
TEACHER PERFORMANCE APPRAISAL PROCESS
NEW AND EXPERIENCED TEACHERS
September Meeting 2016 – All Teachers Being Appraised This Year

2. Growth Oriented Appraisal Process
Growth Oriented Appraisal Process provides principals and teachers an opportunity to help bring about improvements in teaching and student learning. The appraisal process can also
promote the collaboration and relationship building essential to create and sustain an effective professional culture. It is especially important to see the appraisal system as a supportive and effective way to foster teacher growth and develop confident, proficient teachers.
A growth-focused appraisal process that emphasizes the importance of professional dialogue and collaboration can help foster an effective and supportive learning community in the school.
(Ontario TPA - Technical Requirements Manual, MOE)
In the York Region District School Board, Growth Oriented Appraisals are:
collaborative
supportive
asset based
reflective
rooted in a Growth Mindset
open to professional learning
opportunities to provide support
The requirements of the TPA/NTIP process are as outlined in the Ministry of Education’s Technical Requirements Manual. These forgoing attributes help inform the conditions and practices that are supportive of a Growth Oriented Appraisal Process.
Taking a Growth Oriented Approach to the appraisal process is a critical mind-set for both the administrator and teacher. It is a lens to view all appraisal processes through and is rooted in the Ministry of Educations Technical Requirement Manual (2010). It is important to recognize that a Growth Oriented Appraisal Process (GOAP) focusses on improvement in teacher and student learning. In York Region, our TPA/NTIP process is a growth oriented, supportive process with the intent of providing meaningful feedback to teachers in order to promote high levels of student achievement and well-being. The appraisal process is one of the most important roles performed by administrators in support of teachers. The board expects that all teachers in our schools will be competent in all areas identified in this process and that if growth is needed, that all supports are in place for a teacher to get to this level of competency.
In our schools we strive to create the conditions for a growth oriented appraisal. The seven hallmarks of a growth oriented appraisal are highlighted in this slide and help set the conditions that underpin the technical requirements of the TPA/NTIP process. These hallmarks are not intended to be standalone, or hierarchical in nature, but rather inter-connected and supporting each other.
As administrators and teachers approach the TPA/NTIP process it is incumbent on each participant to understand that they each have a role in helping realize these hallmarks. Teacher and administrator has a role in helping create a growth oriented lens in support of the performance appraisal process. As you work through each stage of the TPA/NTIP process it is important to keep our seven hallmarks at the forefront of this experience. In doing so, it not only lays-down the foundation for the process, but also helps keep all participants focussed on promoting student achievement and well-being by examining our teaching practice and next steps for professional growth.

3. The TPA/NTIP process is in place to:
Purpose
The TPA/NTIP process is in place to:
provide an opportunity for teachers and administrators to engage in professional dialogue about the teacher’s practice, celebrate successes and collaboratively determine opportunities for growth
foster teacher development and provide meaningful feedback, encouraging professional learning and growth
help teachers achieve their full potential in order to achieve high levels of student learning, performance, achievement and well-being

4. Appraisal Cycle: Item New Teachers Experienced Teachers
Number of Appraisals
Must be appraised twice in the first 10 months of teaching.
Must be appraised once every 5 years.
Competencies
Appraisals focus on 8 of the 16 competency statements.
Appraisals consider all 16 competencies.
Rating
Rated as follows:
Satisfactory or Development Needed in the first appraisal
Satisfactory, Development Needed, or Unsatisfactory in the second appraisal
Satisfactory or Unsatisfactory in a third appraisal (if needed)
Teachers who receive two Satisfactory ratings during their new teaching period receive a notation on their Certificate of Qualification and Registration from the OCT.
Rated either Satisfactory or Unsatisfactory in all appraisals.
Annual Learning Plan
Not applicable to new teachers
ALP revised and updated annually in consultation with the Principal.

5. The evidence provided by the teacher should:
Context and School Goals
Along with the requirements of the TPA process from the ministry, there must also be a relationship between the appraisal process and the work/priorities in the school.
The evidence provided by the teacher should:
relate to network goals and supports;
relate to the School Improvement Plan;
relate to identified areas for teacher growth from the past.

6. Types of questions that could be asked during the Pre-Observation
Collective Learning and Shared Sense of Purpose
What do you want me to see and learn about your practice/program this year?
Keep this question in mind for the Pre-Observation meeting/discussion. It focuses the appraisal allowing teachers to determine which competencies will be a focus. However, the summative report will include appraisal of all required competencies.
Evidence of learning
Teacher input into this process is key; this is a teacher-driven process where the teacher provides the evidence for the appraisal.
Optional ‘Logs of Teaching Practice’ are available to new and experienced teachers to record samples of evidence if desired (MET web site)
Opportunity to highlight your best practices and identify areas for continued growth
Setting goals that can then relate to the Annual Learning Plan for experienced teachers is an integral part of this growth-oriented appraisal process.
Types of questions that could be asked during the Pre-Observation
Examples of types of questions that could be asked under each area are provided in the YRDSB Document.
Always consider:
What do we want each student to learn?
How will we know if each student has learned it?
How will we respond when a student experiences difficulty?
How will we deepen the learning of students who have already mastered essential knowledge and skills?

7. Process and Timelines
Teachers on HRS list to be informed via notification letter of evaluation year
For experienced teachers, within the first 20 days of school (p ) Also, as soon as possible alert every teacher as to which administrator is assigned and when the appraisal will occur.
All competencies will be commented on in the appraisal
Teacher can identify focus competencies but ALL 16 must be reported on in the summative report for experienced teachers and 8 of the 16 for new teachers. Focus competencies can support the teacher in developing his/her ALP.
Ongoing evidence
Throughout the TPA year, logs of evidence can be used at the teacher’s discretion. (MET site and p )
Annual Learning Plan
In an evaluation year for experienced teachers only, finalized during the post-observation meeting (p. 6)
In non-evaluation year, for all other teachers, within 60 school days from the first day of school.
Pre-Observation meeting
Occurs within 2 school days prior to the classroom observation. (p. 10)
Classroom/Non-Classroom Observation
Must include at least one classroom observation (i.e. teacher’s classroom, in specialized teaching environment, small group setting, office) where the teacher is interacting with students (p.12)
Post-Observation Meeting
As soon as possible but not later than 10 school days after the classroom observation (p.6.) Within 3 school days following post-observation meeting, teacher submits all outstanding information/artefacts to the principal. (p.14)
Summative Report
Within 20 school days following the classroom/non classroom visit. There is no differentiation in timing for different ratings. Teacher must sign within 5 school days along with submitting his/her ALP, if experienced teacher. (p. 15) After two successful NTIP appraisals, signed copy of the ‘Individual NTIP Strategy Form’ must be sent to Curriculum and Instructional Services.

8. Process and Timelines Materials to have ready: Planning
Based on Board’s planning memo:
Long Range Plans
Unit Plans
Overview of the Course (e.g. course of study)
Lesson Plan for the lesson/class(es) to be observed and those that have preceded the observed lesson
Expectations for student learning
Assessment Evidence
Student assessment/evaluation records for the class to be observed
Balance of assessment for, of and as learning based on achievement chart categories
Samples of student assessment activities
Learning Skills and Work Habits Assessment
Differentiation for students with IEPs/ELL students
Identification of levels of students in class
Accommodations/modifications, strategies used
Reflective in unit and lesson planning
Evidence of support and/or intervention strategies/contacts
Communication
Communication Log/Contact Information
Provides ongoing feedback, such as…
newsletters/bulletins
website
moodle
conferencing
Emergency Information
Medical information shared with teacher about students (e.g. anaphylaxis, seizure, etc.)
Fire Plan/Lockdown Procedures, Student Safety Plans
Occasional Teacher Handbook (Desired)
Lesson Plan
Seating Plan
Reference to IEPs including accommodations; ELL supports
Fire Plan/Lockdown Procedure/Student Safety Plans
This information is on p. 10 of the YRDSB Document.

9. Gathering Evidence for Competencies
Resources
Planning Documentation
Teaching Resources
Assessment Data
Student Work
Dialogue in TPA Meetings
Products Observations
Conversations with Students
Classroom Observation
the classroom observation is one way to observe
how else can i gather evidence?
assessment records, resources used in class, teaching/learning strategies, community involvement
Principals must consider all required competencies in
assessing a teacher’s performance and provide comments
regarding the competencies identified in discussions with
the teacher.
Some of these will be evident in the classroom observation, as
well as lesson plans, teaching resources, assessment and
evaluation practices, student work, dialogue between the
teacher and the evaluator and other sources made available to
them; others will be evaluated on additional information
experiences outside the classroom and still others will be a
combination of what is observed in the classroom and
additional information/experiences outside the classroom. This
additional information will be provided by the teacher and/or
the principal (e.g. ways of communicating with parents, use of
technology, student assessment practices).
The classroom observation is ONE way to observe. Consider multiple sources of evidence.

10. Classroom Observation
Elementary: Observation to include literacy block and where possible an additional subject class.
Secondary: Observation of at least one subject class.
Upon request by the teacher or administrator, an additional classroom observation can occur to gather additional evidence.
Student Interaction – questions that could be asked by the administrator during the class:
What are you learning today?
What do you need to do to succeed?
Where could you go/what could you do to improve your work/get feedback?
Review of student work
Looking at the evidence of student achievement, collected over time, from multiple sources: observations, conversations and student products.
“Typical day” that includes instruction
the lesson must be a typical lesson within the unit; based on various types of assessment to meet the precise needs of the student(s) and group(s).
Seating plan – uses:
Groupings (intentionality and rationale behind seating plan)
Tracking student participation
Consider:
within the domains, what can we see within that time period and what won’t we see thus requiring additional supporting evidence?
This information is on p. 10 of the YRDSB Document.

11. Non Classroom Teacher/Support Role in Classroom:
All teachers, regardless of role, must demonstrate the same 16 competencies if considered ‘experienced’; for NTIP, 8 competencies are assessed as outlined by the ministry
A number of observation guides have been created to assist with citing the evidence for the ‘look fors’ relevant to each of the competencies in the process; these are available on the BWW ( under “Supporting Documents”)
Teachers’ assignments should not be changed for the sake of an appraisal. TPAs should occur when a teacher is teaching in his/her area(s) of qualification.
Additional sources of evidence that a teacher in a non classroom/classroom support role can cite when engaged in the pre-observation meeting, workplace observation visit, post-observation meeting and the principal’s/supervisor’s completion of the summative report have been expanded or adapted for each role
The suggested sources of evidence that have been offered for each competency are for a teacher’s use to support the development of his/her ALP, discussion during the meetings, the focus for the observation and preparation for the summative report
Guides are not to stand in the place of the Summative Report; they are intended to act as supporting documents used during the process. The Summative Report is the same for all teachers, regardless of assignment.

12. Review the results of the classroom observation;
Post-Observation Meeting
Review the results of the classroom observation;
Discuss any other materials, factors and/or experiences that will have a bearing on the performance appraisal; fill in any gaps where possible.
Review and discuss the required competencies that form the basis for the performance appraisal;
Further discuss those competencies that had been identified as the focus of the performance appraisal;
Discuss the comments regarding competencies that are intended for the summative report.
Review the teacher’s ALP (if experienced), and discuss the professional growth goals and strategies for the teacher to take into account in finalizing his/her Annual Learning Plan for the current year.
The post-observation meeting should occur as soon as possible after the classroom observation, but not later than 10 school days after the classroom observation.
In order to finalize the Summative Report in a timely manner, teachers should ensure that within 3 school days following the post-observation meeting, the principal has all of the relevant information and documentation needed.
This information is on page 14 in the YRDSB Document.

13. Annual Learning Plan Purpose: Requirements:
Provide a meaningful vehicle to support experienced teachers’ professional learning and growth in the evaluation year and for the intervening years between appraisals
Teacher-authored and directed, developed in consultation with the administrator
Consider school and board improvement plans and priorities when identifying goals, strategies, and learning opportunities
Requirements:
Outlined on p. 3 of YRDSB Document
Part of TPA process – reviewed in the pre-observation meeting and finalized in the post-observation meeting
Copy of the ALP, signed by the teacher and principal, must be included in the TPA documentation (personnel file); teacher keeps a copy
Form available on BWW; alternate formats may be used provided they meet ministry requirements

14. Summative Report
Completion of “Other Appraisal Input”
Lesson, unit and long range plans
Log of Teaching Practice (optional)
Student assessment/evaluation records
Samples of student assessment /evaluation activities
Review of student work
Report cards
Commenting on all Competencies
All competencies must be commented upon using the look fors as a guide .
Evidence of practice should be used to support comments about each competency.
Performance Rating
Experienced = Satisfactory or Unsatisfactory
New = Satisfactory or Development Needed
If ‘Unsatisfactory’ notify teacher before summative report meeting to request union representation at the summative meeting.
Professional Growth Goals
Professional growth goals must articulate the areas of growth keeping the number manageable.
The teacher may take these areas of growth into account in developing his/her ALP.
For an unsatisfactory/development needed rating, an improvement plan/enrichment plan articulating goals and supports is needed.
Signing the Summative Report
The summative report must be completed within 20 school days of the classroom observation.
Meeting is not mandatory but recommended and can be requested by either the principal/vice-principal or the teacher.
The Teacher is expected to sign the Summative Report within 5 school days of receiving it to show receipt.
This information is on pages 15 to17 in the YRDSB Document.

15. Effect of Certain Absences on the Teaching Period:
The following periods must not be counted as part of either the new teaching period or the experienced teacher appraisal cycle:
A period during which the teacher does not teach at any time in a school governed by the board;
A period when the teacher is on secondment to a non-teaching position;
A period when the teacher is on secondment to a teaching position outside Ontario’s publicly funded education system;
A period during which a teacher is on an extended leave (1 year or more) approved by the Board.
For the above, the actual cycle date changes to one year later.
When a teacher returns from an extended leave approved by the Board, any appraisal that would otherwise have been carried out during that period of the leave must be conducted within 60 school days of the teacher’s return from the leave.
Please refer to the document regarding Deferrals & Exemptions on the bww.

16. Important Resources/Links
Item
Link
Ministry Resources – TPA and NTIP
The ministry combines information about NTIP and the TPA processes into one technical requirements document (2010). The board does not get many hard copies of this document; teachers and administrators must rely on the electronic version at:
YRDSB Document – The Revised Teacher Performance Appraisal Process for Experienced Teachers, Revised: February 2011.
YRDSB – NTIP Resources
This document is a critical resource for teachers and administrators for the process.

17. Supporting Documents Planning:
and
The following BWW pages:
Curriculum and Instructional Services
New Teacher Induction Program (NTIP)
Growing Success
Assessment and Evaluation and Communication
The following Ministry Resources:
EduGains
Capacity Building Series Monographs

18. Questions?